Playing with a ball for preschoolers is an important factor in a child’s development

Tasks set during classes

In outdoor games with a ball, preschoolers acquire the necessary skills and abilities. Children learn to clearly and calmly perform the exercises given by the teacher. Develops manual dexterity and improves physical fitness.

№	Action	Skills children need to acquire
1	Pushing and rolling	vigorous pushing with hands, rolling between objects
2	Catching	catching with hands without pressing to the chest; catching with subsequent passing to each other
3	Reception	reception with both hands at the same time
4	Throwing and passing	two-handed throws throws to a clearly defined location transmission from the chest, from behind the head, from below
5	Batting	vigorous beating with hands

The children also get acquainted with the properties of the ball itself: volume, shape, dynamics. Training must be done with both large and small balls.

Ball exercises for preschool children

About the meaning of the ball.

The ball is a convenient, dynamic toy that occupies a special place in the development of hand actions. The first games with a ball are invaluable in their significance for the health, emotional sufficiency, physical and intellectual development of a small child. Throughout preschool childhood, playing with a ball becomes more complex and, as it were, “grows” with the child, making up the great joy of childhood.

Ball games develop the eye, coordination, ingenuity, and promote general motor activity. For a child, a ball is a hobby from the first years of life. The child does not just play with the ball, but varies it: picks it up, carries it, puts it down, throws it, rolls it, etc., which develops him emotionally and physically. Playing with a ball is also important for the development of a baby's hand.

Movements of the fingers and hands are of particular importance for the development of a child's brain functions. And the more diverse they are, the more “motor signals” enter the brain, the more intense the accumulation of information, and therefore the intellectual development of the child.

Hand movements also contribute to the child's speech development. Modern scientific data confirm these provisions: the areas of the cerebral cortex “responsible” for the articulation of the speech organs and fine motor skills of the fingers are located in the same innervation field, i.e. close proximity to each other. Consequently, nerve impulses from moving hands going to the cerebral cortex stimulate nearby speech zones, increasing their activity. Children, getting acquainted with the properties of the ball, performing various actions (throwing, rolling, running after the ball, etc.), receive a load on all muscle groups (torso, abdominals, legs, arms, hands), and their entire body is activated. Even a seemingly ordinary throwing of a ball up causes the need to straighten, which has a beneficial effect on the child’s posture. We can say that playing with a ball is a special complex gymnastics: the ability to grasp, hold, and move the ball while walking, running or jumping develops.

Games and exercises with the ball develop orientation in space, regulate the strength and accuracy of the throw, develop the eye, dexterity, and speed of reaction; normalize the emotional-volitional sphere, which is especially important for both sedentary and hyperexcitable children. Ball games develop muscle strength, strengthen the functioning of the most important organs of the body - lungs, heart, and improve metabolism.

One can only be surprised to notice what variety of impressions and actions an ordinary ball can give a child! The simplest actions, in our adult opinion, actually turn out to be extremely useful. They develop observation, concentration, feelings, movement and even thinking. And often, the baby independently notices and looks for various secrets and surprises. And this is precisely the independence and strong-willed activity so desired by parents.

ball games on land and water. They actually have invaluable and very, very broad developmental capabilities! Keep your baby company! Play with pleasure, remember the games and fun from your childhood, and you will have fun!

Recommendations for parents

How to choose a ball

The ball should be comfortable and not make the baby cry from feeling awkward!

Jumping ability. Not only rubber balls can be bouncy, but also well-stuffed woolen ones. A “non-bouncy” ball can be a “rolling ball”. For example, glass beads are good precisely because they are “non-jumping”! For home games of bouncy balls, only well-stuffed woolen ones are suitable. On the street, the quality of jumping becomes especially important - a “non-bouncing” ball seems lifeless.

Heaviness/lightness. For a child who has just begun to walk, a heavy soccer ball simply cannot be a toy due to its weight and large size. But for older preschoolers, showing their dexterity with a variety of balls is a real pleasure. It is very important for a child to learn to balance the force of the blow with the weight of the ball. This gives good experience in managing oneself and predicting the outcome at a very early age. Observe how differently your baby handles a large rubber ball and a light inflatable one.

Color . Despite the fact that children pay attention to bright colors, you should not stuff your kids with caustic, flashy aniline dyes. The color perception of the eye develops better in the rich, open colors of the rainbow, their variants and shades in pastel tones.

Surface quality. Very important for tactile perception. The more natural materials there are, the richer the child’s in working with them, in complex perception of their properties, etc. Embossed knitted surface, cotton fabrics or cloth, glass (if it does not break), rubber, wood, bone, birch bark weaving, vines, etc.

Coloring . Pay attention to whether the ball is shedding! Is the paint peeling off or peeling off? This may be dangerous for the child .

Minimum set of balls.

Kids need: 1 small rubber ball, 1-2 soft balls for playing indoors and 1 bouncy ball for playing outside.

At home and on the street.

At home, it is better to use soft balls for playing - rag, knitted, felted, balls of thread with a fixed tip, balloons, table tennis balls, etc., and large gymnastic balls. The indisputable advantage of “soft” balls is their safety when playing indoors. Neither the furnishings nor the windows, not to mention the players themselves, will be harmed. A large basket in the children's corner is suitable for storing “indoor balls”.

Street balls should be stored separately at the front door in the same basket, box or container (rubber balls of different sizes, footballs, basketballs and other sports balls).

Games to help understand a child's experiences.

“I’m afraid, I’m angry, I love...” When throwing the ball to each other, quickly name the first thing that comes to mind, continuing the sentences: - I'm afraid..., I love... The parent also participates in naming and thereby shows the child that he also has different feelings, including negative ones , which helps the child accept his own feelings. "Who am I?". Without showing each other until the end of the work, answer the questions: for a child: What animal are you like in character? What is your mother like? What animal do you think your mother imagines you to be? For mom, the questions are similar. You can come up with questions yourself. The goal is to understand how I see myself and how others see me.

The game “Who is doing what?”

Game "Hot - Cold"

About the meaning of the ball.

Recommendations for parents

Ball exercises for preschool children

The simplest and most exciting exercise for a child with a ball, which develops dexterity and speed of reaction, is “hitting” the ball against a wall or floor. For them you need to use a small light ball up to 20cm in diameter.

When teaching your child to perform the “hitting the wall” exercise with a ball, place the child a meter from the wall. Let him first just try to catch the ball bouncing off the wall. If the child is good at this, the exercise can be complicated. Now the ball needs to be caught when it hits the floor after touching the wall.

Then have your child try to hit the ball without grabbing it. Just first show your baby how to push the ball correctly. To begin with, you can do this with both hands, as when playing volleyball.

To make exercises with the ball more difficult, ask your child to push the ball with one hand, like in basketball. At the same time, it is important to teach the child to hit the ball alternately with his right and left hands (although for children, of course, it is more convenient to do this with the “leading” hand).

To teach a child not to move when performing this rather complex exercise with a ball, you can draw a line with chalk around the legs of a small athlete and agree that the child will try not to step over it.

As for simpler exercises with the ball, throwing the ball up is also good for developing coordination and dexterity. Performing this exercise does not require special training or special conditions. The child is placed in a stable position, feet shoulder-width apart. The kid throws the ball as high as possible and tries to catch it.

Teach your child to play with the ball: 1. Hit the ball on the ground without interruption at least ten times with each hand, alternately with both hands, passing it under the foot; 2. Hit the ball off the wall continuously, holding your hands in different positions, jump over the ball and catch it from behind; 3. Remember the “dodgeball” games you knew from childhood, use the ball game to develop your child’s speech and thinking. Let him, hitting the ball on the ground, say: “I know five names of girls (boys, names of trees, types of transport, sports games and anything else that comes to your mind).” When playing “Standr”, agree to catch only certain seasons, months, days of the week, names of birds or dishes, furniture or flowers, anything that has a tail or handle, etc.

4. Ask them to throw the ball in the air, then clap their hands and catch it.

In modern apartments, opportunities for playing ball are very limited, but parents can still offer some fun ball games. These games can be played indoors, using everything that is at hand: toys, paper balls, skittles, empty plastic bottles, ropes, balls of different sizes, stools, chairs, etc.

Exercises using these objects specify movement, develop dexterity, dexterity, and concentration.

It is advisable to have one or two large balls with a diameter of 15-20 cm, small balls with a diameter of 5-8 cm (for tennis and table tennis, rubber, soft from different materials, sewn by you), paper balls (from crumpled paper), a large inflatable ball - ball.

Accompanying movements with the ball with a poetic text helps make the lesson more understandable, and most importantly, it sets the rhythm of completing the game task.

"RIDE AND CATCH"

Target. Learn to roll the ball in a straight direction, push it away energetically, with effort, and develop the ability to navigate in space.

A child with a ball in his hands approaches the designated place (cord, strip of plaster, colored circle) and performs actions in accordance with the poetic text.

Our cheerful, ringing ball (pushes the ball with both hands)

We'll ride far ( looks where he rolled

Now let's catch up with him. ( Runs after the ball, catches up with it

This is easy for us to do! ( Raises the ball over his head: “I caught it!”)

Depending on the diameter of the ball, the child can roll it with one hand, alternating the right and left hand if the ball is small (5-8 cm in diameter) or with both hands if it is large (18-20 cm in diameter).

Advice for mom. Teach your child to look ahead before he rolls the ball. Do not run after the ball immediately, but wait for the speech signal. Explain that the ball should not be pushed away with a sharp and short movement of the hands, but with a smooth and energetic one (if necessary, do the exercise together, clasping the child’s hands with yours).

"KNITTLE KNOCK"

Target. Develop basic skills of hitting the ball at the target (vigorously pushing the ball in a given direction).

This is a great game for practicing your accuracy and skating skills. If there are no skittles in the house, then empty plastic bottles (water bottles, Rastishki or Imunele) can perfectly replace them. An adult places two or three pins at a distance of 1-1.5 m from the child and gives him a large ball.

The baby, squatting (bending over, legs slightly wider than shoulder-width apart) in the place indicated by his mother (colored circle or cord), rolls the ball forward with both hands, trying to knock down the pins. Then he goes after him, picks him up and returns.

Advice for mom.

Make sure that the child energetically pushes the ball away with both hands, and does not throw it forward and up. Teach him to look forward (at the pins). Praise even if the baby misses the target. Mark with chalk or pieces of plaster on the floor where the pins should be placed, and allow the child to independently put the knocked down objects back in place.

"BALL IN THE TUNNEL"

Target. Develop the ability to push the ball with both hands, learn to estimate the distance between objects.

Option 1. An adult moves one to three stools. Shows how to roll the ball through the “tunnel” (under the stools) by pushing it with both hands. Attention: the diameter of the ball should not be more than half the distance between the legs of the stool. The child will watch with interest as the ball passes through the tunnel.

Option. 2. You will need the help of three or four people: an older brother or sister, grandparents will happily play with the baby. They should stand behind each other with their legs apart. And mom shows how to roll the ball through the resulting tunnel with both hands.

In both versions of the game, the child can run after the rolling ball and bring it back to roll it through the tunnel again. You can ask an adult to stand at the other end of the tunnel to catch the ball and roll it back to the baby. A small child will enjoy not only rolling, but also catching a rolling ball.

Advice for mom. Remind your child that the ball must be pushed with both hands at the same time with force so that it rolls through the tunnel and does not get stuck in it. Teach him to look forward. Praise even if he doesn't make it into the tunnel.

"SNOWFLAKES"

Target. Learn to throw a ball with both hands at a horizontal target located on the floor, develop fine motor skills of the hands.

Before playing (necessarily together with your child), you need to make snowflakes - tear small pieces of white light paper (for example, a napkin). Place a large fluffed pillow on the floor and sprinkle “snowflakes” on top.

A child with a ball in his hands stands at a distance of 0.7-1.5 m from the pillow and tries to throw the ball onto it (with both hands from below). Having hit the target, he is delighted with the snowflakes scattering to the sides. Let him throw the ball until he gets bored. And then he collects snowflakes together with his mother - the baby’s fingers will work hard.

Advice for mom. Do not force your child to perform a particular movement. Don't ask him to repeat the exercise until he can do it correctly. Do not reproach for absent-mindedness, inattention, inability, etc. Don't turn learning into a boring chore. Play when your baby is in a great mood.

"TURRETARY"

Target. Develop basic skills of hitting the ball at the target (vigorously pushing the ball in a given direction).

This game exercise can be offered to a child when he gets bored with playing bowls.

Mom builds a tower out of three or four cubes. The baby, squatting (bent over, legs slightly wider than shoulders) in the place indicated by his mother (colored circle or cord), rolls the ball forward with both hands, trying to knock down the tower located at a distance of 1.5 m from him.

Children, as a rule, are delighted with the cubes flying to the sides (which should not be too heavy).

"Tag with a ball"

In addition to running, an essential element of this game is throwing the ball. The children, as described above, distribute roles among themselves, with the majority fleeing, and one of their midst, nicknamed tag, is supplied with a larger or smaller ball. While the children run in different directions, the tag marks out a victim and tries at all costs to overtake it, staining it with the touch of the ball. The victim changes roles with him, and the game continues until the children have enough desire, and they do not get tired and lose interest in the game they have started.

"My funny ringing ball"

For this game it is important that the ball bounces well. From 4 years old

An adult can show
the child the following version: hit the ball on the floor or wall and catch it with both hands, saying: “Ball, ball, jump!”
It's okay if the ball hits the floor several times before the baby catches it. Gradually by 5-6 years

children will be able to master dribbling the ball, accompanying their shots with a poem by S. Marshak:

My cheerful ringing ball, where did you run off to? Yellow, red, blue, Can't keep up with you. I smacked you with my palm, You jumped and stomped loudly, And then you rolled and didn’t come back. It rolled into the garden, rolled to the gate, rolled under the gate, ran to the turn, got under the wheel there, burst, slammed, that's all.

Children should see this game performed by an adult or older children many times in order to feel the rhythm of the movement.

"Jump with the ball"

Hold the ball between your knees and jump, competing with someone without losing the ball.

"Mini basketball"

A 3-4 year old child can also be offered options for throwing a ball into some container located on the floor or raised a short distance from the floor (basket, box, basin, empty inflatable pool, etc.). Non-bouncy soft balls and wool balls are well suited for this. This game can be easily varied by changing the size of the container and the size of the balls, as well as the height at which the container is placed and the distance from which the child tries to throw the ball. An adult can hold the container in his hands and use it to catch a ball thrown by a child. From the age of 6, children can play independently in pairs. Bouncing balls are also suitable for this version of the game.

«Bullseye"

The game is available to children no earlier than 3.5-4 years old. This game is not yet clear to 3-year-old children, but 4-5-year-olds are quite capable of keeping the location of the ball a secret and waiting for their turn. The adult sits down and, by his example, invites the children to sit down. Everyone sits on the floor or on chairs in a circle. The driver covers his eyes with his palms and puts his head on his knees. The apple ball is passed from hand to hand in front of you, and for 6-year-olds - behind your back, with a song to an arbitrary tune: Roll, roll, little apple, roll, rosy one. You roll, roll, roll into my palms. Now stop! – at this moment the ball stops in someone’s hands. Everyone hides their hands behind their backs. With a song they invite the driver to guess who is hiding the apple: Get up and look, Put the apple back into the game! The driver, walking inside the circle, asks someone to show their hands. Each person asked must show both pens. For younger children, the number of guesses can be unlimited; the one who had the apple becomes the driver. For 6-year-olds, additional rules are introduced: find an apple in 3-2-1 times; If the driver does not guess correctly, then he remains the driver for one more game. School-age children continue to play with pleasure, inventing new rules themselves.

"Edible - inedible"

Game for children from 5 years old. On the ground, a short line indicates the horse where the driver stands, and a long line indicates the starting line for the players. To begin with, the space between them can be marked with lines at intervals of small children's steps (20-25 cm) for ease of movement. To play you need a medium sized ball. The driver stands behind the horse line, and the players play in a line behind the starting line. The driver throws a ball into the hands of each player in turn, naming objects and phenomena of animate and inanimate nature (cloud, birch, cake, crocodile, compote, etc.) The player, having realized while the ball is flying whether it is edible or not, must catch it or not catch (bounce away) the ball. If true, the player takes a step forward, towards the horse. If incorrect, stays in place. The driver throws the ball to the next person. The one who gets to the horse first wins and becomes the leader.

"Catch with a net"

The thrower and catcher stand approximately 15-20 meters apart. The thrower then makes ten throws with the ball. The catcher must try to catch the tennis or rubber ball with a net. The number of successful attempts is counted.

"Ball on the Head"

Competitors place a rubber “donut” on their head with a ball (volleyball or football) on top. With the ball on your head you need to walk or run a certain distance.

Show your imagination and ingenuity, use whatever is at hand for games: chairs, empty plastic bottles, long laces, etc.

Gradually involve your child in more and more new types of games and fun, systematically repeat them so that he consolidates the movements. For children of this age, it is enough for them to learn how to roll a ball into the distance in a given direction, hit the ball on the floor and up, and swing correctly when throwing a small ball into the distance.

Don't forget about the child's age and physical capabilities! Pay attention to the exercises that he performs with joy, without pressure from you. Be soft, kind, affectionate. It's good if you encourage your child with praise; You will be surprised at how dexterous, brave, and fast he is. Let the child demonstrate his skills in front of all family members or peers: this gradually develops self-confidence and the desire to learn further, mastering new, more complex movements and games.

How to choose a ball

The ball should be comfortable and not make the baby cry from feeling awkward!

Coloring . Pay attention to whether the ball is shedding! Is the paint peeling off or peeling off? This may be dangerous for the child .

Minimum set of balls.

Kids need: 1 small rubber ball, 1-2 soft balls for playing indoors and 1 bouncy ball for playing outside.

At home and on the street.

Street balls should be stored separately at the front door in the same basket, box or container (rubber balls of different sizes, footballs, basketballs and other sports balls).

Games to help understand a child's experiences.

General recommendations for working with preschoolers

Preschool workers can use videos from the Internet to compile teaching materials. At home, children do not always have the opportunity to play in the yard with friends. Therefore, in the summer outdoors, the main burden of teaching children to play sports falls on the shoulders of teachers.

Competently compiling a card index will help maintain the interest of preschoolers, while the program should exclude unsafe games.

Children are interested in practicing with sports equipment during walks, so they need to be allowed to independently feel the peculiarities of the behavior of the playing equipment in motion.

Each child should be covered by the attention of the teacher during classes. Appropriate praise coming from an adult will facilitate effortless performance of the exercises.

Proper alternation of intervals of free play and completing tasks will allow you to select the load and not overtire preschoolers.

Ball games for children 2-3 years old in kindergarten should be aimed at actively developing hand motor skills. It is recommended to develop the habituation to the ball gradually, this will allow you to develop confident movements.

Younger preschoolers better perceive exercises in which actions are accompanied by playful comments coming from the teacher:

"the ball wants to play with you"
“Hold the ball tightly so it doesn’t run away.”

You need to talk through what is happening on the site or in the room all the time. Children can get bored with monotony, so the correction of tasks and their change should be under the control of the teacher.

“Ball School”: techniques for working with the ball in different age groups

Lyubov Bondarenko

“Ball School”: techniques for working with the ball in different age groups

Goals:

1. Development of coordination of movements, large, medium and fine motor skills.

2. Development of coordination of vision, motor skills and speech.

3. Creating conditions for the development of individual and collective rhythm in children

The ball is one of the most ancient and beloved toys in the world. Already in antiquity, balls were made of leather and stuffed with something: moss, feathers, fig seeds, hair, sand, etc.

Among ancient people, the ball was often deified, because it was associated with the Sun or Moon, and the arc-shaped trajectory of its flight shone across the sky. Japanese children still welcome spring by carrying small wooden balls outside.

The earliest children's balls in Rus' date back to the 13th century, found during excavations in ancient Novgorod, made from birch bark or rags. There were also soft balls, like pillows, inside which pebbles wrapped in birch bark were sewn. Balls were also cut from burl growths. To impart elasticity, the blank ball was buried in damp soil for one or two weeks, and then resinous.

Why do people love the ball so much? What goals do teachers pursue when organizing ball ?

A child is born with a complex of isolated unconditioned reflexes that do not meet the needs of his mental development without full communication with an adult. At the first stage of its development, the question of the child’s basic trust in the world is resolved. Within communication with an adult, the child develops objective activities that contribute to the formation of an image of the “living”

actions with an object. When a child is in the field of action with an object and is absorbed in it, the adult’s pronunciation merges with the image of the object and forms a single whole with it.

Therefore, the tasks of the entire period of preschool childhood are to create conditions for the child’s active interaction with the objective world. Children's motor skills are objectified, their thinking is visual and figurative . The ball is one of the objects that allows you to solve these problems to the fullest.

In addition, games and tasks with the ball contribute to :

- strengthening the muscles of the shoulder girdle, torso, small muscles of the arms;

- development of large and medium motor skills;

- development of coordination of movements, dexterity, rhythm and accuracy of movements.

Junior preschool age (3-5 years)

There is an active integration into the objective world; children develop eye-foot coordination, then eye-hand coordination. The child actively acts with both hands: he takes a spoon or a pencil in one hand, then in the other - synchronizes the work of the hemispheres . When two hands work (knitting, playing a musical instrument, embroidering), a person becomes more capable. Therefore, all exercises should, if possible, be performed simultaneously with two hands: exercises, rhythm exercises, picking up and throwing a ball, playing with a skipping rope.

The purpose of working with the ball : to acquire your own motor experience, to create conditions for the emergence a “sense of the ball ”

, development of gross motor skills and separation of arms from the body.
Exercises with a ball help the child master his own body and help him orient himself towards himself.
1. Exercises to master the material:

drum the ball slowly at first, then faster;

slap the ball on the sides;

hit the ball on the floor in front of you , on your side, on the other side;

roll a ball down a hill;

Roll the ball over your body while pronouncing your actions;

wipe the ball with a damp cloth or wash it in a basin, etc. etc.

2. Orientation exercises on yourself: press the ball to your chest, to your knees, put your foot on the ball, put the ball on your head, lift the ball above your head, roll the ball around yourself, etc.

3. Exercises to develop gross motor skills and lifting the arms from the body:

roll the ball to the teacher and each other in a sitting and standing position;

roll the ball into the distance and catch it;

sitting in a circle, roll the ball to each other with the words “Masha, catch it.”);

throw and catch a ball from an adult to a child (“say your name”)

;

pass the ball to each other, calling the neighbor’s name (“Masha, on the ball”)

;

hit the ball on the floor (on the ball)

to a simple poem;

throw the ball and catch it (towards the end of the 2nd group )

;

hit the ball on the floor (by the end of the year)

. It is necessary to pay attention to the fact that the child does not drop the ball on the floor, but hits it on the floor with force.

4. Exercises for orientation in space relative to an object:

go around the ball, stand behind the ball , on the side of the ball (clarification of the meaning of prepositions)

;

hide the ball along the chair, behind the chair...;

knocking down pins standing at a small distance;

throwing the ball into the basket from a distance of 1 - 2 m;

Pass the ball to each other in a circle. When the teacher claps, change direction.

Middle group (4 - 5 years old)

1. Exercises to master the material:

drum on the ball at a signal from an adult’s hand, quieter - louder (hand lowered - quiet, hand higher - the sound is louder, hand up - loud)

;

hit the ball on the floor in front of you , to your right, to your left;

roll the ball over your body while pronouncing your actions;

wipe the ball with a damp cloth or wash it in a basin, etc. etc.

pass 2 balls to each other in different directions . When the teacher claps, we change direction.

2 Orientation exercises on yourself: press the ball to your chest, to your knees, put your foot on the ball, put the ball on your head, lift the ball above your head, roll the ball around yourself, etc.

3. Exercises to develop gross motor skills and “separation” of the arms from the body:

roll the ball to the teacher and each other in a standing position;

sitting in a circle, roll the ball to each other, pronouncing words on the current topic;

throw and catch the ball to each other;

Throw the ball to each other and bounce it off the floor;

pass the ball to each other, reciting rhythmic poems and rhymes from the current topic;

hit the ball on the floor (on the ball)

a poem, a rhyme, words from the current topic;

throw the ball and catch it (increase height)

;

hit the ball on the floor. It is important to ensure that the child does not drop the ball on the floor, but hits it on the floor with force.

4. Exercises for orientation in space relative to an object:

go around the ball, stand behind the ball , on the side of the ball (clarification of the meaning of prepositions)

;

hide the ball along the chair, behind the chair...;

knocking down pins standing at a distance greater than the diameter of the ball ;

throwing the ball into the basket from a distance of 2.5 - 3 m;

Spin the ball like a top, with each hand in turn in different directions .

Senior group (5-6 years old)

Children begin to play in small groups and complete collective tasks. The formation of collective activities requires the performance of work in a single rhythm . A unified rhythm is needed so that when performing a common task, children are in a single semantic space, see and understand each other. To think and reason in a single rhythm means to see and understand the symbols and signs of another. new tasks appear in the older group children to work in small groups and in pairs in a single rhythm and developing eye-speech-hand coordination.

1. Exercise in pairs:

throwing the ball to each other from a distance of 1.5 - 2 m;

hitting the ball on the floor while reciting a poem, adjusting to each other’s rhythm, 2 to 4 people at a time (only those children who can. If the child has not yet moved away from the individual rhythm, then you cannot insist on a general rhythm).

With one ball : one rolls to the other, the second throws through the air; with two balls : one throws the ball low, the other throws it higher.

orientation on a partner: grab the ball with your right hands; hold the ball with your backs and squat down; hold the ball between your stomachs and lean towards the window; grab the ball with your feet and walk forward, etc.

2. Focus on yourself.

who can move the ball under the knee and not drop it;

while sitting on the floor, lift the ball with both feet;

press between your knees and jump, etc.

3. Exercises for a single rhythm:

hitting the ball on the floor (tossing)

to a simple poem
(for each word - a
ball ) ;

Exercise “One for yourself, two for another”

with general pronunciation
(1 - 2
balls ) ;

Teacher (child)

hits
the ball on the floor , children pull out a finger for each hit (the goal is a single rhythm and maintaining multiple)
;

4. Eye-hand coordination exercises;

Toss-catch, toss-slam-catch, toss - slam-catch twice;

Rotate the ball left (right)

left
(right)
hand;

Spin 2 balls at the same time with both hands.

5.Use of exercises with a weightlifter in FEMP classes:

Hit the ball as many times as in a group of windows , cabinets, as many times as I show fingers, etc.

Hit the ball around, reciting the tasks in verse,

Hit the ball in front, left, right.

6. Using ball in speech development classes:

Hit the ball, pronouncing the poem, for each word or according to the rhythm (you cannot use both options in one lesson,

Hit the ball after hearing a given sound in a stream of sounds, syllables, words.

Preparatory group (6 - 7 years old)

The task of this period is: the ability to build a common context of activity with peers (joint play, collective drawing, construction)

.
By this period, the child should develop a primary picture of the world and develop his own ideas. Children can make correlations between their own “picture of the world”
and the ideas of peers and adults.

All exercises with the ball become more complicated : the number of balls is added, the requirements for the quality of execution increase

1. Exercises for a single rhythm:

hitting the ball on the floor (tossing)

to a poem, a counting rhyme, a simple saying.
Exercise “One for yourself, two for another”
with general pronunciation
(from 1 to 5 balls)
;

exercises are added, carried out in subgroups of 5 , 6, 7 people, and then as a whole group .

in exercises for a single rhythm, maintain the rhythm with the entire subgroup or group ;

“The sea is agitated once”

with hitting
the ball on the floor ; the sea is agitated “two”
we hit the ball twice, etc.

spin the ball like a top

in place and towards each other.

go kicking the ball. When the teacher claps, the direction of movement changes;

Hitting from 2 to 5 balls in a circle with recitation of stiov, counting rhymes, etc.

Children have balls one at a time. Beat off the mchi in a circle while saying stiov, counting rhymes, etc.

Hit or throw the ball by taking steps to the right (left)

in a circle with recitation of poems, rhymes, etc.

Consistently hitting and tossing the ball in a circle with reciting stipulations, rhymes, etc.

2. Using ball in speech development classes.

Hit the ball, pronouncing the poem, for each word or according to the rhythm (you cannot use both options in one lesson,

Hit the ball after hearing a given sound in a stream of sounds, syllables, words.

3. Use of exercises with a weightlifter in FEMP classes

Hit the ball as many times as in a group of windows , cabinets, as many times as I show fingers, etc.

Hitting the ball around, reciting the task in verse,

Hit the ball in front, left, right;

exercise of the form “One for yourself, two for the other”

, counting to 10 and back, naming the days of the week, months, etc.

4. Exercises with a small medicine ball improve fine motor skills, promote the development of mobility and dexterity of the hands.

throwing a ball from hand to hand;

throwing each other in pairs;

exercise with two balls : throw one and catch it with the other hand, transfer the second from hand to hand;

sitting on the floor, pick up the ball by holding it with your feet

throwing at the target (forming a vision and holding the line)

;

the thrower stands at a distance of 3 - 4 m from the target, and the rest of the children - with their right side to the target, their left - to the thrower and watch the flight of the ball .

Exercise technique

When making throws on the floor (road), first of all you need to pay the guys’ attention to the peculiarities of the movement. Children need to understand the relationship between the force of the throw and the height of the jump.

When practicing throwing at a target, it is important to explain:

how to take the correct starting position of the body,
how to perform hand movements,
the need to monitor the movement of the projectile and the target when throwing.

When throwing with two hands, it will not be superfluous to practice the following technique: the preschooler throws the ball on the floor and then catches it. The force applied to the projectile must be varied.

The exercises are changed only after everyone has completed the required number of approaches. All the guys are definitely involved in the games.

The correct transmission is not mastered immediately. We must strive to ensure that preschoolers follow the movement of the ball with their eyes, press their elbows to their body, and point the projectile at the chest level of another child.

Throwing into the basket also requires some skill. Mastering the correct body position, observing the movement of a projectile, and the ability to aim require a clear explanation and patience from the teacher.

Card file “Outdoor games with a ball”

Guidelines

"Outdoor games with a ball"

"Roll the ball"

Goal: to develop endurance, attention, dexterity. Practice rolling the ball. Description of the game: players form a circle, kneel down and sit on their heels. The teacher rolls the ball to one of the children. He pushes away from himself with his hand, not allowing the other player to touch his feet. If the ball touches the feet, the child takes a step out of the circle. Sitting behind the circle, the loser takes part in the game if he pushes away the ball accidentally sent to him. Game duration is 4 – 5 minutes.

"Ball Traps"

Goal: to develop the ability to perform movements according to the word. Practice throwing at a moving target and running while dodging. Game description: the area is limited by lines. In the center of the court, the players form a circle, standing apart from each other at a distance of arms outstretched to the sides. One child becomes the center (leading). There are 2 small balls at his feet. The driver makes a series of movements, the players repeat. At the teacher’s signal: “Run from the circle,” the children run away, and the driver tries to hit one of the children with the ball. At the signal “one, two, three, run in a circle,” the children again form a circle. The driver changes. Duration 5-7 minutes.

"Ball Relay"

Goal: to develop children’s coordination of movements and the ability to act on a signal. Practice agility. Description of the game: the players are divided into two columns. The first in the column is given a ball. At the teacher’s signal: “Up!” - children raise their hands and the one standing first passes the ball over the head to the one standing behind, etc. The column that brings the ball first wins. Game duration is 6 – 8 minutes.

"Pass the ball"

Goal: to develop the ability to perform movements rhythmically, in accordance with words, as well as according to a signal. Practice passing the ball, turning your body to the right and left, and throwing at a moving target. Description of the game: players stand in a circle. The teacher gives one of the players a ball (D=6-8 cm). At the word “start,” the children pass the ball to each other in one direction. All players say: One, two, three! Get the ball quickly!

Four five six! Here he is, here he is!

Seven, eight, nine! Who can throw it? I!

The one who has the ball for the word “I” goes out into the middle with it and says: “One, two, three - run.” After these words, all the children run away, and the one standing, without leaving his place, throws the ball at those running away. The one who was hit by the ball is out of the game. At the signal “one, two, three, run in a circle,” the children again form a circle. The game is repeated 6-8 times.

"Throw and Catch"

. Goal: to develop children’s coordination of movement and spatial orientation. Practice throwing and catching, running fast.

Description of the game: a rope is attached to two posts or jumping stands at the height of a child with a raised hand. Children throw the ball over a string, then run after it and catch it. Duration: 5-7 minutes.

"Candles"

(Russian folk game). All the children stand in a circle, and the driver stands in the center of the circle and throws the ball up with the words: “Candle!” While the ball is in the air, all the children rush in all directions, trying to run as far as possible from the center of the circle. The driver catches the ball and shouts: “Stop!” Children must stop, and the driver tries to hit the player closest to him with the ball. If he succeeds, then this player becomes the driver.

Rules:

1. The driver must make a “candle”, throwing the ball as high as possible.

2. The driver can catch the ball not only in the air, but also from one bounce from the ground.

"Lord of the Hole"

(Kabardian folk game). If the game is played outdoors, then in the center of the site with a radius of approximately 15 m, a hole is dug into which the ball is placed. If the game is played in the gym, then you can place the ball in the middle of the outlined area going to the edge of the playing field. The remaining players are located around the ball at a distance of 2-4 m from it (the complexity of the game depends on the size of this distance). The “Lord of the Hole” loudly shouts the name of any player, who runs to the ball and tries to catch up with the players who are scattering across the court. The driver must hit one of the players with the ball. Then that player is eliminated from the game. And in case of a mistake, the driver himself is eliminated. The remaining players again stand around the hole with the ball, and the “lord of the hole” shouts out the name of the next driver. The last player remaining in the game is declared “master of the hole.”

Rules:

1. Only a direct hit by the ball is counted.

2. The driver can throw the ball only once in the game.

3. You cannot run out of bounds; the player who does this is eliminated from the game.

“Into the Knot” (Tatar folk game)

For this game you can use a medium-sized ball, but it is better to play the way they played in the old days: with a handkerchief or scarf tied in a knot.

The driver should move a few steps away from the other children who are standing or sitting in a circle. The distance between children should be approximately 1.5-2 m.

Players throw a bundle (or ball) around the circle to their neighbors on the left or right, and the driver runs behind the circle and tries to catch it. If he manages to at least touch the knot on the fly or in the hands of one of the players, then the player who failed to protect the knot becomes the driver. Game continues.

Rules:

1. The driver can only be outside the circle and try to catch the ball from there.

2. You cannot hide the bundle from the driver; you must throw it to your neighbor as quickly as possible.

3. You cannot throw the bundle not to neighbors, but, for example, to the child opposite, unless this was specifically discussed before the start of the game.

"White Ball"

(Kalmyk folk game)

This game once had a ritual character. At the beginning of summer, when cattle begin to shed, white wool was collected and used to make a small white ball. Now you can use any ball for this game. The game can be played on a large field, on a playground. Before the start of the game, all players are divided into two teams. One player runs a considerable distance away from everyone else and throws the ball as far as possible. As soon as the player returns, all the children rush in the direction where the ball fell, and everyone tries to be the first to grab the ball. The one who finds the ball first makes a triumphant cry and rushes back to the starting line. Players from the opposing team try to take the ball away from him, and players from their team help him. A player can throw the ball to any player from his team if he himself is unable to protect the ball or escape from his pursuers. The winning team is the one that managed to deliver the ball to the line and hand it to the player who threw the ball at the beginning of the game.

Rules:

1. Powerful techniques are allowed when taking the ball away, but without trips or pushes.

2. If the game is played several times, the winning team gets one point, and the winner is the team whose players managed to win more points.

"Hare"

(Russian folk game). The children stand in a circle. The players begin to throw the ball to each other so that it hits the “hare”. The "Hare" is trying to dodge the ball. The player who manages to hit the bunny with the ball takes his place and the game continues.

Rules:

1. When throwing, you must not go beyond the boundaries of the circle and approach the bunny.

2. You must name the player who will catch the ball.

3. The ball cannot be held in your hands; you must throw it to another player as quickly as possible.

"Dodgeball"

(Russian folk game). Before the start of the game, two “bouncers” are determined by lot. They stand at opposite ends of the site. The rest of the children line up in the middle of the court, facing the “bouncer” who has the ball. The “bouncer” throws the ball with a swing, trying to hit any of the players in the middle of the field. If he succeeds, then such a player is considered out of the game: he must move beyond the boundaries of the court. The ball that has slipped past the players must be caught by another “bouncer”: now it is his turn to throw.

Rules:

1. If the “bouncer” did not throw the ball hard enough, then any player can catch it: he will receive an extra point and can return the previously eliminated player to the game or “save a life” in case of a direct hit with the ball.

2. A player who tried to catch the ball but failed to hold it in his hands is considered eliminated.

3. The last two players themselves become “bouncers”, and the game is repeated again.

4. Sometimes it is agreed that players can only catch the ball from a rebound.

"The ball hits a narrow wall"

(Mordovian folk game). The name of this game comes from a narrow board (about 30 cm wide) 2 m long, dug vertically into the ground. If children are playing, the height of the board may be less; it is necessary to strengthen it at the back with another wooden board or stake to give stability.

At the beginning of the game, such a board - a “narrow wall” - is installed on the first line, parallel to which a second line is drawn on the ground at a distance of 10-15 m. On the first line, approximately 1 m from the “narrow wall”, the driver chosen by lot stands, the rest of the players are located behind the second line.

In the hands of the driver is a small rubber ball and a “bat” - a wooden stick or a narrow board (dimensions 10x60 cm), hewn at one end to form a handle. The driver throws the ball low in the air and with a blow of the “bat” knocks the second horse over the line. Other players try to catch him on the fly. If any player succeeds, he stands on the second line and tries to hit the “narrow wall” with the ball. If he succeeds, he changes the driver; if not, then the game continues with the old “ball thrower.”

Rules:

1. Before the start of the game, you need to agree on how many attempts the driver has, if he was unable to hit the ball with the bat the first time or throw it over the line of the second horse. After this, he will have to pass the “bat” to another player (he is also determined by lot).

2. You can throw the ball into the “narrow wall” only from behind the second line, without stepping behind it.

3. The distance between the lines can be changed depending on the age of the players (the younger the children, the smaller the distance).

4. Points can be played: one point is awarded to the player who hits the “narrow wall”, or to the driver if no player was able to hit it. At the end of the game, the winner is determined by the number of points scored.

"Lapta"

[1] (Russian folk game). The name of this ancient game comes from the name of the wooden stick with which the ball was scored: it looks like a shovel and is called “lapta”. The players are divided into two teams, in each team they choose their own driver, he will serve the ball first. The game is played outside. On one side of the playing field there is a “city”, and on the other, at a distance of 10-20 m, a horse line is drawn. The players of the “city” are located on its territory, the players of the field are located in a random order in the “field”. The driver is the first to throw the ball and, with the help of a shoe, directs it into the “field”, quickly runs to the horse line, and then also quickly returns to the “city”. The "field" players catch the ball in the air or pick it up where it fell, and from this point they can "spot" the running opponent if he is still in the "field".

Rules:

1. Each “city” player takes turns scoring the ball with a “bast”.

2. You must try to throw the ball where there are the fewest opponent players, or as far as possible.

3. A player who was unable to score the ball with a lapel is allowed to throw it with his hand.

4. The city team loses and moves to the playing field if

all players kicked the ball, but no one ran over the line,

all players ran over the line, but did not return to the city,

During the run, the "city" player was tarnished.

"Ural ball"

(Bashkir folk game). Nowadays this game is played with a small rubber ball, but previously it was played with a ball rolled out of wool. Three parallel lines are drawn on the playing court at a distance of about 10 m from each other: the first line is the ball throwing line, the second is the middle line, the third is the bypass line. The players are divided into two teams: “shepherds” and “throwers” of the ball. The first “thrower” stands behind the throwing line, throws the ball above himself and hits it with force with his hand so that it flies off behind the third line. Then he must immediately run behind this line himself and quickly return back behind the throwing line. The ball he kicks is caught by the “shepherds”. If they manage to catch the ball and return it behind the throwing line before the player who threw the ball has yet returned there, then this player must stop at the place to which he managed to reach when the ball was returned behind the throwing line. If a player manages to get ahead of the “shepherds,” he receives the right to an additional kick of the ball into the field. Then the next player from the throwing team hits the ball.

If all the “throwers” were stopped in the field, then they are built on a special line, which is called a “bridge of one hair”: this broken line is drawn in the middle between the bypass line and the center line.

The most accurate “shepherd” (this is determined by the players of his team) stands with the ball on the throwing line and invites any of the “throwers” of his choice to run in any direction. The Shepherd will have to hit the runner with the ball. If he succeeds, then all the “shepherds” become “throwers”; if he misses, the game is repeated again.

Rules:

1. “Throwers” throw the ball in turns, without stepping over the throwing line with their feet.

2. Shepherds can catch the ball or pick it up from the ground.

3. To quickly return the ball over the throwing line, “shepherds can pass it to each other.

"Holes"

(Russian folk game)

Players dig several shallow holes along a straight line on the court. At the same time, another line is drawn at a distance of 2-3 m: from it you will need to roll or throw a small rubber ball into each hole one by one - this is determined before the start of the game. The first player throws the ball into the holes until he misses. Then each child tries to get into the holes. If not a single child manages to hit all the holes without missing the first time, then the game is repeated, with each player throwing the ball into the hole where he missed. The winner is the player who was the first to accurately hit all the holes in turn with the ball.

Rules:

1. Usually the game is played with a small number of “holes”, in any case there should not be more than 10.

2. The number of participants must also be limited to a few children, otherwise the game will drag on for a very long time.

"Ball-mazlo"

(“Cauldron”) (Russian folk game)

This is a very popular ancient Russian game, which has other names, for example, “Kubar”, “Klyushki”, “Lunki”, “Mazly”. It can be played using modern hockey sticks.

Before the start of the game, a hole with a diameter of 20-50 cm is dug in the center of the playing area, which is called a “cauldron”. Around the “cauldron” in a circle with a radius of 1.5-2 m, all players, except the driver, dig holes of such a size that the end of one stick can freely fit into them.

The players each stand at their own hole, lowering the end of the club into it, and the driver takes a wooden ball (or a heavy rubber ball) with a diameter of about 10 cm and moves away to the side at a distance of several meters. He tries to hit the ball with his stick, and it doesn’t matter whether the ball rolls from being hit or flies low above the ground. The rest of the players try to hit the ball with their sticks. If they did not succeed and the ball still hit, then the players must exchange their holes. At this time, the driver can occupy one of the holes with his club. Then the player left without a hole becomes the driver.

Rules:

1. The ball hit by the players on the fly, the driver can try to roll it back into the “cauldron” with the stick. The rest of the players can hit the ball with their sticks, trying not to miss it into the “cauldron”.

2. You cannot interfere with the movement of the ball to the “cauldron” with your foot or hand; the player who violates this rule becomes the driver.

3. If during the game the children move too far from their holes, the driver can leave the ball and try to run to a free hole and take it with his club.

4. A child left without a hole should not try to free it by force.

“Earth – water – sky” (“Beast – fish – bird”)

(Russian folk game)

In order to successfully participate in this game, you need to know many names of animals, birds and fish. Each child needs to prepare forfeits in advance, which can be taken away from him in case of an incorrect answer.

All players sit on the carpet or stand in a circle, facing the center. The leader with the ball comes to the center, he says one of three key words and immediately throws the ball into the hands of any player. The player must catch the ball and immediately name the corresponding animal, fish or bird. Then you need to throw the ball again to the leader. If the player made a mistake (failed to catch the ball or said the wrong word), then he gives away his forfeit.

The presenter quickly throws the ball to more and more new players, trying to include everyone in the game.

At the end of the game, you can invite the children who lost the forfeits to perform some fun collective task: sing and dance together to get their forfeits back.

Rules:

1. The presenter can throw the ball only after pronouncing the key word.

2. You must throw the ball directly into your hands so as not to distract the player from catching it.

You cannot repeatedly name an animal, bird, or fish that has already been named by someone - this is considered an incorrect answer, and the player is fined for forfeit.

"Stop!"

(Udmurt folk game)

They choose a driver, the rest of the children stand around him. They begin to throw the ball to each other above the driver, but not very high. The driver tries to intercept the ball on the fly or in the hands of any player. If he succeeds, then the player who last held the ball in his hands before the driver touched it takes the place of the driver.

If the ball falls during the game, then all players quickly run away in different directions before the driver has time to grab the ball from the ground. As soon as the ball is in the hands of the driver, he shouts: “Stop!” Everyone freezes in their seats. The driver throws the ball from the place where he picked it up at any player. If he hits his “target”, then this player becomes the driver. If the driver misses, all the players again stand around him, and the game of throwing the ball continues.

Rules:

1. The ball in this game can only be thrown while standing still, but you can catch it while moving.

2. If after shouting: “Stop!” the player at whom the ball was thrown moves, he becomes the driver, even if the ball did not hit him.

“Ball for the driver” (throwing).

The players line up in columns. A driver with a ball stands in front of each column. At the signal, the driver throws the ball to the first in the column, and he returns the ball back and runs to the end of his column. As soon as the first one is in front of the column again, he raises the ball above his head.

“Kick the ball into your house.”

Rolling the ball with the inside of the foot into drawn circles.

Hunters and Hares (throwing)

On one side of the site a place for hunters is outlined. On the other side there are houses for hares. Each house contains 2-3 hares. The hunter walks around the area, pretending that he is looking for tracks of hares, and then returns to his place. At a signal, the hares run out of their houses into the clearing and jump on two legs, moving forward. According to the teacher “Hunter!” the hares run into the houses, and the child, pretending to be a hunter, throws a ball at them. A hare that is hit with a ball is considered shot. The hunter takes him to his place. The game is repeated several times, after which another hunter is chosen. Directions. A hunter may have several balls in his hands. You cannot shoot hares in houses.

managed to hide behind the stones, and takes them to his house. The game is played 2-3 times, after which the number of crucian carp caught by the pike is counted. Then another player is assigned to the role of the pike. The game is repeated 3-4 times. Directions.

When repeating the game, when a new pike is chosen, the children depicting crucian carp and pebbles change roles.

Hit the ball!

Children sit on one side of the playground. On the other side there are large balls on the bench. Children go to the line (at a distance of 1-2 m from the bench), where small balls lie opposite large ones. At the teacher’s signal: “Get ready!” children raise the balls to the signal “one!” They throw them at large balls, trying to knock them down. The child who hits the ball with his right and left hand wins.

Knock down the pin. (throwing)

The players stand behind a line 2-3 m from which pins are placed opposite each one.
The children have balls in their hands. At the signal, the players roll the balls towards the pins, trying to knock them down. At the next signal, the children go after the balls and pick up the fallen pins. The game repeats itself. Each player remembers how many times the pin was knocked down. Directions .
It is necessary to diversify the game task: roll the balls with your right, left, two hands, and foot.

"Find your home."

Several children with sticks in hoops. At a signal, they run out of the hoops and kick balls around the court. On the command to go home, everyone dribbles the ball to their home.

Passed - sit down (throwing)

Children are divided into two teams and line up in columns, one parallel to the other. Each team chooses a captain who stands opposite his team at a distance of 3-4 m. The captains each have a ball in their hands. At the leader’s signal, the captain throws the ball (in any or a predetermined way - from the chest, from the shoulder, from below, with both hands from behind the head, etc.) to the first player on his team. He catches it, returns it to the captain and immediately crouches down. The captain then exchanges passes with the second, third and other players on the team. Each player, returning the ball to the captain, crouches. When the last player in the column gives the ball to the captain, he raises it up, and the whole team quickly stands up. The team that passes the ball from the captain to the players and back faster and more accurately is considered the winner.

“Who will throw next?”
(throwing)
A starting line is drawn on one side of the site. 5 m from it, 3-4 lines are drawn in parallel with an interval of 4 m between them. The players are divided into several teams, and each line up in a column, one at a time, behind the starting line. Each player has a bag of peas. Players in their teams take turns throwing bags of peas as far as possible beyond the drawn lines and stand at the end of their column. The team whose players managed to throw more bags over the far line wins.

Methods of working with children

Individual work is needed with children who were unable to complete the exercises. The development of motor skills occurs most effectively while playing with a ball in kindergarten. Attention to each individual child is an integral part of the correct upbringing process.

Lengthy explanations during play are poorly received by preschoolers, and therefore it is better to use short comments. It is recommended to celebrate achievements and successes in front of the whole group.

Children participating in throwing games should be taught that:

you need to be careful when fishing,
do not throw at the head and feet area,
It’s worth calculating your strength to avoid injuries to other guys.

Interest in games largely depends on the teacher. Criticism and comments should not be presented in a form that will reduce interest in the exercises.

Classes, exercises and games with balls, on balls, in balls. Training, correction, prevention

Activities to preserve and strengthen the health of children in preschool institutions have not lost their relevance, but have become even more urgent in the context of reform and modernization of the education system. The requirements for the content of educational programs and their material support have increased, the population of pupils has changed: more and more “at-risk” or “conditionally healthy” children are appearing in preschool educational institutions. In accordance with the ideas of inclusive education, children with speech disorders, mental development delays, and musculoskeletal disorders, who are called children with disabilities (CHD), appear in groups of general education preschool educational institutions. The range of differences in the development of children with disabilities is extremely large - from almost normally developing children experiencing temporary and relatively easily remediable difficulties to children with irreversible severe damage to the central nervous system. The definition of “conditional health” and “degree of normality of a person” is very abstract, since the “norm” in relation to the level of psychosocial development of a person is increasingly “blurred”.

According to neonatologists, currently only 5% of children are born absolutely healthy, while the remaining 95% have organic brain damage of varying severity.

The decline in health indicators and the rate of development of preschool children is due to the deterioration of socio-economic and environmental living conditions, unbalanced nutrition, and a decrease in health-improving and educational work in preschool educational institutions. An analysis of the health status of children shows that the proportion of healthy children is significantly decreasing, and the number of children with chronic diseases entering kindergarten is increasing every year. All these children at the stage of entering school are characterized by a low level of school maturity, experience difficulties in learning and in mastering the social role of a student, and have an increased risk of school maladjustment. These children are considered a risk group.

At the same time, more and more in modern schools the dominance of “intellectual” education is felt, as a result of which children’s health suffers. The variability of preschool and school education, the intensification of learning and the increase in the volume of teaching and educational loads, and the expansion of the range of additional educational services often leads to inadequate overload for children, turning educational activities into a risk factor for their health. As a result of scientific research, numerous confirmations have been obtained of a clear dependence of the degree and nature of deterioration in children’s health on the volume and intensity of educational loads, the uniqueness of relationships in the “teacher-child” dyad, as well as on various options for organizing the educational process.

A preschool institution is faced with a problem: how to ensure the fullness of a child’s life today and determine the conditions for a healthy developmental environment necessary to increase the adaptive psychophysical capabilities of preschool children? In conditions of increasing volume and intensity of educational and cognitive activity, increased requirements for knowledge when entering school, the harmony of psychophysical development is impossible without scientifically based technologies that increase the adaptive capabilities of children to various types of loads and stress.

In modern preschool education, direct attention is paid to the physical education and health direction in the development of children, which includes various types of gymnastics, massage and self-massage, physical education classes, and outdoor games. All these forms of work are implemented by physical education leaders in specially organized forms of health-improving work and by educators in classes, walks, during restricted periods and in free children’s activities. In accordance with the transition from the concept of education based on the formation of knowledge, abilities and skills to the concept of education based on the formation of competencies in preschool institutions, regulated educational activities are being replaced by free joint actions of teachers with children, where play occupies a special place. The importance of outdoor play for a child is great - it is a school for managing one’s own behavior, forming positive relationships with peers, and a prosperous emotional state. Outdoor games provide an opportunity to develop children’s speed-strength and coordination motor abilities, and to demonstrate physical qualities such as endurance, strength, and flexibility. In games with elements of sports, the senses of muscle effort, space, time are improved, and the functions of all sensory analyzers are improved.

Ball games occupy a special place among outdoor games. The ball is a ball, an ideal cosmic shape, the most perfect geometric figure, having neither beginning nor end. No body of any other form has a larger surface of contact with the palm, which gives a complete sense of form. It is not without reason that one of the outstanding German pedagogues and philosophers of the 19th century, Friedrich Froebel, considered the ball one of the great gifts of pedagogy and called it “an ideal means for exercise.” The ball sends optimal information to all analyzers. The joint work of the motor, vestibular, visual and skin (tactile) analyzers, which are activated when performing exercises with a ball, enhances the effect of the exercises. Modern balls often also have different odors, allowing you to use your sense of smell along with the listed analyzers, which makes the activity more attractive and desirable.

Froebel, noting the versatile impact of the ball on the psychophysical development of a child, emphasizes its role in the development of coordination of movements, the hand, and, consequently, in activating the work of the brain. He believed that almost everything a child needs for his comprehensive development is given to him by the ball. Particularly important are games in which the child’s actions with a ball are accompanied by words and songs appropriate to the moment and mood.

In the system of physical education developed by P. F. Lesgaft, ball games also occupy an important place. While playing, a child performs various manipulations with the ball: aiming, hitting, throwing, throwing, combining movements with claps, various turns, etc., which contributes to the development of the eye and motor coordination functions. According to A. Lowen, hitting a ball improves mood, relieves aggression, helps get rid of muscle tension, and causes pleasure. Pleasure, in his opinion, is freedom of body movement from muscle armor, muscle tension.

The ball is a surprisingly interesting toy. Perhaps, people have not yet come up with anything similar - so simple and at the same time interesting. The ball is perceived by the child as something alive. He is sensitive and responsive to movement, can be obedient and mischievous, he is bright, round and very cute. You can play ball before you even learn to walk, and you can watch how people of very respectable age kick the ball around with ecstasy.

In the psychocorrection of children with disabilities, activities with balls can be carried out in different forms - from traditional activities and games with balls, to fitball gymnastics and games with balls, that is, in a dry pool filled with balls.

Psychocorrectional gymnastics on large balls (fitballs) is increasingly used in working with preschoolers. Fitball gymnastics ( English

. Fit-Ball, fit - health improvement, ball - ball) covers all possible aspects of using balls in accordance with the worldwide accepted system of health training (fitness). Large diameter balls - fitballs - appeared relatively recently. They have been used for medicinal purposes since the mid-1950s. Fitball has certain properties used for health, correctional and didactic purposes. This is the size, color, smell, and its special elasticity.

Balls can be not only of different sizes, but also of different colors. Different colors have different effects on a person’s mental state and physiological functions. Warm colors (red, orange) have an ergotropic effect, increase activity, and enhance excitation of the central nervous system. This color is usually chosen by active children with choleric traits. Cool colors (blue, violet) have a trophotropic effect, that is, they calm, they are usually chosen by children with phlegmatic features, calm, slightly inhibited, inert. Yellow and green colors promote endurance. With the help of flowers you can regulate a person’s psycho-emotional state. The signaling role of color in preventing injuries is great. Priority in the development of the “safety colors” system belongs to F. Birren. Thus, the black and brown coloring of the shells gives the impression that they are heavier than objects that are painted white and yellow. Warm colors enhance the perception of high ambient temperature, while cool colors weaken its perception.

In addition to the color effect on the body, fitballs also have a vibration effect.

Vibration activates regenerative processes, so this property is used in rehabilitation after various injuries and diseases of the musculoskeletal system. Vibration together with movement enhances impulses from proprioceptors, stimulating the motor zone of the cerebral cortex. Exercises riding on a ball contribute to the treatment of diseases such as osteochondrosis, scoliosis, neurasthenia, asthenoneurotic syndrome, etc. The therapeutic effect is due to biomechanical factors - this is primarily the effect of the vibrations of the ball on the spine, intervertebral discs, joints and surrounding tissues.

Balls allow you to individualize the therapeutic and educational process, specifically correct existing postural disorders without the use of special rollers and devices for areas of kyphosis or lordosis.

Correct landing on the ball provides for the optimal relative position of all parts of the body, while the most economical work of the postural muscles occurs to maintain the posture in the correct static position.

Exercises on the ball can be performed in different starting positions. The conditions for performing exercises while lying on a ball are much more difficult than on the floor - on a rigid, stable support, since the exercises are performed in constant balancing, while working the smallest and deepest muscles necessary to hold the torso in a symmetrical position.

Exercises in the starting position while sitting on a ball train the pelvic floor muscles, align the “oblique” position of the pelvis, which is also important for correcting scoliotic deviations of the spine in the thoracolumbar region. Rocking while sitting on a ball, like horseback riding, has a beneficial effect on the intervertebral discs, centering them and normalizing metabolic processes in them, as well as improving blood circulation, lymphatic drainage and cerebrospinal fluid dynamics of the spinal column.

Fitball exercises strengthen the muscles of the back and abdominals, create a good muscle corset, but most importantly, they form the difficult and time-consuming skill of correct posture developed under normal conditions.

In different countries, health programs for the use of large-diameter gymnastic balls differ not only in names (Swiss-Ball, Resit-Ball, Bodyball, Fit-Ball), but also in methods.

In the physical education section of the “Kindergarten Education Program,” children’s activities with a ball are included in classes starting from the second year of life. They occupy a significant place among other means of physical education and become more complex from group to group due to the introduction of additional tasks, as well as more complex methods of implementation. In the preparatory group for school, in addition to throwing the ball in different ways with various tasks, throwing at a distance and at a target, the formation of skills of dribbling (hitting the ball), catching, passing (throwing the ball to each other), as well as throwing the ball into the basket is provided.

Exercises in throwing and rolling balls contribute to the development of coordination, dexterity, rhythm, and coordination of movements. They develop the ability to grasp, hold, and throw an object, teach them to calculate the direction of a throw, coordinate effort with distance, develop expressiveness of movements, and orientation in space. Ball games are a kind of complex gymnastics. During their course, children practice not only throwing and catching a ball, throwing it into a basket, throwing it at a distance and at a target, but also walking, running, and jumping. These movements are performed in a constantly changing environment. This helps preschool children develop the ability to independently use movements depending on the conditions of the game. Their ability to make precise movements is still poorly developed, so any actions with the ball have a positive impact on the development of this quality.

Exercises with balls of various weights and volumes develop not only large, but also small muscles of both hands, increase the mobility of the joints of the fingers and hands, which is especially important for a six-year-old child preparing for school. When catching and throwing a ball, the child uses both hands. This promotes the harmonious development of the central nervous system and the whole organism.

In collective ball games, favorable conditions are created for the development of positive moral and volitional traits in children. Such games teach one to overcome selfish impulses and develop self-control. Getting acquainted with the conditions of the game, the child learns that he is not the only one who wants to act with the ball, that his actions should contribute to the success of the entire team. For the sake of the team's interests, the child often has to pass the ball to a partner when he has more favorable conditions for playing a successful game. The need to make quick, reasonable decisions and implement them correctly in the game helps to develop confidence and determination. In the game, the child always has the opportunity to test his strength and make sure that his actions are successful.

For modern children who do not have a “yard play childhood”, ball control is often extremely difficult, and therefore a special method of teaching ball control skills and elements of sports games in a preschool educational institution is necessary. For children at risk, mastering the ball has enormous psychocorrectional significance, since all children at risk are to one degree or another lagging behind their healthy peers in agility, speed, and endurance. Visual-motor coordination, attention, control and regulation of one’s actions require additional corrective development technologies.

The psychocorrectional additional program “Ball Games” is based on the requirements for the comprehensive development of motor function, the relationship between the physical, intellectual and mental development of the child. When drawing up the motor correction program “Ball Games”, the authors were guided by:

— an integrated approach to the selection of program content and methods of conducting classes, as well as to the development of management techniques for both organized and independent motor activity;

— high variability in the use of the proposed content (in physical education classes, dynamic hours, in sectional, individual work, independent motor activity).

Based on the standard requirements set out in the general education program, the authors propose to carry out the physical development of the child through involvement in sports games and exercises, taking into account the state of health, level of physical fitness and development. The program involves the use of sports games and exercises in combination with other physical education and health activities; it is focused on developing independence, self-control, the ability to act in a peer group, and take care of one’s health.

The following are identified as the main educational objectives:

- formation of a stable interest in ball games, a desire to use them in independent motor activities;

- enriching the motor experience of preschoolers with new motor actions, teaching the correct technique for performing elements of sports games with a ball;

— promoting the development of motor abilities;

— education of positive moral and volitional qualities;

- formation of healthy lifestyle habits.

Games for older preschoolers

Ball games in the courtyard of a kindergarten for children 6-7 years old should be studied by teachers and entered into a file cabinet. The necessary equipment will not be difficult to find in the play area or to make during classes at the preschool educational institution. If the weather allows you to go out into the yard, then ball games for preschoolers are very interesting and educational.

“Ball, fly!”

Goal: ability to jump high and fast.

Participants stand in a circle. The teacher chooses a driver who stands in the center and gives him a wand. Children are kept at a distance of 80 cm from each other.
Each child is given 5 rubber bands that they can put on their hand.
The players throw the ball to each other. The driver tries to touch him with a stick. The round lasts approximately 2 minutes.
If the driver touches, then the player who threw the ball gives 1 rubber band to the driver and stands in the center instead of him.
The number of rounds corresponds to the number of participants. The player who collected the most rubber bands wins.

Peculiarities:

children throw the projectile to each other as quickly as possible; when catching, players can move;
touching the projectile while it is in the participant’s hands does not count;
the number of rubber bands can be more than five.

“Fun Races”

Ball relay races for preschoolers foster a healthy spirit of competition. There are many variations of the rules, depending on the number of participants and their wishes.

Goal: improve agility.

Children are divided into 2 teams with the same number of players and stand in 2 ranks one after another.
At the signal, the children begin to pass the ball to each other from the one in front to the one on the other side and back. The projectile is alternately passed over the right and left shoulders. That is, if one child passed through the right, then the next one after him passes through the left.
The team that returns the projectile to the first player first wins.

Peculiarities:

teams start the game at the same time;
The sequence of turns over the left and right shoulders during the relay must be strictly observed.

“The watchman never sleeps”

Goal: development of mindfulness.

The teacher draws a circle with a diameter of approximately 7 m if there are 10-12 players.
In the center of the circle you need to build a town with gates located in a circle.
Participants are divided into teams of Watchmen and Mice. Each mouse is given 1 small ball. Each gate has its own Watchman. The mice stand along the line of the circle.
The task of the mice is to send a projectile with their feet so that it hits the gate. The Guardians' task is to hit the ball so that it flies out of the circle.
The Mouse who missed his projectile beyond the circle line and the Watchman who missed his goal are eliminated.
The team with the most members left at the end of the game wins.

Feature: the guard can only kick.

"Mini football"

The game is played outdoors and will appeal even to teenagers aged 10-12 years. Playing a variation of football outdoors will require the creation of two teams of players. In the future, with regular training, the children will become virtuoso dribblers. Acquired agility and speed will allow you to feel confident in football competitions.

Assemble 2 teams of six people.
Build a gate from cubes or other suitable equipment.
The guys score goals against each other and play without grabbing their opponents' clothes or hands.
During one game you can take breaks of 6-7 minutes.
The team that scores the most goals wins.

Features: The rules can be changed before the start of each game, but not after the start.

Indoor ball games for children 6-7 years old should be suitable for limited space and accompanied by music. If the year turns out to be cold and rainy, then the opportunity to go out into the garden courtyard will not come often.

A good card index includes outdoor games with elements:

throwing a projectile into a basket,
passing the ball to a small circle of participants.

Article “Using the ball in working with preschool children”

1. The importance of ball exercises

Even in ancient times, ball games were not only entertaining, but also therapeutic. The Roman physician Claudius Galen prescribed ball games to his patients as a medicine. The creator of the public preschool education system, Friedrich Froebel, considered the ball to be a means of all-round development of a preschool child. And today the ball should not lose its status as a “childhood companion.” Ball games are not only the development of dexterity, speed, coordination, eye, but also unloading of the nervous system, a lot of joyful emotions and experiences. And for a child to be healthy, it is very important to be happy. The physical education and health area of work is one of the most important and strong aspects of the activities of kindergartens. Each preschool educational institution has the opportunity to choose a comprehensive program, and each teacher - a specialized one.

It should be recognized that at present one of the promising areas for improving the physical education of preschool children is the introduction into practice of children's educational institutions of selected elements of sports training technologies. During preschool childhood, the foundations of health, comprehensive physical fitness and harmonious physical development are laid in the child. Unfortunately, the importance of outdoor games as the main means of a child’s comprehensive development is underestimated. Children usually seek to satisfy their need for movement through games. So, during outdoor games, children improve their movements, develop qualities such as initiative and independence, confidence and perseverance.

Activities with the ball occupy a large place in physical education work and are used by all children in independent games and exercises. Throwing and catching, throwing strengthens the muscles of the shoulder girdle, torso, small muscles of the arms, and contributes to the development of the eye and accuracy. They also require good coordination of movements. Ball games develop dexterity, rhythm and precision of movements. Already at 8-10 months, a child throws an object, releasing it from his hand, pushing the toy away with his brush. The throw can be directed in different ways: down, up, to the side. Having released the object from his hands, the child watches it, looking for the place where it fell in order to take it himself or show it to an adult. For a small child at the beginning of the second year of life, who is unsure of holding himself in an upright position, it is more convenient to throw objects from a sitting position. With the advent of stable walking, throwing from a standing position becomes possible. By making too vigorous a sudden movement, the baby may lose his balance. But under the influence of frequent exercises, the throw is performed more and more confidently, and the ball flies further. Children are happy to roll balls and throw them into a box or basket. These movements do not require a precisely fixed method of execution. The ball can be thrown with less or more effort, in any direction (high, to the side, far). It can be caught in any way convenient for everyone, with one or two hands, immediately or after bouncing off the ground. You can throw large and small balls, cones, snowballs, pebbles, and bags of sand.

After throwing, the actual throwing appears. These movements are different from each other. Throwing in any direction is performed with relatively small movements of the arms, and the torso and legs are almost not involved in the work. That is why throwing to a sitting or unsteadily standing child is possible. Any throwing (far, at a target, in different ways - from above, from the side, from behind the back over the shoulder) is characterized by wide-ranging and active movements of the legs and torso in combination with an equally wide movement of the hand throwing the object.

In the second year of life, rolling a ball plays an important role in the development of the baby's movements. It is most often performed from a sitting position; a large ball is pushed with both hands in a straight direction. The teacher shows that you can perform a variety of actions with the ball, helps the children gain their own motor experience, the ability to handle the ball: hold it in two or one hand, clasping it with your fingers, pushing it away, rolling it, throwing it. It is advisable that adults at home often provide the child with the opportunity to play with the ball. You can hang a large inflatable ball at the height of your child's raised arms and encourage him to push the ball away with both hands at the same time. The teacher groups children in their third year of life into subgroups of three to five and plays with them. The creation of small play subgroups makes it possible to activate all children, to pay attention to each, taking into account his individual motor skills. With a newly admitted child who does not have the skill to handle the ball, the teacher plays more often.

In each age group, balls should be of different sizes - from small (rubber and tennis) to large inflatable ones. Exercises with them teach children to use different grips on the ball without unnecessary stress: grasp a small ball tightly with the fingers of one hand, while when working with a large ball, the fingers of both hands are spread wider. Skating is a useful exercise that helps you master the ball, trains the muscles of your fingers and hands, and teaches you to correctly assess the direction of movement of the ball and the necessary muscle efforts. Kids love to roll the ball down the slide. This movement does not yet require pushing the ball. Then skating is done in any direction, children gradually learn to perform active movements with the fingers of both hands at the same time. A more complex skill is to roll the ball in a certain direction: between the goals, along a narrow path, to each other, in a “snake”. To successfully roll, you should direct the ball forward, trying not to let it deviate to the side; the push should be stronger and more confident. The distance gradually increases - from 1 m in the younger group, to 2 m in the middle group. In the senior and pre-school groups, children roll a weighted medicine ball weighing up to 1 kg. The push should be performed with the fingers of straightened arms, as if accompanying the movement of the ball. Throwing and catching are more complex movements that require an eye. When catching a ball, it is important to correctly assess the direction of its flight, and when throwing, combine the required direction with the force of the throw. Throwing the ball up is useful. It is associated with active straightening, as if pulling for a thrown object, and this exercise, in addition to strengthening the muscles of the shoulder girdle, promotes good posture. Balls should be varied: small rubber or tennis balls with a diameter of 5-6 cm, medium-sized balls with a diameter of 8-12 cm, large balls with a diameter of 18-20 cm. For some exercises and games, inflatable balls are used; older children need volleyballs and medicine balls weighing up to 1 kg.

2.
Mastering the ball - preparing children for sports games in different age groups.
Children of the same age have different levels of development, degrees of emotional and psychological readiness to start school. However, there are a number of qualities common to them. Firstly, there is unsystematic awareness on almost any issue. Today, through all kinds of sources, children are almost forcefully loaded with information. It is worth noting that information is often contradictory, which causes a state of anxiety and uncertainty or indifference in children. The next quality of modern children is the feeling of their “I” in the world, which most often turns into a sense of self-esteem and self-respect, and the consequence of this is more free and independent behavior than in children in past years. Therefore, teaching children in subgroups allows us to find an individual approach to each child, taking into account his personal characteristics. The child’s reserve of motor energy is so great that he independently realizes the need to move naturally during play. “Little children, relying on instinct, regulate both the intensity and time of their motor activity in play. There is no need to stop a child from playing and frolicking - this is inherent in him by nature. I.A. Arshavsky said: “Tomorrow’s intelligence of a child and his today’s lethargy have a direct connection.” The organization of throwing exercises is as follows: to the right (left) of the thrower there are buckets or boxes with an equal number of balls or bags (2-3 in each), which the child takes with his right (left) hand. However, even in this case, some children take the ball correctly, but then transfer it to a hand more accustomed to throwing. This is usually more common in children who can throw confidently and have already identified their “strongest” hand (it can be either right or left). The teacher needs to carefully control the number of throws with each hand. If the majority of children in the group have not mastered throwing with their left hand well, then it is with throwing with their left hand that they should begin training.

During the initial mastery of actions with the ball, a large place is occupied by individual exercises, independent attempts by children to play with the ball: throw it in any direction, use the learned method of throwing - from below, from the side, from the shoulder. First, children learn to throw the ball forward and upward. Children do not always perform this movement with both hands at the same time and do not follow the required direction. For children who find it difficult to throw the ball, the teacher helps: stands behind the child and, holding his hands with the ball, throws the ball down or up with him. Throwing in any direction is accompanied by running after the ball. Gradually, the teacher teaches children to catch a ball that has bounced off the floor or wall. In individual exercises, the child throws the ball to the teacher, who can catch an inaccurately thrown ball, while in the game of two small children, inaccurate throws are frequent, and running after a fallen ball distracts children from the main exercise.

The throw on the ground must be performed vertically downward, maintaining the accuracy of the direction and a certain force of the push. With a weak hit, you have to bend down to catch the ball, and with an overly strong hit, the ball flies up high and is difficult to catch. Success in this exercise largely depends on the condition of the surface, so the teacher organizes throwing the ball down on an asphalt path, a dense flat area, or a veranda.

A ball thrown up or bounced off the ground is caught with both hands with a simultaneous grip from both sides or from below, placing the palms under the flying ball. The fingers are slightly bent, forming a bowl. A ball thrown by a teacher or a peer must be caught without pressing it to the chest, try to meet it with your fingers when catching it, straighten your arms towards the flying ball, and having caught it, bend them and pull the ball to your chest. Older children deftly and easily throw and catch the ball. Therefore, they can be in different positions - sitting, standing, in pairs, in a circle, moving. Older children can combine different movements with playing ball, for example, throwing and catching the ball while crouching, jumping, alternating throwing and catching with running.

Throwing at a target (horizontal and vertical) is performed with rubber or tennis balls, bags of sand, cones, and snowballs. A horizontal target can be a box, a stump, a basket, a vertical target can be a shield with a drawn circle, a hoop, a large ball, a tree, etc. Depending on the nature of the target, the weight and size of the projectile being thrown, the throwing method is chosen. A large ball is thrown into a basket or a hoop lying on the ground with both hands from below, a small ball or cone - with one hand. A small projectile is often thrown at a vertical target with one hand. At the same time, younger children are more willing to use the method of throwing with a bent arm from the shoulder, while older children more often throw from behind the head. The teacher helps young children to take a ball or other object with the indicated hand, sometimes even placing it in the baby’s hand and then directing its movement. Older children must follow instructions exactly with which hand to throw an object.

Throwing into the distance does not require the same precision of the eye as throwing at a target. The children's movements here are more free, sweeping, and energetic. Children, just as when throwing at a target, more often throw an object with a movement of the hand from the shoulder, having first bent the arm and not straightening it when throwing. Often the throw, although sharp, is directed downward, and the object falls close to the child (within 0.5-1 m). Children need to be taught how to throw forward and upward correctly. Along this trajectory, the ball will fly far. Without a visual reference, children have a hard time understanding how to do this. Therefore, the teacher offers to throw the ball over a bush, tree branch, or hangs a rope slightly higher than the child’s raised hand. Younger children are positioned at a distance of 1 m from the rope, older children move further away, about 2-3 m. The teacher himself must correctly show the children the movement in compliance with all the basic requirements of the technique or prepare a child who knows how to throw well for the demonstration.

Throwing into the distance is performed in different ways: from the shoulder, from behind the back over the shoulder with a preliminary swing, from below, from above, from the side. Balls, sandbags, cones, snowballs are thrown into the distance; near the pond, children enthusiastically throw small pebbles into the water “who’s next”; in the forest, in the meadow they use long blades of grass, throwing them like a spear. Soft and small objects - balls, acorns, chestnuts - can be thrown from below with the task “who will throw the highest”. Circles cut out of cardboard are thrown in a sideways manner reminiscent of discus throwing. The teacher must teach older preschoolers how to dribble the ball. Learning this movement should begin after children have mastered the skill of pushing the ball while standing in place with soft, smooth movements of the hand. When dribbling the ball, the child moves forward by walking and then running, bending slightly along the way. The ball is hit so that it bounces at or slightly above the waist. Since the development of a child at different age stages has its own characteristics, exercises for each age group should have their own specifics.

First year of study

: Exercises with balls (performed by imitation of the teacher): pushing away a large ball suspended in a net with both hands; rolling a medium ball to each other while sitting in pairs; rolling a medium ball to the teacher while lying on his stomach; rolling a medium ball against the wall while lying on your stomach; running after the ball thrown by the teacher; throwing the ball into the basket while standing; throwing a small ball into the distance and running after it; throwing a medium ball to the teacher and catching it while sitting, then standing (distance 30 - 40 cm); transferring the ball from the shelf to the basket (distance 3 - 4 m); passing one medium and two small balls to each other in a row while sitting.

Second year of study

: Exercises with balls. Performed by demonstration, with the help of the teacher, and also together with him: passing the ball to each other in a row, sitting on chairs; rolling a medium ball to each other, sitting two by two on the floor; throwing a medium ball from the teacher to the child and back, sitting on chairs (the teacher is standing); throwing a small ball into a basket while standing (distance 50 cm), running after the ball thrown by the teacher, followed by throwing it into the basket; throwing a small ball into the distance and running after it; throwing and catching a medium ball in the palm while sitting on chairs.

Third year of study

: Exercises with balls, with a bag of sand: passing a large ball and two small ones in a circle at the same time;
passing a large ball back to each other while bending over while sitting astride a bench; tossing a medium ball on the palms while sitting (height 20 - 25 cm); throwing a medium ball from the teacher to the child and back while standing (distance 50 - 70 cm); throwing a medium ball against the wall and catching it after the rebound (distance 25 - 30 cm from the wall); throwing a small ball into the distance, running after it, throwing it into the basket; rolling a large ball with your hand while going around the pin (distance 3 - 4 m); throwing a bag of sand at a vertical target - a circle with a diameter of 40 - 50 cm (distance 1.5 m), throwing a bag of sand at a horizontal target - a hoop lying on the floor (distance 1.5 - 2 m), as well as into a basket (distance 50 - 70 cm). Fourth year of study:
Exercises with balls and a bag of sand: throwing and catching a medium ball from the teacher to the child and back, standing in a circle; passing a medium ball to each other by hitting the floor, standing in groups of two (distance up to 1 m); throwing a medium ball against the wall and catching it after the rebound (distance 60 - 70m); passing a large ball backwards while bending over while sitting astride a bench; throwing a medium ball on the floor and catching it after rebounding from the IP. standing, feet shoulder-width apart; hitting a medium ball on the floor with one hand, standing still, etc. feet shoulder width apart; throwing a small ball or a bag of sand into the distance; throwing a small ball or a bag of sand at a vertical target with the right and left hands (distance 2 m, circle diameter 40 - -50 cm, height 1 - 1.5 m); throwing a bag of sand at a horizontal target - a basket, a hoop (distance 1.5 - 2 m).

3. Methods of teaching exercises with the ball.

In order to develop coordination of movements in preschoolers, special exercises must be systematically included in the preparatory part of the lesson. It is recommended to use no more than five exercises in each session. Lying on your back, the ball behind your head, throw the ball up in front of you and catch it. Transfer the ball from hand to hand around the body in both directions, without touching the body. The ball is in your hands behind your back. Throw the ball over your head and catch it in front. Throw the ball with one hand from behind your back over your shoulder and catch it with both hands, one hand. Stand on one leg, raise the other forward, throw the ball under your leg from the outside up and catch it. Dribble the ball with one hand (right or left), hitting the floor after 1, 2, 3 steps. From the stance, legs apart, lean forward, throw the ball back - up, turn in a circle, straighten up and catch the ball.

Throw the ball forward and upward in front of you, catch it and catch it before it hits the floor. Lying on your stomach, the ball on the court near your head, throw the ball to the side - back. Throw the ball up, sit on the floor, stand up and catch it; throw the ball up, turn around and catch it, throw the ball up, sit down and catch it while sitting, from the seat again throw the ball up and catch it while standing. Jump over obstacles (for example, over a gymnastics bench), hitting the ball on the floor or throwing and catching it. The student has two balls. One to dribble, the other to throw the ball up and catch it without stopping dribbling. Throw the ball along a corridor 50 or 100 cm wide as far as possible (if the ball goes outside the corridor, the throw does not count). Dribble the ball around obstacles on the right and left. Throw the ball, trying to hit the center of the circle drawn on the floor. The diameter of the circle is from 30 to 100 cm. The conditions for performing the exercise are different. So, for example, you need to quickly score 15 points from the throw lines. The first line is drawn at a distance of 3 m, the second - 4 m and the third - 5 m from the circle. You are allowed to make 3 throws from each line. For each hit, 1 point is given. Roll the ball along the floor and catch it behind the line (8-10 m line). Perform a somersault on the mat and rush after the ball thrown forward and upward by your partner. Catch the ball after acceleration and dribble it around obstacles to the right or left. Then throw the ball forward and up, jump over the bench, catch the ball and catch it before it touches the floor.

The same, throwing the ball low above the mat, perform a somersault during its flight.

Lie on your back with the ball in your hands. At the signal, jump up, jump over the bench with a run of 3-4 m, climb over the gymnastic beam, perform a 5-8 m dash, climb onto the gymnastic wall, touch the top bar with your hand, jump and make the final dash to the finish line. Toss and catch two balls at the same time. Bibliography

1. Balsevich, V.K. The concept of alternative forms of organizing physical education for children and youth / V.K. Balsevich // Physical culture: education, training. - 1996. - No. 1. - P. 23-25

2. Vavilova E.N. Learn to run, jump, climb, throw. – M., 1983.

3. Movement. / Comp. Zhdanova S.I. – M.: Education, 2004. – 176 p.

4. Dvorkina N.I. Innovative directions for improving the system of physical education of preschool children // Modern problems of physical education, valeology and healthy lifestyle. — Kropotkin, 2000

What balls are suitable

Preschoolers need lighter balls than those used for ball games for teenagers. Familiarity with sports equipment should begin at an early age.

At 2-3 years old it will be useful to use a small massage ball. The manufacturing technology of equipment for babies eliminates the possibility of separating small parts that can be inhaled or swallowed.

For children 3-4 years old, large and small, but very light, inflatable balls are suitable. The impact of such a ball on a child should be practically not felt. This recommendation also applies to children 4-5 years old.

Children a little older (5-6 years old) can be given heavier inflatable balls that meet all safety requirements.

Exercises with fitball for older preschoolers

Card index of game exercises with fitball for children of senior preschool age.
Author-compiler: Evgenia Vladimirovna Vaganova, physical education instructor at MADOU No. 21 “Iskorka”, Berdsk This development is designed for children of senior preschool age and is intended for physical education instructors, exercise therapy and teachers of preschool educational institutions, this development may also be of interest physical education teachers in primary schools, parents and anyone interested in the problems of children's physical education. The presented card index is practical material for the author’s program “Fitball-gymnastics in preschool educational institutions”; it can also be used in educational activities for physical education, in free activity, and in exercise therapy classes for postural disorders. Goal: Prevention of poor posture in children of senior preschool age 1. Push and catch up. Objectives: development of speed and strength qualities, self-control of posture, increasing emotional tone. Contents of the exercise. The exercise is accompanied by the words: We pushed the ball hard, How he rushed off the serve! He took it from us and rolled away, and never came back. a) Children stand on one side of the hall, on the floor in front of each fitball. Taking a squat position on your toes, knees to the sides, push the ball and run after it, catch up and lift the ball. Repeat the exercise 2-3 times. b) Children take a seated position, with their feet resting on the fitball, legs bent at the knees. On command, they push the ball with their feet, stand up, run after it, catch up and pick up the ball. Repeat the exercise 2-3 times. 2. Hit and catch. Objectives: developing dexterity, increasing emotional tone. Contents of the exercise. Hitting a fitball on the floor with both hands and catching: a) standing still, b) moving forward in a straight line or around. The exercise is accompanied by the words: The ball does not want to lie down at all. If you throw it, it will jump. As soon as he jumps up, don’t yawn, grab him quickly. 3. Toss and catch. Objectives: development of dexterity, speed and strength qualities, increasing emotional tone. Contents of the exercise. Throwing a fitball up and catching it with both hands. The exercise is accompanied by the words: Ball, ball Jump and jump.
Flew to the ceiling, flew high, fell, I caught the ball in my hands. (Margarita Ivanycheva)
4. Catch the ball. Objectives: developing dexterity, eye, increasing emotional tone. Contents of the exercise. Throwing a fitball to each other and catching it with both hands. The exercise is accompanied by the words: option 1 We have a new ball, We play for an hour, I throw it - you catch it, And if you drop it, pick it up. option 2 Here is our ball for the game Two friends are playing. Throw a ball to a friend, don’t drop it - he’ll definitely come back. 5. Catch my ball after it bounces. Objectives: developing dexterity, eye, increasing emotional tone. Contents of the exercise. Throwing a fitball to each other and catching it as it bounces off the ground. Throw the rebound ball at a certain landmark, which is located on the floor in the center between the partners. The exercise is accompanied by the words: option 1 My ball is flying, It’s flying towards you, Look, don’t miss it! The ball bounces, catch it, and throw it to me again.
(N. Epatov)
option 2 Let’s hit the ball on the ground deftly, so that it flies to a friend. A friend caught the ball with skill and ordered him to fly back 6. Forward with the ball. Objectives: developing dexterity, increasing emotional tone. Contents of the exercise. Rolling the fitball forward with both hands: a) in a straight line or around, b) through the center c) between objects, d) along a gymnastic bench. The exercise is accompanied by the words: A round ball without a hesitation - It rolls along the path.
Often, often, low, low - So close from the ground to the hand (N. Epatova)
7. Top. Objectives: expanding knowledge about the properties of fitball, developing dexterity, increasing emotional tone. Contents of the exercise. Spin the ball around its axis clockwise and counterclockwise. The exercise is accompanied by the words: Let's learn a new game - Let's spin the ball on the floor. He spins like a top if he feels a push. 8. Passing the ball in a closed circle. Objectives: developing dexterity, attention, increasing the emotional background. Contents of the exercise. Children stand in a circle and, on command, pass the ball to each other until the signal to stop sounds. The second time the exercise is performed in the opposite direction. The exercise is accompanied by the words: We quickly stood in a circle - One, two, three, We pass the ball to each other, Be careful not to drop it! 9. Kolobok Objectives: Developing dexterity, attention, memory, increasing emotional tone. Contents of the exercise. The children say in chorus: Our cheerful bun rolled onto the meadow.
After these words, the first participants raise the fitball over their heads and, bending back, pass it to the next player.
The team players who are the last to receive the “Kolobok” say “I caught it!”, turn around and pass the “Kolobok” in the opposite direction. 10. Performing the exercise Objectives: Strengthening the muscles of the shoulder girdle, developing the skill of correct posture. Contents of the exercise. Children sitting on a fitball, hands on their knees, working their shoulders up and down. The exercise is accompanied by the words: Perform the exercise, Make movements quickly. We need to stretch our shoulders, One-two-three-four-five. 11. Trained animals Objectives: Strengthening the neck muscles, developing the skill of correct posture. Contents of the exercise. Children, sitting on a fitball, perform movements in accordance with the text. a) Circus horse A horse gallops around the arena,
(Children perform springy movements on a fitball)
The red comb is like fire. He waves his mane proudly,
(Tilts his head forward, backward)
A true champion. b) Elephant (author's) The elephant nods its head -
(Children perform springy movements on the fitball)
He is sending us a bow. One-two-three - forward tilt,
(Tilts the head forward)
One-two-three now back.
(Tilting his head back)
He is very happy to see us.
(Springy movements)
Notes: Light vibration; Do not perform springy movements while bending; from the tilting position, the head first returns to the straight position and then bends again. 12. We sunbathe beautifully Objectives: Strengthening the muscles of the shoulder girdle, developing the vestibular apparatus, flexibility, increasing the functionality of the shoulder joints. Contents of the exercise. Children, lying with their backs on a fitball, legs extended, resting on their feet, hands below, perform movements in accordance with the text. We tan great! Raise your legs higher!
(Raise your legs off the floor)
Hold. Let's hold on... Stress, Are you tanned? Let's lower it!
(Lower your legs)
13. Stretching exercises (author's) Objectives: Strengthening the muscles of the shoulder girdle, abdomen, development of the vestibular apparatus, flexibility, increasing the mobility of the shoulder joints. Contents of the exercise. Children, lying with their backs on a fitball, legs extended, resting on their feet, hands below, perform movements in accordance with the text. Let's lie down on the fitball, stretch up together
(Arms all the way up, then in a standing position)
And stretch to the sides
(Arms all the way out to the sides, then in a standing position)
14. And the clock goes by, goes by Tasks: Strengthening the neck muscles , shoulder girdle, legs, development of flexibility, increasing the functionality of the hip joint. Contents of the exercise. Children sitting on a fitball perform movements in accordance with the text. Tick-tock, tick-tock,
(Tilting the head to the right-straight-left-straight, etc.)
Who in the house can do this? Tick-tock, tick-tock (2 times) This is a pendulum in a clock,
(Standing. Fitball forward and down. Movements left and right)
Beats every beat. Tick-tock, tick-tock (2 times) And there’s a cuckoo sitting in the clock,
(Sitting on a fitball, bends forward, clasping the ball between your legs, then in an i.p.)
She has her own hut. The bird will spend time and hide behind the door again. The arrows move in a circle,
(Sitting on a fitball, rotate clockwise at the hip joint)
Do not touch each other. You and I will turn
(Counterclockwise rotation)
Counterclockwise. And the clock goes and goes,
(Springy movements turning into slow ones)
Sometimes it suddenly lags behind. And sometimes they are in a hurry,
(Frequently tapping their toes on the floor)
As if they want to run away! If they are not turned on,
(Springy movements turning into slow ones)
Then they completely stand up. 15. Curious Varvara Tasks: Strengthening the neck muscles. Contents of the exercise. Children sitting on a fitball, hands on their knees, perform movements in accordance with the text. Curious Varvara
(Children raise and lower their shoulders)
Looks to the left,
(Turn the head to the left, then in the i.p.)
Looks to the right,
(Turn the head to the right, then in the i.p.)
Looks up,
(Raise the head up, then in the i.p. .p.)
Looks down,
(Head down, then in ip.)
Sit down a little on the ledge,
(Springy movements turning into slow ones.)
And fell down from it! Notes: 1. The recommended number of children for exercise with a fitball is 12. 2. Fitballs must be of the appropriate size. The fitball is selected for each child individually according to height so as to ensure a 90° angle between the torso and thigh, thigh and lower leg, lower leg and foot when seated. Optimal ball sizes: for children 3-4 years old – 45cm; for children 5-6 years old – 50cm; for children 6-7 years old – 55cm. 3. Children should know safety precautions when playing with a fitball. 4. Children must know the correct position on the fitball and be able to correctly lie on the fitball with their stomach and back.

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