Morning exercises middle group file for federal state educational standards

Meaning

Morning exercises in the middle group of preschool educational institutions are the main stage in monitoring health.

The purpose of physical education for the child’s body:

• Raising the tone of children physically and emotionally.
• Demonstration of will, since exercises are performed under the guidance of a teacher.
• The whole body is activated.
• Breathing improves.
• Blood circulation accelerates.
• Metabolism improves.
• Introspection of execution.

Note! Gymnastics is carried out under rhythmic audio accompaniment; this develops a sense of rhythm, as children begin to try to fall into the “musical pattern”.

The role of exercise in educational and health processes

The task of morning exercises is to tone the whole body and improve vital processes.

The role of exercise in the health and education of children:

• Physical activity improves blood circulation and oxygen exchange, which stimulates brain activity.
• Muscles are strengthened and overall physical development is activated.
• Systematic exercise leads to strengthening of the body.

Additional Information! Proper combination of physical and mental activity ensures the harmonious development of the child’s personality and character in kindergarten.

Lessons on the street

Features of charging older preschoolers

Older preschoolers already understand the main purpose of exercise, so the teacher’s main attention is paid to the correct execution of exercises and breathing, strict adherence to the rhythm and tempo of the complex, a variety of movements, and careful work with objects.

The introductory part is accompanied by several types of walking and lane changes. Discipline is maintained and the columns are even. Leaders are appointed who must turn from a certain place and lead the children of their team to the construction site. Many children strive to earn the right to be a leader, so they try to perform the exercises well. The teacher sometimes entrusts showing the exercise to the children. At this time, the teacher has the opportunity to walk through the rows, provide individual assistance, correct posture, and check correct breathing.

Systematic performance of morning exercises in the older group develops a habit in children. Children are already more independent.

Nuances

Due to the advent of fashion for a healthy lifestyle, exercise among children and adults began to gain popularity. However, not everyone realizes the importance of morning physical activity.

The main points of gymnastics in kindergarten according to the Federal State Educational Standard:

• Duration - no more than 5-12 minutes a day.
• The exercise consists of 3 parts: introductory (warm-up), main (active exercises) and final (exercises with reduced activity are used).
• For training, a special sports uniform is purchased that does not restrict movement.

Note! The duration of the exercises depends on the age of the participants.

Time plan

The volume of physical activity is determined according to the general physical development of the pupils. This technique is effective for educating preschoolers.

The complex of morning exercises in the middle group has a temporary dosage:

• Perform 4-5 exercises for 6-8 minutes, i.e. 5-6 repetitions per action.
• More active exercises, such as running, almost all types of walking, should last 15-20 seconds.
• A useful exercise is crawling on the floor, repeated for 30 seconds.

Note! The gymnastic complex is repeated for 1-2 weeks, after which the exercises are changed.

An example of a note on gymnastics in the middle group

This summary has been compiled in accordance with the standards of the Federal State Educational Standard. Summary of gymnastics in the middle group:

• Goal: to create conditions and incentives for introducing preschool children to elements of a healthy lifestyle.
• Objectives: learning to perform actions on a signal, developing the ability to perform an exercise efficiently and accurately, regulating breathing and adhering to a given pace. Forming the correct position of the spine, quick reaction, speed of action, orientation in space, creating a cheerful mood in children for the whole day and instilling a love for physical activity.
• Additional items: audio center, dumbbells, mats, jump ropes.

Note! There are specific plans for each month of the school year. In January and February, classes are held indoors, and in spring and summer, gymnastics is performed outdoors.

Morning exercises in preschool educational institutions. Workshop for educators

“Modern approach to organizing and conducting morning exercises in preschool educational institutions”

Relevance: In light of solving the state’s priority task of preserving the health of the population, the main direction of work of preschool teachers is the preservation and strengthening of the health of preschool children. Morning exercises are included in a number of physical education and health activities of preschool educational institutions aimed at the full physical development and strengthening of children’s health. SEE ALSO Sets of exercises for children 3-4 years old Sets of exercises for children 4-5 years old Sets of exercises for children 5-6 years old Sets of exercises for children 6-7 years old Fascinating, selected in accordance with the age needs and capabilities of preschool children, morning exercises , contributes to the development of children's interest in physical education and sports, instilling in children a sense of purpose, organization, initiative, a desire to do physical exercise every day, and forms the foundations of a healthy lifestyle.
Purpose of the seminar:

• To acquaint teachers with modern techniques and approaches to conducting morning exercises in preschool educational institutions, aimed at preserving and strengthening the health of children, the successful formation and improvement of motor skills of preschoolers;
• To develop the ability of teachers to organize and conduct morning exercises, which arouses children’s interest in physical education and sports, developing the habit of a conscious attitude towards their own health and a healthy lifestyle.

Objectives of the seminar:

• Cover the tasks and importance of morning exercises for preschoolers
• Determine the content of morning exercises in accordance with the age needs and capabilities of preschoolers
• Present a methodology for conducting morning exercises with children of different age groups in the form of a master class by a physical education instructor
• Create exercise dosage tables for each age group
• Draw up a sample of planning morning exercises in accordance with the Federal State Educational Standard for Education.

Expected Result:

• Creation of a program and methodological base for advanced training of preschool teachers in this area
• Selection of the most appropriate methods for conducting morning exercises on the basis of preschool educational institutions

Practical significance:

• Methodological recommendations will allow preschool teachers to properly organize the planning and conduct of morning exercises

You can also download the seminar in the form of a presentation of 30 slides to the topic, the diagrams of formations for morning exercises have been added, it looks like this:

Objectives and importance of morning exercises

Gymnastics is a broad concept, defined as one of the main means and methods of comprehensive physical development.

Morning hygienic gymnastics aims to strengthen and preserve human health, create a cheerful, cheerful mood, and increase performance.

Morning exercises are a system of specially selected exercises that have a diversified effect on the human body, strengthening its basic functional processes, promoting its harmonious development and increasing vitality.

The purpose of morning exercises in kindergarten is to improve health, physical improvement and ensure the child’s versatile physical preparedness for a variety of activities.

Also, morning exercises in kindergarten have great educational significance. Systematic implementation of morning exercises instills in children the habit of doing physical exercise every day, teaches them to start the day in an organized manner, promotes strict adherence to the daily routine, teaches them to act consistently in a team, to be purposeful, attentive, self-controlled, and also evokes positive emotions and a joyful feeling.

Carrying out morning exercises in the fresh air or in a well-ventilated room helps to harden the child’s body and develop resistance to various environmental influences. The introduction of corrective exercises into complexes contributes to the formation of the arch of the foot and correct posture. Thus, morning exercises are a multifaceted physical education and health process that systematically improves the health of the child’s body.

Organization of morning exercises

Morning exercises are an obligatory part of the daily regimen and are carried out daily before breakfast, from spring to late autumn in good, dry weather, morning exercises are carried out outdoors on a group site. On those days when children are received in groups, morning exercises are carried out in the premises according to the morning exercises schedule. Before class, the room is ventilated; the optimal temperature for morning exercises in the room is 16 degrees. Children practice in casual clothes. Morning exercises in kindergarten are considered as an important element of the motor regime; by performing morning exercises, the child should receive an elevated emotional state and real joy of movement. There should be no forced gymnastics. If one of the children does not want to study today, there is no need to force him, the main thing is to subsequently understand the reason for this behavior and select individual forms of influence.

Structure of morning exercises

Like any physical education event, morning exercises begin with a warm-up and end with recovery exercises. Since morning exercises are not long, the physical activity involved is not great. Morning exercises consist of 3 parts:

• introductory
• main
• final

Each part has its own tasks and content.

3.1. Introductory part of morning exercises Objectives: organizing children's attention, focusing on performing coordinated actions; forming correct posture; preparing the body for performing more complex exercises.

3.2. The main part of morning exercises Tasks:

• strengthening major muscle groups
• formation of correct posture

The exercises are performed in a certain sequence: first, exercises are given to strengthen the shoulder girdle and arms, which contribute to the expansion of the chest, good straightening of the spine, and the development of the respiratory muscles; then exercises for the trunk muscles; This is followed by exercises to develop the leg muscles and strengthen the arch of the foot. After heavy-load exercises, you should repeat the first exercise or a similar one. The number of repetitions of each exercise depends on the age of the children and their physical fitness.

3.3. The final part of morning exercises Tasks:

• restore pulse and breathing

Content: Young children perform jumping or running moves that lead to a final walk. Older children perform jumping combined with running, then a final walk with various tasks. after the final walk, a sedentary game is played

Forms of morning exercises

Various forms of morning exercises are used:

• traditional form using general developmental exercises
• playing out some plot: “Journey to the Forest”, “Zoo”, “Bugs”, etc.
• gaming nature (from 3-4 outdoor games)
• using elements of rhythmic gymnastics, dance movements, round dances
• health running (carried out on a site for 3-5 minutes with a gradual increase in distance, intensity, time)
• using an obstacle course (you can create different obstacle courses using a variety of modules)

Requirements for sets of exercises for morning exercises

The combination of physical exercises, selected in a certain order, makes up a complex. Typically, a set of exercises for morning exercises is made up of exercises learned in physical education classes or from exercises that do not require lengthy learning. When compiling a complex, you must be guided by the following requirements:

• the complex should contain exercises for all muscle groups
• various formations are used in combination to perform exercises
• exercises should be performed from different starting positions
• exercises of varying intensity and tempo are selected
• complexes alternate with various aids and without items
• musical and rhythmic accompaniment is used (tambourine, counting, clapping, sound recording)
• each complex should be interesting to children

The same complex is repeated for one or two weeks. It must be remembered that the content of the morning exercise complex, as well as the dosage of exercises, are different for children of different age groups.

In order for morning exercises to have the desired effect on the child, it is important to achieve clarity, accuracy of the movements performed, and their sufficient intensity.

Methodology for morning exercises

To carry out health and educational tasks, morning exercises must be carried out at the exact time specified by the regime and correspond to the content of the program. The first requirement for it is the need to provide the correct physical, mental and emotional stress.

6.1 Morning exercises with children of primary preschool age

For the first time, morning exercises are included in the daily routine in the first junior group. Just like in other age groups, it is carried out at the beginning of the year every day with all the pupils of the group at the same time. Morning exercises at this age, in addition to the main task, provide an organized start to the day in kindergarten and make it possible to switch children’s attention to joint forms of activity.

Considering that many children at an early age do not immediately become involved in the activities organized by the teacher and lag behind in completing tasks, one should take a very subtle and differentiated approach to individual children, and not insist on the indispensable participation of everyone in morning exercises.

The introductory and final walking can be done in a group in a certain direction or in pairs, holding hands, scattered or behind each other. Walking should be calm and leisurely.

Then the children stand in a circle or sit in a free formation to perform general developmental exercises. At the beginning of the year, it is better to use a scattered formation, since children still have poor orientation. And it takes too much time to organize it into a certain form

Having lined up, children begin to perform exercises to strengthen the muscles of the shoulder girdle and arms, legs, back, abdomen and entire torso.

General developmental exercises are selected from among the exercises recommended for training. Almost all of them are imitative in nature and are carried out in a playful way. During morning exercises, sitting, lying on your back and on your stomach are widely used. In the second half of the year, small objects can be used for general developmental exercises: rattles, rings, cubes.

In conclusion, there should be running, jumping on the spot (2 times in 10-15 seconds with a short rest) or an outdoor game, well known to children, with very simple rules and content.

A gymnastics complex for children under 3 years old contains 3–4 general developmental exercises, the number of repetitions of each exercise is 4–5 times, it depends on the nature of the movements, their complexity and the preparedness of the children, its duration is up to 5 minutes.

A gymnastics complex for children from 3 to 4 years old contains 4 - 5 general developmental exercises, the number of repetitions of each exercise is 5 - 6 times, it depends on the nature of the movements, their complexity and the preparedness of the children, its duration is up to 5 - 6 minutes.

The complex of morning exercises is repeated without any special changes for 2 weeks in a row. When performing morning exercises, it is important to monitor the quality of children’s movements and the clarity of the recorded poses. By ensuring that the movement is similar to the model in general terms, the teacher ensures that it is performed in the specified manner. At an early age, exercises in morning gymnastics complexes are based on the actions of characters known to children (“Bunnies”, “Birds”, etc.). Throughout the gymnastics, the teacher acts together with the children, showing and explaining the exercises and the correct ways of movement. However, the teacher does not complete the exercises with the children. Having done it 2 - 3 times and setting the pace of execution, he continues to conduct the exercise verbally, while simultaneously observing the actions of the children, making the necessary instructions along the way.

When performing morning exercises, children of this age are characterized by dynamism and the presence of an extremely small number of completed, fixed positions. Almost all movements are performed sequentially. This determines the features of the explanation and demonstration of exercises. Only at the end of the third year of life does it become possible to use exercises that are not tied to a coherent plot

While doing the exercises, the teacher reminds the children when it is more appropriate to inhale and exhale, and makes sure that the children do not hold their breath while walking and running.

6.2 Morning exercises with middle-aged children

In the middle group, the importance of morning exercises remains to attract children's attention to collective forms of activity and for an organized start to the day in kindergarten. At the same time, its role in activating the functional activity of the child’s body is increasing. With children aged five years, morning exercises are carried out at a good, vigorous pace, without long pauses between exercises. The structure of morning exercises is the same. Morning exercises begin with a short walk, which should not be monotonous and boring. It is performed in any formation: one after another, in pairs, scattered, etc. Gradually, walking turns into light running, and running again into calm walking, during which a change in formation is carried out.

To perform a set of exercises at the beginning of the year, children most often stand in a circle. In the second half of the year, formation in links is used. The arrangement of general developmental exercises in the morning gymnastics complex does not change: first, exercises for the shoulder girdle and arms, then for the legs and torso. All kinds of general starting positions are used (standing, sitting, lying, kneeling) and different starting positions of the hands (to the sides, forward, etc.). The content of the complexes consists of exercises familiar to children. Exercises with objects are widely used.

A gymnastics complex for children from 4 to 5 years old contains 5–6 general developmental exercises, the number of repetitions of each exercise is 5–6 times, it depends on the nature of the movements, their complexity and the preparedness of the children, its duration is 6–7 minutes.

After general developmental exercises, jumping jacks are performed on the spot. They become more diverse: legs apart - legs together; with turns around; jumping back and forth over a tape lying on the floor; moving forward around the cubes. Dosage 15 – 20 jumps (1-2 times). They can be replaced by running in place or around the hall, turning into calm walking. Emotional play can be used.

If children are very excited after running and jumping, you need to let them calm down. For this purpose, calm walking in place or some breathing exercises are good (arms to the sides - inhale, lower your arms - exhale; arms down - back - inhale, lower your arms - exhale, the same, rising on your toes, etc.). It is necessary to remind and show children when it is convenient to inhale and exhale during exercises, and make sure that they do not hold their breath while running and jumping.

Each complex of morning exercises is repeated for 1 – 2 weeks. Some exercises may vary.

Leadership techniques.

The peculiarity of the explanation of the exercises is brevity and clarity. In some cases, you can resort to imitations. Explanations most often merge with demonstration, and the importance of the quality of the teacher’s demonstration increases. Clear starting positions and fixed intermediate positions are required (sitting - legs pulled up, knees together, closer to the chest, straightened, legs together, toes pulled back). The teacher gradually accustoms the children to act at the same time, in general, at a pace for everyone, and more persistently accustoms the children to the correct position of the body during exercises. The teacher only reminds you of the diagram of the exercise, the sequence of its parts, for example: “Put your legs wider, hands on your waist, bend forward. Let's start! One, two, three, straighten up.” And then, as the exercise progresses, without losing the rhythm of the movement, he continues his explanations, putting forward requirements for the correctness of the movement: “Lower, bend lower, look at me, straighten up. Let’s repeat it again,” says the teacher, leaving the group for a moment: he noticed that most of the children bend their legs while bending. – Keep your legs straight. One - two - three, lower, straighten up.” Thus, the teacher’s instructions accompany the execution of the exercise.

6.3. Morning exercises with children of senior preschool age

The main feature of morning exercises with children of senior preschool age is the responsible attitude of children to its implementation. For them, it is not necessary that it be entertaining and figurative. The teacher explains to the children the purpose of morning exercises, reveals its role in physical development, the acquisition of strength, agility, the formation of a good physique, a beautiful gait, etc.

Morning exercises are becoming a familiar form of daily physical culture. In preparing for it, children provide great assistance to the teacher: they gather their peers for morning exercises, prepare the necessary equipment, and vacate the room.

A gymnastics complex for children from 5 to 6 years old contains 5–6 general developmental exercises, the number of repetitions of each exercise is 6–7 times, it depends on the nature of the movements, their complexity and the preparedness of the children, its duration is up to 7–8 minutes.

A gymnastics complex for children from 6 to 7 years old contains 6–7 general developmental exercises, the number of repetitions of each exercise is 7–8 times, it depends on the nature of the movements, their complexity and the preparedness of the children, its duration is up to 8–10 minutes.

Walking exercises should be varied. Walking with a change of pace, direction, on the toes, heels, outer sides of the foot, raising the knees high, “goose” step, stepping over obstacles, etc., and attention exercises are widely used. All these exercises are carried out in different formations. They are not long and turn into an easy run. Running again turns into calm walking. And a rebuild is taking place. To perform these exercises, it is most convenient to form them into links. In the links, the children open up so as not to interfere with each other. A checkerboard formation is used, when the links take a step forward after one. For the convenience of performing exercises while sitting and lying down, it is advisable to turn all children half a turn to the right or left. Among the various starting positions in the second half of the year, the main stance (heels together, toes apart) is also used during morning exercises. As before, the starting positions for the hands are very different.

The volume of general developmental exercises without objects increases. Exercises with gymnastic sticks, hoops, and jump ropes are included. Jumping in place is varied by combinations of movements of the arms and legs, moving forward and backward, jumping over high objects, etc., repeated 20–30 times (1 or 2 times with a short break).

As in other groups, one set of morning exercises is carried out for 1 – 2 weeks. At his own discretion, the teacher can make clarifications and changes to it.

Leadership techniques.

During morning exercises, the teacher requires accuracy in the positions and directions of movement of body parts, and the ability to perform the exercise in accordance with the count or tempo of the musical accompaniment.

The quality of general developmental exercises is quite high. The teacher begins to teach children to stretch their legs, arms, fingers, pull their toes, stand, sit or lie in a given relaxed, but at the same time somewhat tense and taut pose. Children like to perform movements well and beautifully.

Since morning exercises use exercises known to children, their explanation has some specificity - it should be very clear and concise, in fact only reminding children of the starting position, the type of movement (bending, squatting, etc.), and the requirements for its quality.

Explanations of the exercise are combined with a demonstration of only the first days of mastering the complex. Moreover, the teacher widely involves children who have good command of movement in the demonstration.

Children of senior preschool age quickly remember the sequence of exercises in complexes. They successfully do them without the accompanying example of a teacher. As a last resort, they focus on the children in front or nearby. This allows the teacher not to be in front of the group all the time, but to walk between the rows of children, carefully observe each person’s exercise, and provide individual assistance. It is important not to lose track of the pace and rhythm of the counting that regulates the children’s joint actions.

Throughout the morning exercises, the teacher repeatedly draws attention to the children’s posture, reminding them of the need not to hold their breath, to breathe deeply, to coordinate inhalation and exhalation with the most appropriate phases of movement (arms to the sides - inhale, arms down - exhale, etc. ). Some exercises involve little natural tension. At the moment of such tension, there is a short breath holding while inhaling, then successive inhalation and exhalation.

Features of morning exercises in the air

In spring and summer, as a rule, morning exercises are carried out with children in all age groups on the site. The teacher regulates physical activity depending on the weather: when the temperature drops, it increases it, changing the pace of the exercise; when the temperature rises, it decreases to avoid overheating of the body.

In late autumn and winter, morning exercises can be carried out on the site, but only with children of the sixth year of life, and with the most physically prepared and seasoned children. Exercises are selected taking into account clothing and performed at a more energetic pace. Particular care must be taken to ensure that children do not get too cold.

Features of morning exercises using musical accompaniment

Morning exercises with musical accompaniment are carried out mainly in older age groups. Musical accompaniment of general developmental exercises is advisable if they are quite simple, well mastered by children and are performed by them freely and naturally. The child finds it difficult to act in accordance with the music. If he has poor movement skills. Therefore, any movement must first be learned with children without musical accompaniment. Of the general developmental exercises, the most convenient ones to perform while listening to music are arm movements, squats, bends, and turns.

First of all, movements such as walking, running, jumping in place and moving forward begin to the music. Under the influence of music they become clearer, rhythmic, and coordinated. With the help of music, you can change the pace, types of walking or running, alternate walking with running, change direction, etc.

Performing exercises to music helps to create correct ideas about the nature of movements, their tempo and rhythm. Children perceive the shades of a piece of music well and change the nature of their movements in accordance with the music. When the sound of cheerful music or marching sounds, they pull themselves up, walk briskly and cheerfully, raising their heads and straightening their backs. Walking becomes attractive and emotionally charged for them. Smooth, quiet music encourages you to walk calmly, with long strides. Fast, loud music encourages children to run, jump, a sudden end of music or an expressive chord serves as signals to stop or change movement, etc.

Musical accompaniment increases the expressiveness of motor actions, helps coordinate the movements of the team, increases the amplitude and plasticity of movements. Music disciplines students, increases their attention and performance. Positive emotions that arise during exercise to music enhance their physiological effect. The sound of music is most desirable at those moments in class when all the children are performing the same actions together at the same tempo and rhythm.

Some outdoor games with walking, running (“Day and Night”, “Sparrows and a Car”), jumping (“Horses”, “Hares and the Wolf”, etc.) are sometimes played to music.

To choose the right musical accompaniment, you need to have a good idea of ​​each exercise, understand its meaning and purpose.

A number of exercises from a sitting position, lying on the back, on the stomach, the successful implementation of which depends on significant strength efforts and the individual capabilities of each child (bending, raising and lowering legs, etc.), are most often performed without musical accompaniment and even without counting.

Planning morning exercises

In order to achieve an effective effect of morning exercises on the child’s body, you need to draw up a plan - a summary, determine the sequence of exercises, think through and correctly write down the methodological instructions. At the same time, the teacher must remember about the ways of organizing children, the dosage and pace of exercises, methods of conducting them, the nature of the demonstration, explanations and instructions.

To give a correct assessment of your actions during morning exercises, you need to systematically monitor the quality of the exercises, the well-being of the children, and their behavior. Analyzing these behaviors, the teacher notes the positive aspects, identifies shortcomings and draws appropriate conclusions, and then makes changes to the complex of morning exercises and clarifies the methodology for its implementation.

SEE MORE Rules for recording general developmental exercises

Methodological techniques with children aged 4-5 years

At 4-5 years of age, the child’s body begins its development, and the child learns to obey collective action. When preparing for classes, the teacher must use special methodological sources describing teaching methods.

The teacher uses the following types of techniques during the lesson:

• verbal;
• visual techniques;
• practical;
• gaming

Additional Information! Gymnastics uses game exercises with elements of performance and music.

Group of verbal exercises

Such exercises will develop vocabulary and teach you how to conduct conversations on simple topics, such as talking about yourself or about recent events. Examples of this type of activity will be presented below.

• Explanation. Must accompany any game action.
• Poems and riddles. “Every morning, my friend, don’t be lazy and hurry up to exercise. We will jump and gallop, raise our palms to the sun.”
• Poetic gymnastics “Berries”. Strawberry is doing the exercises: “Pull your arms higher.” The red raspberry bends: “With exercise, winter colds and even sore throats are not scary.”
• Fairy tales. Fairy tales should have no more than 2 plot twists, so as not to distract children from exercises; it is better to name the characters with memorable names; it is advisable to add illustrated examples.

Note! You can add questions to the stories for group discussion.

Visual

It is easier for children to perceive this world through imaginative thinking, so it is important to use visual examples during the lesson.

It is useful to use the following elements:

• Pictures with animals, toys that will be used as game heroes.
• Illustrations of each element of gymnastics.
• Personal example - the teacher must perform the commented action himself.

Additional Information! If during a lesson the teacher uses a video as an illustration of the exercises, he must repeat all the steps.

Personal example of charging

Practical

This stage occurs after physical education and acts as an independent analysis for children. Their essence is for children to share their emotions after exercises.

Methods for doing exercises in kindergarten

Carrying out an educational session is a responsible process, since the work involves children. Exercises for children in preschool educational institutions should be performed either by a physical instructor in the gym, or directly by a teacher directly in the group. According to the rules, UG is carried out half an hour before the first meal.

Hoop exercise

Duration recommendations

UG in each kindergarten group differs not only in duration, but also in the nature of certain exercises. Recommendations:

• The duration of the lesson in the younger group of kindergarten should not be more than 5 minutes. To make it interesting for students, exercises should take place in the form of a game with jokes and jokes. For example, kids can be asked to walk like a bear, a fox or a horse. Hula hoops, cubes and maracas are suitable for performing exercises.
• In the middle kindergarten group, the training course lasts 6 minutes. The structure of the exercise is a little more complicated than the previous one; you can add ribbons and balls as objects for exercise.
• Pupils in the senior group of kindergarten have excellent memory, so the GC can be carried out without the participation of a teacher. The teacher only has to show them how to practice once. Recommended equipment includes pigtail cords, balls, hoops and sticks. The complex can include dancing and rhythm. Lesson duration is approximately 10 minutes.
• The training session in the preparatory group of the kindergarten lasts 12 minutes and, by and large, repeats the complex of the senior group. The equipment used is jumping ropes and dumbbells. In addition, some sports elements using a wall bars can be added to the complex.

How to organize children for morning exercises

In addition to the game theme, the teacher can use other techniques to attract children to the UG. Expressive language, engaging content and positivity will help motivate students. You can play it so that they want to exercise on their own, become healthier and stronger.

An original approach will help motivate you to do morning exercises at a preschool educational institution. For example, a teacher can invite all the children to visit Winnie the Pooh, and to get there, you need to jump three times and smile. This element of the game will attract the children, and they will definitely fulfill all the conditions.

At preschool age, all children are very inquisitive. They are interested in how animals move, flowers grow and what is happening on the planet. Experienced teachers use this to organize effective exercises. They come up with a lot of playful exercises for children to exercise in the morning with the connection of characters and fictional characters.

A set of exercises for children's flat feet

Important! If a child has a certificate stating that physical activity is temporarily contraindicated for him (these are issued after an illness), you can offer him to be the presenter or observe the process from the bench.

Card file of exercises for morning exercises in the middle group for a year

Below is a card index with a morning warm-up plan.

Table 2. Seasonal gymnastics complexes for the year

Note! This card index is compiled on the basis of gymnastic examples from the book by L. I. Penzulaeva “Physical education in kindergarten. System of work in a preparatory group for school."

Teacher training. Teacher's assessment of morning exercises

Morning exercises with children of the sixth year of life (group “Fantasers”) Read more: I am a hunchbacked beast, but the children like me

3.6 Teacher training. Teacher's assessment of morning exercises.

In order to achieve an effective effect of morning exercises on the child’s body, you need to draw up a plan, determine the sequence of exercises, think through and correctly write down methodological instructions. At the same time, the teacher must remember the ways of organizing children, the dosage and pace of exercises, methods of conducting them, the nature of the demonstration, explanations and instructions, as well as the methods of implementing moral, mental, aesthetic and labor education. He makes sure that children know how to perform all the exercises correctly and are familiar with the images included in the morning exercises complex.

It is very important to create hygienic conditions in the room and on the playground (site), take care of appropriate clothing and shoes for children, and prepare physical education aids.

To give a correct assessment of your actions during morning exercises, you need to systematically monitor the quality of the exercises, the well-being of the children, and their behavior. Analyzing these behaviors, the teacher notes the positive aspects, identifies shortcomings and draws appropriate conclusions, and then makes changes to the complex of morning exercises and clarifies the methodology for its implementation. (See Appendix 1)

4 The use of musical accompaniment during morning exercises

Performing exercises to music helps to create correct ideas about the nature of movements, their tempo and rhythm. Children perceive the shades of a piece of music well and change the nature of their movements in accordance with the music. When the sound of cheerful music or marching sounds, they pull themselves up, walk briskly and cheerfully, raising their heads and straightening their backs. Walking becomes attractive and emotionally charged for them. Smooth, quiet music encourages you to walk calmly, with long strides. Fast, loud music encourages children to run, jump, a sudden end of music or an expressive chord serves as signals to stop or change movement, etc.

Musical accompaniment increases the expressiveness of motor actions, helps coordinate the movements of the team, increases the amplitude and plasticity of movements. Music disciplines students, increases their attention and performance. Positive emotions that arise during exercise to music enhance their physiological effect. The sound of music is most desirable at those moments in class when all the children are performing the same actions together at the same tempo and rhythm.

First of all, such basic movements as walking, running, jumping in place and moving forward begin to the music. Under the influence of music they become clearer, rhythmic, and coordinated. With the help of music, you can change the pace, types of walking or running, alternate walking with running, change direction, etc. Simple exercises in throwing and catching a ball, passing a ball in a circle, etc. are also performed to the music.

Some basic movements, such as balance exercises, throwing away and at a target, long and high jumps, climbing, should not be accompanied by music: they require an individual tempo of execution, great attention and concentration. In such exercises, music does not help improve the quality of movements, but distracts attention from movements and limits them.

Carrying out basic movements to music is possible in all age groups of kindergarten.

General developmental exercises with musical accompaniment are carried out mainly in older age groups. Musical accompaniment of general developmental exercises is advisable if they are quite simple, well mastered by children and are performed by them freely and naturally. The child finds it difficult to act in accordance with the music. If he has poor movement skills. Therefore, any movement must first be learned with children without musical accompaniment. Of the general developmental exercises, the most convenient ones to perform while listening to music are arm movements, squats, bends, and turns.

A number of exercises from a sitting position, lying on the back, on the stomach, the successful implementation of which depends on significant strength efforts and the individual capabilities of each child (bending, raising and lowering the legs, etc.), are most often performed without musical accompaniment and even without counting.

Some outdoor games with walking, running (“Bear and Children”, “Horses”), jumping (“Goats and the Wolf”, “Birds and the Car”, etc.) are sometimes played to music.

Games with singing, round dance games (“Kalina”, “Teremok”, “Zainka”), dance elements and dance steps (polka step, gallop, side steps with squats, jumps with forward movement, various types of circles, half-squat, etc.) are also widely used. rope, etc.) more often than other movements need musical accompaniment.

During morning exercises, the sound of music organizes the entire set of exercises; its selection depends on their content. In a physical education lesson, an introductory part, general developmental exercises, rhythmic dance movements and some games in the main part of the lesson, a final walk, and a song are performed to music.

To choose the right musical accompaniment, you need to have a good idea of ​​each exercise, understand its meaning and purpose. The selection of music is carried out by the music worker together with the teacher. This takes into account the nature of the movements and the age of the children. In the middle group, musical accompaniment should have a particularly pronounced size of musical phrases, be carried out at a slower pace and with a sharper change of melodies than in the older group. When choosing musical works and musical-rhythmic movements, continuity between musical and physical education classes is ensured. It is necessary to constantly ensure that the music in form, content, and tempo of performance is convenient for performing the exercise. This type of music contributes to the formation of correct movement skills and their improvement. The melody of a musical work must not be allowed to be distorted in order to make it more convenient to accompany a particular movement. Preserving the musical integrity of a work is a prerequisite when using music in classes to develop children’s movements.

Music helps to better organize classes and increase their density. Freeing the teacher from regulating the tempo and rhythm of exercises and from counting, it allows him to concentrate on the pedagogical process, explanations, individual instructions and assistance, and correcting mistakes as the exercises progress. Musical accompaniment makes it possible to achieve not only high clarity and accuracy, but also plasticity and expressiveness of movements. This is largely facilitated by children’s motor improvisations on various topics in accordance with the rhythm and nature of the music. [6]

Conclusion

Morning exercises in a preschool institution are an important component of the motor regime. It provides a good mood and increases vitality. Morning exercises involve the child’s entire body in an active state, deepen breathing, increase blood circulation, promote metabolism, raise emotional tone, cultivate attention, determination, evoke positive emotions and joyful sensations, increase the vital activity of the body, and provide a high healing effect. Children who systematically engage in morning exercises lose their drowsiness, feel more alert, and improve their performance.

Daily morning exercises at a certain time in a hygienic environment, properly selected sets of physical exercises, disinhibit the nervous system of children after sleep, activate the activity of all internal organs and systems, increase physiological metabolic processes, increase the excitability of the cerebral cortex, as well as the reactivity of the entire central nervous system . The flow of impulses going to the brain from all receptors - visual, auditory, musculoskeletal, skin - increases the vital activity of the body as a whole.

In addition to its health benefits, morning exercises also have great educational value. Its systematic implementation instills in children the habit of doing physical exercise every day, teaches them to start their work day in an organized manner, act in a coordinated manner in a team, be purposeful, attentive, self-controlled, and also evokes positive emotions and a joyful feeling. In addition, daily performance of certain sets of physical exercises helps improve motor abilities in children, develops physical qualities (strength, agility, flexibility), improves the functioning of coordination mechanisms, and contributes to the acquisition of knowledge in the field of physical education.

Thus, morning exercises are an integral organizing moment in the daily routine of a preschool institution and an important component of physical education and health work with preschoolers.

List of sources used

1. Ermakova Z.I. Get ready, kids! – 2nd ed., revised. – Mn., “Nar. Asveta", 1981. P. 3 – 57.

2. Kozhukhova N.N., Ryzhkova L.A., Samodurova M.M. Physical education teacher in preschool institutions. – M: Publishing House, 2002. – P.91 – 94.

3. Keneman A.V., Khukhlaeva D.V. Theory and methods of physical education of preschool children - M., “Prosveshchenie”, 1972. P. 203 – 208.

4. Mashchenko M.V., Shishkina V.A. What kind of physical education does a preschooler need? – Mozyr: LLC Publishing House “White Wind”, 2005. – P.63 – 64.

5. Narskin G.I. Physical rehabilitation and health promotion of preschool children: A manual for preschool teachers. Institutions / G.I. Narskin, M.V. Konyakhin, O.A. Kovaleva and others; Under. Ed. G.I. Narskina. – Mn.: “Polymya”, 2002. – P. 17 – 18, 122 – 131.

6. Osokina T.I. Physical education in kindergarten: a manual for kindergarten teachers. garden – M., “Enlightenment”, 1986. P. 47 – 49, 53 – 55, 62 – 65, 96 – 99, 130 – 133, 171 – 173

7. Tarasova Z.I. Physical education classes in a mixed-age kindergarten group: a manual for preschool teachers. – Mn., 2000. P. 25.

8. Khukhlaeva D.V. Theory and methods of physical education of preschool children. Ed. 2nd, revised and additional – M., “Enlightenment”, 1976. P.189 – 192.

9. Shebeko V.N., Ovsyankin V.A., Karmanova L.V., Fizkult - hurray! – Mn.: Ed. V.M. Skakun, 1997. – P.64.

10. Shebeko V.N., Ermak N.N., Shishkina V.A. Physical education of preschool children - M: Publishing House, 2000. - P.120 - 122.

11. Yurko G.P. Conducting outdoor physical education classes with children aged 5–7 years in preschool institutions. – M., 1984. P.84 – 86.

Annex 1

ANALYSIS MAP OF MORNING GYMNASTICS Full name teacher _____________________________________

Education ___________________________________________

Category ____________ work experience _________________

Group _________________________ Number of children____________

Appendix 2

CHARGER WITH A RIDDLE

Morning exercises with children of the sixth year of life (group “Fantasers”) Read more: I am a hunchbacked beast, but the children like me

Information about the work “Methodology for conducting morning exercises in preschool institutions”

Section: Pedagogy Number of characters with spaces: 52512 Number of tables: 1 Number of images: 0

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Editor: Elizaveta Sergeevna Koneva

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Analysis of morning exercises

Each teacher must keep a file of children, analyze and monitor classes and the condition of each child. UG analysis plan:

• age and number of preschoolers in the group;
• gymnastics venue;
• how preschoolers and the teacher are dressed;
• exercise exercises and duration;
• development tasks at each stage: what was accomplished, compliance with the stated duration;
• the effectiveness of pedagogy: display, text instructions, equipment, individual assistance;
• emotional state of preschoolers at each stage of classes;
• conclusion: whether changes or additional exercises will be required in the exercises.

For your information! Thanks to analysis and diagnostics, it is possible to summarize and improve charging, and the control chart will allow you to identify shortcomings.

Sample of filling out a card

GC, which is carried out in a preschool institution every day, will make the baby more dexterous, energetic, help avoid a number of problems in the normal functioning of the musculoskeletal system, increase immunity, strengthen the psyche and teach interaction with other children. And by doing it in the form of a game, you can make physical exercise not only healthy, but also fun.

Complex of morning exercises in the senior group according to the Federal State Educational Standard: card index

According to the Federal State Educational Standard, one of the areas of implementation of the educational program of a preschool institution is the implementation of the physical development of children. An important role in the physical education system is given to exercise, which is a mandatory part of the daily routine in kindergarten. To diversify these activities, we offer this card index of morning exercise complexes for the senior group for the year.

Two sets of exercises are selected for a month: with objects and without objects. Each complex consists of three parts:

• warm-up (walking, running);
• general developmental exercises;
• completion (walking, running, jumping).

Exercises should be repeated 5-7 times, jumping 2-3 times.

“ORGANIZATION OF MORNING GYMNASTICS IN DIFFERENT AGE GROUPS OF ECECTIONARIES IN ACCORDANCE WITH THE FSES DO.”

MBDOU "KINDERGARTEN No. 6 "ROMASHKA"

"ORGANIZATION OF MORNING GYMNASTICS IN DIFFERENT AGE GROUPS OF PRECEPTION OWL."

Completed:

Physical education instructor (swimming)

L.V. Starovoitova

Mezhdurechensk 2022

Plan.

1. The meaning of morning exercises, its tasks.
2. Structure and content of morning exercises.

2.1. Selection of exercises, compilation of complexes.

2.2. Options for morning exercises.

2.3. Conditions for morning exercises.

1. Methods of conducting morning exercises with children of different age groups
   Morning exercises with children of the 1st junior group.
2. Morning exercises with children of the 2nd junior group.
3. Morning exercises with children of the middle group.
4. Morning exercises with older children.

1. The meaning of morning exercises, its tasks.

Daily morning exercises at a certain time in a hygienic environment, properly selected sets of physical exercises, disinhibit the nervous system of children after sleep, activate the activity of all internal organs and systems, increase physiological metabolic processes, increase the excitability of the cerebral cortex, as well as the reactivity of the entire central nervous system .

In addition to its health benefits, morning exercises also have great educational value. Its systematic implementation instills in children the habit of doing physical exercise every day, teaches them to start their work day in an organized manner, act in a coordinated manner in a team, be purposeful, attentive, self-controlled, and also evokes positive emotions and a joyful feeling.

In addition, daily performance of certain sets of physical exercises helps improve motor abilities in children, develops physical qualities (strength, agility, flexibility), improves the functioning of coordination mechanisms, and contributes to the acquisition of knowledge in the field of physical education.

2. Structure and content of morning exercises

Any physical activity, including morning exercises, begins with a warm-up and ends with recovery exercises. Since morning exercises are not long (5 - 12 minutes) and the physical activity involved is not great, this requirement is observed as a general principle.

In kindergarten, morning exercises as an obligatory part of the daily routine are carried out every day before breakfast.

Before classes, the room is well ventilated and wet cleaned.

Morning exercises are conventionally divided into three parts: introductory, main and final. Each part has its own tasks and content. In the first, introductory part

organize children's attention, teach them coordinated actions, develop correct posture and prepare the body to perform more complex exercises. For this purpose, they include: formations (in a column, in a line); drill exercises (turns and half-turns to the left, right, around); rebuilding from one column into two, from two columns into four, into a circle, several circles, closing and opening with side steps; short walking, alternating with exercises that help strengthen the musculoskeletal system and the formation of posture (walking on toes, with different positions of the arms, walking with high knees, on the heels, in a cross step); running one after another and scattered or in combination with jumping. The duration of the introductory part lasts on average from 1 to 2 minutes.

In the second, main part

They set the task of strengthening the main muscle groups and forming correct posture. To solve this problem, perform general developmental exercises in a certain sequence. First, exercises to strengthen the shoulder girdle and arms, which promote expansion of the chest, good straightening of the spine, and development of the respiratory muscles. Then exercises for the trunk muscles. This is followed by exercises to develop the leg muscles and strengthen the arch of the foot. After heavy-load exercises, you should repeat the first exercise or a similar one. The number of repetitions of each exercise depends on the age of the children and their physical fitness.

After completing all general developmental exercises, young children perform jumping or running, which turns into a final walk. Older children perform jumping combined with running, then a final walk with various tasks.

In the final part

Gymnastics involves walking or sedentary play to restore pulse and breathing.

2.1. Selection of exercises, compilation of complexes

The content of morning exercises, as a rule, includes exercises previously learned with children in class, or simple exercises that do not require lengthy learning. During morning exercises, children practice movements. But in order for the exercises to have the desired effect on the child, it is important to achieve clarity, precision of the movements performed, and their sufficient intensity.

The combination of physical exercises, selected in a certain order, makes up the so-called complex. The same complex is repeated for two weeks. If individual exercises of the complex do not lead to the desired results, are too simple, uninteresting or boring for children, they can, at the discretion of the teacher, be replaced with others of the same type or become more complicated by introducing new starting points. Changing the tempo and increasing the number of repetitions of exercises within the complex is also acceptable. The implementation of complexes must be alternated with and without benefits.

Children of the first and second junior groups

They give exercises with flags, rattles, and cubes.

In the middle group

- with flags, cubes, ribbons, small hoops, sticks, circular rope.

Older children

must be able to do exercises with different aids: with hoops, gymnastic sticks, balls of different sizes, jump ropes, circular rope, ribbons.

Performing exercises with aids increases children's interest in activities, improves the quality of their performance, teaches them to master objects, and promotes the formation of correct posture.

Including exercises to shape children's posture and strengthen the feet is mandatory. Typically, a set of general developmental exercises for morning exercises is taken from physical education classes; the exercises are selected from those recommended by the program and methodological manuals. The duration, nature, content of morning exercises, and dosage of exercises are different for children of different age groups.

Thus, when selecting general developmental exercises, it is necessary to be guided by the following requirements: exercises must be for all muscle groups, from different starting positions, of different intensity, tempo; with various aids, rhythmic and musical accompaniment, in various formations and always interesting for children.

2.2. Options for morning exercises

Various forms of morning exercises are used:

– traditional form using general developmental exercises;

- playing out some plot: “On a walk”, “We went to the meadow”, “Sparrows”, etc.;

– gaming nature (from 3-4 outdoor games);

– using elements of rhythmic gymnastics, dance movements, round dances;

– recreational running (carried out on a site for 3-5 minutes with a gradual increase in distance, intensity, time);

– using an obstacle course (you can create different obstacle courses using a variety of modules);

– using the simplest exercise equipment (children’s expander, gymnastic roller, etc.) and complex exercise equipment (“Bicycle”, “Rowing”, “Treadmill”, “Trampoline”, etc.) [4]

2.3. Conditions for morning exercises

Morning exercises can be carried out outdoors (in the kindergarten area, on the sports ground) or in a well-ventilated room (physical education, music halls, group rooms). It is necessary to comply with hygienic requirements for clothing, shoes, venue, and equipment. For rhythmic accompaniment, a tambourine, counting, clapping, sound recording, and musical accompaniment (piano, button accordion, accordion) are used.

Since morning exercises in kindergarten are considered as an important element of the motor regime, a means for raising the emotional tone of children, its organizational significance is also great. And yet there should be no forced gymnastics. If one of the children does not want to study today, there is no need to force him, but the reason for such behavior should be understood. Here are some tips for doing morning exercises with children:

No overorganization, strict rules or discipline requirements! It is necessary to ensure complete relaxation in behavior, an elevated emotional state and real joy of movement.

Remember that gymnastics is not only and not so much a physical education event, but a specially provided regime moment, where a whole range of influences on the diverse development of children is concentrated (movement, music, rhythms, aesthetics of the environment, aids, communication, play).

3. Methodology for conducting morning exercises with children of different age groups

To carry out health and educational tasks, morning exercises must be carried out at the exact time specified by the regime and correspond to the content of the program. The first requirement for it is the need to provide the correct physical, mental and emotional stress.

3.1. Morning exercises with children of the 1st junior group.

Directions to the organization. For the first time, morning exercises are included in the daily routine in the first junior group. It is carried out every day at the beginning of the year with all the pupils of the group at the same time. Its duration is up to 5 minutes.

Morning exercises at this age, in addition to the main task, provide an organized start to the day in kindergarten and make it possible to switch children’s attention to joint forms of activity.

Considering that many children of the third year of life do not immediately join in the activities organized by the teacher and lag behind in completing tasks, the teacher should take a very subtle and differentiated approach to individual children, and not insist on the indispensable participation of everyone in morning exercises.

Content. The content of gymnastics is 3-4 general developmental exercises, walking, running and jumping. Gymnastics begins with short walking, alternating with slow running for 20 - 30 seconds, and forming a group. Forming in a circle is most convenient at this age. At the beginning of the year, it is better to use a scattered formation, since children are still poorly oriented and it takes too much time to organize a formation into a certain form.

The introductory and final walking can be done in a group in a certain direction or in pairs, holding hands, scattered or behind each other. Walking should be calm and leisurely. Having lined up, children begin to perform exercises to strengthen the muscles of the shoulder girdle and arms, legs, back, abdomen and entire torso.

General developmental exercises are selected from those recommended for classes. Almost all of them are imitative in nature and are carried out in a playful way. During morning exercises, sitting, lying on your back and on your stomach positions are widely used. In the second half of the year, small objects can be used for general developmental exercises: rattles, flags, cubes.

The number of repetitions of each exercise is 4–5 times, it depends on the nature of the movements, their complexity and the preparedness of the children.

Then running, a fun outdoor game or jumping on the spot (2 times for 15 - 20 seconds with a short pause for rest) are carried out. Morning exercises end with calm walking in place or moving forward to reduce the general excitement of the body.

A complex is made up of the exercises in the above sequence, which is performed without significant changes for 2 weeks in a row.

Each new complex is usually performed somewhat slower at first, since children do not immediately remember the exercises and the teacher has to spend a lot of time explaining and demonstrating them. Therefore, at first you can repeat some exercises only 3–4 times, and at a slower pace. Once children have mastered all the exercises, they should be done at a good, energetic pace. After some time (2 - 3 months), it is advisable to return to repeating the same complex or take it as a basis for creating a complex for exercises with objects.

Leadership techniques. It is important that during morning exercises children engage in collective physical activity with desire and interest and get joy from it. Repeating the exercises multiple times every day leads to the fact that the movements acquire a measured, rhythmic character, and the specified direction of movement is observed (forward, backward, sideways, upward, etc.).

The teacher makes certain demands on the quality of children's movements. Makes sure that the child, if possible, occupies the required starting position, and ensures that the children’s movements are at least basically similar to the model.

When performing morning exercises, children of this age are characterized by dynamism and the presence of an extremely small number of completed, fixed positions. Almost all movements are performed sequentially. This determines the features of explaining and demonstrating exercises to educators, who is a participant in the unfolding game plot.

For example, the methodology for conducting the morning exercise complex “Cockerel and Hen” will be as follows: pictures depicting a cockerel and a hen are first examined, and the teacher talks about them. Then, when performing the complex, the teacher portrays a cockerel, the children - hens. During morning exercises, the teacher makes sure that the children do not hold their breath.

The playful implementation of the complex makes children want to participate in it. It is fun and promotes the development of independence, coordination and rhythm of movements. To avoid getting bored with the plot of the complex, the teacher shows ingenuity, creativity, and introduces new images (“Birds”, “Butterflies”, etc.). The actions remain the same. Mastering a movement, accompanied by the freedom and ease of its reproduction, gives a small child great pleasure.

3.2. Morning exercises for children of the 2nd junior group.

Directions to the organization. The organization of morning exercises in the second junior group is essentially no different from its organization in the first junior group. If at the beginning of the year it is possible to allow some of the children not to take part in morning exercises, then after 1.5 - 2 months everyone should do it. It is necessary to gradually accustom children to join in it without unnecessary reminders from the teacher. The duration of morning exercises increases (5 - 6 minutes).

Content. Complexes of morning exercises are made up of 4 – 5 exercises of a general developmental nature. Walking, jumping in place, and running must be included in the content.

At the beginning of morning exercises, short-term walking is given in different ways (with a change of direction, on tiptoes, etc.). Walking can be done in any formation: one after another, scattered, in pairs without holding hands. It alternates with running.

Then the children stand in a circle or sit in a free formation to perform general developmental exercises. In the first half of the year, mainly exercises learned by children last year are used. This contributes to their repetition and consolidation, and gives the opportunity for children newly admitted to the group to catch up to the general level. Exercises are also used to strengthen the muscles of the shoulder girdle, arms, and legs. Back, abdomen and entire torso recommended in the exercise section. These exercises are most often based on figurative imitation. General developmental exercises with cubes, flags, rings, and medium-sized balls are common. The sequence of exercises is the same. The most common starting positions are standing, sitting, lying on your back and on your stomach. Repeat exercises in this age group 5 – 6 times. It depends on the complexity and nature of the exercises, the preparedness and emotional state of the children. In conclusion, there should be running, jumping on the spot (2 times in 10-15 seconds with a short rest) or an outdoor game, well known to children, with very simple rules and content.

The complex of morning exercises without any special changes is repeated for 1 - 2 weeks in a row.

Leadership techniques. When performing morning exercises, it is important to monitor the quality of children’s movements and the clarity of the recorded poses. By ensuring that the movement is similar to the model in general terms, the teacher ensures that it is performed in the specified manner. As in the previous group, exercises in morning gymnastics complexes are based on the actions of characters known to children (“Bees”, “Bear Cubs”, etc.). Throughout the gymnastics, the teacher acts together with the children, showing and explaining the exercises and the correct ways of movement. However, the teacher does not complete the exercises with the children. Having done it 2-3 times and setting the pace of execution, he continues to conduct the exercise verbally, while simultaneously observing the actions of the children, making the necessary instructions along the way.

By the middle and especially by the end of the year, it becomes possible to use exercises that are not tied to a coherent plot.

While doing the exercises, the teacher reminds the children when it is more appropriate to inhale and exhale, and makes sure that the children do not hold their breath while walking and running.

3.3. Morning exercises with children of the middle group.

Directions to the organization. When conducting morning exercises indoors, it is recommended to organize it not in a group room, but in a hall. Children of the fifth year of life are more independent in preparing for and participating in morning exercises. Its duration is 6 – 8 minutes.

Content. The content of morning exercises includes exercises in walking, running, jumping in place and 4 - 5 exercises to strengthen the muscles of the shoulder girdle and arms, neck, legs, abdomen and back. The structure of morning exercises is the same as in the previous group. Morning exercises begin with a short walk, which should not be monotonous and boring. It is performed in any formation: one after another, in pairs, scattered, etc. Gradually, walking turns into easy running (1.5 - 2 laps around the hall). And running again turns into calm walking, during which a lane change is made.

To perform general developmental exercises at the beginning of the year, children most often stand in a circle. In the second half of the year, formation in links is also used. The arrangement of general developmental exercises in the morning exercises complex is the same as in the previous groups: first, exercises for the shoulder girdle and arms, then for the legs and torso. The content of the complexes consists of exercises familiar to children. All kinds of general starting positions are used (standing, sitting, lying, kneeling) and different starting positions of the hands (to the sides, forward, etc.).

In addition to small objects, medium-sized cubes, skittles, and balls are used for exercises. Number of repetitions 4 – 6 times. After general developmental exercises, jumping jacks are performed on the spot. They become more diverse: legs apart - legs together; with turns around; jumping back and forth over a tape lying on the floor; moving forward around the pins. Dosage 15 – 20 jumps (1-2 times). They can be replaced by running in place or around the hall, turning into calm walking. Emotional play can be used.

Each complex of morning exercises is repeated for 1 – 2 weeks. Some exercises may vary. Leadership techniques. In the middle group, the importance of morning exercises remains to attract children's attention to collective forms of activity and for an organized start to the day in kindergarten. At the same time, its role in activating the functional activity of the child’s body is increasing. With children aged five years, morning exercises are carried out at a good, vigorous pace, without long pauses between exercises.

The peculiarity of the explanation of the exercises is brevity and clarity. The teacher only reminds you of the diagram of the exercise, the sequence of its parts, for example: “put your legs wider, hands on your waist, bend forward. Let's start! One, two, three, straighten up.” And then, as the exercise progresses, without losing the rhythm of the movement, he continues the explanations, putting forward requirements for the correctness of the movement: “Lower, bend lower, look at me, straighten up. Let’s repeat it again,” says the teacher, leaving the group for a moment: he noticed that most of the children bend their legs while bending over. – Keep your legs straight. One, two, three, lower, straighten up.”

Thus, the teacher’s instructions accompany the exercise. In some cases, the teacher may resort to imitations. The teacher’s explanations most often merge with the demonstration, and the importance of the quality of the teacher’s demonstration increases. Clear starting positions and fixed intermediate positions are required (sitting - legs pulled up, knees together, closer to the chest, straightened, legs together, toes pulled back). The teacher gradually accustoms the children to act at the same time, in general, at a pace for everyone, and more persistently accustoms the children to the correct position of the body during exercises.

It is necessary to remind and show children when it is convenient to inhale and exhale during exercises, and make sure that they do not hold their breath while running and jumping.

Running and jumping are a mandatory part of all morning exercises. It is these exercises that place the greatest functional and emotional stress on the child’s body. Performed daily in large doses, they lead to a positive training effect. At the beginning of morning exercises, fast running with wide strides is not used. On the contrary, running is done at a moderate pace, in small steps, with the feet planted on the toes, arms freely bent, body straight, looking forward. At the end of morning exercises, running should be active and energetic. During the jumps, the teacher sets a certain pace - approximately 12 - 15 jumps in 10 seconds. The high pace is explained by the fact that children of the fifth year of life do not jump very high in place, only slightly lifting their socks off the floor.

If children are very excited after running and jumping, you need to let them calm down. For this purpose, calm walking in place or some breathing exercises are good (arms to the sides - inhale, lower your arms - exhale; arms down - back - inhale, lower your arms - exhale, the same, rising on your toes, etc.)

The same exercises are sometimes used at the end of morning exercises. But they should not be viewed as mandatory. They are offered by the teacher if necessary. A slight increase in breathing is a reaction to intense movements, there is no need to be afraid of this, the breathing rate quickly returns to normal without additional measures

3.4. Morning exercises with older children.

Directions to the organization. Morning exercises are becoming a familiar form of daily physical culture. In preparing for it, children provide great assistance to the teacher: they gather their peers for morning exercises, prepare the necessary equipment, and vacate the room. The teacher makes sure that the children quickly change clothes and carefully fold their clothes, and do not detain each other with conversations. Morning exercises last 8–10 minutes.

Content. Walking exercises should be varied. Walking with a change of pace, direction, on the toes, heels, outer sides of the foot, raising the knees high, “goose” step, stepping over obstacles, etc., and attention exercises are widely used. For example, the teacher raises a yellow flag - everyone goes, green - they run, red - they stop; when they clap, they turn around; When the whistle blows, they quickly sit on the floor, and then continue moving, etc.

All these exercises are carried out in different formations. They do not last long and turn into easy running (2 – 3 laps around the hall). Running again turns into calm walking. And a rebuild is taking place.

The complex uses 5–6 general developmental exercises. To perform them, it is most convenient to build in links. In the links, the children open up so as not to interfere with each other. A checkerboard formation is used, when the links take a step forward after one another. For the convenience of performing exercises while sitting and lying down, it is advisable to turn all children half a turn to the right or left.

Among the various starting positions in the second half of the year, the main stance (heels together, toes apart) is also used during morning exercises. As before, the starting positions for the hands are very different.

During morning exercises in the senior group, the volume of general developmental exercises without objects increases slightly. Exercises with gymnastic sticks, hoops, and jump ropes are included. Each exercise is repeated 5–6 times. Jumping in place with different combinations of movements of the arms and legs, moving forward and backward, jumping over high objects, etc. are repeated 20 - 30 times (1 or 2 times with a short break).

As in other groups, one set of morning exercises is carried out for 1 – 2 weeks. At his own discretion, the teacher can make clarifications and changes to it. Leadership techniques. The main feature of morning exercises in older groups is the responsible attitude of children to its implementation. For them, it is not necessary that it be entertaining and figurative. The teacher explains to the children the purpose of morning exercises, reveals its role in physical development, the acquisition of strength, agility, the formation of a good physique, a beautiful gait, etc.

During morning exercises, the teacher requires accuracy in the positions and directions of movement of body parts, and the ability to perform the exercise in accordance with the count or tempo of the musical accompaniment.

The quality of general developmental exercises is quite high. The teacher begins to teach children to stretch their legs, arms, fingers, pull their toes, stand, sit or lie in a given relaxed, but at the same time somewhat tense and taut pose. Children like to perform movements well and beautifully.

Since morning exercises use exercises known to children, their explanation has some specificity - it should be very clear and concise, in fact only reminding children of the starting position, the type of movement (bending, squatting, etc.), and the requirements for its quality.

Explanations of the exercise are combined with demonstration only in the first days of mastering the complex. Moreover, the teacher widely involves children who have good command of movement in the demonstration.

Children of senior preschool age quickly remember the sequence of exercises in complexes. They successfully do them without the accompanying example of a teacher. As a last resort, they focus on the children in front or nearby. This allows the teacher not to be in front of the group all the time, but to walk between the rows of children, carefully observe each person’s exercise, and provide individual assistance. It is important not to lose track of the pace and rhythm of the counting that regulates the children’s joint actions.

Throughout the morning exercises, the teacher repeatedly draws attention to the children’s posture, reminding them of the need not to hold their breath, to breathe deeply, to coordinate inhalation and exhalation with the most appropriate phases of movement (arms to the sides - inhale, arms down - exhale, etc. ). Some exercises involve slight natural straining. At the moment of such straining, there is a short-term holding of breath while inhaling, then successive inhalation and exhalation

The instructions for running and jumping are the same as in the middle group.

Complex 1

1. Forming in a line, checking posture.
2. Walking one after another in a column one at a time.
3. Walking on toes, hands on the belt.
4. Walking with legs raised high.
5. Run at a slow pace in a column one at a time.
6. Running scattered and in a column.

1. I.p. - basic stance, hands on the belt.

• 1 – arms to the sides;
• 2 – arms up and rise on your toes, reaching for your hands;
• 3 – arms to the sides;
• 4 – i.p.

1. I.p. - Spread your feet shoulder-width apart, arms to the sides.

• 1 – bend over with a turn so that your right hand touches the toes of your left foot.
• 2 – i.p.;
• 3 – similar tilt in the other direction;
• 4 – i.p.

1. I.p. - basic stance, hands on the belt.

• 1 – bring your arms forward, sit down (keep your back straight);
• 2 – i.p.;
• 3 – 4 – similar.

1. I.p. - basic stance, arms down.

• 1 – raise your arms up, put your right leg back on your toes, bend over;
• 2 – i.p.;
• 3 – move your left leg in the same way;
• 4 – i.p.

1. Jumping alternately on one leg.
2. Jumping on both legs.
3. Walking in place.
4. Breathing exercise “Inhale (stretch, raise your arms up to your sides) - exhale (bend over, lower your arms).

Methodology for morning exercises for all age groups. Methodological development on the topic

Methodology for morning exercises for children of all age groups.

In the process of morning exercises, it is necessary to ensure the correct physical, mental and emotional stress. Physical activity increases gradually: having reached its highest value during jumping and running, it decreases towards the end of morning exercises. The motor density of morning exercises should be high, so minimal time is allocated for explaining and demonstrating exercises, distributing physical education equipment and changing lines. Physical activity increases by increasing the number of repetitions of each movement, the pace of their execution and reducing the interval between exercises. It also depends on the total duration of morning exercises: in the first junior group its duration is 4–5 minutes; in the second youngest - 5-6 minutes; on average - 6-8 minutes; in the eldest – 8–10 minutes; in preparatory school - 10-12 minutes.

Morning exercises use exercises familiar to children, so the mental load (on attention, memory) is almost always moderate. Physical exercise has a more beneficial effect on the body when it evokes a cheerful mood and positive emotions. And the teacher, correctly alternating exercises and giving sufficient load, creates interest in children in morning exercises. It is equally important to carry out the exercises emotionally, using various techniques and musical accompaniment. However, exercise and music should not overstimulate children because this can lead to fatigue and decreased appetite.

At the beginning of the year, children of the first junior group are not lined up before performing exercises: they walk and run in a flock, scattered. In the future, morning exercises in this group also begin with formation in a column, one at a time or in one line. Turns to the right, left, and around are more often used in older groups.

To perform general developmental exercises, young children are lined up in a circle, scattered; from the middle group they are usually rebuilt into a column of three or four. With this structure, it is easier for the teacher to monitor the quality of general developmental exercises performed by all children and to pay attention to correct posture.

At the beginning of morning exercises, walking in place is often given (regular, with high knees). This helps organize children and focus their attention.

To prevent flat feet, it is advisable to give different types of walking in the following combination at the beginning and at the end of morning exercises: normal walking, on toes, heels, and the edges of the feet. This combination is repeated 6–8 times.

It is useful to change your walking speed - from slow to fast, from fast to slow (with acceleration and deceleration).

It is necessary to ensure that children do not shuffle their feet or sway when walking, keep their heads straight, swing their arms rhythmically, and breathe through their nose. The teacher prevents mistakes with appropriate instructions, and if they do occur, corrects them without stopping walking.

When walking with high knees, imitation is used (“horses”, “herons”, “walking in deep snow”).

Running in morning exercises in younger groups is first carried out in a flock, scattered, and then in a column one at a time, both in place and with advancement in different directions.

Before general developmental exercises, running is performed at an average pace and alternates with walking. After performing general developmental exercises, running is carried out at a faster pace to train the cardiovascular and respiratory systems. The alternation of running and walking is repeated 2-3 times. The duration of running without a break gradually increases: for younger children it is 10–20 s, for middle age – 20–25 s, for older age – 25–30 s, for children 6 years old – 30–40 s (these norms can be changed depending on on the state of health, physical development, physical fitness of children). The teacher makes sure that indoors, on a playground with hard ground, children run on their toes, raising their knees higher.

Morning exercises include different types of jumps: jumping on one and two legs in place and moving in different directions (forward, backward, sideways, etc.); jumping over objects (sticks, hoops, cubes); For older children, the total number of jumps in morning exercises can be increased to 25–30. In younger groups, imitation (“bunnies”, “balls”) is used when jumping.

General developmental exercises for morning exercises are selected in the following sequence: first, exercises are given for the muscles of the arms and shoulder girdle, after which exercises that strengthen the muscles of the torso and legs are advisable.

At the end of the gymnastics, after running, alternating with jumping and walking, exercises can be performed for the shoulder girdle and arms, which help calm the body.

Exercises for large muscles (especially in older age) are combined with movements for the muscles of the neck, hands, fingers and feet. For example, when raising your arms up, it is recommended to simultaneously clench your hands into fists and unclench them.

The number of general developmental exercises and their dosage increase with the age of children, as physical development and physical fitness improve. For children of the first junior group, 3–4 exercises are recommended; for the second youngest – 4 and middle – 4–5; for the eldest – 5–6; for preparatory school – 6–8. In the first and second junior groups, the exercises are repeated 4–5 times; on average - 5-6 times; in the oldest – 6–8 times; in preparatory school - 8-10 times. In this case, exercises for the arms and shoulder girdle are repeated more times (8–10); and more difficult ones - for the abdominal muscles, back - 4-6 times.

Exercises can be performed at different paces, for example: first 2-3 times at a medium pace, then 3-4 times at a fast pace, then 2-3 times at a slow pace. This increases physical stress on the body, promotes the development of speed, and increases children’s interest in the activity.

General developmental exercises are performed from different starting positions of the body: standing, sitting, lying down (on the back, on the stomach). The starting positions of lying down and sitting are beneficial in that they relieve the pressure of body weight on the spine and fragile arch of the foot, and allow you to increase the tension of individual muscles. Therefore, during morning exercises, it is recommended to use chairs and gymnastic benches to perform exercises from starting positions while sitting. Exercises for the arms and shoulder girdle are performed by younger children from the starting position - narrow leg stand apart, and by older children - the main stand, closed stoic position.

Exercises for the trunk muscles at a younger age are carried out from the starting position: narrow leg stand apart, leg stand apart, and at an older age - leg stand apart, wide leg stand apart.

In leg exercises at a younger age, a narrow stance with legs apart is used, and at an older age, the main stance is used.

When conducting general developmental exercises with objects, you need to think through the order of their distribution and collection, and provide for the formation of the group so that the children do not interfere with each other.

At an older age, general developmental exercises without objects occupy a larger volume.

In younger groups, the teacher performs general developmental exercises with the children. In the middle group, he first names the exercise, briefly explains it (shows it if necessary), and then gives a command for the starting position and execution. When explaining, children's attention is fixed on the most difficult elements of the exercise. If errors do occur, instructions for correcting them are given during the exercise. Instructions should be aimed at clarifying the understanding of the elements of the exercise and facilitating their correct implementation. This is helped by combining counting with words denoting elements of the technique, or even replacing counting with specific words (for example, instead of “one”, the teacher says: “Squat down, back straight”).

The teacher must think about when he will use counting when repeating an exercise, and when he will replace it with words that clarify the idea of ​​​​this element of technique. The appropriate alternation of counting, words (instructions) and other signals (moving the hand down - “crouched”, upward - “straightened up” in the “squat” exercise) helps children perform the movement more correctly and with great interest.

At an older age, children can do the exercise by name, but sometimes in the older group the teacher does the exercise together with the children. This reduces the reminder time and increases physical stress on the body. Following the teacher’s actions, children clarify their understanding of movement technique and try to correct mistakes. But such a joint exercise is only advisable if the teacher sees the whole group and can observe the actions of the children and their behavior (when bending to the sides, when squatting, etc.). Sometimes a child who does the exercises correctly is placed at the front of the group.

During morning exercises, the teacher carefully monitors each child and, if necessary, provides physical assistance to individual children, gives instructions, and encourages (especially younger children).

When performing general developmental exercises, imitation is used in all age groups. For younger children, the complexes are built in a plot form and based on one image (“birds”, “butterflies”, “watches”, “planes”, etc.). Instructions are given to children according to the selected image (for example, “the sparrows flew”). In the second younger group, children imitate different images in one complex. In the middle group, imitation is used only when performing some exercises, and in the older group - to perform individual elements of the exercise.

During morning exercises, the teacher makes sure that each exercise ends with a good straightening of the torso, which helps strengthen the muscles that support the straight position of the body, as well as strengthening the skill of correct posture. When performing exercises, the teacher reinforces the children's correct breathing skills.

Musical accompaniment during morning exercises helps children simultaneously start and finish the exercise in a timely manner, determines the tempo of individual elements of the movement, evokes positive emotions and creates a cheerful mood. Children learn to listen to music and coordinate movements with its character, perform exercises clearly, expressively, smoothly.

Features of the methodology for conducting morning exercises on the site. In spring and summer, as a rule, morning exercises are carried out with children of all age groups on the site. The teacher, depending on the weather, selects exercises and regulates physical activity: when the temperature drops, he increases it, changing the pace of performance; when the temperature rises, it decreases to avoid overheating of the body.

In late autumn and winter, morning exercises can be carried out on the site with children who are the most physically prepared and seasoned. Exercises are selected taking into account temperature, clothing and are performed at a more vigorous pace. Particular care must be taken to ensure that children do not get cold.

Features of the methodology for conducting morning exercises in a mixed group. If the children in the group differ sharply in age (from 2–3 to 6–7 years), then morning exercises are carried out separately with each subgroup.

If the age difference between children is small (for example, children 5 and 6 years old), then morning exercises can be done simultaneously with everyone. When changing lanes, older children help the younger ones complete the task. When walking, older children are given more complex tasks (for example, placing their hands to their shoulders).

General developmental exercises are selected so that they are accessible to both subgroups, and all children begin to perform them at the same time. Then younger children rest, and older children continue to perform the exercise several more times at a faster pace. When running and jumping are given, the dosage is increased for older children.

Complex 2

1. Forming in a line, checking posture.
2. Walking in a column one at a time with alternate turns in different directions at a signal.
3. Variable running with acceleration.

1. I.p. – basic stance, hands on the belt.

• 1 – tilt of the head to the right shoulder;
• 2 – i.p.;
• 3 – tilt of the head to the left shoulder;
• 4 – i.p.

1. I.p. - basic stance, arms in front of the chest, elbows bent.

• 1 – 3 – jerks with bent arms to the sides.
• 4 – jerk with straight arms to the sides.

1. I.p. – feet shoulder-width apart, hands on the belt.

• 1 – turn to the right;
• 2 – i.p.;
• 3 – turn to the left;
• 4 – i.p.

1. I.p. – basic stance, hands on the belt.

• 1 – lunge with your right foot;
• 2 – i.p.;
• 3 – lunge with the left leg;
• 4 – i.p.

1. Alternate jumps - legs together, legs apart.
2. Easy jogging in place.
3. Breathing exercise “Balls”.

Complex 3

1. Forming in a line, checking posture.
2. Walking on toes.
3. Walking on your heels.
4. Running like a snake.

1. I.p. - basic stance, hands on waist.

• 1 – tilt your head forward, touch your chin to your chest;
• 2 – throw your head back;
• 3 – 4 – similar.

1. I.p. - legs slightly apart, hands down.

• 1 – raise your arms up through your sides and clap;
• 2 – i.p.;
• 3 – 4 – similar.

1. I.p. - basic stance, hands on the belt.

• 1 – raise your arms up, bend over;
• 2 – bend down and touch your toes;
• 3 – sit down, put your arms forward;
• 4 – i.p.

1. I.p. - basic stance, hands on the belt.

• 1 – lunge to the right side, arms to the sides;
• 2 – i.p.;
• 3 – similarly to the left;
• 4 – i.p.

1. Walking on toes, hands behind head.
2. Walking in a squat, hands on the belt.
3. Frog jumps.
4. Running with hops.
5. Breathing exercise “Clock”.

Abstract “Methodology for organizing and conducting morning health exercises in the middle group.”

LESSON SUMMARY ON THE TOPIC: “Methodology for organizing and conducting morning health-improving exercises in the middle group.”

Performed

Teacher Panova Ekaterina Sergeevna

Methodology for organizing and conducting morning health exercises in the middle group

Morning exercises

in kindergarten it is considered as an important element of the motor regime, a means for raising the emotional tone of children; Its organizational significance is also great. It is important to note that gymnastics should not be forced. If one of the children does not want to study today, there is no need to force him, but the reason for this behavior should be found out. During exercise, you should ensure complete relaxation in behavior, an elevated emotional state and real joy of movement.

The venue for morning exercises can be a physical education and music hall, a group room, or a kindergarten area. It is necessary to comply with the requirements for clothing (sports uniform), shoes (in the hall - barefoot, in socks, in Czech shoes), venue, equipment. For rhythmic accompaniment, a tambourine, counting, clapping, sound recording, and musical accompaniment (piano, button accordion, accordion) are used.

Morning exercises are short in time (8-10 minutes)

, however, has a huge healing effect. According to hygienists, morning exercises can also be called introductory exercises, since it speeds up the body’s entry into activity. And this is possible due to the fact that physical exercises of morning exercises increase the level of excitability and functional mobility of the nervous system. In addition, morning exercises daily compensate for up to 5% of the daily volume of physical activity of children, promotes the development of strength, dexterity, coordination of movements, and mobility in joints in children; improves the skills of individual movements. Morning exercises also contribute to a good start to the day.

Morning exercises, like physical education classes, consist of three parts: introductory, main and final.

The introductory part uses various types of walking and running, exercises for changing lanes, and spatial orientation. In order to warm up the foot and increase its flexibility, walking is performed in different ways. Since morning exercises are a daily form of work, it is advisable to diversify the placement of children in space while walking: use movement in a snake, zigzag, two columns in different directions, diagonally, etc. This will relieve the monotony and monotony of activities; the physiological load will be determined by the distance traveled; the psychological load will increase, which will cause concentration in children. It is important that children are familiar with the ways of moving in space.

To the main part

complexes of general developmental exercises are included (5-6, repeated 6-8 times) or other types of physical exercises: dance-rhythmic, round dance and outdoor games, etc. At the end of the main part, intense exercises are given such as jumping and running in place. When selecting general developmental exercises, you must be guided by the following requirements: exercises must be for all muscle groups, of different intensity, tempo, performed from different starting positions, with different aids, rhythmic and musical accompaniment, in different formations and must be interesting for children. Due to the fact that it is necessary to induce a cheerful, animated state in children, the exercises should be performed at a fast pace, and therefore should include already learned movements that do not require much mental effort (as a rule, a set of general developmental exercises for morning exercises is taken from physical education classes and repeated 1 -2 weeks).

Important! The constant criteria for the correct selection of exercises are anatomical consistency, their placement according to the principle from top to bottom (the first exercise is always for the arms and shoulder girdle, then for the torso and finally for the leg muscles).

When conducting gymnastics, the teacher focuses on the children’s posture (back straight, shoulders back, chin raised) and on the correct execution of the exercises. Carelessness, vagueness, and lethargy when performing movements reduce the positive effect of gymnastics. Therefore, walking in place should be energetic, with high knees raised, with toes stretched out; when raising your arms to the sides, up, your arms should be straight, your fingers extended; When bending to the sides, do not allow the torso to “twist”.

In the final part of the gymnastics

walking or sedentary play is carried out to restore pulse and breathing. Next are breathing and corrective exercises, as well as relaxation (accompanied by music or speech).

Morning exercises can be carried out in different forms:

using general developmental exercises;

playing out some plot: “On a walk”, “We went to the meadow”, “Sparrows”, “Bear cubs”, etc.;

of a gaming nature - from 3-4 outdoor games “Carousels”, “Entertainers”, etc.

— use of elements of rhythmic gymnastics, dance movements, round dances;

health running (carried out on a site for 3-5 minutes with a gradual increase in distance, intensity and time).

Individual bright episodes from a walk, speech development classes, etc. can be transferred to morning exercises, which are restored in the children’s imagination based on the use of imitation. For example, while walking, children watched the smooth, slow fall of large snowflakes, made snowballs, and threw them. At morning exercises on the second day, you can recreate this vivid emotional picture in the children’s minds with the help of physical exercises.

1. “Snow is falling.” IP: legs shoulder-width apart, feet parallel. Raise your arms up through your sides and lower them smoothly.

2. "Let's play in the snow." I.p.: main stand. Bend over, “take the snow”, straighten up, “make a snowball”, swing, “throw” it.

3. “Let’s sled down the hill.” I.p.: main stand. Squat down with the sound “wow!”, arms forward, straighten up.

4. “We’re going skiing.” IP: feet hip-width apart, arms bent at the elbows. Bend your knees slightly, lean forward, and at the same time move your arms back (pronounce the syllables “po-e-ha-li” with each bend).

5. “The children are happy about winter!” Jump on two legs in place, then do whatever you want.

Methods of teaching general developmental exercises.

The purpose and meaning of the guidance methodology is to enrich and improve the motor experience of children. The choice of specific methods and techniques for teaching general developmental exercises depends on the age of the children, the type of exercises, the form of organization of physical education, and the specifics of pedagogical tasks.

At the same time, the teacher’s leadership efforts concentrate pedagogical techniques typical for any age group:

1) arrangement (placement) of children to perform general developmental exercises;

2) distribution of benefits;

3) methods of presenting exercises;

4) monitoring the progress of exercises.

Middle group

. The most rational way to distribute benefits is to analyze them as you go. It is necessary that children learn to do this without slowing down the pace of movement.

The most characteristic complication of general developmental exercises in the middle group is their execution under counting. This ensures coherence and clarity of movements and is an important indicator of children’s learning. The account must record the action. This should be emphasized when showing.

In contrast to the younger group, when learning general developmental exercises, as a rule, there is a preliminary demonstration combined with an explanation.

The teacher's procedure:

name the exercise (this ensures psychological readiness for action);

show the exercise, accompanying the demonstration with an explanation;

prepare children for the execution by naming the details of the starting position, for example: “Put your feet shoulder-width apart, arms to the sides, palms up...”;

ensure the simultaneous start of execution with the command “Exercise start - nay!”

;

start the exercise with the children, and after 2-3 repetitions, let the children continue it independently;

ensure the simultaneous completion of the exercise, for which it is necessary to emphasize the final count “one - two - three - stop”

on the last repetition.

When performing exercises, you must ensure that in the initial standing position, the weight of the body is evenly distributed on both legs. The habit of weakening one leg leads to the fact that the pelvis takes on an oblique position and the spine bends to one side. Symmetrical exercises (side bends, alternating leg raises, etc.) should be repeated an even number of times so that the load on both sides of the body is equal.

The teacher’s verbal comments - tips, advice, directions, assessments must fit into the rhythm and tempo of the exercises. Sometimes it is necessary to help a child with action - to correct, support. The teacher must be able to do this without interrupting or stopping the other children.

By the age of 5, the child’s body grows and improves. He learns to subordinate his desires to the plans of the collective. He enjoys playing with his peers and develops a sense of responsibility for the assigned task. Mental processes develop: concentration, visual-figurative thinking, memory.

Children of the middle group can perform many morning exercises on their own. Morning exercises last 6-8 minutes. The number of open switchgears is 7, which are repeated 7 times. Running duration – 20 seconds. Children continuously do 8 jumps, alternating with walking 3 times.

In middle age, more diverse types of walking are recommended: in a column (by height, in pairs, holding hands, with changing leaders), with changes in direction (in a circle, left, right).

Walking with a change of leaders, changing from a column into pairs and back, and other changes are carried out not while moving, but on the spot, and after the children have changed lines, you can continue walking.

Children can perform jumps on 2 legs not only in one place, but also moving forward, around themselves, etc.

Morning exercises include preventative exercises for the feet: walking on toes, walking on heels.

There are fewer simulation exercises in the middle group than in the younger ones. For outdoor gear, small physical education aids can be used: flags, cubes, hoops, balls. The starting positions in the outdoor switchgear in the middle group are more varied - sitting, lying, on the back. The exercises consist of 3-4 parts (for example, raised your arms forward, up, lower), whereas in the younger group the exercises are two-part.

Among the exercises for the torso, the complex includes bending forward, to the sides, and turning to the sides.

The selection of outdoor switchgear is carried out in accordance with the requirements for their selection into the complex. During the initial learning of the complex in the process of explaining a new outdoor switchgear, the following algorithm for presenting the exercise is used: demonstration and explanation from beginning to end (counting is not used during the explanation), then acceptance of the I.p., then instructions are given to perform the exercise in a certain direction (to the right). left, down-up, etc.).

If the exercise is familiar, the algorithm is presented as follows:

1. name of the exercise;

2. acceptance of IP;

3. direction of execution.

Thus, when conducting morning exercises in the middle group, a demonstration by the teacher, a previously prepared child, a partial demonstration with explanations of difficult elements of the exercise, as well as commands and instructions during drill exercises in the middle group are used.

Outdoor switchgear complex for the middle group

I.

Game "Catch the ball". At the teacher’s signal, roll the ball from the starting line and run after it. The children return to repeat the game task in steps.

II

. ORU with the ball.

1. "Ball up." I.p. legs slightly apart, ball below, 1-2 – rising on toes, lift the ball up; 3-4 – return to I.p. D. - 7 times.

2. "Turn to the sides." I.p. feet shoulder-width apart, ball in front of chest with outstretched arms. 1.3 – turn to the right; 2.4 – return to I.p. D-7 times.

3. “Put the ball down.” I.p. feet shoulder-width apart, ball below. 1-2 lean forward, put (take) the ball. 3-4 – I.p. D-7 times.

4. “Springs” I.p. feet - heels together, toes apart, ball in front. Sit down slightly 3 times, 4 – I.p. D-7 times

5. “Ball to chest.” I.p. sitting, legs apart. 1 – bend your arms with the ball at your elbows, 2- I.p. D-7 times

6. “Look at the ball.” I.p. lying on your back, the ball at your chest 1-2 - slowly lift it up and look. 3-4 – I.p. D-7 times

7. "Jumping around the ball." I.p. o.s. hands on the belt. Jumping on two legs around the ball in both directions. There is a short pause before jumping in the other direction. D- 3x8-10 r

III.

Running fast in a circle with a transition to a slow one. Walking. Breathing exercise “Let’s inflate the ball.”

A complex of morning exercises using a chair

I.

Walking in a column one at a time, walking on toes, hands on the belt, walking (2 times), running in all directions between chairs (30 sec.).

II

. ORU.

"Cotton". I.p. stand with your back to the back of the chair, legs slightly apart, hands on the back of the chair.

1-2 hands through the sides up, clap, say “clap”, 3-4 - I.p. D-7 times.

"To the feet." I.p. sitting facing the back of a chair, hands on waist

1-2 – tilt to the right, touch the chair leg - exhale, 3-4 – I.p. - inhale. Same to the left. D-6 times.

“Don’t touch me.” I.p. sitting on the floor, feet under the chair, arms supported behind.

1 - bend your legs, knees closer to your stomach, 2 - legs apart, 3 - bend, 4 - I.p. D-7 times.

“Straighten up.” I.p. sitting astride, facing the back of the chair, hands on the back of the chair.

1-2 – arms forward, palms up and down, 3-4 I.p. D-7 times.

"Turn". I.p. standing with your back to the back of the chair, legs apart, hands behind your head.

1-2 – turn to the right, palm on the back, 3-4 I.p. D-7 times.

"Palms on the seat." I.p. -stand behind a chair, hands behind your back.

1- arms to the sides, 2- bend over the back of the chair, palms on the seat, 3- straighten up, arms to the sides, 4 I.p. D-7 times.

"Jumps." I.p. – legs slightly apart, hands on the waist. 8-12 jumps in place and walking around the chair. D – 3 times.

III

. Run in a circle quickly with a transition to slow (20-30 sec).

Breathing exercise “Semaphore”

Sit on a chair, move your legs together, raise your arms to the sides and slowly lower them down with a long exhalation and pronouncing the sound “s-s-s-s” D-3-4 times.

Complex of morning exercises for the middle group

with a medium sized ball

I

. Game exercise “Nimble guys”. Medium-diameter balls according to the number of children are laid out throughout the hall. Walking in a column one at a time, switching to running in a column one at a time between the balls without touching them (2 times in alternation).

II

.
ORU
"Catch". I.p. legs slightly apart, ball below.

1 – ball up, look, 2 – I.p. 3-4 – toss, catch, return to I.p. D 7 times.

"Ball forward." I.p. legs apart, ball behind head.

1 – ball up, 2 – bend forward, look at the ball, say “forward”, 3 – up, 4 – I.p. D 7 times.

“Ball up” I.p. sitting on your heels, ball below.

1-2 – kneel down, ball up, look. 3-4 – I.p. D 7 times.

“Log” I.p. lying on your back, ball on top. Turn on your stomach, back, one way, the other, the pace is arbitrary. D 3 times in each direction.

"Do not let go". I.p. sitting, hands at the back, the ball sandwiched between the feet.

1 – ball up, 2 – I.p. D 7 times.

"Pass the ball." I.p. legs slightly apart, ball in one hand.

1 – arms to the sides 2 – top, transfer the ball to the other hand, look; 3 – to the sides, 4 – I.p. The same in the other direction. D 7 times.

“Jumps” I.p. legs slightly apart, hand position may be different, ball on the floor. 8-12 jumps around the ball D 3-4 times.

III.

Fast running followed by slow walking.

Relaxation sketch “Icicle”.

There is a white nail hanging under our roof.

The sun will rise - the nail will fall.

(Relaxes the muscles of the torso, arms, legs).

Artistic word

Complex 4

1. Formation in two columns, checking posture.
2. Walking in pairs.
3. Jumping on both legs, in pairs, holding hands.
4. Running in pairs.

1. I.p. - sit on the carpet, legs bent at the knees, hands at the back.

• 1 – 4 – circular turn of the head to the right;
• 1 – 4 – circular turn of the head to the left.

1. I.p. - sit on the carpet, legs straight, arms down.

• 1 – lean forward, trying to touch your toes with your hands;
• 2 – i.p.;
• 3 – 4 – similar.

1. I.p. - sit on the carpet, legs bent at the knees, hands at the back.

• 1 – raise your right leg, pull your toe up;
• 2 – i.p.
• 3 – raise your left leg in the same way;
• 4 – i.p.

1. I.p. - Lie on your back, straight arms behind your head.

• 1 – roll onto your stomach;
• 2 – i.p.;
• 3 – 4 – similar.

1. Walking on the inner (outer) side of the foot.
2. Running with straight legs.
3. Breathing exercise “Trumpeter”.

Complex 5

1. Forming in a column, checking posture.
2. Walking with long strides.
3. Walking like a duck.
4. Running diagonally.

1. I.p. - kneel down, hands down.

• 1 – sit on your knees, group yourself (with your forehead touching your knees, stretch your arms forward, put them on the floor);
• 2 – 3 – freeze in this position;
• 4 – i.p.

1. I.p. - kneel down, hands down.

• 1 – sit on the floor to the right of your heels;
• 2 – i.p. (you can help yourself with your hands);
• 3 – similarly to the left;
• 4 – i.p.

1. I.p. - lie on the carpet, legs straight, arms along the body.

• 1 – raise your right leg and both arms up;
• 2 – i.p.;
• 3 – raise your left leg and both arms up;
• 4 – i.p.

1. I.p. - lie on the carpet, legs straight, arms along the body.

• 1 – 3 – raise your bent legs and do a “bicycle” movement;
• 4 – i.p.

1. Walking in a circle holding hands.
2. Jumping - legs together, legs apart.
3. Run backwards.
4. Breathing exercise "Locomotive".

Complex 6

1. Forming in a line, checking posture.
2. Walking trail after trail.
3. Walking on a gymnastic bench.
4. Running in a circle with side steps.

1. I.p. - sit on your heels, cross your arms over your chest.

• 1 – rise up, spread your arms to the sides;
• 2 – sit on your heels, cross your arms and hug yourself;
• 3 – 4 – similar.

1. I.p. - sit on the carpet, legs straight, arms supported behind you.

• 1 – turning around, move your right hand behind your left, stretch;
• 2 – i.p.;
• 3 – turn in the other direction;
• 4 – i.p.

1. I.p. - sit on the carpet, legs straight, arms supported behind you.

• 1 – raise your heels without lifting your toes off the floor;
• 2 – i.p.
• 3 – 4 – similar.

1. I.p. - lie on your stomach.

• 1 – clasp your ankles with your hands;
• 2 – 3 – raising your legs and upper body, bend over;
• 4 – i.p.

1. Alternate running and walking.
2. Alternate jumps on the right and left legs.
3. Breathing exercise “Mill”.

A set of exercises with a ball

1. Forming in a line, checking posture.
2. Walking while stepping over balls.
3. Running like a snake past the balls.

1. I.p. - feet shoulder-width apart, ball in hands.

• 1 – throw the ball, look up at it;
• 2 – catch the ball, lower your head;
• 3 – 4 – similar.

1. I.p. - feet shoulder-width apart, hold the ball with straight arms in front of your chest.

• 1 – turn to the right (do not lower your arms);
• 2 – turn left;
• 3 – 4 – similar.

1. I.p. - basic stance, ball in right hand.

• 1 – raise both arms up from the sides and transfer the ball to the left hand;
• 2 – lower your hands;
• 3 – 4 – similar.

1. I.p. - basic stance, ball in hands, arms down.

• 1 – sit down with your arms extended with the ball in front of you;
• 2 – i.p.;
• 3 – 4 – similar.

1. Walk on your toes, hold the ball with straight arms above your head.
2. Jumping while holding the ball with your feet.
3. Easy running.
4. Exercises to restore breathing.

A set of exercises with a gymnastic stick

1. Forming in a column, checking posture.
2. Walking while crawling under a stick.
3. Running around the perimeter of the hall, bending around sticks placed in its corners.

1. I.p. - basic stance, arms down and holding a stick.

• 1 – raise your arms with a stick up above your head and bend over, put your right leg back;
• 2 – i.p.;
• 3 – move your left leg in the same way;
• 4 – i.p.

1. I.p. - legs are shoulder-width apart, arms are straight raised above the head and holding a stick.

• 1 – tilt to the right;
• 2 – i.p.;
• 3 – tilt to the left;
• 4 – i.p.

1. I.p. - sit on the floor, legs straight, arms in front of you, holding a stick.

• 1 – stretch forward as much as possible;
• 2 – i.p.;
• 3 – 4 – similar.

1. I.p. - lie on your back, legs straight, hold the stick in straight hands, behind your head.

• 1 – roll onto your stomach;
• 2 – roll onto your back;
• 3 – 4 – similarly in the other direction.

1. Walking while stepping over a stick, which must be held in front of you with both hands.
2. Jumping with both feet over a stick lying on the floor (forward - backward).
3. Running in a column one at a time.
4. Breathing exercise "Mower".

You can perform similar exercises with a jump rope.