History of the emergence and development of outdoor games (in the subject: “Theory and methodology of outdoor games”)

The use of outdoor games in the pedagogical process presupposes strict adherence to the didactic principles of accessibility, systematicity, sequence of activity, and awareness. For each age group, games must be selected in accordance with the principle of the predominant type of movement: walking, running, throwing, jumping or climbing.

In pedagogy, outdoor games are widely used, in which, in addition to the basic movements, others are used, for example, rhythmic clapping, stamping, etc. When conducting them, the teacher can pursue different goals depending on the stage of the children’s physical development. Advanced Russian scientists P.F. Lesgaft, E.A. Pokrovsky, V.V. Gorinevsky, taking into account the important role of outdoor games in the development of a child’s physical strength and in acquiring certain skills, paid a lot of attention to the collection and study of such games. They explained their importance for the physical development of children and advocated their practical implementation in the system of education of the younger generation. Subsequently, these progressive ideas were reflected in the works of scientists who developed the theory and methodology of outdoor games in different parts of the physical education system.

Outdoor play is a natural companion in a child’s life, a source of joyful emotions that has great power.

Outdoor games are a traditional means of pedagogy. One of the characteristic features of outdoor games is the desire for results. The child experiences joy from satisfying the need for movement, from the emotional atmosphere of the game; a special emotional upsurge is caused by the achievement of a real, visible positive result - winning. The variety of outdoor games has long led researchers and compilers of collections to the need to group games and classify them. The study of outdoor games for preschoolers was carried out by such teachers as L.I. Chulitskaya, E.A. Arkin, M.M. Kontorovich, N.A. Metlov, L.I. Mikhailov, and later V.M. Boguslovskaya, A.I. Bykova, A.I. Sorokina, E.G. Baturina, N.G. Kozhevnikova, N.N. Quilpio et al.

INTRODUCTION

Play contributes to the physical, mental, aesthetic and moral development of the child and is one of the key means of physical education for children of any age. Various movements of children during play have a positive effect on the activity of the cardiovascular and respiratory systems, and also strengthen the nervous system, the musculoskeletal system, improve metabolic processes in the body, promote sound sleep, etc.

Outdoor games ensure the comprehensive physical development of the child. During the game, preschoolers develop and improve various skills in running, jumping, climbing, etc.

A sharp change in the environment during the game requires children to use movements known to them in accordance with different situations. All of the above has a positive effect on improving motor skills.

Play is the first activity that plays a huge role in the formation of personality. Based on the above, we will formulate the relevance of this topic.

Children, like adults, learn about the world through activity. In outdoor games, the ability to correctly assess temporal and spatial relationships is developed, to quickly and correctly respond to the current situation in the frequently changing environment of the game. Outdoor games played on the ground in summer and winter conditions are of great educational importance: at recreation centers, in pioneer camps, on excursions and on hikes.

Outdoor games play an important role in developing physical qualities: speed, strength, endurance, agility, flexibility, and also instill in children a sense of solidarity, responsibility and camaraderie. The rules of the game develop discipline, endurance, the ability to “pull yourself together” and restrain your selfish impulses.

The relevance of the topic lies in the importance of outdoor games in the formation of physical, moral, mental and cultural components in different times: from primitive times to the present.

The practical significance of the work is to clearly show the importance of outdoor games at different stages of the development of civilization.

The object of the study is outdoor games.

The subject of the study is the history of the emergence and development of outdoor games.

Research methods : method of analysis and synthesis.

The purpose of this work is to study the history of the emergence and development of outdoor games.

To achieve this goal it is necessary to complete a number of tasks :

1. Consider the history of the emergence of outdoor games;
2. Analyze the development of outdoor games
3. Consider outdoor games now

Structurally, the work consists of an introduction, three sections, a conclusion, a list of references and an appendix.

“Outdoor games, their types. Importance for personality development"

“Outdoor games, their types. Importance for personality development"

Outdoor game

– this is a child’s conscious motor activity, characterized by the accurate and timely completion of tasks related to the rules that are mandatory for all players. The exciting content and emotional richness of the game encourage the child to make certain mental and physical efforts.

The specificity of outdoor play is the child’s lightning-fast, instant response to the signals “Catch!”, “Run!” "Stop!" and others.

Outdoor game

– an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities.

Target:

The main goal of outdoor games is to develop physical qualities in a child: speed, endurance, dexterity, strength.

Tasks of outdoor games

• Expanding motor experience and enriching it with new, more complex movements;
• Improving motor skills and their use in changing game situations;
• Development of creative abilities and physical qualities;
• Fostering independence and activity with new, more complex movements;
• Introducing basic norms and rules of relationships with peers and adults

For the success of the game it is necessary to take into account

• The complexity of movements and the appropriateness of their combination, taking into account the readiness of children.
• Compliance of the content of games and exercises with the weather and time of year.
• Using different techniques for selecting children for leading roles.
• Variability of outdoor games with the aim of developing creativity and positive motivation for self-expression in movement.

TYPES OF OUTDOOR GAMES

ELEMENTARY GAMES

CHALLENGING GAMES

Outdoor games vary:

• according to the complexity of movements;
• according to the content of the plot;
• by the number of rules and roles;
• by the nature of the relationship between the players;
• by the presence of competitive elements and verbal accompaniment.

Outdoor games also differ in motor content:

• running games,
• jumping,
• throwing, etc.

According to the degree of physical activity:

• high mobility games,
• medium and small.

The importance of outdoor games for personality development

A normally developing child strives for movement from birth. Children usually strive to satisfy their enormous need for movement in games, since play is the leading activity of preschoolers. For them, playing means, first of all, moving and acting. Outdoor play is one of the important means of comprehensive education of preschool children.

With the help of outdoor games, comprehensive physical development

child.

Outdoor games are often accompanied by songs, poems, counting rhymes, and game starters. Such games replenish vocabulary and enrich children's speech.

Outdoor games are also of great importance for moral education.

Outdoor play teaches sincerity and camaraderie. By obeying the rules of the game, children practically practice moral actions, learn to be friends, empathize, and help each other.

Skillful, thoughtful management of the game by the teacher contributes to the development of an active creative personality.

In outdoor games, the aesthetic perception of the world is improved.

Children learn the beauty of movements, their imagery, and they develop a sense of rhythm. They master poetic figurative speech.

Only with systematic repetition of outdoor games are the acquired methods of action consolidated and improved. Children develop good orientation in a play situation. Children quickly lose interest in games that are repeated without changes: it is necessary to modify the content and complicate motor tasks.

As the game progresses, impromptu remarks on the part of the teacher are possible. Such moments can be caused by the emotional state of children, the desire to express themselves in movement. Impromptu provides an opportunity to develop children’s own creative abilities. So, while playing, a child is not only able to reproduce the movement shown by an adult, but is also able, with the content of the game, to give the actions imaginary properties that exist in his memory in the form of ideas and concepts.

The game “grows” with the child throughout his childhood.

Thus, outdoor play is an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. When conducting outdoor play, there are unlimited possibilities for the integrated use of various methods aimed at shaping the child’s personality. During the game, not only the exercise of existing skills occurs, their consolidation and improvement, but also the formation of new mental processes, new personality traits of the child.

The game is accompanied from birth, remains with him in childhood, adolescence, right up to the transition to adolescence. The game reflects the world of children's thoughts and feelings and leads them along the path of understanding reality.

The history of outdoor games

Outdoor play is a conscious, active activity of a child, which is characterized by timely and accurate completion of tasks associated with rules that are mandatory for all players and based on different types of movements.

Mobile games are games that consist of various types of running, jumping, throwing and other movements. The motivating motive for gaming activity is competition between individual participants and entire teams. The relationships and behavior of the players are regulated by the rules and refereeing.

P.P. Lesgaft defined outdoor play as an exercise through which a child prepares for life [2]. S.I. Gessen believed that play is a characteristic activity for childhood, and, moreover, this activity is extremely tireless, practically without interruptions. A healthy child will always be busy, and boredom and laziness are the fruit of bad upbringing [2].

Outdoor play is an indispensable means of physical education, with the help of which a child expands his knowledge and ideas about the world around him; develops thinking, dexterity, ingenuity, dexterity, as well as valuable, moral and volitional qualities.

Let's look at where outdoor games come from. The emergence of mobile games, as well as games in general, goes back to the distant past. The history of the emergence of outdoor games is directly related to the history of human development.

In ancient times, people were forced to obtain food and other means of survival by hunting. Protecting your home from attacks by predators and representatives of other tribes required certain skills and physical qualities. From an early age, children imitated adults and imitated their actions. Running, jumping, throwing and other physical exercises formed skills and developed physical abilities.

E. A. Pokrovsky believed that games existed at all times and among all nationalities. N. S. Volovik noted that the purpose of ancient games was practical, not entertaining [2].

Through the actions of the game and the words of the song, people tried to ensure success in the upcoming work. D. B. Elkonin in his analysis of the origin of the game, about [2].

In early geographical and ethnographic descriptions of Russian travelers, one can trace a tendency to teach young children to perform labor duties. G. Novitsky, in his description of the Ostyak people [2], wrote that all games had in common the hunting of animals, catching fish and birds. Children learned archery, fishing and bird fishing. Since man depended on nature, the flora and fauna became the main subject of depiction in game songs.

The requirements of society regarding the mastery and use of skills necessary, for example, for a future hunter, fisherman, cattle breeder, lead to a full-fledged system of exercises. On this basis, the ground is created for various competitions. Competitions are held between adults and children, and there is no fundamental difference. The ancient game is a magical ritual where what is desired is portrayed as reality, the present is projected onto the future.

According to the Guts-Muts theory [2], games exist so that the child can relax in familiar, joyful exercises that allow him to restore the strength necessary to maintain life.

In the process of human development, the role of outdoor games has not changed; the game has become an integral part of the culture of every person. The game has such functions as educational, cognitive, and entertaining. The forms of the game are very diverse, they are constantly changing and improving.

Summarizing the above, we note that many of the games that modern children play came to us from ancient rituals, dances and rituals. Since ancient times, such games have clearly reflected a person’s way of life, work, everyday life, cultural and national foundations, concepts of courage and honor, an irresistible desire to have strength, speed and endurance, to show endurance, ingenuity, and resourcefulness.

In their content, all folk games are expressive and laconic. They are able to stimulate the work of thought, broaden horizons, improve memory and attention, teach one to follow the rules, and strengthen the body [3].

Conclusions on the section. In this section, an outdoor game was defined and general information was defined. The history of the emergence of outdoor games is considered. The opinions of teachers and researchers P.P. Lesgafta, E.A. Pokrovsky, N.S. Volovika, D.B. Elkonin, G. Novitsky, Guts-Mutz on this topic.

The functions of outdoor games are described, and the relationship between modern outdoor games and ancient rituals, ceremonies, and dances is determined with a projection on the human way of life, everyday life and work.

Outdoor games in physical education class

Outdoor game, its definition and specifics

An active game with rules is a conscious, active activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.

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According to P.F. Lesgaft’s definition, outdoor play is an exercise through which a child prepares for life. The exciting content and emotional richness of the game encourage the child to make certain mental and physical efforts. The specificity of outdoor play is the child’s lightning-fast, instant response to the signal “Catch!”, “Run!”, “Stop!” etc. Outdoor play is an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities.
A preschooler realizes his freedom of action in outdoor games, which are the leading method of developing physical education.
In pedagogical science, outdoor games are considered as the most important means of a child’s comprehensive development. The deep meaning of outdoor games lies in their full role in physical and spiritual life, existing in the history and culture of every nation. Outdoor play can be called the most important educational institution, promoting both the development of physical and mental abilities and the development of moral norms, rules of conduct, and ethical values ​​of society. Outdoor games are one of the conditions for the development of a child’s culture.
In them he comprehends and learns about the world around him, in them his intellect, fantasy, imagination develop, and social qualities are formed. Outdoor games are always a creative activity in which the child’s natural need for movement, the need to find a solution to a motor problem, is manifested. While playing, a child not only learns about the world around him, but also transforms it.

The meaning of outdoor games

• Outdoor games are primarily a means of physical education for children.

  They provide an opportunity to develop and improve their movements, practicing running, jumping, climbing, throwing, catching, etc.
  Various movements require active activity of large and small muscles, promote better metabolism, blood circulation, breathing, i.e. increasing the vital activity of the body. Outdoor games also have a great influence on the neuropsychic development of the child and the formation of important personality traits.
  They evoke positive emotions and develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving when others.
  These games develop will, intelligence, courage, speed of reactions, etc. Joint actions in games bring children closer together, giving them the joy of overcoming difficulties and achieving success. The source of outdoor games with rules are folk games, which are characterized by brightness of concept, meaningfulness, simplicity and entertainment.
  The content of the game is determined by the movements that are part of it.
  In the kindergarten education program, for each age group of children, outdoor games are provided in which various types of movements are developed: running, jumping, climbing, etc. Games are selected taking into account the age characteristics of children, their ability to perform certain movements, and follow the game rules. The rules in an outdoor game play an organizing role:
  they determine its course, the sequence of actions, the relationships between the players, and the behavior of each child.
  The rules oblige one to obey the purpose and meaning of the game; children must be able to use them in different conditions. In younger groups,
  the teacher explains the content and rules as the game progresses; in older groups, before the start.
  Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. They are also included in physical education classes. Once children have mastered the game, they can play it independently. The management of outdoor games with rules is as follows. When selecting an outdoor game, the teacher takes into account the correspondence of the required nature of the motor activity, the availability of game rules and content for children of a given age. He makes sure that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to become overexcited and tired. Older preschoolers
  need to be taught to play outdoor games independently. To do this, it is necessary to develop their interest in these games, provide them with the opportunity to organize them during walks, during leisure hours, on holidays, etc.

Classification of outdoor games

Motor actions of outdoor games are established by rules. Outdoor games can be

individual, collective.
Collective outdoor games are characterized by:
a competitive element, mutual assistance, mutual assistance in the interests of achieving the goal of the game.
In practice, two types of outdoor games are used: Free (creative or freestyle).
For children of preschool or primary school age, games are most often plot-based.
They can be single or group. Organized with established rules.
They are varied in content and complexity: simple non-command;
more complex, transitional to team ones; team, some of which are semi-sports. Classification of games: By degree of difficulty: from simple to more complex.
According to the age. By type of movement: with elements of outdoor switchgear, with running, jumping, throwing,

"Sentries and Scouts"

Preparation. The players are divided into two teams - “scouts” and “sentinels” - and line up along two opposite sides of the site at a distance of 18-20 m from one another. A line is drawn three steps in front of the ranks, and in the middle a volleyball ball is placed in the outlined circle.

Contents of the game. Players in teams are counted in numerical order. The task of the “scout” team is to carry the ball over their line, the task of the players of the other team is to prevent this. The teacher loudly calls the number, and the players standing opposite (having this number) run up to the ball. If the “sentry” is too lazy, the “scout” grabs the ball and runs away with it to his house, and the “sentry” goes into captivity and stands behind the “scout”. If both players simultaneously run out to the middle, then the task of the “scout” is to, by performing a series of distracting exercises (hand movements, jumping in place and with a turn, lunges, etc.), divert the attention of the “sentry” (he repeats these movements after the “scout”) and takes the ball away. If the “scout” grabbed the ball, but the “sentry” overtook him and hit him with his hand, the “scout” becomes a prisoner, otherwise he wins the duel. The game continues until all numbers have taken part in the game. The prisoners are counted and released to their teams. The game is repeated, with the players changing roles.

The team that manages to take more prisoners wins.

Rules of the game: 1. The “sentinel” must repeat all the movements of the “scout”, otherwise he loses. 2. You can only chase a fleeing player to the edge of his house. 3. The player who drops the ball is considered caught. 4. Each time the ball is put in place by the “scout”.

"Drag Over the Line"

Preparation. Two teams of players stand one against the other along the line drawn between them. Boys stand against boys, and girls against girls, approximately equal in physical strength. Four steps behind each team are the players allocated for scoring.

Contents of the game. At the teacher’s command, the players come together at the center line and take one (or two) hands. At the second signal, everyone tries to pull their opponent over the line where the assistants are standing. A player who has been pulled by touching the scorer with his palm may go over the line again and play for his team again. Each player pulled over earns the team that pulled him over one point.

The team that receives the most points during the game wins.

Rules of the game: 1. During the game, only hand grabs are allowed. 2. It is allowed to drag alone, in pairs, or by several players at the same time.

"Relay in a circle"

Preparation. All players are divided into three to five teams and stand in the middle of the hall like the spokes of a wheel, turning their right (or left) side to the center of the circle. It turns out to be a kind of sun with rays. Each beam - line is a team. The players standing furthest from the center of the circle hold a relay baton (town, tennis ball) in their right hand.

Contents of the game. At the teacher’s signal, those players who have a relay baton (a town or a tennis ball) in their hands run in a circle (from the outside) past the rest of the “spokes” to their spoke and pass the baton to the player waiting at the edge, after which they stand at the other end of their line (closer to the center). All players take half a step from the center. The one who received the baton also runs around the circle and passes it to the third number, etc. When the one who started the game is on the edge and an object is brought to him, he raises it up, announcing the end of the game for his team.

The team that finishes the relay earlier wins.

Rules of the game: 1. While running, it is prohibited to touch standing players, and thereby interfere with players making dashes. 2. Penalty points are awarded for violations of the rules. The “circle relay”, like the “Counter relay”, can be carried out while dribbling a basketball.

"Running for flags"

Preparation. The class is divided into teams, and a captain is chosen for each of them. The teams are located behind the starting lines - one opposite the other. The distance between teams is 20-30 m. In the middle of the site, between two lines that limit a strip 2-3 m wide, flags are laid out in a checkerboard pattern.

Contents of the game. At the signal, players quickly run up to the flags and try to collect as many of them as possible. After a set time, on command, the children return to their places and quickly line up. Captains collect and count the flags brought by their players. One point is awarded for each flag.

The team with the most points wins.

Rules of the game: 1. During the run, the player is allowed to collect any number of flags lying on the ground. 2. It is prohibited to take away flags from each other. 3. You cannot step beyond the lines limiting the space for flags. 4. Team captains play on equal terms with everyone.

“Fishing Rod” (simple and command)

Preparation. To play, you need a rope 3-4 m long, at the end of which a bag filled with peas or sand is tied. Sometimes a regular jump rope is used for the game. This is a fishing rod with which the fisherman (driver) catches fish (the rest of the players). All players stand in a circle, and the driver stands in the middle of the circle with a rope in his hands.

Contents of the game. Option 1.

The driver rotates the rope with the bag so that it slides along the floor, making circle after circle under the feet of the players. They carefully monitor the movement of the bag and jump so that it does not hit any of them. The one who is touched by the bag or rope stands in the middle and begins to rotate the rope, and the former driver takes his place in the circle.

The last two or three players remaining win.

Rules of the game: 1. The player is considered caught if the rope touches his leg no higher than the ankle. 2. Players are not allowed to approach the driver during jumping. 3. The player who is hit by the rope is eliminated from the game.

Option 2 (command).

Players standing in a circle are counted on first or second and make up teams accordingly. The driver (as in option 1) is the same. The player who was hit by the rope raises his hand: he gives his team a penalty point. After each mistake, the score is announced loudly.

The victory in the game is won by the team that, after 2-4 minutes of play, receives fewer penalty points.

The rules of the game are the same as in option 1.

"Pull in a circle"

Preparation. Two concentric circles are drawn (one inside the other) with a diameter of 1 and 2 m. All players surround a large circle and join hands.

Contents of the game. According to the teacher’s instructions, the game participants go to the right or left. At the second signal (whistle), the players stop and try to pull their neighbors beyond the line of the large circle without separating their hands. Whoever gets into the space between the large and small circle with one or two feet is out of the game. Then the players join hands again and continue the game when the whistle blows.

Players who are not drawn into the circle after several repetitions are considered the winners.

Rules of the game: 1. Players are not allowed to separate their hands while moving and fighting. 2. Both players who release their hands are eliminated from the game. 3. When there are few players left, they stand around a small circle and continue the competition, following the same rules.

"Crucian carp and pike"

Preparation. On one side of the site there are “crucian carp”, in the middle there is a “pike”.

Contents of the game. At the signal, the crucians run to the other side. The "pike" catches them. The caught “crucian carp” (four or five) join hands and, standing across the platform, form a net.

Now the “crucians” must run to the other side of the site through the net (under their arms). The “pike” stands behind the net and lies in wait for them. When there are eight or nine “crucians” caught, they form baskets - circles through which you need to run. There can be only one such basket, then it is depicted by 15-18 participants holding hands. The “pike” takes a place in front of the basket and catches the “crucian carp”.

When there are more caught crucian carp than uncaught ones, the players form vertices - a corridor of caught crucian carp, through which the uncaught ones run. The “pike”, located at the exit from the top, catches them.

The winner is the one who remains last. He is entrusted with the role of the new “pike”.

Rules of the game: 1. The game begins at the signal of the leader. 2. All “crucian carp” are required to go through the net, basket and top when running. 3. Those standing have no right to detain them. 4. Players forming a basket can catch a “pike” if they manage to throw their clasped hands behind the back of the “pike” and drive it into the basket or slam the tops. In this case, all the “crucians” are released, and a new “pike” is selected.

"Two Frosts"

Preparation. Two cities are marked on opposite sides of the site. The players, divided into two groups, are located in them. In the middle of the site are the “Frost brothers”: “Red Nose Frost” and “Blue Nose Frost”.

Contents of the game. At a signal from the leader, they turn to the players with the words:

We are two young brothers, Two daring Frosts: I am Red Nose Frost, I am Blue Nose Frost. Which of you will decide to set out on the little path?

The guys answer in unison:

We are not afraid of threats, And we are not afraid of frost! —

and begin to run from one city to another. "Frosts" catch them. Anyone they manage to stain is considered frozen. He remains in the place where he was caught and must, with outstretched arms, block the path of the players during the next dashes. When there are so many frozen that it becomes difficult to run through, the game ends.

The winners are those who have never been frozen. Rules of the game: 1. You can start running only after finishing the recitative. 2. Showering outside the city line does not count. 3. The dirty guys can be helped out: to do this, the rest of the players must touch them with their hands.

"The Fox and the Chickens"

Preparation. In the middle of the hall, four gymnastic benches are placed in the form of a square with slats up, this is a “perch”. One driver is selected - "fox" and one - "hunter". All other players are “chickens”. In one corner of the hall there is a “hole” in which the “fox” is placed. The “hunter” stands in the other corner. The "chickens" are located around the "perch".

Contents of the game. At a signal, the “chickens” begin to either fly up to the “perch”, then fly off it, or simply walk around the “chicken coop” (near the benches that form the “chicken coop”). At the second agreed signal, the “fox”, approaching the “chicken coop”, catches any “chicken” touching the ground (floor) with at least one leg. The “fox” takes the dirty man by the hand and leads him into his “hole”. If he meets a “hunter” along the way, the “fox” releases the caught one and runs away into the “hole”. The caught one returns to the “chicken coop”, after which all the “chickens” fly off the roost. If the "hunter" catches the "fox", a new "fox" is chosen. Play 4-6 times.

The players who are never caught win.

Rules of the game: 1. Having run into the “chicken coop”, the “fox” can insult only one player. 2. At the signal from the leader, the “fox” must leave the “chicken coop” regardless of whether he caught the “chicken” or not. 3. Those standing on the rail can help (support) each other.

"Passing balls in columns"

Preparation. The players are divided into several groups - teams, and each of them is lined up in a column, one at a time, one parallel to the other. Players in columns stand at arm's length. Those in front in the columns each have a ball or other object.

Contents of the game. Option 1.

At the signal, the players standing in front pass the ball over their heads to those standing behind them. They pass the ball to those behind them in the same way. Each time, the last player in the column, having received the ball, runs to the right of the column towards the leader, and then becomes the first in his column. The team of the one who brings the ball before the others gets the winning point. Then, also at the signal, they begin to pass the ball in columns. And they play like this until all participants reach the end of the columns and deliver the ball to the leader.

The team that finishes the game first with the fewest penalties wins.

Rules of the game: 1. The game begins only upon a signal from the leader. 2. You can pass the ball over your head, and not in any other way. 3. The person who dropped the ball must pick it up, get back into place and continue playing. 4. Penalty points are awarded for each violation.

Option 2.

You can also pass the ball under your feet, spreading them wide.

"Wolves in the Moat"

Preparation. Two parallel lines are drawn in the middle of the site at a distance of 70-100 cm from one another. This is a corridor - a ditch. It can be indicated by not exactly parallel lines; on the one hand it is narrower, and on the other it is wider. Two drivers - “wolves” - stand in the ditch; the rest of the players - the “goats” - are placed on one side of the site behind the house line. On its other side, a line indicates a pasture.

Contents of the game. At a signal from the leader, the “kids” run from the house to the opposite side of the site to the pasture and jump over the ditch along the way. “Wolves”, without leaving the ditch, try to kill as many “kids” as possible, for which the “wolves” are awarded winning points.

After 3-4 runs (by agreement), new “wolves” are selected and the game is repeated.

The winners are the “goats” who have never been caught, and those “wolves” who have scored the most points.

Rules of the game: 1. Jumping over the ditch is mandatory. 2. Caught “kids” do not leave the game.

"Cones, acorns, nuts"

Preparation. The players form a circle, in the middle of which the driver stands, and the rest, divided into threes, stand one after the other facing the center (the first number is three or four steps from the driver). The leader gives names to all the players: the first in threes are “cones”, the second are “acorns”, the third are “nuts”.

Contents of the game. At a signal, the driver says loudly, for example: “Nuts.” All players, called “nuts,” must change places, and the driver strives to take any vacant place. If he succeeds, then the player left without a place becomes the driver. If the driver says “acorns”, those standing second in the threes change places, if “cones” - those standing first in the threes. When the game is mastered, the driver can call two or even three players in threes, for example: “cones, nuts.” Those called must also change places.

The winners are the players who have never been a driver.

Rules of the game: 1. Those summoned are prohibited from remaining in place. 3. Players cannot move to any other three (otherwise the player becomes the driver).

"Sharp on target"

Preparation. A line is drawn in the middle of the site, along which 10 towns (clubs) are placed. The players are divided into two teams and lined up one behind the other on one side of the court facing the towns. Participants in the line in front receive a small ball. A starting line is drawn in front of the line.

Contents of the game. At the established signal from the leader, the players in the first rank throw balls at the balls (clubs), trying to knock them down. Downed towns are counted and put in place. The guys who threw the balls run, pick them up and pass them to the members of the next team, and they themselves stand in a line behind them. At the command of the leader, the players of the second rank (teams) also throw balls into the towns. The knocked down towns are counted again. This is done 2-4 times.

The team that manages to knock down the most towns several times wins.

Rules of the game: 1. Balls can be thrown only upon a signal from the leader. 2. When throwing, you cannot go beyond the starting line. A throw that goes beyond the line does not count.

"Calling numbers"

Preparation. The location, inventory and preparation are the same as in the previous game. If the room allows and there are few players, you can line them up in two lines facing the same direction on the same line. At a distance of 2 m from the line of players (the starting line), the finish line is drawn parallel to it.

Contents of the game. The players are counted according to the order of numbers in each column - team. The leader calls the players by number, alternating them at his discretion. Each time the first person to reach the finish line gets a winning point.

The team with the most victory points wins.

Rules of the game: 1. If the players stand in lines, then they can be placed in a high or low start position, and from this position they must run out when called by the leader. 2. If a player breaks the rules, a point is deducted from his team. This rule is recommended for use starting in 3rd grade, when students become familiar with the low start.

Development of outdoor games

The stage of development of outdoor games belongs to primitive society and is associated with imitative actions that imitated gathering and hunting. Also, we can highlight outdoor games with a stone and a stick, in which all members of the tribe took part. In such games, the tribe showed leadership by competing with other tribes in order to show superiority.

The concept of “game” includes many different forms of gaming folklore. An outdoor folk game is aimed at activating motor activity. In this regard, it can be noted that the folklore funds of the peoples of the USSR contain outdoor games associated both with the images and habits of animals, birds and fish, and with their catching.

Let us give an example of games related to birds and animals: “Wolf and Sheep”, “Hawks and Birds”, “Geese-Swans”, “Fox and Chickens”, “Ruff Fishing”; "Partridge Catching" An example of the game "Hawks and Birds" is given in Appendix 1.

Professor V.K. Nikolsky [2] believed that already at the first stage of the development of human culture, the game takes on the character of embryonic physical education. An example here is the Georgian game “Dropping Hay,” the content of which intersects with agricultural labor.

Each folk game, when placed in a different environment, receives further development or is transformed into a new version while maintaining the main plot. The historical course of development of the game “Towns” can be considered such an example.

Folk games help broaden one's horizons and contribute to the growth of national self-awareness. The games introduce people to the cultural heritage and historical achievements of the people. For representatives of non-indigenous nationalities, the use of the cultural heritage of the indigenous population contributes to the development of mutual understanding between peoples [4, pp. 35-50].

Games of the same type, found among different nations, represent modifications that developed in connection with local conditions: for example, “Russian Lapta”, and the Lithuanian “Mushtukas”. Thanks to this, forms of outdoor games have been preserved, making it possible to trace the stages of development of a particular game. An example is the horse game “Goat-pulling” - the Kazakhs call it “Kok-par”, the Uzbeks call it “Ulak”, the Kyrgyz call it “Ulaktarysh”, and the Tajiks call it “Buzkashi”.

The game was also an integral part of folk holidays and celebrations. Folk games and fun have always had a relationship with nature or with certain stages in a person’s life, for example, a wedding, a birthday. Examples of such games are “Baiga”, “Kyz kuu”.

The ethnographic character of a game is determined by the greatest completeness of preservation of the original game outline. In the first cases, the game has been preserved more completely, in the second - partially, in the third, the game has changed so much that only a close study of the plot will help to find the key to some aspects of its origins.

Already from infancy, children were brought up on bright folk toys, nursery rhymes, and games that are associated with the baby’s first movements. In the lives of teenagers, there were folk games with various motor contents, which included play songs, beginnings, and counting rhymes. All this still retains its artistic charm, educational value and constitutes the most valuable, unique gaming folklore [5, p. 90 -105].

In outdoor games, verbal “space” was actively used. These include: talked, jokes, teasers, jokes, nursery rhymes, horror stories, tall tales, riddles, flip-flops, counting rhymes.

Outdoor games, as a rule, were played outdoors, making them an important means of improving children’s health. The game involved entire groups of children who competed in agility, strength, accuracy and speed. Outdoor games were easy to come up with, their duration was not regulated; the rules of outdoor games were formed according to a general agreement between the participants in the game.

Along with creative games that arise in independent gameplay, for example, “Salki”, “Cossacks - Robbers”, organized, expedient outdoor games with ready-made content and certain rules also stand out. These games become convenient for playing with groups of children.

Among the Russian people, games are called fun, joy, amusement, entertainment. But to be comforted is to calm down on something joyful, characterized by respect for the past and faith in a bright future.

In the process of long gaming practice, inconvenient rules dropped out of the games and more accessible ones were formed. It is not the result of the game itself, but the process that constitutes the essence of the game - the experiences that are associated with game actions.

Despite the fact that the situations that arise during the game are imaginary, the feelings experienced by children are real and sincere. While playing, children not only laugh, but also worry a lot, and sometimes even suffer. This specific feature of the game carries key educational opportunities - by controlling the content of the game, you can develop certain positive feelings in children.

The main feature of gaming activity is to improve only those actions whose goals are significant for the individual in terms of their personal internal content.

Teacher K.D. Ushinsky noted that Russian folk games are a powerful means of education and recommended them for widespread use.

Outstanding teacher A.S. Makarenko wrote: “I consider play to be one of the most important ways of education. In the life of a children's team, serious, responsible and business play should occupy a large place. And you, teachers, must be able to play” [2].

It should be noted that play as fun and entertainment is characteristic of people at all ages of life; it satisfies a person’s natural needs for emotional leisure, movement, communication and is a way of self-expression. Rich gaming experience can be invaluable when studying sports games in the future.

Summarizing the above, it should be noted that outdoor play has always been and is an indispensable means of replenishing children’s knowledge and ideas about the world around them, the harmonious development of ingenuity, thinking, dexterity and dexterity. Many of the games of ancient peoples have survived to this day in various variations and are still used today not only as entertainment, but also as educational and educational games.

Conclusions on the section. This section examined the development of outdoor games. The possibilities of games, as well as the qualities of children manifested during the game, are analyzed. The stages of transformation and modification of games at different times, as well as depending on ethnic and geographical characteristics, are considered. The traditional games of the Russian people and the varieties in which they have reached modern society are considered. The transformation of the game by the children themselves, as well as their parents, is shown. Examples of games with changes that have occurred are given.

Outdoor play as a means of harmonious development of a child

Elena Zharova

Outdoor play as a means of harmonious development of a child

Outdoor play as a means of harmonious development of a child.

Outdoor game , its definition and specifics.

An outdoor game with rules is a conscious, active activity of a child , characterized by the accurate and timely completion of tasks related to the rules that are mandatory for all players . According to the definition of P.F. Lesgaft, outdoor play is an exercise through which a child prepares for life . The exciting content and emotional richness of the game encourage the child to make certain mental and physical efforts.

The specificity of outdoor play is the child’s lightning-fast, instant response to the signal “Catch!”

,
"Run!"
,
"Stop!"
and etc.

Outdoor play is an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking , ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. When conducting outdoor play, there are unlimited possibilities for the integrated use of various methods aimed at shaping the child’s . During the game, not only the exercise of existing skills occurs, their consolidation, improvement, but also the formation of new personality qualities.

The teacher’s task is to teach children to move naturally, gracefully, in accordance with the constitution of their body and individual abilities. Harmonious development occurs with a holistic, comprehensive, balanced realization of all a person’s potential capabilities, and one-sided development is detrimental to the individual, often bordering on psychological or physical illness.

A preschooler realizes his freedom of action in outdoor games , which are the leading method of developing physical education. In pedagogical science, outdoor games are considered as the most important means of a child’s comprehensive development . The deep meaning of outdoor games lies in their full role in physical and spiritual life, existing in the history and culture of every nation.

Outdoor play can be called the most important educational institution, promoting both the development of physical and mental abilities and the development of moral norms, rules of conduct, and ethical values ​​of society. Outdoor games are one of the conditions for the development of a child's culture . In them he comprehends and learns about the world around him, in them his intellect , fantasy, imagination develop, and social qualities are formed. Outdoor games are always a creative activity in which the child’s natural need for movement , the need to find a solution to a motor problem, is manifested.

Outdoor of different content allow us to trace the variety of approaches to finding ways for the harmonious development of children . Conventionally, we can distinguish several types of outdoor games development of preschool children in different ways and have different social orientations.

Games like "Traps"

inherently creative, based on passion, motor experience and strict adherence to the rules. By running away, catching up, dodging, children mobilize their mental and physical strength to the maximum, while they independently choose methods that ensure the effectiveness of game actions and improve psychophysical qualities.

Games that require inventing movements or instantly stopping an action at a game signal encourage children to individual and collective creativity (inventing combinations of movements, imitating the movements of vehicles , animals). Games like "Freeze"

,
“Stop”
,
“The sea is rough”
require
the players to stop moving at the appropriate signal, while it is necessary to maintain the facial expression and tension of the body muscles in the position in which they were caught by the game signal. Spirituality and expressiveness of movements in such games are extremely important .
Outdoor play as a means and method of physical education.

In the formation of a child’s diversified personality, active games with rules are given the most important place. They are considered as the main means and method of physical education. Being an important means of physical education, outdoor play simultaneously has a healing effect on the child’s . In play, he practices a wide variety of movements: running, jumping, climbing, climbing, throwing, catching, dodging, etc. A large number of movements activates breathing and blood circulation and metabolic processes. This in turn has a beneficial effect on mental activity. The healing effect of outdoor games is enhanced when played outdoors.

It is extremely important to take into account the role of growing tension, joy, strong feelings and undying interest in the results of the game that the child . A child’s passion for play not only mobilizes his physiological resources, but also improves the effectiveness of movements. The game is an indispensable means of improving movements, developing them , contributing to the formation of speed, strength, endurance, and coordination of movements. In outdoor play , as a creative activity, nothing fetters the child’s ; in it he is relaxed and free.

outdoor play in the mental education of a child is great : children learn to act in accordance with the rules, master spatial terminology, consciously act in a changed game situation and learn about the world around them. During the game, memory and ideas are activated, thinking and imagination are developed. Children learn the meaning of the game, remember the rules, learn to act in accordance with their chosen role, creatively use existing motor skills, and learn to analyze their actions and the actions of their comrades. Outdoor games are often accompanied by songs, poems, counting rhymes, and game starters. Such games replenish vocabulary and enrich children's speech.

Outdoor are also of great importance for moral education. Children learn to act in a team and obey common requirements. Children perceive the rules of the game as a law, and conscious implementation of them forms the will, develops self-control , endurance, and the ability to control one’s actions and behavior. The game develops honesty, discipline, and justice. Outdoor play teaches sincerity and camaraderie. By obeying the rules of the game, children practically practice moral actions, learn to be friends, empathize, and help each other. Skillful, thoughtful management of the game by the teacher contributes to the development of an active creative personality.

In outdoor games, the aesthetic perception of the world is improved. Children learn the beauty of movements, their imagery, and they develop a sense of rhythm . They master poetic figurative speech.

Outdoor play prepares a child for work : children make play attributes, arrange and put them away in a certain sequence, and improve their motor skills necessary for future work. Thus, outdoor play is an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking , ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. When conducting outdoor play, there are unlimited possibilities for the integrated use of various methods aimed at shaping the child’s . During the game, not only the exercise of existing skills occurs, their consolidation and improvement, but also the formation of new mental processes, new personality traits of the child .

Theory of outdoor games .

Based on the analysis of scientific and methodological literature devoted to the game, the following conclusions can be drawn:

1. The origins of outdoor play are the modeling of adult activities that are inaccessible to a child .

2. Games were created with the aim of preparing the younger generation for life and work.

3. Games arose to test readiness for life (rite of passage)

.

4. Games were created with the aim of developing and improving basic types of movement.

Classification of games.

Outdoor games are classified according to different parameters:

by age, by the degree of mobility of the child in the game (games with low, medium , high mobility , by types of movements (games of running, throwing, etc., by content ( outdoor games with rules and sports games)

;

In the theory and methodology of physical education, the following classification of games is accepted.

Outdoor games with rules include plot and non-story games. Sports games include basketball , gorodki, table tennis, hockey, football, etc.

Plot-based outdoor games reflect a life or fairy-tale episode in a conventional form. The child is captivated by playful images. He creatively embodies himself in them, depicting a cat, a sparrow, a car, a wolf, a goose, a monkey, etc.

Non-plot active games contain motor game tasks that are interesting for children, leading to achieving a goal. These games are divided into games such as: dashes , traps; games with elements of competition ( “Who can run to their flag the fastest?”

and so on.);
relay games ( “Who will pass the ball sooner?”
);
games with objects (balls, hoops, serso, skittles, etc.)
.

Fun games are used for young children ( “Ladushki”

,
“Horned goat”
, etc.).

Sports games, according to M. P. Goloshchekina, E. I. Adashkyavichene and others, are advisable to use in senior and preschool groups of a preschool institution.

Methodology for conducting outdoor games .

The methodology for conducting outdoor play includes unlimited possibilities for the integrated use of various techniques aimed at shaping the child’s and skillful pedagogical guidance of it.

The methodology for conducting outdoor play for preschool children is aimed at raising an emotional child and has a variety of motor skills. Under the benevolent, attentive guidance of the teacher, a creatively thinking child who knows how to navigate the environment , actively overcome the difficulties encountered, show a friendly attitude towards comrades, endurance, and self-control.

A prerequisite for successful outdoor games is taking into account the individual characteristics of each child . His behavior in the game largely depends on the existing motor skills and typological characteristics of the nervous system. Active motor activity trains the child’s and helps balance the processes of excitation and inhibition. The selection and planning of outdoor games depend on the working conditions of each age group: the general level of physical and mental development of children , their motor skills, the health status of each child , his individual typological characteristics, the time of year, the characteristics of the regime, the location, the interests of the children.

the child ’s well-developed ideas about the plot being played out are taken into account . It is important to organize the game correctly depending on the content and order of tasks. It can be carried out simultaneously with all children or with a small group. The teacher varies the ways of organizing games depending on their structure and the nature of movements. He is thinking about ways to gather children to play and introduce game attributes.

Children are introduced to a new game clearly, concisely, figuratively, and emotionally within 1.5-2 minutes. An explanation of the plot-based outdoor game , as already noted, is given after preliminary work with the child on the formation of ideas about game images.

The themes of plot-based outdoor games are varied : these can be episodes from people’s lives, natural phenomena, or imitation of animal habits. During the explanation of the game, a game goal is set for children, which helps to activate thought, understand the rules of the game, and form and improve motor skills. When explaining the game, a short figurative storyline is used. It changes in order to better transform the child into a playful image , develop expressiveness , beauty, and graceful movements; fantasies and imagination of the baby. The plot story is similar to a fairy tale, which evokes in children a recreating imagination, a kind of visual perception of all situations of play and actions that stimulate them to emotional perception.

When explaining a non-story game, the teacher reveals the sequence of game actions, game rules and signal. It indicates the locations of the players and game attributes , using spatial terminology (in younger groups with a focus on the subject, in older groups - without them)

.

When explaining the game, the teacher should not be distracted by comments to the children. Using questions, he checks how the children understand the game. If the rules of the game are clear to them, then it is fun and exciting.

When explaining games with competition elements, the teacher clarifies the rules, game techniques, and competition conditions. He expresses confidence that all children will try to cope well with the game tasks, which require not only speed, but also high-quality completion ( “Who can run to the flag faster”

,
"Whose team won't drop the ball"
).
Correct execution of movements gives children pleasure, a sense of confidence and a desire for improvement. By uniting those playing in groups or teams, the teacher takes into account the physical development and individual characteristics of the children.
The teacher selects children of equal strength for teams; To activate insecure, shy children, they are connected with brave and active ones. Children's interest in games with elements of competition increases if they wear a uniform and select team captains, a referee and his assistant. Teams receive points for completing tasks correctly and quickly. The result of the calculation determines the assessment of the quality of task performance and collective actions of each team. Conducting games with elements of competition requires great pedagogical tact, objectivity and fairness in assessing the activities of teams and their members, promoting friendliness and camaraderie in the relationships of children.

The teacher's guidance of outdoor play consists of the distribution of roles in the games . The teacher can appoint a driver, select using a counting rhyme, or invite the children to choose a driver themselves and then ask them to explain why they are assigning the role to this particular child ; he can take the leading role or choose someone who wants to be the driver.

In younger groups, the role of the leader is initially performed by the teacher himself. He does it emotionally, figuratively. Children are gradually given leading roles. During the game, the teacher pays attention to the child's compliance with the rules . He carefully analyzes the reasons for their violation. A child may break the rules of the game in the following cases: if he does not understand the teacher’s explanation accurately enough; I really wanted to win ; was not attentive enough, etc.

The teacher must monitor the movements, relationships, load, and emotional state of the child in the game . He pays considerable attention to options for outdoor games , which can not only increase the child’s interest in the game , but also complicate mental and physical tasks, improve movements, and improve the child’s . Initially, the teacher comes up with game options or selects them from collections of outdoor games . It takes into account the gradual complication of the rules and increases the requirement for their execution. The teacher intonationally varies the interval of the signal: “One, Barely, three - catch it!”

;
“One-two-three-catch”,
etc. It can change the arrangement of children and physical education aids in the game;
choose several drivers; include rules that require the child to have restraint , self-control, etc. Gradually, children are also involved in drawing up options, which contributes to the development of their creativity .
By directing the game, the teacher cultivates the child’s ; Forms correct self-esteem, relationships between children, friendship and mutual assistance, teaches the child to overcome difficulties. Correct pedagogical guidance of the game helps the child understand himself and his comrades, ensures the development and realization of his creative powers, and has a psychocorrective and psychotherapeutic effect. The active game ends , which gradually reduces physical activity and brings the child's pulse back to normal . When assessing the game, the teacher notes the positive qualities of the children, naming those who successfully fulfilled their roles, showed courage, restraint, mutual assistance, creativity, and then analyzes the reasons for violating the rules.

Outdoor games nowadays

At the present stage of development of civilization, the game has become an integral part of human culture. The game has such functions as educational, cognitive, and entertaining. The forms of the game are very diverse, they are constantly changing and improving.

Outdoor games are used in physical education classes and are of great importance for physical education. Games contribute to the formation of motor skills, develop leadership qualities, and increase functionality. Examples of outdoor games used in physical education lessons include “Shuttle”, “Salki”, “Fox Track”, “Slalom”, “Leapfrog”, “Throws at the Target”, “Ball Hunters” and others.

Carrying out outdoor games does not require special preparation, a specific sports ground and equipment; they can be used in any part of the lesson - preparatory, main, final. By changing the conditions of the game, you can diversify the learning process, make it more interesting, accessible, and emotional [1, pp. 20-40].

Since nowadays teenagers spend half of their lives at the computer on electronic networks. Active outdoor games have been replaced by electronic versions, which is increasingly leading to mental disorders and poor health. Exercises using outdoor games increase performance, relieve stress, strengthen the nervous system and overall health.

Outdoor games develop physical qualities - strength, endurance, speed, coordination, dexterity, flexibility, and foster a sense of camaraderie and responsibility for each other’s actions. In addition, outdoor games teach children initiative and independence, overcoming difficulties - developing reflection and will in them.

It should be noted that the specificity of outdoor games is that the use of the latter provides, in addition to physical, emotional satisfaction. These games create great opportunities for children to show initiative and creativity, since in addition to the richness and variety of movements provided for by the rules, children have the freedom to use them in various gaming situations.

Outdoor games also play a significant role in moral education. Children learn to interact in a team and obey common requirements. The rules of the game serve as a kind of law, and their conscious implementation develops self-control, self-control, the ability to control one’s actions, actions and behavior, and forms the will. The game develops discipline, honesty and fairness.

Conclusions on the section. This section examined outdoor games at the present time and their use in physical education classes. The effectiveness of their use in the age of information technology, which has affected the decrease in physical activity of adolescents. The importance and possibilities of using outdoor games are summarized. The relationship between outdoor games and physical education is considered. Examples of outdoor games used in physical education lessons are given.

What is play (outdoor play) and what is its role in the physical development of children?

Alexandra Lodygina

What is play (outdoor play) and what is its role in the physical development of children?

1. What is a game, an outdoor game?

According to P.F. Lesgaft’s definition, outdoor play is an exercise through which a child prepares for life. The exciting content and emotional richness of the game encourage the child to make certain mental and physical efforts.

Outdoor play is an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. In play, the child directs his attention to achieving the goal, and not to the method of performing the movement. He acts in accordance with the game conditions, showing dexterity and thereby improving his movements. During the game, not only the exercise of existing skills occurs, their consolidation, improvement, but also the formation of new personality qualities.

The deep meaning of outdoor games lies in their full role in physical and spiritual life, existing in the history and culture of every nation. Outdoor games are always a creative activity in which the child’s natural need for movement, the need to find a solution to a motor problem, is manifested, therefore the preschooler realizes freedom of action in these games. While playing, a child not only learns about the world around him, but also transforms it.

The use of outdoor games in the pedagogical process presupposes strict adherence to the didactic principles of accessibility, systematicity, sequence of activity, and awareness. For each age group, games must be selected in accordance with the principle of the predominant type of movement: walking, running, throwing, jumping or climbing.

There are many classifications of outdoor games.

The main classification is the division of games according to the degree of muscle tension caused in children: into games of large, medium and low degrees of mobility. High mobility - the whole group participates (running, jumping, "Traps", "Tags") medium mobility - the whole group actively participates, but the nature of the movements is relatively calm (walking, passing objects) low mobility - movements are performed at a slow pace, moreover their intensity is not significant (walking game, attention games, “sea figure”, “Find and remain silent”). Outdoor games are varied in their content and organization. Some games have a plot, roles, and rules that are closely tied to the plot; game actions in them are carried out in accordance with the requirements, given role and rules. In other games there is no plot and roles; only motor tasks are offered, regulated by rules that determine the sequence, speed and dexterity of their implementation. Thirdly, the plot, the actions of the players are determined by the text, which determines the nature of the movements and their sequence.

2. The role of play in the physical development of a child.

Outdoor play is one of the important means of comprehensive education of preschool children. Its characteristic feature is the complexity of its impact on the body and on all aspects of the child’s personality: the game simultaneously carries out physical, mental, moral, aesthetic and labor education. They are considered as the main means and method of physical education. Being an important means of physical education, outdoor play simultaneously has a healing effect on the child’s body. In the game, he practices a wide variety of movements: running, jumping, climbing, climbing, throwing, catching, dodging, etc. A large number of movements activates breathing, blood circulation and metabolic processes. This in turn has a beneficial effect on mental activity. The healing effect of outdoor games is enhanced when played in the fresh air.

It is extremely important to take into account the role of growing tension, joy, strong feelings and undying interest in the results of the game that the child experiences. A child’s passion for play not only mobilizes his physiological resources, but also improves the effectiveness of movements. The game is an indispensable means of improving movements, developing them, contributing to the formation of speed, strength, endurance, and coordination of movements. In outdoor play, as a creative activity, nothing fetters the child’s freedom of action; in it he is relaxed and free.

A characteristic feature of outdoor play is the complexity of its impact on the body and on all aspects of the child’s personality: physical, mental, moral, aesthetic and labor education is simultaneously carried out in the game.

During games, children develop and improve various skills in basic movements (running, jumping, throwing, climbing, etc.). A quick change of environment during the game teaches the child to expediently use the movements known to him in accordance with a particular situation, ensuring their improvement. Physical qualities are revealed, all this has a positive effect on improving motor skills.

The importance of outdoor games in developing physical qualities: speed, agility, strength, endurance, flexibility, coordination of movements is great. For example, in order to dodge a “trap”, you need to show dexterity, and when escaping from it, run as quickly as possible. Captivated by the plot of the game, children can perform the same movements with interest and many times without noticing fatigue. And this leads to the development of endurance.

Active motor activity of a playful nature and the positive emotions it evokes enhance all physiological processes in the body, improve the functioning of all organs and systems. A large number of movements activates breathing, blood circulation and metabolic processes. This in turn has a beneficial effect on mental activity.

Gaming activities contribute to the harmonious development of the musculoskeletal system, since all muscle groups can be involved in the work, and the competition conditions require quite a lot of physical stress from the participants.

Alternating moments of relatively high intensity with pauses of rest and low-stress activities allows players to perform a large amount of work. The alternating nature of the load most closely corresponds to the age-related characteristics of the physiological state of a growing organism and therefore has a beneficial effect on improving the functioning of the circulatory and respiratory systems.

By their nature, outdoor games are closely intertwined with sports games, and are a good help for those involved in the first stages of training, when motor skills have not yet developed into a skill.

The variety of motor actions included in outdoor games has a complex effect on improving coordination and conditioning abilities (ability to react, navigate in space and time, rearrange motor actions, speed and speed-strength abilities, etc.).

The inclusion of outdoor games in physical education classes helps in solving not only special problems, but also revitalizes the educational process. The game acts as a means of physical and technical training, as a method for solving educational problems, including those associated with activating attention and increasing the emotional state of students, increasing interest in lessons.

Thus, outdoor games have a beneficial effect on the body and development of the physical abilities of children in any age group. In comparison with strictly choreographed sports exercises, they are interesting for children due to their originality, originality, and creative approach. During outdoor games, children develop physical skills and also learn to work in a team. They develop such important qualities as speed, flexibility, dexterity, initiative and independence. And we can draw the following conclusion that in the future, the use of outdoor games is an integral part of children’s physical education.

Let's summarize this work

In the first section, the basic concepts of outdoor games were examined, and the opinions of several teacher-researchers on the emergence and origin of games were considered. The second section of the essay is devoted to the development of outdoor games: their relationship with geographical and ethnic characteristics was examined, the types of games, the reasons for their modification and transformation among different nationalities, as well as over time, were determined. The third paragraph touched upon the problem of reducing the activity of modern children and adolescents. The use of outdoor games in physical education lessons is considered. We can conclude that outdoor games were of great importance at all times of the formation and development of society: from primitive communities to the present.

LIST OF REFERENCES USED

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2. Mendot E.E. Outdoor games as a means of harmonious development of children / E.E. Mentod, Bulletin of TuvGU, 2011. – p. 116-120.
3. Sageeva G. History of the emergence of outdoor games and their role in the process of physical education /. Modern trends in the formation of the educational environment of a technological university. Intl. scientific method. conf.: 2022. - p. 204-205
4. Smolin Yu.V. Fundamentals of the theory of sports competitions and outdoor games / Yu.V. Smolin. Chelyabinsk: ChGIK, 2016. - 56 p.
5. Nurgalieva R.Kh., Latipova M.R., Kamalova E.I. Outdoor games in the system of physical education as an element of the education of national culture: Educational and methodological manual / Almetyevsk: AKFK, 2012. - 108 p.

Examples of the outdoor game “Hawks and Swallows”

An unlimited number of players can take part in this game. The latter are divided into two groups and form two rows, standing with their backs to each other. There will be hawks in the first row, swallows in the second row. One player is chosen as the leader. The latter walks between the players of both rows and says abruptly the words: yas...requirements or las..., but does not pronounce the end of the word. The group whose name the leader pronounces in full must run away in different directions, the players of the unnamed group must catch up with them. Players who are caught become members of the catching team.

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• Font and Typography (FONT)
• History of the development of track and field sports (separately for each type of athletics for men and women) (Concept and general characteristics of track and field sports)
• History of the emergence and development of outdoor games (History of the emergence of outdoor games)
• Methods of conducting a lesson using information technology and Internet resources
• Theory and methodology of outdoor games (Theoretical prerequisite for the development of the game.)
• Educational Internet resources (Structure of the Internet)
• Outdoor games with basketball elements, characteristics and meaning.
• Outdoor games with basketball elements, characteristics and meaning