Outdoor physical education activities for children 2-3 years old

Outdoor physical education activities for children 2-3 years old

Complex No. 1 (1-2 weeks of September).

Program objectives: Teach children to walk and run in small groups, following the teacher. Develop the ability to act on a signal. Learn to walk between two lines (limited area), maintaining balance. Practice jumping in place on two legs.

1. Walking and running in small groups in a straight direction.

The game “Let’s go visit” - the children are walking, “it’s raining!” run to their houses (2 times).

2. -Walking between two lines in a column (drawn on the asphalt)

-P/n “Run to me” (the teacher stands on the opposite side of the children and says the words “run all of you to me”) is repeated 3-4 times.

-exercise “Bunny”. 10-15 jumps alternating with walking in place (3-4 times)

3. Walking in a flock behind the teacher around the daycare center; the teacher may have a plot character in his hands.

Complex No. 2 (3-4 weeks of September).

Program objectives: Teach children to walk and run as a whole group according to the symbols following the teacher, consolidate the ability to jump in place on two legs. Learn to maintain starting positions during game exercises.

1. Walking and running as a whole group following the teacher along the path.

2. Game exercises.

- “Show your palms.” I.p. standing with your feet hip-width apart, your arms at your sides. Raise your hands forward, say “here”, return to IP (4p)

- “Show your knees.” I.p. standing with your feet shoulder-width apart, hands on your belt. Bend forward and place your palms on your knees, say “here”, return to IP (4p)

— Jumping on 2 legs in place, alternating with walking in place (2p)

3. P/n “Catch the ball.” The teacher rolls the ball in one direction, the children catch up with it, then in the other direction. (2p)

4. Walk in a flock behind the teacher, he may have a ball in his hands.

Complex No. 3 (1-2 weeks of October).

Program objectives: To familiarize children with walking and running in a column behind the teacher. Learn to do the exercises simultaneously with the teacher: sit down, clap in front of you. Develop the ability to respond to a signal and run in all directions.

1. Walking and running in a column.

2. Exercises:

- “Clap” I.p. standing, arms down along the body. Bring your hands forward, clap in front of you, return to IP (4p)

- “Squats” I.p. too, hands on the belt. Squat down, touch your knees with your palms, stand up, return to standing position (4 p).

- “Jumping” on 2 legs in place, alternating with walking (2p)

3. P/i “Sparrows and the cat” (Children stand in circles, an adult cat squats to the side, to the words “the sparrows flew” the children spread their arms to the sides “flapping their wings” and run in all directions, the cat wakes up and shouts “meow” ", runs after the children, and the children run away into the houses) (2p)

4. Walk in a column behind the teacher one at a time.

Complex No. 4 (3-4 weeks of October).

Program objectives: Teach children to walk and run in circles after the teacher. Learn to maintain stable balance while performing exercises. Develop orientation in space, respond to signals

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1. Walking and running in circles.
2. Exercises:

- “Birds.” I. p. standing, legs slightly apart, hands behind the back, 1- arms to the sides, wave them: “chick-chirp”, 2- return to I. p. (4p)

- “The clock is striking.” I.p. legs apart, hands on the belt. 1-tilt right - left, say “boom”, 2-p. (4 r)

3. P/n “Find your house.” Children stand behind the line, at the words “let’s go for a walk” the children run away in different directions, at the signal “home” the children run to the “house” (2p)

-P/i “My funny ringing ball” (2p)

4. Walking in a column one at a time, the teacher may have a flag in his hands.

Complex No. 5 (1-2 weeks of November).

Program objectives: Teach children to stop when the teacher gives a signal while walking and running. Develop coordination of movements. Learn to run after each other without overtaking, and quickly respond to a signal in the next place.

1. Walking and running in a column one at a time, stopping at the teacher’s signal.
2. Exercises:

- “Mill” I.p. feet width apart, arms along the body. Swing both arms back and forth, return to IP (3-4 r)

- “Kolobok” I.p. the same, hands on the belt. Sit down, clasp your knees with your hands, stand up, etc. (3-4 r)

3. P/i “Train” (children line up in a column one at a time, the first in the column is a steam locomotive, the rest are carriages, when moving slowly they say “chu-chu-chu”, “the train is approaching the station”, the children stop) (2p ).

-P/i “Hen and Chicks” (2р)

4. Low mobility game “Guess who’s screaming?” (the teacher imitates the sound of the animal with his voice, and the children guess and depict the habits of this animal).

Complex No. 6 (3-4 weeks of November).

Program objectives: Strengthen the ability to walk and run in a circle. Develop balance and coordination of movements, the ability to quickly respond to a signal.

1. Walking and running in circles.
2. Exercises:

- “Tumbler.” I.p. standing, hands on the belt, rock back and forth, rest after 4 swings. (3p)

- “Jumping” on two legs, alternating with walking in place. (5 r)

3. P/i “Run to the flag” (the teacher holds a flag in his hands, at the signal “Run to the flag” the children run to the teacher.) (2-3p)

-P/n “Mishka” (teacher is a bear, the children come up to him and say the words “Bear, bear, why have you been sleeping for so long? Mishka, Mishka, why are you snoring so much? Mishka, Mishka get up, Mishka, play with us!” Mishka wakes up and says, “Why did you sing songs to me, why did you wake me up?” The children run away, Mishka catches up) (2-3r).

4. Walking in a column behind the teacher.

Complex No. 7 (1-2 weeks of December).

Program objectives: Exercise children in walking and running in a column, changing walking and running according to symbols. Develop the ability to jump on two legs while moving forward. Develop response to signals, develop balance and correct posture when walking

1. Walking and running in a column one at a time.
2. -Walking and running between two lines (in line, children walk along one path and run along the other) (2p).

-Jumping on two legs moving forward.

3. P/i “Mice in the pantry” (mice children sleep in holes, the teacher cat falls asleep, the mice run into the pantry, “gnaw crackers” when going out for a walk, the cat wakes up, screams “meow,” the mice run into the pantry.)

(2-3r)

4. Sedentary game “Bubble”. Slow walking around the kindergarten.

Complex No. 8 (3-4 weeks of December).

Program tasks: Practice walking in a column one at a time, performing tasks as directed by the teacher, jumping according to symbols, walking along a winding path, developing attention.

1. Walking in a column one at a time, completing the teacher’s tasks, running in all directions. (Children walk in a column one after another, complete tasks - we walk like “foxes”, “bunnies”, then run in all directions) 2 times.
2. -Walking along a winding path one after another (3p).

-Jumping on a flat path.

3. P/i “Tram” (the teacher has flags of two colors in his hands, children stand one after another pretending to be a tram, run to the “green flag”, stand to the “red” flag) (3p).

4. Sedentary game “In an even circle.”

Complex No. 9 (1-2 weeks of January).

Program tasks: Continue to teach walking and running in all directions, squatting, maintaining balance, jumping, moving forward. Teach quick changes of movements.

1. Walking and running randomly.

2.Exercises:

- “Birds” I.p. feet width apart, hands below. Raise your arms to the sides, lower them, return to standing position (4 p).

- “Squats” I.p. too, hands on the belt. Sit down, return to standing position (4p)

-P/i “Along a level path” (“Along a level path, along a level path our feet walk: One, two, one, two. Over the pebbles, over the pebbles... Into the hole - bang!”... the children walk, to the words “on pebbles” - jump on two legs, moving forward, to the words “into the hole” - squat down, “climbed out of the hole” - the children rise. (2p)

-P/i “Shaggy Dog” (2p).

3. Walking in a column, one at a time, behind the teacher.

Complex No. 10 (3-4 weeks of January).

Program tasks: Learn to walk in pairs, strengthen running in all directions, practice jumping. Develop coordination of movements during squats, a clear change of movements (jumping - walking). Continue learning to respond to a signal

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Develop imagination.

1. Walking in pairs, running in all directions.
2. Exercises:

- “Swing” I.p. legs slightly apart, arms down. Swing your arms back and forth, slightly springing your legs. When swinging we say “uh” (4p)

- “Ball” Jumping in place, alternating with walking (5 jumps 3 times).

-P/i “At the bear in the forest” (2-3r).

-P/i “Sparrows and the cat” (Sparrows are children, the cat is the driver, to the words “sparrows fly” the children run, flapping their wings, the cat wakes up “meow”, the children run away to the teacher’s house) (2-3r)

3. Sedentary game “Find a toy” (the teacher hides the toy in advance, the children walk around the playground and look for it).

Complex No. 11 (1-2 weeks of February).

Program tasks: strengthen walking one at a time, completing tasks, exercise running, jumping, develop physical qualities.

1. Walking and running in a column one at a time.

2. Exercises:

- “Start the engine” I.p. feet width apart, arms in front of the chest, elbows bent, fingers clenched into fists. Circular movements of the arms in front of the chest, one arm rotates around the other. (5p)

- “Hedgehog” I.p. legs slightly apart, hands behind back. Sit down, clasp your knees with your hands, stand up, put your hands behind your back, return to the IP (5p)

— Jumping on two legs, alternating with walking (5 jumps of 3p each)

-P/i “Shaggy Dog” (2р)

3. Walking in a column, one at a time, around the kindergarten.

Complex No. 12 (3-4 weeks of February).

Software tasks. Teach children to respond to the teacher’s signal. In outdoor games, reinforce the rules. Develop jumping ability and accuracy.

1. Walking and running in a column one at a time.

2. Exercises:

1. "Merry sparrows and horses." Walking in a column, at the signal of the “sparrow” - the children stop and flap their wings. At the “horses” signal, the children gallop straight ahead.
2. Game “Roll and Knock Down” Children stand in a line, they have balls, you need to knock down the pins with balls (2 times).

Game "Find your color". Children run scattered around the playground, at the teacher’s signal, they run up to their color flag (hoop)

(2-3 times).

1. Game "Planes". Walking at a slow pace around the kindergarten.

Complex No. 13 (1-2 weeks of March).

Software tasks. Teach children to make movements with words. Reinforce walking on a limited surface.

1. Walking and running in a column one at a time.

2. Exercises:

1. Game "We stomp our feet." Children make movements along with words.

We stomp our feet, we clap our hands, we nod our heads.

We raise our hands. We lower our hands, we give our hands.

And we run around and around and around.

1. Exercise “We are clever guys.” Walking on a board, a limited surface, arms to the sides.

"From bump to bump." Jumping from hoop to hoop on 2 legs.

1. Sedentary game “Bubble” (2 times). Walk at a slow pace behind the teacher.

Complex No. 14 (3-4 weeks of March).

Software tasks. Teach children to run between objects without touching them. Continue teaching children to jump on 2 legs, moving forward; roll the ball between objects.

1. Walking and running in a column one at a time.

2. Exercises:

1. “Run, don’t hit me.” Walking and running between objects.
2. Game "Roll the ball between objects." Roll the ball between cubes and objects.

Game "Jumping Bunnies". Children jump from one side of the playground to the other on 2 legs. Alternate with walking (2-4 times).

1. Game "Carousel" (performed at a slow pace 2-3 times).

Complex No. 15 (1-2 weeks of April).

Software tasks. Continue to teach children to walk, stepping over blocks, maintaining balance; jump over a rope on 2 legs. Learn to hit the ball with 2 hands.

1. Walking and running in a column one at a time.

2. Exercises:

1. Game "Even Step". Walking in a column one at a time, stepping over the cubes. Run after each other.
2. “Throw the ball on the ground and catch it.” Hitting the ball on the ground with 2 hands

(10 times).

"Through the stream." Jumping on 2 legs over a rope. (5-6 times).

1. Sedentary game “Pass the ball.” Passing the ball from hand to hand in a circle (try not to let the ball fall out of your hands).

Complex No. 16 (3-4 weeks of April).

Software tasks. Teach children to complete a task at a signal from the teacher. Develop reaction speed in children.

1. Walking and running in a column one at a time.

2. Exercises:

1. Game "Starlings". Children are "starlings" running around the playground. At the signal, children run to the birdhouses “hoops” (towards the cubes).
2. Game “Cucumber, cucumber” (children go to the “mouse” and say the words: cucumber, cucumber, don’t go to that end, the “mouse” lives there and will bite off your tail). The “mouse” is catching up with the children.

Game "Brave Mice". Climb under the cord, hands on knees (height 40 cm).

1. Sedentary game “On a level path.” Walking behind the teacher on a limited surface or along a cord.

Complex No. 17 (1-2 weeks of May).

Software tasks. Teach children to hit, toss, throw the ball.

Strengthen slow running in all directions. Develop coordination in children.

1. Walking and running in a column one at a time.

2. Exercises:

1. Game "Through the Swamp". Walking, stepping over objects. Running between objects.
2. Ball game:

- throwing up with 2 hands;

- hitting the ball on the ground with 2 hands;

-throwing a ball through a rope (objects) from behind the head with 2 hands.

3. Sedentary game "Cars". Simulate the motion of driving cars scattered across the site without touching each other.

Complex No. 18 (3-4 weeks of May).

Software tasks. Continue to teach children to accurately follow the teacher’s commands; roll the hoop in a straight line; develop the eye and precision of movements.

1. Walking and running in a column one at a time.

2. Exercises:

1. Game "Find yourself a match." Children walk around the playground; at the teacher’s signal, the children quickly look for a mate (you can use flags of different colors).
2. Game "Roll the Hoop". Children stand in a line, the hoop stands on its edge, the children must roll the hoop as far as possible.

Game “Bear the Bear in the Forest” (2-3 times).

1. Game "Complete the task." Children perform the task at the command of the teacher.

Tasks.

Develop orientation in space when walking in different directions; teach walking on a reduced area of ​​support while maintaining balance.

Part 1.

Walking and running in small groups in a straight direction behind the teacher. The guys enter the hall together with the teacher, without formation - in a “flock”. There are chairs placed on both sides of the hall (according to the number of children). The teacher invites the children to sit on chairs and occupy their “houses”. The game “Let's go for a visit” is played. The teacher approaches the first group of children, invites them to stand up and go “visiting” with her. Approaching the second group of children, the kids say hello and show their palms. To the words: “It’s raining!” – children run to their “houses” and take any places.

Then the teacher invites the children of the second group to “visit”. The game repeats itself.

Part 2.

Walking between two lines (distance 25 cm). The teacher lays out two 2.5–3 m long paths of cords (slats) along the hall, parallel to one another. The distance between tracks is at least 3 meters (Fig. 5).

Rice. 5

“Let’s walk along the path.” “The rain has stopped,” says the teacher, “the sun has come out, but there are puddles all around. Let’s walk along the path so as not to get our feet wet.” Then he brings one group of children to the path, they stand behind each other (in a column), and invites them to walk along the path. Children walk along the first path, then walk along the second, and after that they sit on chairs (or a bench). A second group of kids is invited to walk along the path.

Outdoor game “Run to me.” This game develops the ability of children to act on a signal from the teacher, to run in a forward direction simultaneously as a whole group. Having removed the slats (cords), the teacher invites the children to stand on one side of the hall, so as not to disturb each other, and he moves to the opposite side of the hall and says: “The puddles have dried up, run to me, everyone run!” The children run, the teacher greets them warmly with his arms wide open. When the kids gather, the teacher goes to the other side of the hall and again says: “Run to me!” The game is repeated 3-4 times. Before the game starts, the teacher reminds the children that they can only run after the words: “Run to me!”

3rd part.

Walking in a flock behind the teacher around the hall, in the teacher’s hands a toy (bear, bunny or doll).

Lesson 2

Tasks.

Exercise children in walking and running as a whole group in a straight direction behind the teacher; jumping on two legs in place.

Part 1.

Walking and running with the whole group in a “flock” behind the teacher. Children enter the hall without forming a “flock”. The teacher draws their attention to the bear sitting on a chair at the end of the hall and invites them to visit him. Children go to the bear, talk to it, then turn around and walk to the doll, to the other end of the hall. After walking in one direction and the other, the teacher invites the children to run to the bear and then to visit the doll. After completing walking and running exercises, children line up in a circle.

Part 2.
General developmental exercises.
1. Starting position – feet hip-width apart, arms along the body. Bring your arms forward and return to the starting position (4-5 times).

2. I. p. [1] – feet shoulder-width apart, hands on the belt. Bend forward, arms down, touch your knees; return to the starting position (5 times).

3. I. p. – legs hip-width apart, hands behind the back. Sit down, bring your arms forward, return to the starting position (4-5 times).

4. I. p. - legs apart, hands on the belt. Tilt to the right (left), straighten up, return to the starting position (3 times in each direction).

5. I. p. – legs slightly apart, arms along the body. Jumping on two legs in place for a count of 1–8. Repeat 2 times.

Main types of movements.

Jumping on two legs in place (2-3 times). The teacher takes a large diameter ball and shows the children how well it bounces off the floor (hitting the ball with one hand on the floor), then invites the children to come up to her and jump on two legs, “like balls.” The children jump, and the teacher says: “Jump-jump, jump-jump,” asking ri, says the teacher. Children go to the bear and jump around it. Then they go to the other end of the hall and jump near the doll. The teacher makes sure that the children do not run, but move from one toy to another.

Game task “Birds”. The teacher explains that the children will portray birds that are preparing to fly to warmer climes. At the sound signal from the teacher, all children raise their arms (wings) to the sides and scatter (scatter) throughout the hall. At the signal: “The birds are resting,” the children stop and crouch. The game is repeated 2-3 times.

3rd part.

Game task “Find the bird”.

Lesson 3

Tasks.

Develop the ability to act on a signal from the teacher; teach to push the ball energetically when rolling.

Part 1.

Walking in a column one at a time, at the teacher’s signal: “Crow!” - you have to stop, say: “Kar - kar - kar!” – and continue walking. At the teacher’s signal: “Dragonflies!” – easy running, arms out to the sides – “spread your wings.”

Part 2.
General developmental exercises with a ball.
1. I. p. - feet width apart, ball in both hands below. Lift the ball up, stretch, look at it. Slowly lower the ball down - return to the starting position (4-5 times).

2. I. p. - legs at the width of the foot, the ball in bent arms near the chest. Sit down, touch the ball to the floor; straighten up, return to the starting position (4-5 times).

3. I. p. - feet shoulder-width apart, ball in bent arms near the chest. Tilt towards the right (left) leg, touch the ball to the floor; straighten up, return to the starting position (4-6 times).

4. I. p. - kneeling, ball in front of you in both hands. Rolling the ball around the body with a turn in both directions. Repeat 2-3 times.

Main types of movements.

Rolling balls. “Ride and catch up.” Children approach chairs (bench) on which large-diameter balls are laid out in advance, take them and stand on the starting line marked with a cord. At the teacher’s command: “Let’s roll!”, pushing the ball with both hands, roll it in a straight direction and catch up. The kids return to the starting line in steps. The exercise is repeated.

Outdoor game "The Cat and the Sparrows". The “cat” is located on one side of the hall (area), and the “sparrow” children are located on the other.

The “sparrow” children approach the “cat” together with the teacher, who says:

Kitty, kitten, cat,

Kitty has a little black tail,

He's lying on a log

Pretended to be asleep.

To the words “As if he’s sleeping,” the “cat” exclaims: “Meow!” - and begins to catch the “sparrows” who are running away from him to their house (beyond the line).

3rd part.

Walking in a column one at a time.

Lesson 4

Tasks.

Develop orientation in space, the ability to act on a signal; group when climbing under the cord.

1 .

Walking and running in circles. Walking around the cubes (half a circle), then switching to running - a full circle. Turn in the other direction, repeat the task. The pace of the exercise is moderate. The exercise ends with walking.

Part 2.
General developmental exercises with cubes.
1. I. p. - legs at the width of the foot, cubes in both hands below. Raise the cubes up through the sides, lower them down, return to the starting position (4-5 times).

2. I. p. – legs slightly apart, cubes at the shoulders. Slowly squat down and touch the cubes to the floor. Straighten up, return to the starting position (5-6 times).

3. P.p. – sitting, legs crossed, cubes in both hands on your knees. Lean to the right, place the cube on the right (farther away); straighten up, return to the starting position. The same to the left (2-3 times in each direction).

4. I. p. – standing in front of the cubes, hands at random. Jump on two legs around the cubes in both directions, with a short pause (2 times in each direction).

Main types of movements.

Crawling with support on your palms and knees. The teacher places two racks (they must be absolutely stable to avoid injury) and pulls the cord at a height of 50 cm from the floor (regular chairs can be used). The aids are arranged in such a way that all children participate in the exercise. If conditions and the number of children do not allow using the frontal method, then the exercise is performed in subgroups. On one side of the posts, at a distance of 2–2.5 m, a cord is placed to indicate the beginning of movement, and on the other side, rattles can serve as a guide (Fig. 6).

The task is given in a game form: “Crawl to the rattle.” First, the teacher invites one child to show how to crawl under the cord, and at the same time explains: “Lena approaches the cord, gets on all fours (supporting on her palms and knees) and crawls like a “bug”, tilting her head so as not to touch the cord. She crawled to the rattle, stood up, took the rattle and rattled it.” After the demonstration and explanation, the teacher invites the children to take their starting position and, at a signal, begin to complete the task. The exercise is repeated 3 times.

Outdoor game “Quickly to the house.” Children are located in a “house” (on gymnastic benches or chairs). The teacher invites them to go to the meadow - admire the flowers, look at the butterflies - walking in all directions, in different directions. To the signal: “Hurry to the house, it’s raining!” - the kids run to take a place in the “house” (any place).

3rd part.

Game "Let's find a bug."

Material to repeat

Consolidation of what has been learned in the main types of movements is carried out in free time from classes. What children master in the first week is transferred to play exercises in the second week and so on. The teacher involves the whole group of children, small subgroups, and can work individually in game exercises.

1st week.

Game exercises: with a ball - roll the ball, throw forward, etc. Children 3-4 years old still have a weak skill in playing with the ball, so to develop it, it is advisable to carry out various exercises every day, games with running “Catch up with me, “Run to to me".

Rice. 6

2nd week.

Game exercises for balance - “Let's walk along the bridge” (on a board, 25 cm wide). Outdoor games with a ball and jumping.

3rd week.

Game exercises with balls - rolling balls in a straight direction, each other, throwing balls forward. Outdoor games “Bubble”, “My funny ringing ball”, “Find your house”, etc.

4th week.

Game exercises and outdoor games for all the material covered.

Summary of classes on physical development in the second junior group

Goals:

— continue to teach children to walk on their toes, heels, and with high knees.

- practice jumping in place, alternating with a simple step, and walking with obstacles.

- teach children to jump forward.

- cultivate interest in joint motor activity.

Equipment: Cat toy, cones, soft round modules (4 pieces) rope.

Introductory part (2 minutes)

(The children are shown a toy cat.) “Look who came to visit us. Hello guys! I am Barsik the cat! And today I want to play with you. Let's all be mice. You and I will go for a walk and play a little."

Warm-up:

- formation in a column (“In one column, one behind the other - stand!”)

- normal walking (“Step-march! Head and back straight, look forward, walk straight from heel to toe, raise your legs, tuck your stomach, arms work back and forth, breathe evenly. Well done, you know how to walk very beautifully”)

— on toes (“Now let’s walk on toes. Legs are straight, hands are on the belt, head is raised, looking forward, steps are short, back is straight, heel does not touch the floor, we walk like cats”)

- with high knees (“And I also like to go to the circus and the horses there also know how to walk beautifully. Let’s walk like horses. The back is straight, the head is raised, the knee rises high, the step is short, we pull the toe down and lower it to the entire foot ") ;

- walking on heels (Let's walk on our heels, toes pointing up, keeping our back straight, keeping our hands on our belts)

- running in a circle (“We’re going, we’re going and we won’t get there. Catch up, guys. The body and head are slightly tilted, we look forward, the legs are raised, the hands work forward and up, we clench our fingers into fists.”)

(“Oh, I’m a little tired, let’s start walking. Head and back straight, look forward, walk straight from heel to toe, raise your legs, tuck your stomach, work your arms back and forth, breathe evenly.”)

(“What, mice, aren’t you tired? Let’s rest a little and play”)

Main part (8 minutes)

General developmental exercises (4 minutes)

"The mice play in their holes"

Guys, let’s line up evenly, tighten our backs, breathe evenly and calmly. So as not to disturb each other, we will stand at a distance.

1) Raise and lower your shoulders with me.

I. p. standing, legs together, arms down (Come on, mice, let's play: raise your shoulders, lower them 3-4 times)

2) The mice spin and spin.

I. p. standing, legs apart, hands on the belt. Turn the body to the right and left – 4 times.

3) The mice were tired and lay down to rest.

I.p. lying on my back. (mice lying on their backs dangle their arms and legs.)

The mice stood up and stretched. Let's cheer up.

4) The mice are jumping.

I. p. standing, hands on the belt, jumping on two legs, alternating with walking in place, 3 times (Well done, mice, how well you jump)

5) I. p.: lying on your back. (“The mice got tired and lay down to rest. We lay on our backs and dangled our arms and legs.”)

Basic types of movement. (4 minutes)

And now we will show our Cat how we can crawl and cope with obstacles.

1. Crawling on all fours (supporting on the palms and knees) in a straight direction. Invite the children to get on all fours and crawl (in a straight line) one after another.

Let's get up and go around obstacles called hummocks, we go around the hummocks carefully, without touching them, the mice must walk quietly.

Well done guys, how well you avoid the bumps, we try to keep our backs straight - this is a learning stage.

2. And now, guys, we will learn to jump forward and overcome distances.

After me, we all begin to repeat the jumps together. We jump along our path, we jump easily, on our tiptoes, trying to keep our back straight. How well done you are, little mice, you tried. Aren't you tired?

Let's play, mice! The game is called "Cat and Mice".

Outdoor game “Cat and Mice” (3 minutes)

Goal: To teach children to run easily on their toes, without bumping into each other, and to navigate in space. Change movements at the teacher's signal.

The children are sitting. These are mice in holes. There is a cat sitting on the opposite side. The cat “falls asleep”, and the mice scatter throughout the room - “The cat is sleeping!” " But then the cat “wakes up”, stretches, meows and begins to catch mice - “The cat has woken up!” " The mice quickly run away and hide in holes. The cat takes the caught mice home.

Final part (2 minutes)

- regular walking in a circle (“Head and back straight, look forward, walk straight from heel to toe, raise your legs, tuck your stomach, arms work back and forth, breathe evenly”);

Relaxation:

Children lie down on the carpet and close their eyes.

Relax your arms, legs, neck, torso. Let’s imagine, guys, how we are lying in a beautiful flower meadow, a light breeze is blowing over us, we are relaxed, the sun is warming us with its rays. We are rested and full of strength. We open our eyes and rise.

— formation (“We’ve lined up! Well done!”)

You guys were great! Our cat Barsik really liked the way you did the exercises and played! Let's say thank you to Barsik for coming to visit us! Goodbye, see you again.