OD notes on physical education senior group (for a year) outline of a physical education lesson (senior group)

Text of the book “Physical education in kindergarten. System of work in the senior group"

Development of basic movements

The development of basic types of movements when working with older preschoolers has its own characteristics. At this stage of training, due to the expansion of the range of motor skills and abilities, the development of physical qualities (speed, endurance, speed, etc.), it becomes possible to more successfully master both exercises as a whole and individual elements of movement technique. U

Children aged 5–6 years have a certain readiness to understand the tasks assigned to them, the ability to assess the situation, control their movements, therefore it becomes possible, with the help of verbal instructions and explanations, to form sufficiently strong knowledge and skills in their motor activity.

In accordance with the “Program of Education and Training in Kindergarten”, in the senior group, children continue to master and improve their skills in walking, running, balance, throwing, climbing, and master the elements of sports games - basketball, football, hockey, etc.

Walking and running exercises.

The goal of walking and running exercises is to develop easy, free movements with good coordination in the movements of the arms and legs. In older preschool age, children acquire the ability to maintain direction and uniformity in running and walking.

By the age of 6, all children are capable of running. To improve walking and running, various exercises are used with their gradual complication based on the motor skills acquired in the previous group.

In the older group, children are taught to walk and run in alternation, gradually complicating the tasks and placing demands on the technique of the exercises performed. For example, walking exercises with knees raised high can be considered the most difficult to master. In this type of walking, the steps are short, the movements are clear, the foot is placed first on the front part, and then on the entire foot. In running with high knees, the bent leg is raised at a right angle and placed on the ground with a gentle, but quite energetic movement on the forefoot.

Walking and running with wide, free strides are characterized by somewhat slow movements. While maintaining normal coordination in the movements of the arms and legs, the leg is placed by rolling from heel to toe.

To develop speed qualities, speed running (distance – 10 or 20 m) is proposed, and shuttle running is proposed to develop dexterity and coordination of movements. And finally, to develop endurance, continuous running for 1.5–2 minutes at an average pace is used.

Jumping exercises. IN

In older preschool age, the arsenal of exercises increases significantly. There is a stronger push off from the ground, energetic swing of the arms, better coordination of movements in all phases of high jumps, long jumps, etc. Children cope with loads quite well, and the number of exercises can be increased, but more attention should be paid on the quality of task completion.

Along with repeating jumps on two legs in place or moving forward, children are taught long and high jumps from a running start, long jumps from a standing position, and over a short jump rope.

Throwing exercises.

Children of the sixth year of life are able to analyze movements, which helps them master various tasks: accurately hit the target (vertical and horizontal), swing vigorously and take the starting position, throw the ball at a distance. In exercises in throwing the ball, throwing and catching, a fairly good orientation in space and time is necessary. What is characteristic of children of this age is that they correctly perceive the teacher’s instructions and perform exercises in accordance with their capabilities - they throw the ball low (50–60 cm), change their position, pointing their hands towards the flying ball, which indicates a significant improvement in coordination movements.

Balance exercises.

It is known that balance (its preservation and retention) is a constant and necessary component of any movement. In older preschool age, they continue to improve balance through a variety of exercises.

Delayed or insufficient development of the balance function affects the accuracy of movements, tempo, and rhythm. Improved results in children 5–6 years old occur due to fairly good development of coordination of muscle tone.

In the older group, balance exercises are offered on a reduced and increased support, and performing tasks with various objects on it. All exercises to develop balance require concentration, attention, and volitional efforts from children, so they should be carried out at a slow or medium pace under the supervision of a teacher who, if necessary, provides assistance and insurance.

Climbing exercises.

When performing climbing exercises, different muscle groups are involved in the work. In the older group, tasks become more complicated, and higher demands are placed on the technique of completing them. Along with previously mastered exercises, they offer climbing a gymnastic wall up to 2.5 m high with changing tempo, climbing from one flight to another, climbing between slats, etc.

Approximate content of working with children

September October November

September

Lesson 1

Tasks.

Exercise children in walking and running in a column one at a time, in running in all directions; in maintaining a stable balance; in jumping forward and throwing the ball.

Part I.

Forming in a line, checking posture and alignment, forming a column one at a time; walking in a column, one at a time, on toes, hands on waist (do not bend knees); running in a column one at a time; at the teacher's signal, walking in all directions; running in all directions; formation into a column of two in motion.

Part II.
General developmental exercises.
1. I. p. stand with your feet as wide as your feet, parallel, with your hands on your waist. 1—arms to the sides; 2– arms up, rising onto your toes; 3 – arms to the sides; 4—return to starting position.

2. I. p. – stand with your feet shoulder-width apart, hands behind your head. 1—turn the body to the right, arms to the sides; 2—return to starting position. Same to the left.

3. I. p. – stand with feet shoulder-width apart, arms down. 1—arms to the sides; 2—tilt toward the right (left) leg, touch the toes with your fingers;

3 — straighten up, arms to the sides; 4—return to starting position.

4. I. p. - basic handstand on the belt. 1–2—sit down, bring your arms forward; 3–4—return to starting position.

5. I. p. – basic stance with heels together, toes apart, arms down.

1 – right leg to the side, arms to the sides; 2 – right hand down, left hand up; 3 — arms to the sides; 4 - place your right foot, return to the starting position. Same to the left.

6. I. p. - basic handstand on the belt. 1 – jump legs apart, arms to the sides; 2—return to starting position. Repeat 3-4 times on the count of 1–8. Performed at an average pace under the teacher's count or musical accompaniment.

Main types of movements.

1. Balance - walking on a gymnastic bench, stepping over blocks placed at a distance of two child steps, hands on the belt (3-4 times).

2. Jumping on two legs moving forward, energetically pushing off the floor (distance 4 m), repeat 2-3 times.

3. Throwing balls to each other, standing in lines (distance between children is 2 m), throwing the ball with both hands from below (10–12 times).

When performing exercises in balance on an elevated support, a certain coordination of movements is required. The teacher draws the children's attention to the rhythm of walking, maintaining balance and correct posture. The balance exercise is performed in a continuous manner with two columns at an average pace, with a small interval between the columns. At the end of the exercise, you should get off the bench, go around it from the outside and return to your column.

The teacher, with the help of the children, moves the benches (but does not move them) and marks the distance from the starting line to the finish line for performing jumps. Children stand in two columns and, at the teacher’s signal, perform jumps on two legs, moving forward to the flag. Then you should go around the object (flag, cube) and walk back to your column. The focus is on vigorously pushing off the floor and swinging your arms.

At the end of the jumping exercise, the teacher invites one column of children to take the balls and line up near the designated line in one line, the second group of children stands opposite the first. At the teacher’s signal, the children throw the balls to each other.

Outdoor game "Mousetrap". The players are divided into two unequal groups. A smaller group (about a third of the players) forms a circle - a mousetrap. The rest of the children represent mice and are outside the circle.

Children depicting a mousetrap hold hands and begin to walk in a circle, left and right, saying:

Oh, how tired the mice are, Their passion is gone. They've all gnawed, they've all eaten, they're crawling everywhere - here's a scourge. Beware, cheats, we will get to you. Let's set up mousetraps and catch them all at once!

At the end of the poem, the children stop and raise their clasped hands up. The “mice” run into the mousetrap and immediately run out from the other side. At the teacher’s signal: “Clap!” - children standing in a circle lower their hands and squat - the mousetrap is slammed shut. “Mice” that did not have time to run out of the circle are considered caught. They also stand in a circle (the size of the mousetrap increases). When most of the mice are caught, the children change roles and the game resumes.

At the end of the game, the teacher marks the most dexterous mice that never remained in the mousetrap.

Part III.

Low mobility game “Who has the ball?” The players form a circle, the driver is chosen. He stands in the center of the circle, and the rest of the children move tightly towards each other, everyone’s hands behind their backs.

The teacher gives someone a ball (diameter 6–8 cm), and the children pass it around in a circle behind their backs. The driver tries to guess who has the ball. He says: “Hands!” - and the one being addressed must put both hands out, palms up, as if showing that he does not have the ball. If the screamer guessed correctly, he takes the ball and stands in a circle, and the player who has the ball begins to dribble. The game repeats itself.

Lesson 2*[1]

Main types of movements.

1. Walking on a gymnastic bench, stepping over medicine balls, hands behind your head.

2. Jumping on two legs, moving forward (distance 4 m) between objects placed along the hall (area), at a distance

4 cm from one another (“snake”),

3. Throwing the ball on the floor between the ranks with one hand and catching it with both hands after bouncing on the floor (the first group of children throws, and the second catches them after bouncing on the floor, then the other rank throws the balls, and the other catches them, and so on in turn).

Lesson 3**[2]

Tasks.

Exercise children in forming columns; repeat balance and jumping exercises.

Part I.

Forming in a line, checking posture and alignment. Game exercise “Quickly in the column.” Formation in three columns (in front of each column there is a colored landmark - a cube or a pin. At the teacher’s signal, the children scatter throughout the entire hall (area), at the next signal (after 20-25 seconds) everyone must find their place in the column (link). Wins the column in which the children quickly found their places in it. The game is repeated.

Part II.
Game exercises.
Rice. 1

"Penguins". The players form a circle (Fig. 1). Everyone has a bag of sand in their hands. The teacher invites the children to hold the bag between their knees and then jump on two legs, moving in a circle. The distance between children should be at least 0.5 m so that they do not interfere with each other. First, jumps are performed in one direction, then stop, turn; the task is repeated.

"Don't miss." Children line up in 2-3 circles, each with two bags in their hands. There is a hoop in the center of each circle at a distance of 2.5 m from the children. At the teacher’s signal, the children throw the bags at the target (hoop), trying to hit it. The teacher marks those who hit, then the children run for the bags. The exercise is repeated 2-3 times.

"On the bridge." A path is laid out from cords or slats (width 15–20 cm). The teacher invites the children to walk along it on their toes, hands on their belts, while maintaining stable balance and correct posture (2-3 times).

Outdoor game “Traps” (with ribbons). Children stand in a circle; Each child has a colored ribbon tucked into the back of their belt. There is a trap in the center of the circle. At the teacher’s signal: “One, two, three – catch it!” - the children scatter around the playground. The trap runs after the players, trying to pull a ribbon from someone. At the teacher’s signal: “One, two, three – quickly run into the circle!” - everyone lines up in a circle. The teacher invites those who have lost their ribbons to raise their hands, that is, lost, and counts them. The trap returns the ribbons to the children, the game is repeated with a new driver.

Part III.

Low mobility game “Who has the ball?”

Lesson 4

Tasks.

Repeat walking and running between objects; practice walking on your toes; develop coordination of movements in high jumps (reach an object) and dexterity in throwing the ball up.

Part I.

Form in one line, change into a column one at a time. Walking in a column, one at a time, on toes, hands on waist; walking and running between objects (distance between cubes 40 cm). When walking on toes, the teacher draws the children's attention to the fact that the legs should be straight, the steps should be short, the torso should be straightened and taut, the heels should not touch the floor, and the hands should be placed comfortably on the belt. In walking and running between objects, the main thing is to deftly, without touching or touching the objects, walk and run between them. Walking and running exercises alternate.

Part II.
General developmental exercises with a ball.
1. I. p. – basic stance, ball in right hand. 1—arms to the sides; 2 — hands up, transfer the ball to the left hand; 3 — arms to the sides; 4—return to starting position.

2. I. p. – stand with your feet shoulder-width apart, the ball in your right hand. 1–2 – turn to the right, hit the ball on the floor, catch it with both hands;

3-4 - return to starting position. Same to the left.

3. I. p. – stand with your feet shoulder-width apart, the ball in your right hand. 1 – arms to the sides; 2—tilt forward and down, transfer the ball to the left hand; 3 – straighten up, arms to the sides; 4—starting position.

4. I. p. – stand with your feet as wide as your feet, the ball in your right hand. 1 – sit down, transfer the ball to your left hand; 2 - straighten up, return to the starting position.

5. I. p. – kneeling position, sitting on the heels, ball in the right hand.

1-4 - tilt to the right, roll the ball in a straight line away from you; 5–8—return to starting position. Same to the left.

6. I. p. - basic hand position on the waist, ball on the floor. Jump on two legs around the ball to the right and left, alternating with a short pause.

Main types of movements.

1. Jumping on two legs - exercise “Reach the object.” A series of jumps is performed 5-6 times in a row, then a pause and repetition of the jumps.

2. Throw a small ball (diameter 6–8 cm) upward with both hands.

3. Run at an average pace for up to 1.5 minutes.

One group of children remains with the ball in their hands and, located in a certain place, performs the task of throwing the ball up. The second group of children, under the guidance of a teacher, practices high jumping - the “Reach the object” exercise. The teacher places two stands and pulls a cord with ribbons or bells suspended on it. The main attention should be paid to energetically pushing off the floor and swinging the arms in the correct combination with touching the object. After the children complete a certain number of jumps, a command is given to change places and tasks.

Running in a column one at a time at an average pace, duration 1.5 minutes, transition to walking.

Outdoor game "Shapes". At the teacher’s signal, all children scatter around the playground (hall). At the next signal, all players stop at the place where the team found them and take some pose. The teacher notes those whose figures turned out to be the most successful. The game is repeated 2-3 times.

Part III.

Low mobility game “Find and remain silent.” The teacher hides an object in advance and invites the children to find it. The one who saw the object approaches the teacher and quietly reports the find. The teacher marks the children who turned out to be the most attentive. Walking in a column one at a time.

Lesson 5*

Main types of movements.

1. Standing high jump – exercise “Reach the object”. The task is performed in a frontal manner (in groups), repeat with a series of jumps 4-5 times in a row, 2-3 approaches.

2. Throwing the ball up and catching it with both hands, clapping your hands (15–20 times).

3. Crawling on all fours between objects (2-3 times).

Lesson 6**

Tasks.

Repeat walking and running between objects, randomly, stopping at the teacher’s signal, and jumping exercises. Develop agility in running; learn game exercises with the ball.

Part I.

Forming in one line, checking alignment and posture, explaining the task. Walking in a column one at a time, at the teacher’s signal, switch to walking between objects, then run. Walking and running in alternation. A signal is given to walk in all directions, then to run in all directions.

Part II.
Game exercises.
"Pass the ball." The players are divided into 3-4 teams and lined up in columns. The players standing first each have one large ball in their hands (diameter 20–25 cm). At the teacher’s signal, the players standing behind begin to pass the ball back with both hands above the head (behind the head). As soon as the player standing last in the column receives the ball, he quickly runs, stands in front of the column and passes the ball back again. The winner is the team whose players quickly completed the exercise and never dropped the ball. The game task is repeated 2 times.

“Don’t touch me.” In parallel, pins (5–6 pieces) are placed in two rows at a distance of 40 cm from one another. The players stand in two lines, the teacher explains the task, and one player from each team performs it. Then the children line up in two columns and run like a snake, one after another, trying not to touch the pins. As soon as all the players in the column have run, the one standing first raises his hand up. The winning team is announced and the game task is repeated.

Outdoor game “We are funny guys.” Children stand on one side of the playground outside the line. A second line is drawn on the opposite side of the site. There is a trap in the center of the site. The players say in chorus:

We are funny guys. We love to run and jump, Well, try to catch up with us. One, two, three - catch it!

After the word “catch!” the children run to the other side of the playground, and the trap catches them. The child who is caught by the trap before he crosses the line is considered caught, moves aside and misses one run. After two runs, another trap is selected. The game is repeated 3-4 times.

Part III.

Low mobility game “Find and remain silent.”

Lesson 7

Tasks.

Exercise children in walking with high knees, in continuous running for up to 1 minute; crawling on a gymnastic bench with support on your knees and palms; in throwing the ball up. Develop dexterity and stable balance when walking on a reduced support area.

Part I.

Forming in a line, checking posture and alignment, forming a column one at a time (by jumping). Walking with high knees, hands on waist. Running in a column one at a time, duration up to 1 minute, running pace is moderate; transition to walking.

When walking, the teacher draws the children’s attention to the fact that the leg bent at the knee rises forward and upward, while the toe is pulled back, the steps are somewhat shorter than during normal walking. When running, your arms are bent at the elbows, your torso is tilted slightly forward. The teacher monitors external signs of fatigue and, if they appear in some children, suggests that they start walking.

Part II.
General developmental exercises.
1. I. p. – basic stance, hands on the belt. 1—right leg back on the toe, hands behind the head; 2—return to starting position. Same with the left foot.

2. I. p. – stand with legs apart, hands on the belt. 1 – turn to the right, right hand to the right; 2—return to starting position. Same to the left.

3. I. p. - the main hand position along the body. 1—lunge forward with your right foot. 2–3 – springy swaying; 4—return to starting position. Same with the left foot.

4. I. p. – kneeling position, hands on the belt. 1–2 —slowly sit on the right thigh, bring your arms forward; 3–4—return to starting position. Same to the left.

5. I. p. – stand with feet shoulder-width apart, arms down. 1 — arms to the sides; 2—lean forward, touch the toes of your left foot with your fingers;

3 – straighten up, arms to the sides; 4—return to starting position. The same for the right leg.

6. I. p. - the main hand position along the body. Jumping on two legs - left forward, right backward; Jump to change the position of your legs. Performed at the teacher’s count 1–8 – then pause and jump again (3–4 times).

Main types of movements.

1. Crawling on a gymnastic bench with support on your palms and knees (2-3 times).

2. Balance – walking along a rope (cord) sideways with an extended step, keeping your hands on your waist, head and back straight (2-3 times) (Fig. 2).

3. Throwing the ball up with both hands and catching it, throwing the ball up and catching it with clapping your hands (10-15 times).

The teacher places two gymnastic benches (boards) parallel to each other and places two ropes a meter away from them along the hall (platform). Children line up in two columns, one at a time, and perform a crawling exercise and then a balance exercise.

Rice. 2

At the teacher’s signal, the children line up in a column one at a time and, passing by the box, take one ball (large diameter), positioned freely throughout the hall, and begin tasks with the ball.

Depending on the number of aids and the physical fitness of the children, you can change the organization of the exercises - one group independently practices with a ball, and the other, under the guidance of a teacher, performs crawling and balance tasks. At the teacher's command, the children change places.

Outdoor game "Fishing Rod". The players stand in a circle, with the teacher in the center of the circle. He holds a rope in his hands, at the end of which a bag of sand is tied. The teacher rotates the rope with the bag in a circle just above the floor (ground), and the children jump up on two legs, trying to prevent the bag from touching their legs. Having described 2-3 circles with the bag, the teacher pauses, counts the number of people touching the bag and gives the necessary instructions for performing jumps.

Part III.

Walking in a column one at a time.

Construct “Physical activity” (preparatory group)

GAPOU SO "Kamensk-Ural Pedagogical College"

Construct of conducting a physical education lesson

Ponomareva Tatyana Vasilievna specialty 44.02.01 “Preschool education”

Date of:

07.04.2021

DOO:

Group:

Preparatory group (6-7 years old)

Educator:

Methodist:

Ibragimova Daria Andreevna

Educational area:

"Physical development".

Forms of organization of activities:

frontal, group

Planned result:

Children have developed dexterity and eye in ball exercises.

Children exhibit physical qualities of dexterity, reaction speed, coordination of movements, accuracy

Children show interest in physical exercise and need for physical activity.

Children perform the outdoor switchgear complex correctly

Children are able to maintain correct posture in various activities.

Children can perform basic types of movements.

Target:

strengthening and maintaining children's health through physical education.

Lesson plan

1. Introductory part 2. Main part 2.1. Outdoor switchgear complex. 2.2. Main types of movements “Obstacle Course” 2.3. Outdoor game “WHAT IS NAMED CATCHES THE BALL” 3. Final part. 4. Openness.

Principles of preschool education (FSES DO):

Construction of educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education; Assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations.

Principles of education:

formation of a personal style of relationships with peers and educators, creation of a positive emotional atmosphere of emotional uplift