Consultation for educators: "Organization of the motor regime of preschoolers during the day." Health and physical activity of a preschooler

19.07.2019

Organization of the motor regime of preschoolers during the day

One of the main factors in the improvement of children is physical activity. The first seven years are the years of rapid mental and physical development of the child, whose body and its functions are far from perfect and are easily exposed to various influences. That is why it is so important that during this period of development of children we provide them with a pedagogically appropriate environment. From the state of health of the child, the ability to control his movements, his dexterity, orientation, speed of motor reaction, his mood, the nature and content of the game, and further achievements in educational and labor activities largely depend.

The correct organization of the physical education of children in everyday life ensures the implementation of the motor regime necessary for the healthy physical condition of the child and his psyche during the day.

Health-improving and upbringing-educational tasks of the program of physical education of children are carried out in various forms: outdoor games, walks, individual work with individual children and small groups, self-study of children with various types of physical exercises and sports holidays. The child receives the basis for the successful mastery of motor skills in systematic physical education classes. However, the improvement, stability of acquired skills and their independent acquisition by a child in various conditions of life cannot be carried out only through classes alone. To give children the opportunity to exercise and independently apply skills in their activities, the teacher uses various forms of work in the established daily routine.

In addition to daily morning gymnastics and a certain number of physical education classes per week, the teacher during the day must provide time for a variety of outdoor games, individual lessons and provides an opportunity for children to unite and play or exercise on their own.

Outdoor games as the main motor activity of preschool children are planned by the teacher at different times of the day in accordance with the regimen of each age group. In the morning, before breakfast, there are always games on the interests of children. Among them there are also independent outdoor games of small children's groups. Outdoor games and physical exercises during a walk are a form of daily work of a preschool institution for physical education. On a walk, the duration of games and exercises is 10-12 minutes, if a physical education lesson is planned that day, 30-40 minutes on other days. In the evening, outdoor games and physical exercises should be given 10-15 minutes. This form of work opens up wide opportunities for the physical improvement of children, strengthening their health and tempering. It is important that children have at their disposal game material, physical education aids and equipment that stimulates physical activity. Therefore, it is extremely important to search for new forms and content of role-playing games ("Rocket launch", "Firefighters in training", "Sports competitions", etc.).

The driving environment should be saturated with various equipment and sports equipment that contribute to the development of the game. To stimulate motor activity in the group, it is necessary to create obstacle courses on the site so that children can perform various motor tasks (walk along the paths, jump from bump to bump, climb into the tunnel, climb the ladder-"mast", etc.). You can strengthen the "Hit the Ring" simulator, make markings on the floor for playing "Classics". It is desirable to organize the space in such a way that there is an opportunity for multi-variant games. In addition, it is good to have a card file of various games, movements, exercises in the group, consisting of cards on which general developmental exercises are schematically depicted, the main types of movements, elements of rhythmic gymnastics and acrobatics, fragments of relay races and other outdoor games. Working with cards helps children to use the accumulated motor experience in independent activities, teaches them to organize competitions with their peers, and obey the rules. It is necessary to take out toys (reins, turntables, wheelchairs, etc.) and small physical education aids (sticks, hoops, balls, ropes, etc.) to the sites.

Thus, a variety of outdoor games contribute to the comprehensive development of children, contribute to the improvement of the body, enrich the life of children with new content, educate their feelings, behavior, orientation in the environment, independence and creative initiative.

Individual work with children in physical education must be built on the basis of knowledge of age and a thorough study of the individual typological characteristics of children. Individual work begins at an early age. It is planned throughout the day during the hours of games, walks, it should be a natural and organic part of the overall pedagogical process. Achieving success in teaching motor actions, the educator not only offers the child to perform the exercise correctly, for example, according to his model, but also tries to arouse interest in the task. In the process of individual communication with the teacher at a pace convenient for the child, he, consciously perceiving the task and relying on the guidelines indicated to him, performs it. In these cases, individual training not only contributes to the development of this motor action, but also develops the child, activates his mental activity. Combining children into small groups is also advisable when conducting outdoor games with rules, in order to clarify these rules, and to learn the obligation of these performances. The selection of shy children as leaders, the involvement of sedentary children in motor activity, etc. Thus, the complex tasks of individual work and work with small groups of children require the educator to have fine skills, a sensitive attitude towards children, and a strict comparative accounting of the results of work, showing the progress of the mental and physical development of children.

Physical education (short-term physical exercises) are held in the middle, senior and preparatory groups in between classes, as well as in the process of the lesson itself. The value of physical education is to change the nature of the activity and posture of the child through motor activity, relieving fatigue, restoring the emotionally positive state of the psyche. Physical education in the process of the lesson itself can be held sitting or standing at the table at which the children are engaged. It consists of 2-3 trunk extension exercises, arm movements that activate the muscles and expand the chest, and step in place. All this is done within 1-2 minutes. Physical education between two classes can be carried out in the form of an outdoor game and exercises. A prerequisite for physical education is fresh air (open transoms, windows). At the end of the exercise, and if an outdoor game was held, a short walk, the teacher reminds the children what else they will do and offers to calmly take their seats.

No less important is independent motor activity during the day. Being engaged independently, the child focuses on actions leading to the achievement of the goal that captivates him. Achieving its successful implementation, he changes the methods of action, comparing them and choosing the most appropriate. The incentive for independent motor activity of children of all age groups is, first of all, the presence in the group or on the site of various toys, small and large physical education aids. In a group of children of the third year of life, toys are advisable to stimulating independent initial actions: various graders, strollers, cars, balls, balls convenient for throwing, tossing, rolling into the gate, etc. From large manuals that encourage children to move, slides, laders, benches and other devices on which children are practicing in the climbing, under the climbing, under the climbing, under the climbing. , crawling, etc. Under the guidance of the teacher.

For independent motor activity of children of the fourth year of life, the teacher selects motor toys, small physical education aids and games in accordance with the instructions of the Kindergarten Education Program. For throwing and throwing exercises, balls of various sizes, bags, rings, various interesting in design and shape: ring throws, throwing shields, hoops, short and long ropes. For children of older groups, especially preparatory, it is advisable to play games with elements of sports games - volleyball, basketball, towns, badminton, table tennis, preparing children to familiarize themselves with the rules of these games and to master some of the simplest elements in order to prepare for school and playing sports.

A large place in the independent activity of children should be occupied by outdoor games with rules: they develop creative initiative, organizational skills, develop criteria for assessing the behavior of participants and the implementation of the rules, bring children together.

All the specified variety of independent motor activity of children is provided for in the plan of the educator. All the diverse motor activities of children during the day take place under the guidance of an educator. The creation of a calm environment, the maintenance of a cheerful mood of children, the expedient employment of each child, a change in activity, its dosage, and observance of the entire motor regimen depend on it. The teacher should be ready in any case to help the children and at the same time not to rush and not deprive them of initiative, the opportunity to think, to show effort in mastering physical exercises, performing various game tasks, etc.

The life of children during the day should proceed within the established regime, without haste and constant haste, contrary to the basics of hygiene of the child's nervous system. Physical education in all its components alternates with other activities and activities of children. If this alternation is systematically observed, the daily routine causes a positive reaction of children.

The tasks of the educator are to ensure that the children are able to learn something new every day, improve what is already familiar, enrich their knowledge and feelings, and, leaving home, have an interesting prospect for tomorrow - to play the promised interesting game go on a long walk. Each educator can create such an interesting full-fledged life.

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1 . Theoretical foundations for the development of dvAndnegative activity of children 5-6 years

1.1 The essence and significance of motor activity for preschool children

Movement- the main manifestation of life; creative activity is unthinkable without it. Restriction of movements or their violation adversely affects all life processes.

A growing body needs a particularly large number of movements. Immobility for young children is tiring, it leads to stunted growth, mental retardation and reduced resistance to infectious diseases. In a huge number of movements of the child, a natural desire for physical and mental perfection is manifested. A variety of muscular activity has a beneficial effect on the physiological functions of the whole organism, helps to adapt to various environmental conditions.

Active muscular activity, according to many researchers (I.A. Arshavsky, T.I. Osokina, E.A. Timofeeva, N.A. Bernstein, L.V. Karmanova, V.G. Frolov, G.P. Yurko, etc.), is a prerequisite for the normal development and formation of a growing child's body.

Physical activity- this is the basis of individual development and life support of the child's body. It is subject to the basic law of health: we acquire by spending, formulated by I.A. Arshavsky. The theory of individual development of a child is based on the energy rule of physical activity. According to this theory, the features of energy at the level of the whole organism and its cellular elements are directly dependent on the nature of the functioning of skeletal muscles in different age periods. Motor activity is a factor of functional induction of educational processes (anabolism).

The peculiarity of the latter lies not simply in the restoration of the initial state in connection with the regular activity of the developing organism that took place, but in the obligatory excessive restoration, i.e. it is necessary to constantly enrich the hereditarily predetermined energy fund. Thanks to the motor activity, the child provides himself with a physiologically complete individual development.

T.I. Osokina and E.A. Timofeeva note that “from systematic work, the muscles increase in volume, become stronger and at the same time do not lose the elasticity characteristic of childhood. The increased activity of the muscle mass of the body, the weight of which in preschool age is 22-24% of the total weight, also causes an increased functioning of all organs and systems of the body, since it requires abundant nutrition (blood supply) and stimulates metabolic processes. The better the muscle is supplied with blood, the higher its performance.

According to the authors, the growth and formation of muscles occurs simultaneously with the development of the child's skeletal system. Under the influence of physical exercises, the flexible, pliable bones of the child, containing a lot of cartilage tissue, become thicker, stronger, and become more adapted to increased muscle load.

It is extremely important, according to teachers, the influence of muscular activity on the formation of natural curves of the spine. “Good posture requires even development of the trunk muscles. Correct posture has not only aesthetic, but also physiological significance, since it ensures the correct position and normal activity of internal organs, especially the heart and lungs. “That is why, as a result of movements, muscle mass develops, which ensures the growth of the body. But this is not just an increase in mass, this is a prerequisite (structural and energy support) for performing even greater loads in terms of volume and intensity.

3) the kinetic factor that determines the development of the organism and the nervous system, along with genetic and sensory factors (N.A. Bernshtein, G. Shepherd);

Studies have shown that an increase in the volume and intensity of motor activity contributes to the improvement of the activity of the main physiological systems of the body (nervous, cardiovascular, respiratory); physical and neuropsychic development; motor development.

Studies were reviewed: L.V. Karmanova, V.G. Frolova and others about the use of physical exercises in the fresh air, aimed at increasing the motor activity of children; M. Runova on the optimization of the motor activity of children, taking into account the individual level of their development; VC. Balsevich about the conversion of selected elements, the technology of sports training.

Physiologists N.A. Bernstein and G. Shepherd believe that “motor activity is a kinetic factor that largely determines the development of the organism and the nervous system along with the genetic factor and the influence of multimodal sensory information. Full physical development, the formation of correct posture, motor qualities, optimal motor stereotype through the developmental movement is inextricably linked with the harmonious consistent organization of the nervous system, its sensitive and motor centers, analyzers. Thus, according to scientists, the program of preschool education "Physical development and health" should be equally aimed at both the bodily (physical) and neuropsychic development of the child.

V.A. Shishkina notes the extremely important role of movements for the development of the psyche and intellect. “From the working muscles, impulses constantly enter the brain, stimulating the central nervous system and thereby contributing to its development. The more subtle movements a child has to carry out and the higher the level of coordination of movements he achieves, the more successful the process of his mental development is. The motor activity of the child not only contributes to the development of muscle strength as such, but also increases the energy reserves of the body.

Scientists have established a direct relationship between the level of motor activity and their vocabulary, speech development, and thinking. They note that under the influence of physical exercises, motor activity in the body increases the synthesis of biologically active compounds that improve sleep, favorably affect the mood of children, increase their mental and physical performance. “In a state of reduced motor activity, metabolism and the amount of information entering the brain from muscle receptors are reduced. This worsens the metabolic processes in the brain tissues, which leads to violations of its regulatory function. A decrease in the flow of impulses from working muscles leads to disruption of the work of all internal organs, primarily the heart, is reflected in the manifestations of mental functions, metabolic processes at the cell level.

Psychologists warn that a child does not act for the sake of the interests of an adult that are alien and not always clear to him, and not because “it is necessary”, but because in doing so he satisfies his own impulses, acts due to an internal need that has been formed earlier or has arisen only now, even under the influence of an adult. One of these internal necessities, in their opinion, is the "joy of movement" born in the form of an instinct.

Speaking about motor activity as the basis for the life support of the child's body, E.Ya. Stepanenkova indicates that it is she who has an impact on the growth and development of the neuropsychic state, functionality and performance of the child. “During muscular work, not only the executive (neuromuscular) apparatus is activated, but also the mechanism of motor-visceral reflexes (i.e. reflexes from muscles to internal organs) of the work of internal organs, nervous and humoral regulation (coordination of physiological and biochemical processes in the body). Therefore, a decrease in motor activity worsens the state of the body as a whole: both the neuromuscular system and the functions of internal organs suffer.

T.I. Osokina and E.A. Timofeeva also note in their studies that in the process of muscular activity, the work of the heart improves: it becomes stronger, its volume increases. Even a sick heart, they note, is significantly strengthened under the influence of physical exercises.

“Blood is cleared of carbon dioxide and oxygenated in the lungs. The more clean air the lungs can hold, the more oxygen the blood will carry to the tissues. Performing physical exercises, children breathe much deeper than in a calm state, as a result of which the mobility of the chest, lung capacity will increase.

The authors note that physical exercises in the fresh air especially activate the processes of gas exchange. The child, being systematically for a long time in the air, hardens, as a result of which the resistance of the child's body to infectious diseases increases.

Thus, summarizing all of the above, we can note motor activity as a biological need of the body, the degree of satisfaction of which determines the health of children, their physical and general development. "Movements, physical exercises will provide an effective solution to the problems of physical education, if they act in the form of a holistic motor regime that meets the age and individual characteristics of the motor activity of each of the children" .

Many scientists (L.V. Karmanova, V.G. Frolov, M.A. Runova, V.A. Shishkina) found that the level of motor activity and the physiological need of the body for movement is determined not only by age, but also by the degree of independence of the child, individual typological features of the central nervous system, health status and largely depends on external conditions - hygienic, social, climatic, etc.

Studies have shown that an increase in the volume and intensity of motor activity in the daily regimen contributes to the improvement of the activity of the main physiological systems of the body (nervous, cardiovascular, respiratory), physical and neuropsychic development, the development of motor skills (Yu.Yu. Rautskis, O.G. Arakelyan, S.Ya. Laizane, D.N. Seliverstova and others).

Particular attention is paid to the use of physical exercises in the fresh air in various forms - physical education, sports exercises, exercises for a walk in the summer, outdoor games (L.V. Karmanova, V.G. Frolov, O.G. Arakelyan, G.V. Shalygina, E.A. Timofeeva, etc.). The authors of these studies have developed the content and methodology of physical exercises aimed at increasing the motor activity of preschool children, showing the positive effect of a combination of physical exercises and the hardening effect of fresh air on the children's body.

V.G. Frolov, G.G. Yurko note that when conducting outdoor activities, children get the opportunity to show greater activity, independence and initiative in actions. And repeated repetition of exercises in a larger space in the warm and cold seasons contributes to a stronger consolidation of motor skills and the development of physical qualities.

In the studies of M.A. Runova on the problem of optimizing the motor activity of children in a preschool educational institution, taking into account their individual level of development, notes: “The optimal level of a child’s motor activity should fully satisfy his biological need for movement, correspond to the functional capabilities of the body, and help improve the state of “health and harmonious physical development”.

Based on a comprehensive assessment of the main indicators of motor activity - volume, duration and intensity, M.A. Runova divided the children into three subgroups, according to the levels of development of DA (high, medium and low levels). According to the author, this will enable the educator to conduct differentiated work with subgroups and use an individual approach.

M.N. Kuznetsova, speaking of a two-way relationship between physical and neuropsychic development, believes that more intense motor activity contributes to better physical development, and better physical development, in turn, stimulates motor activity and neuropsychic development.

1.2 Characteristics of motor activity of preschool children

The concept of "motor activity" includes the sum of movements performed by a person in the course of his life. In childhood, motor activity can be divided into 3 components: activity in the process of physical education; physical activity carried out during training, socially useful and labor activities; spontaneous physical activity in free time. These components are closely related.

The characteristics of motor activity include such parameters as "level of motor activity" and "motor type".

According to the literature, there are three levels of physical activity:

High level. Children are characterized by high mobility, high level the development of the main types of movements, a fairly rich motor experience that allows you to enrich your independent activity. Some children of this group are characterized by increased psychomotor excitability, hyperactivity.

Children with an average level of motor activity have medium and high rates of physical fitness and a high level of development of motor qualities. They are characterized by a variety of independent motor activity.

Low level of physical activity - sedentary children. They have a lag in the indicators of development of the main types of movements and physical qualities from age standards, general passivity, shyness, touchiness. No regular changes in the reactions of the cardiovascular system to physical activity are detected.

The “motor type” is understood as a set of individual motor features inherent in a given child. Each child has his own type of physical activity. Failure to identify this type and the imposition of an unusual type of movement, according to the author, leads to the fact that the child has a dislike for this movement, and often for motor activity in general. An increase in the number of physical education classes that are not a necessary psycho-emotional discharge for a child and do not coincide, do not correspond to his type of physical activity, can lead to sharply negative consequences, become a source of long-term stress, contributing to dislike for movements. Individual motor features are revealed in the process of observing the child for a long time with fixation in the diary of those types of movements that he prefers, performs with pleasure. L.M. Lazarev distinguishes the following motor types of the child:

Explosive. Children with this type of physical activity prefer fast, short-term movement;

Cyclical. Children with a cyclic type of physical activity are prone to long, monotonous movements (skiing, running for a long distance);

Plastic. Children with a plastic type of movements prefer soft, smooth movements;

Power. Children with a power type prefer power loads.

Currently, the generally accepted criteria for assessing daily physical activity are: its duration, volume and intensity. Individual differences in these indicators are so great that experts recommend conditionally dividing children into groups of high, medium and low mobility. This gives certain guidelines for guiding the motor activity of children. However, these characteristics are based on an averaged approach, while the task is to determine the individual optimum of physical activity. After all, the high mobility of children, depending on their individual need for movement, can act as both optimal and excessive, and the average for someone may be insufficient. In this regard, the degree of mobility of the concept is more accurately characterized: optimal motor activity (considered as an individual norm), insufficient (hypomobility, or low mobility), excessive (hypermobility). The motor behavior of sedentary and hyperactive children coincides with the characteristics of “slow” and “hyperactive” children, which are paid serious attention by physiologists, psychologists and doctors (M.M. Koltsova, V.I. Gabdrakipova, G.G. Garskova, M. Passolt), which further dissuades the importance of assessing the level of a child’s mobility.

Thus, the optimal motor activity should be considered the most important indicator of the motor development of a preschooler.

1.3 Motor mode of preschool children in accordanceTcompliance with the requirements of FGT

Analysis of official documents, theoretical sources on this topic shows that a modern graduate of a preschool educational institution must have good health, good physical development, a high level of physical fitness, the ability to maintain correct posture, the need to regularly engage in physical education on their own initiative, the desire to improve their achievements, showing self-control, courage and initiative, high (according to age) performance (both physical and mental), which is especially important in terms of preparing him for school. The upbringing of a healthy personality in the broadest sense is the main requirement for the modernization of the education system.

One of the main factors in the improvement of children is physical activity. The first seven years are the years of rapid mental and physical development of the child, whose body and its functions are far from perfect and are easily exposed to various influences. That is why it is so important that during this period of development a pedagogically appropriate environment be provided for children. From the state of health of the child, the ability to control his movements, his dexterity, orientation, speed of motor reaction, his mood, the nature and content of the game, and further achievements in educational and labor activities largely depend.

accumulation and enrichment of motor experience of children (mastery of basic movements);

formation of pupils' need for motor activity and physical improvement;

development of physical qualities (speed, strength, flexibility, endurance and coordination).

The correct organization of the physical activity of children in everyday life ensures the implementation of the motor regime necessary for a healthy physical condition of the child and his psyche during the day.

Motor mode is one of the main components of health. It includes not only training sessions. The motor mode is exactly what Semashko said “Physical education is 24 hours a day!”

Motor mode according to FGT is a rational combination of various types, forms and content of a child's motor activity. It includes all types of organized and independent activities in which the locomotor (associated with movement in space) movements of children clearly appear. In the literature there are the terms "sufficient motor mode", "normal", "increased". All of them focus on ensuring optimal physical activity of children. However, this is a one-sided coverage of the essence of the motor regime. Its purpose is not only to meet the needs of children in movement. The content side is no less important - a variety of movements, types and forms of activity.

The duration of motor activity should be at least 50-60% of the wakefulness period, which is equal to 6-7 hours a day. The highest motor and physical loads occur during the first walk (from 10 am to 12 pm). Motor activity here should be 65-75% of the time spent in the air. In addition, other periods of moderate and expedient physical activity of children are obligatory in the daily routine - this is the time before breakfast and before class, especially if it is mental. You should carefully approach physical activity immediately after a daytime sleep. At this time, organized physical exercises are inappropriate. It is best to give children the opportunity to move independently, creating the conditions for this.

Forms of work on physical education with preschoolers are a complex of health-improving and educational activities, the basis of which is motor activity. This complex includes independent motor activity and organized physical activities. Their percentage is different in groups of early, younger and older preschool age, however, independent movements of children of all ages should be at least 2/3 of their total motor activity. This can be explained by the fact that children's need for movement is most fully realized in independent activities. It is the least tiring of all forms of motor activity and contributes to the individualization of the motor mode. In addition, it is in independent activity that the child most demonstrates his motor creativity, as well as the level of possession of motor skills. The content of this activity is determined by the children themselves, but this does not mean that adults can ignore it.

Organized forms of motor activity include:

physical education;

physical culture and health work during the day (morning exercises, physical exercises, outdoor games and physical exercises for a walk, tempering activities);

active rest (physical culture leisure and holidays, health days, vacations;

homework in physical education;

individual and differentiated work (with children with deviations in physical and motor development);

sectional circle classes;

preventive and rehabilitation measures (according to the plan of the doctor).

The main goal of the motor regime is to satisfy the natural biological need of children for movement, to improve their health, comprehensive physical development, to ensure the mastery of motor skills, skills and elementary knowledge of physical culture, to create conditions for the versatile (mental, moral, aesthetic) development of children and educating them in the need for systematic physical exercises.

High interest in any activity, the manifestation of creativity to a large extent testify to the psychological comfort of the child, because interests express his specific attitude to the object, due to vital significance and emotional attractiveness.

With careful observation of children, one can quite clearly assess their psychological well-being in a certain period of wakefulness by these criteria. If a child does not want to go to kindergarten, has difficulty parting with his parents, is inactive, often sad, naughty, cries, quarrels with peers, is not active during the waking period, if he is clamped, constrained, then psychological discomfort is evident and urgent action must be taken!

Forms of work on physical education for a particular group or kindergarten as a whole, according to V.A. Shishkina, are selected according to the principle of consistency. The state of health of children in the group, the characteristics of their physical development, age, general physical fitness, the conditions of family education, the professional and personal interests of educators, the tasks of the preschool institution in the field of physical culture for the coming period are taken into account.

Each preschool institution has the right to its own approaches to physical education; the pedagogical staff of the kindergarten itself determines which forms of physical culture to give preference, evaluating their effectiveness in terms of the dynamics of health and development of children. Group educators can also, at their own discretion, choose one or another systemic and episodic physical education events, subordinating them to the solution of the tasks put forward.

1.4 Means, methods and techniques of motor activity managementVpreschoolers

For the development of motor activity of preschool children, various Weddstva Knowledge of the means of physical education and their characteristics allows the teacher, in accordance with the set pedagogical tasks, to use all types of means, to select the most effective physical exercises, to develop new complexes. The modern system of physical education is characterized by complexity in the use of means. The main means are physical exercises, auxiliary - the natural forces of nature and hygiene factors.

V.A. Shishkina singled out in her works; hygiene factors, natural forces of nature, exercise. In addition, the physical education of children is influenced by movements included in various types of activities (labor, modeling, drawing, designing, playing musical instruments, dressing, washing, etc.).

Each of the three listed groups, as noted by V.A. Shishkin, has specific possibilities of influencing the body of those involved, and combines a certain number of typical means on this basis. A variety of means creates, on the one hand, great difficulties in choosing the most effective of them, and on the other hand, wide opportunities for solving any pedagogical problems.

According to V.A. Shishkina, the whole variety of factors can be grouped as follows:

1. The personal characteristics of the teacher and children are the most important factors.

laws of physical education. The deeper the pedagogical, physiological features of physical exercises are developed, the more effectively they can be used to solve pedagogical problems.

Methodological factors unite an extensive group of requirements to be implemented when using physical exercises.

Meteorological factors (air temperature, humidity, etc.) make up that group of factors, having learned the patterns, the effects of which can determine the optimal conditions for achieving the greatest effect from physical exercises.

Material factors (sports facilities, inventory,
clothing, etc.) to a greater extent influence the solution of sports problems, to a lesser extent - general education and recreation.

Scientific factors characterize the measure of human cognition

According to M.A. The runic main means of motor activity development are physical exercises and games. Physical exercise is a motor action created and used for the physical improvement of a person. The concept of "physical exercise" is associated with ideas about the movements and motor actions of a person. The author identifies several distinctive features of physical exercises:

1. Physical exercise solves a pedagogical problem
(figuratively speaking, physical exercise is directed “at oneself”,
for your own personal improvement).

2. Physical exercise is performed in accordance with the laws of physical education.

3. Only systems of physical exercises create opportunities for the development of all human organs and systems in the optimal ratio.

The effectiveness of physical education and the development of motor activity is achieved using the entire system of means, however, the significance of each group of means is not the same: the largest share in solving the problems of training and education falls on the share of physical exercises. This is due to a number of reasons, notes L.P. Matveev:

1. Physical exercises as systems of movements express
thoughts and emotions of a person, his attitude to the surrounding reality.

Physical exercises are one of the ways to transfer social and historical experience in the field of physical education.

Physical exercises affect not only the morpho-functional state of the body, but also the personality of the person performing them.

Among all types of pedagogical activity, only in physical education, the subject of training are actions aimed at the physical improvement of the student and performed for the sake of mastering the actions themselves.

Physical exercise can satisfy a person's natural need for movement.

It is known that the same physical exercise can lead to different effects and, conversely, different physical exercises can lead to the same result. This is evidence that physical exercise itself is not endowed with any permanent properties. Therefore, knowledge of the factors that determine the effectiveness of the impact of physical exercises will improve the manageability of the pedagogical process.

There are several classifications of physical exercises. Let's consider some of them.

The classification of physical exercises is their distribution into interconnected groups according to the most significant features. WITH With the help of classifications, the teacher can determine the characteristic properties of physical exercises, and, therefore, facilitate the search for exercises that are more appropriate for the pedagogical task. Since the science of physical education is continuously enriched with new data, the classifications do not remain unchanged.

The existing classifications are characterized by some conventionality, but, nevertheless, each of them meets the requirements of practice. M.V. Mashchenko offers the following classification of physical exercises:

1. Classification of physical exercises on the basis of historically established systems of physical education (gymnastics, games, tourism, sports). According to this classification, physical exercises are divided into four groups: gymnastic exercises, game exercises, tourist physical exercises, sports exercises.

2. Classification of physical exercises on the basis of the characteristics of muscular activity: speed-strength exercises, physical exercises that require the manifestation of endurance (for example, long-distance running, skiing, etc.); physical exercises that require the manifestation of coordination of movements under strict regulation of the conditions of performance (for example, exercises on gymnastic equipment, jumping into the water, etc.); physical exercises that require a complex manifestation of motor qualities with constantly changing levels of effort in accordance with changing conditions (games, martial arts).

3. Classification of physical exercises according to their importance for
solving educational problems: basic exercises (or competitive), that is, actions that are the subject of study in accordance with the educational objectives of the curriculum; leading exercises, that is, actions that facilitate the development of the main exercise due to the presence in them of some movements that are similar in external signs and the nature of neuromuscular tension; preparatory exercises, that is, actions that contribute to the development of those motor qualities that are necessary for studying the main exercise.

The classification of physical exercises on the basis of the predominant development of individual muscle groups provides for the allocation of exercises for the muscles of the arms and shoulder girdle, for the muscles of the trunk and neck, for the muscles of the legs and pelvis. Within this classification, exercises are divided into exercises for the ankle joint, for the knee joint, etc.; for exercises without objects and with objects, individual and paired, standing, sitting and lying down; exercises to develop strength and flexibility.

Classification of physical exercises by sports. It is known that the same physical exercise can lead to different effects and, conversely, different physical exercises can lead to the same result.

This is evidence that physical exercise itself is not endowed with any permanent properties. Therefore, knowledge of the factors that determine the effectiveness of the impact of physical exercises will improve the controllability of the pedagogical process. All physical exercises can be carried out without objects or using various objects and equipment (exercises with sticks, balls, hoops, flags, ropes, on a gymnastic bench, at the gymnastic wall, chairs, etc.).

With children of preschool age, only sports various types of physical exercises are used (skiing, skating, sledding, cycling, swimming, etc.). Forming the basics of the technique of these most simple sports types of physical exercises in children of preschool age, they solve the main tasks of physical education, taking into account age characteristics. Outdoor games differ from other physical exercises in the features of organizing the activities of those involved and managing it. In the game, children's activities are organized on the basis of a figurative or conditional plot, which provides for the achievement of a goal in conditions of unexpectedly changing situations. Game activity is complex and is based on a combination of various motor actions (running, jumping, etc.). Games are used when the movement is mastered and it is required to develop the ability to apply motor skills in various situations. In addition, games are used to develop physical qualities, as well as to educate moral and volitional qualities.

Tourism allows you to consolidate motor skills and develop physical qualities in natural conditions. Walks are organized with preschool children using various modes of transportation (on foot, skiing, cycling, etc.). On the way, at stops, a variety of physical exercises can be used (for example, jumping off stumps, jumping over a groove, jumping rope, ball exercises, outdoor games, etc.). Walks are organized when the exercise is learned and fixed under normal conditions.

Methods, used in teaching children movements, are collected in accordance with the sources that define them. To them, according to M.A. Runic, include objects of the surrounding reality, the word and practical activity.

When supervising the motor activity of preschoolers, the following are used: visual, verbal and practical, game, competitive teaching methods.

The visual method provides the brightness of sensory perception and motor sensations necessary for the child to have the most complete and concrete idea of movement, activating the development of his sensory abilities.

The verbal method helps children comprehend the task assigned to them and, in this regard, contributes to the conscious performance of motor exercises, which plays a large role in mastering the content and structure of exercises, their independent application in various situations.

The practical method associated with the practical motor activity of children provides an effective check of the correctness of the perception of movement on their own musculo-motor sensations.

The game method, close to the leading activity of preschool children, is the most specific, and emotionally effective in working with them, taking into account elements of visual-figurative and visual-effective thinking. It enables the simultaneous improvement of a variety of motor skills, independence of action, quick response to changing conditions, manifestation of creative initiative.

The competitive method in the process of teaching preschool children can be used subject to pedagogical guidance. This method is used to improve already acquired motor skills (but not competition and struggle for superiority).

In practical work with children, teaching methods are intertwined. According to M.V. Mashchenko, taking into account the content of the exercises, the age capabilities and individual characteristics of the children, the teacher in one case uses visualization as the starting point in teaching - the child's perception of the movement pattern in combination with explanations, on the other - the word, the explanation of the content and structure of the exercise. However, in the second case, the teacher relies on the life experience and specific ideas about movements that the children already have. After visual or verbal methods, the practical actions of children must certainly follow - independent performance of movements under the guidance of a teacher.

The use of teaching methods in the management of the motor activity of preschoolers, notes M.A. Runova, is based on the interaction of the first and second signal systems, providing the most complete, reliable knowledge and correct practical skills.

Each individual method is a specific system of specific tricks. In turn, the system is expressed in the totality of such methods, which are united by the commonality of the problem and a single approach to its solution.

In the process of teaching motor actions to children, methodological techniques are selected in each individual case in accordance with the tasks and content of motor material, taking into account the degree of assimilation of it by children, their general development, physical condition, age and typological characteristics of each child.

In this regard, teaching methods are combined in various combinations, providing, on the one hand, a comprehensive impact on all analyzers in the perception of tasks by children and, on the other hand, consciousness and independence in the performance of motor tasks by children.

When teaching children movements, the combination of techniques is determined by their interaction. The use by the educator of predominantly visual techniques, for example, showing a pattern of movements at all stages of education and in different age groups (as is sometimes found in practice), can cause a child to mechanically, little consciously copy them.

1. Visual teaching methods. When teaching children to move, various visualization techniques are used.

Visual clarity consists in a correct, clear, beautiful demonstration - showing the educator a sample of movement or its individual motor elements; in imitation, imitation of the images of the surrounding life; in the use of visual landmarks when overcoming space; the use of visual aids - cinema, photographs, paintings, etc.

Tactile-muscular visibility is used by including physical education aids in the motor activity of children. For example, in order to develop the skill of running with a high knee lift, arc collars placed in a row are used. Raising the legs while running through these arcs helps the child acquire the skill of high knee lift.

Auditory visualization is a sound regulation of movements. The best auditory visualization is music (song). It causes an emotional upsurge in children, determines the nature of the movement and regulates its pace and rhythm.

Performing exercises in coordination with music (due to the formation of conditioned reflex temporary connections) contributes to the development of coordination of the auditory and motor apparatus; development of smoothness, accuracy of movements; educates temporal orientation - the ability to fit one's movements to time in accordance with the various meter-rhythmic structure of a musical work.

Performing movements with musical accompaniment, notes V.A. Shishkin, must obey certain requirements: move in accordance with the nature of the musical work; start and end the movement with the beginning and end of it; change the nature of the movement in connection with a change in the nature of the musical work and its individual parts.

2) Verbal tricks. The word used in teaching directs all the activities of children, gives them meaning, facilitates the understanding of the task and the assimilation of the new, causes mental tension and activity of thought, promotes independence and arbitrariness in the performance of exercises by children. Verbal techniques in teaching movement are expressed in a clear and concise explanation of new movements to children, based on their life experience and ideas; in an explanation that accompanies a specific demonstration of movements or clarifies its individual elements; in the indication necessary when reproducing the movement shown by the educator or independently performing the exercise by the children. In a conversation preceding the introduction of new physical exercises and outdoor games or during training, when an explanation of motor actions is required. Clarification of the plot of an outdoor game, etc.; in questions to children that the teacher asks, before the start of physical exercises in order to determine the degree of awareness of the sequential performance of actions or to check the existing ideas about the images of the plot of the outdoor game, clarify the rules, game actions, etc.

In addition, verbal techniques also include a clear, emotional and expressive presentation of various commands and signals. For example, in the process of rebuilding into the desired stance, the teacher says: “Legs with a jump shoulder-width apart - put!” Or to end the movement: “Stop in place.” “One, two, three – run!” etc. All this requires a different intonation and dynamics, causing the speed and accuracy of the response motor reaction of children.This should also include the distinct chanting of rhymes and the expressive pronunciation of game beginnings, which are so rich in Russian folk art.

Thus, after analyzing the scientific literature, we came to the conclusion that:

One of the informative criteria for assessing motor development is the motor activity of the child;

Motor activity is one of the necessary conditions for the health and development of a child;

The analysis of psychological and pedagogical literature showed that physical activity is considered as:

1) the main manifestation of life, the natural desire for physical and mental perfection (T.I. Osokina, E.A. Timofeeva);

2) the basis of individual development and life support of the child's body; it is subject to the basic law of health: we acquire by spending (I.A. Arshavsky);

3) the kinetic factor that determines the development of the organism and the nervous system, along with genetic and sensory factors (N.A. Bernshtein, G. Shepard);

4) satisfaction of the child's own impulses, internal necessity in the form of the instinct "joy of movement" (Yu.F. Zmanovsky and others).

Thus, motor activity should be considered the most important indicator of the motor development of a preschooler. For the implementation of optimal motor activity of children, it is necessary to correctly and competently organize the motor mode, the purpose of which is to satisfy the natural biological need of children for movement, to improve the level of children's health, to ensure the mastery of motor skills and abilities.

Knowledge of the features of motor activity of children and the degree of conditionality of its upbringing and training is necessary for the correct construction of the process of physical education of children.

2 . Experimental study of the motor activity of children 5-6 years

Experimental work was carried out in the preschool educational institution "Spark" with. Sovetskoye, Sovetsky district from 01/17/11 to 06/16/11 with children aged 5-6 years conditionally divided into two groups of 7 people. The study involved children of the older group in the amount of 14 people.

At the ascertaining stage, work was carried out to study the development of motor activity in children of senior preschool age.

At the formative stage, the content of pedagogical work was selected. Aimed at the development of motor activity of children of senior preschool age.

At the control stage, the effectiveness of pedagogical work was evaluated.

2.1 Level researchengine developmentbnoah activity of children

In the previous chapter, the role and characteristics of the motor activity of preschool children were considered. To test the effectiveness of the developed motor regimen and methods for managing the motor activity of children, a pedagogical experiment was conducted.

Purpose: to identify the level of development of motor activity in children 5-6 years old.

To carry out the experimental work, the following tasks were set:

1) select diagnostics for the study of motor activity of children;

2) to diagnose the motor activity of children according to the chosen method;

3) analyze the obtained results.

The assessment of physical activity is carried out on the basis of a set of indicators:

a) the time of motor activity of children determined using the method of individual timing;

b) volume of physical activity (number of movements - locomotions) using the pedometer method;

c) the intensity of motor activity is the number of movements per minute. It is calculated by dividing the volume of physical activity (number of movements) by its duration (minutes).

Conditions of conduct: in a normal environment during the daytime (from 8.00 to 17.00).

Quantitative measurement of motor activity was carried out using the pedometer method, which allows measuring the volume of motor activity (for a description of the method, see Appendix 1). With the help of the Zarya pedometer, which was placed in a special pocket and fastened on a wide belt on the side of the child, the number of steps taken by the child during the day was determined. The pedometer allows you to record the main movements in which most large muscle groups take part (steps when walking and running, squats, jumps, bends, etc.), without registering the movements of individual muscle groups (shoulder girdle, arms, legs).

Measuring the duration of physical activity of children during the day was calculated using a stopwatch. The intensity of motor activity was determined by dividing the number of movements by its duration in minutes (Appendix 2).

A qualitative study of motor activity was carried out with the help of pedagogical observation. The diary recorded activity in the process of physical education; physical activity carried out during training, socially useful and labor activities; spontaneous physical activity in free time (Appendix 3). The behavior of each child was analyzed in comparison with indicators of physical activity. Depending on the degree of mobility, children were divided into three main subgroups (high, medium and low mobility).

1st subgroup (High mobility). Very mobile, but not distinguished by special dexterity and coordination of movements, often not attentive during exercise. Impulsive, disorganized, excitable. They do not know how to perform motor tasks at a moderate pace and sometimes do not complete them, make many erratic movements (swaying, half-squatting, bouncing, etc.). Attention Deficit Disorder makes it difficult for them to concentrate, listen to an adult's explanations, and consistently perform elements of various types of movements.

2nd subgroup (Medium mobility). They have a good level of development of physical qualities. They are characterized by a variety of independent motor activities, saturated with games and exercises of varying degrees of intensity, their expedient alternation. They are distinguished by balanced behavior, good emotional tone. These guys are active, mobile, show creative inclinations, strive to be leaders. Even when performing difficult tasks, they do not turn to the teacher for help, but try to overcome the obstacle on their own. However, these children are not always able to correctly and efficiently complete the task, they have insufficient mastery of the technique of movements.

3rd subgroup (Low mobility). These children are characterized by monotonous sedentary activity with a predominance of the static component. Often they are not confident in their abilities, they refuse to perform difficult tasks. When difficulties arise, they passively wait for help from the educator, they are slow, touchy.

After the diagnostics, the following results were obtained:

the average indicator of the volume of locomotion in the experimental group was 13244 steps, in the control group - 14533 steps, which is 1289 steps more than in the experimental group;

the average duration of motor activity in the experimental and control groups was 210 minutes;

the average rate of movement per minute in the experimental group was 63 steps, in the control group - 69 steps, which is 3 steps more than in the experimental group.

During the ascertaining experiment, it was noted that children with a high level of physical activity (Vova Sh., Pasha M., Andrey B., Polina R.) are characterized by monotonous activity, with a large amount of aimless running. These children are dominated by games and exercises of a high degree of intensity (running one after another, running jumps, football). These children are characterized by an inability to perform movements at a moderate pace and an unwillingness to engage in calm activities. These children are characterized by excessive mobility, fussiness, aggressiveness.

For example, Vova Sh., several times a day, goes to the sports corner on his own, without the initiative of educators. Impulsively takes sports equipment (balls, skittles), not having a clear idea of their further use. Acts chaotically, using these items for other purposes (knocks with pins, carries the ball in a basket, swings the rope, etc.). Quickly loses interest in small inventory. Independently does not put objects in place, only at the request of the teacher. Often runs, likes to go up and down the stairs. He tries to reproduce the exercises that the teacher teaches during physical education classes. Losing interest just as quickly. Motor activity is accompanied by separate cries that have no semantic content.

Developing interest in movement

The selection of interesting and accessible physical exercises, the use of simulation and game tasks contributes to which he is studying. Preschoolers are happy to jump like "bunnies"; perform walking with a clear step, like "athletes on parade"; walk along a log, like "tourists on a bridge over a stream."

The child has a need for movement. At an early age, it occurs in connection with objective activity, later it is realized in a variety of games, physical exercises and feasible work.

Given the fatigue of babies from monotonous movements, and the fact that they still do not know how to rationally regulate their activities, it is necessary to observe the change in movements in alternation with a short rest.

The development of interest in movements in preschool children is facilitated by simulation and game tasks, plot, conversations about physical education and sports, excursions to the stadium, viewing thematic filmstrips and films about big sports and famous athletes, sports holidays and olympiads in educational institutions and the like.

Musical accompaniment of movements in children

Considering that emotions are the core of a child's development, parents need to take care of the constant positive attitude of the pupils while using various forms and methods of teaching children movements at home.

This problem can be solved by musical accompaniment of children's movements, the inclusion of elements of dance exercises, as well as exercises from oriental health systems; the use of facial and pantomimic movements, the organization and conduct of non-standard physical education classes, and the like.

A remarkable effect is the use of plot complexes in a preschool educational institution and at home during morning exercises, physical education classes in the form of pedestrian crossings to a park, forest, river using natural material.

Motor activity of children while walking

Preschool children love the figure procession. With it, you can start physical education for a walk, hiking. Marching perfectly organizes and unites children, develops a sense of rhythm, forms interest in movements, activates not only the motor sphere, but also the physiological system.

Marching attracts children with unusual movements and skills during walking, originality of turns, buildings and rearrangements, especially when it is carried out to music.

One of the ways to form children's interest in physical exercises and physical culture skills is walking, excursions to the stadium, watching the training of athletes, visiting the sports grounds of the school and the swimming pool. Interesting conversations with children about what they saw, meetings in kindergarten with athletes and coaches will enrich pupils with knowledge about the importance and role of physical education and sports in human development and strengthening of his health.

Filmstrips and films about big sports and famous athletes, about hardened people living in the north, attending sports competitions at the stadium, holding sports holidays in educational institutions, participation of children in public events at the stadium, looking at pictures on sports topics contribute to increasing interest in sports events, developing appropriate skills.

Formation of physical skills in nature

Classes in the bosom of nature for a growing organism are of particular value, since they contribute not only to fostering interest in movements, but also increase efficiency, reduce the level of childhood morbidity.

The widespread use of natural factors: terrain (ascents, descents, jumping over potholes, etc.) teaches children to overcome natural obstacles, contributes to the formation of strong motor skills, develops physical qualities, and brings up moral and volitional character traits.

Periodic holding of these events makes physical education not only useful, but also pleasant, cheerful, relaxed, musical. Positive emotions, smells of natural material cause great joy in children, sharpen sensations, awaken thoughts, activate motor actions, and contribute to the development of physical skills. Activities in nature have the maximum impact on the interests of children and are an effective part of the motor regimen.

Forms and methods of development of motor skills in children

The development of children's interest in the performance of movements indicates that the use of various forms of work, methods and techniques, means, various movements and skills, the use of optimal methods for their implementation, the motivation of the motor activity of preschoolers, increase their interest in physical education, morning exercises, outdoor games and games and exercises of a sports nature.

In the course of performing movements, the desire to do them quickly, efficiently, deftly, like real athletes, is activated. When improving the basic movements and skills in games, the competition method has a significant effect. The use of this method causes a great positive response in babies: joy, pleasure, laughter, screaming.

Emotional upsurge, according to L. Grimak, "turns on the muscles and awakens the brain."

Ensuring the motor activity of children during the day, determining the volume of the motor regime indicate that all the work done to develop children's interest in systematic physical exercises ultimately provides sufficient motor activity for preschoolers, which is the key to the normal growth of the child.

The role of outdoor games in the development of motor skills

Essential for the creation of a full-fledged motor regimen are outdoor games organized by the educator, and a variety of independent games, as well as exercises and games of a sports nature that are performed by children during walks.

Increased physical activity during games also contributes to children's communication. Games in which they participate as a subgroup are longer and more active than individual games.

Basically, these are games of medium mobility that were previously learned with children. At this time, you can also offer individual children training with the ball, jump rope (older children). Those children who show independence should be encouraged to repeat exercises they enjoy on their own initiative.

With older children, sports games and relay races should be played more often.

It is necessary to appropriately distribute the physical activity of children during their stay in a preschool institution. The second half of the day requires special attention, when sedentary and calm activities are often carried out by preschoolers. It is necessary to monitor the state of health of children, carrying out individual management of their activities.

Individual lessons for the development of motor skills

Individual work should also be aimed at activating sedentary children, improving the physical and motor fitness of weaker preschoolers.

The educator provides one of them with assistance in performing the exercises, and reminds others how to do them, encourages and evaluates motor actions. Some children are offered to rest, preventing them from fatigue and too much overheating from motor activity.