Independent motor activity of a child. Consultation for educators “Independent motor activity of children in limited space Independent motor activity in kindergarten

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Normal from birth developing child strives for movement. At first these movements are erratic. However, they are gradually beginning to become more coordinated. Movements have a comprehensive influence on the human body, and this influence is immeasurably greater for a growing organism. Whatever the conditions in which a child is raised, he needs means for the timely and correct development of movements: a spacious room, aids and objects that encourage him to act, outdoor games, musical OD, as well as educational activities for the development of physical qualities. In addition to organized forms of work on the development of movements in the motor mode of children great place occupies independent activities. The child has the opportunity to play and move at his own request. However, even here his actions largely depend on the conditions created by adults. With proper guidance of children's physical activity, it is possible to significantly influence the variety of their games and movements without suppressing initiative.

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The main means of physical education for young children is proper nutrition, widespread use of natural factors, good hygienic care, clearly organized daily routine, methodically correct implementation of routine processes (feeding, sleep, toilet), creation of favorable conditions for a variety of activities and, above all, for the development of the child’s movements

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According to modern data, children move half as much as is required by the age norm, which means that insufficient attention is paid to independent motor activity children

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One of the aspects of organizing education and personal development is physical education, which expands the child’s adaptive capabilities. Physical activity helps improve human health, increases its functionality, and the ability to withstand negative factors. environment. This is especially important today, in conditions of a sharply increased pace of life. Motor activity is a necessary condition for the versatile development of a child: he learns about the world around him through movements, in them he finds an outlet for his insatiable thirst for knowledge, energy, and imagination. Movements create conditions for the development of intelligence, stimulate speech and emotional activity, and teach communication; in a word, movement is the life of a child, his element!

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Independent activity of children is one of the main models for organizing the educational process of children up to school age: free activity of pupils in the conditions of a subject-specific developmental educational environment created by teachers, ensuring that each child chooses activities based on his interests and allows him to interact with peers or act individually

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Independent motor activity of children affects the following functions: Health: protecting the lives and strengthening the health of children, promoting the correct physical and mental development of the child’s body, increasing mental and physical performance. Developmental: development of movements, formation of motor skills and physical qualities (dexterity, speed, strength, endurance), formation of correct posture. Educational: enriching children’s knowledge about their body, health, ways to strengthen it, preserve it, and take a responsible attitude. Educational: nurturing positive character traits (courage, determination, perseverance), moral qualities(goodwill, mutual assistance), strong-willed qualities (willpower, the ability to win and lose), the formation of a healthy lifestyle habit, the desire to engage in physical exercise (including not for the sake of achieving success as such, but for one’s own health).

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Organization of a rational motor regime is one of the main conditions for ensuring a comfortable psychological state of children. In addition, there is a direct relationship, as experts point out, between motor rhythm and the child’s mental performance. They note that both insufficient and excessive physical activity are harmful. The starting point when organizing children’s motor regimen should be the body’s natural need for movement. It averages from 10 to 15 thousand active movements in space per day for children 6-7 years old; 10-12 thousand - for children 5-6 years old; 8-10 thousand - for children 3-4 years old; 6-8 thousand - for children 2-3 years old. About 60-70% of this number of movements should occur during the child’s stay in an educational institution.

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Increasing the independent motor activity of children can be considered as one of the effective means of preserving the child’s health, improving his physical fitness, enriching his motor experience, and increasing his creative and cognitive potential. Children's need for movement is most fully realized in their independent activities. Independently, but under the guidance of a teacher, all basic movements are mastered. That is why it is so important to create the conditions necessary for every child to have the opportunity to move as much as he wants, so that his activities are meaningful and varied. "...The child in preschool childhood should feel muscular joy and love movement, this will help him carry the need for movement throughout his life, join sports and healthy image life."

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Each of the regimented segments of independent motor activity is a certain “health dose” in the form of movements, physical activity, which works on the child’s health, his correct physical development and physical fitness, gives the child the opportunity to communicate with peers and educators, i.e. social comfort, and mastering motor skills is an opportunity for self-expression. When should children move independently? Anytime they want it! Therefore, the conditions for movement must be thought out. It is imperative that each of the children receive their “motor dose” during the morning intake, after breakfast before OD, during a walk, after a nap. Each of the regime segments meets special requirements for the intensity of movements. During the morning intake, motor activity is calm and moderate. The teacher is busy receiving children, cannot pay due attention to direct guidance and therefore creates conditions in advance for simple movements that are familiar to children and do not require insurance: lays out flat tracks, cords, arcs, pins on the floor, changes their location several times, something cleans up quickly.

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When walking, children should move a lot, actively. The movements can be complex, since it is possible to teach each child separately and provide him with the necessary insurance. The teacher himself determines the time, content, duration, location, number of classes, guided by his knowledge of the individual characteristics of the children. Outdoor games with rules play an important role in a child’s independent activity; with their help, initiative, organizational skills and creativity are developed. These games contribute to the formation of a children's team and compliance with the rules adopted in them. In the evening, you can use games that help develop precision and dexterity of movements: checkers, exercises with health balls, hand expanders, etc. It is very good if older children are taught to play chess, which develop logic and active thinking, concentration and purposefulness.

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The main activity in preschool age, as is known, is play. Therefore, the motor environment should be saturated with various equipment and sports equipment that helps satisfy the need for movement.

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One of the reasons for the low motor activity of children in independent play is the insufficient and irrational use of physical education aids and sports equipment (balls, hoops, jump ropes, bicycles, scooters, etc.). Considering individual characteristics children and based on their interests, the teacher can show different variants More active actions with aids than those performed by the child will help enrich the game plot and fill it with a variety of movements.

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To meet the motor needs of children, there must be created special conditions, based on the following principles: continuity (from morning to evening); voluntariness (induce desire, not force); availability of exercise; alternation of organized forms with independent motor activity.

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Their communication has a significant influence on the motor activity of preschoolers in games. Introducing movements into games using aids increases the duration of children's communication

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Various small and large physical education aids and toys contribute to the development of independent motor skills in a child. The third year of life - toys are selected that stimulate initial independent actions - these are gurneys, strollers, cars, balls, balls that are used for throwing, rolling into hoops, riding and sliding down slides. Large physical education aids are used: slides, ladders, gates, benches, boxes, etc., on which the child practices climbing, crawling, stepping, etc. Fourth year of life - motor toys, small aids and games: balls are given for throwing and throwing exercises different sizes, bags, rings, ring throws and ball throws, throwing boards, hoops, short and long jump ropes, as well as bicycles, etc., facilitating orientation in space, leading to the mastery of the rules of safe movement on the street. For 5-6 year old children, sports games are widely used - gorodki, serso, ring throw, basketball, badminton, table tennis, etc. These games help prepare for school and play sports. Children independently and creatively participate in games such as “ball school”, organize relay races and games with elements of competition. The teacher observes these games and corrects their progress.

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In the process of guiding children’s motor activity, significant place should be given to demonstrating a variety of movements with physical education aids. It is important to take into account the individual manifestations of each child. Thus, overly mobile children should be shown actions that require precision execution or special care when using the aid, for example, rolling a ball on a narrow board into a collar; hit the target with a sandbag, etc. Sedentary children can be offered active actions and movements that do not require precision execution: throw the ball into the distance and run after it; jump from hoop to hoop, jump rope, etc.

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Thus, in guiding the motor activity of children, two main stages can be distinguished. First, direct contacts between the teacher and each child are established, his interest in games, exercises and physical education aids, his relationships with peers are determined, and his motor experience is revealed. For the development of independent activity of children, the necessary conditions are created: timely assistance to each child in choosing games and exercises, physical education aids, and a place to play. At this stage, the following methods and techniques can be used: joint performance of the child’s exercises with the teacher or with other children; explanation and demonstration of more complex elements of movements; encouragement The main direction of guiding children’s motor activity in the process of independent activity is to enrich it with a variety of movements.

The decisive importance of physical activity in the formation of a growing organism is well known. However, in the educational process, its specific significance as a factor stimulating an increase in the reserve capabilities of the physical, functional, motor and mental development of children is not sufficiently taken into account.

According to modern data, during their stay in kindergarten, children move freely and play less than 30% of their waking hours. Under such conditions, children perform less than half the age norm in terms of the number of movements.

In pedagogical practice, insufficient attention is paid to organizing the child’s independent motor activity. It is not considered as a component of physical culture and a means of developing a person’s personality. These and other factors reduce the possibility of maintaining the health of students in educational institutions.

To improve the health of children, it is necessary to improve the system of physical education, intensify motor activity, and implement an individually differentiated approach to the upbringing, training and development of the child.

Despite the fact that children love to play outdoor games, they cannot organize a game, even one that is familiar to them, on their own. The adult becomes the leader of the child’s independent activities. This guidance is carried out by demonstration, as well as through verbal narration, explanations and instructions. In children’s mastering of new movements and in the development of a child’s independent motor activity, adults play a leading role.

The purpose of the work is to consider the methodology for guiding children’s independent motor activity.

Job objectives:

1. consider the essence of motor activity and motor activity of children;

2. highlight ways to optimize children’s motor activity;

3. reveal the features of organizing a physical education corner in groups of different ages.

The state of health of a child and his resistance to diseases are associated with the reserve capabilities of the body, the level of its protective forces, which determine resistance to adverse external influences.

I.D. Makhaneva, S.N. Dyshal, M.N. Kuznetsova point out that a growing body especially needs muscle activity, therefore, insufficient physical activity leads to the development of a number of diseases.

The works of I.I. Mastyukova, S.N. Popov, S.S. Bychkova, T.I. Bogina, E.A. Sagaidachnaya indicate that dosed physical activity has a general tonic effect on the growing body, which leads to stimulation of vital activity important systems and improving physical fitness indicators.

As physical activity decreases, muscles experience increasing atrophy with structural and functional changes leading to progressive muscle weakness. For example, due to the weakening of the muscles of the ligamentous and bone apparatus of the torso, lower extremities, which cannot fully perform their function - maintaining the musculoskeletal system, postural disorders, spinal deformity develop, chest, pelvis, etc. which lead to a number of health problems, which leads to decreased performance.

Limitation of physical activity leads to changes in function internal organs. At the same time, the SSS is very vulnerable. The functional state of the heart worsens, biological oxidation processes are disrupted, which impairs tissue respiration. With a small load, oxygen deficiency develops. This leads to early pathology of the circulatory system, the development of atherosclerotic plaques, and rapid wear and tear of the system.

With low physical activity, hormonal reserves decrease, which reduces the overall adaptive ability of the body. Premature formation of the “senile” mechanism for regulating the vital functions of organs and tissues occurs. People who lead a sedentary lifestyle experience intermittent breathing, shortness of breath, decreased performance, pain in the heart, dizziness, back pain, etc.

As a result of insufficient physical activity in the human body, the neuro-reflex connections established by nature and strengthened in the process of heavy physical labor are disrupted, which leads to a disorder in the regulation of the activity of the cardiovascular and other systems, metabolic disorders and the development of degenerative diseases (atherosclerosis, etc.).

The concept of “motor activity” (MA) includes the sum of movements performed by a person in the process 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 work activities; spontaneous physical activity in free time. These components are closely related to each other.

Motor activity is one of the main factors that determine the level of metabolic processes in the body and the state of its skeletal, muscular and cardiovascular systems. It is closely related to three aspects of health: physical, mental and social and plays different roles throughout a person’s life.

The body's need for physical activity is individual and depends on many physiological, socio-economic and cultural factors. The level of need for physical activity is largely determined by hereditary and genetic characteristics.

For the normal development and functioning of the body to maintain health, a certain level of physical activity is necessary. This range has a minimum, optimal and maximum levels of physical activity. The minimum level allows you to maintain the normal functional state of the body. With optimal, the highest level of functionality and vital activity of the body is achieved; maximum boundaries separate excessive loads, which can lead to overwork and a sharp decrease in performance.

Motor activity influences the formation of the child’s psychophysiological status. There is a direct relationship between the level of physical fitness and the mental development of the child, motor activity stimulates perceptual, mnemonic and intellectual processes, rhythmic movements train the pyramidal and extrapyramidal systems. Children who have a large amount of physical activity in their daily routine are characterized by average and high level physical development, adequate indicators of the central nervous system, economical functioning of the cardiovascular and respiratory systems, increased immune resistance, low morbidity colds.

In groups of primary preschool age, the tasks of developing basic movement skills, correct posture, and simple skills of working with a ball are solved. The main focus in working with older children preschool age is the development of psychophysical qualities (strength, endurance, speed, agility, flexibility), the formation of the most important motor skills and abilities, in accordance with the biological rhythms of the year.

Physical education and recreational work in preschool educational institutions is implemented in the following forms:

Physical education class;

Morning exercises;

Physical education minutes;

Physical education break;

Exercise after nap;

Organized physical activity of children during walks;

Corrective lesson.

Physical education is the main form of physical education aimed at familiarizing children with basic, general developmental movements and games. A physical education lesson, depending on the objectives, is carried out frontally, in subgroups, individually by the head of physical education and (or) the teacher.

Morning exercises are a set of general developmental exercises aimed at increasing the functional activity of the body's life-supporting systems. Exercises normalize the general and emotional tone of the body, improve the functions of the external respiration and circulatory systems, and activate metabolism. Morning exercises are carried out daily before breakfast (outdoors in summer, indoors in winter).

Physical education is a set of special exercises and game tasks for individual muscle groups. Physical education is carried out in sedentary classes with the aim of releasing muscle and mental tension, creating positive emotions, and increasing the activity of children.

A physical education break is a break between classes, during which games, game tasks, and sets of exercises are held. A physical break is necessary to relieve emotional stress and fatigue in children, formed in the process of training with mental stress, and to increase the motor activity of children.

Exercises after daytime sleep promote a gradual transition of the body from sleep to wakefulness, increase emotional and muscle tone, promote effective hardening, and go well with water procedures.

Organized motor activity of children during a walk (morning and evening) is aimed at improving motor actions and developing personal qualities in play activities. For outdoor and sports games, play materials and aids are used in accordance with the approved standard list of physical education and sports equipment and equipment for institutions preschool education. Sports games are played according to simplified rules.

A correctional lesson is a set of medical, physical, and psychological measures that are aimed at restoring the individual health of children. A correctional lesson is conducted by the head of physical education with subgroups of children in the presence of common medical indications and contraindications or individually.

Independent motor activity in a preschool education institution can be individual and group, including games and exercises that children choose in accordance with own desires, interests and abilities. In order to stimulate independent motor activity of children, a variety of physical education equipment is used in preschool education institutions.

It is fundamentally important that the classes gradually increase in complexity and labor intensity. Also, exercises are gradually included in the classes, which must be performed using various objects and technical means with the help of adults. Children especially love such exercises. It is most advisable to conduct physical exercises outdoors using sports equipment - horizontal bars, ladders, logs, etc.

Forms of physical education classes in preschool educational institutions

	Lesson form	Number and duration of classes (in minutes) depending on the age of the children
			5–6 (7) years
Physical education and health work	Physical education lesson	2–5 times a week

	Morning exercises	Daily

	Physical education minute	Daily 1–3 minutes depending on the type and content of classes
	Physical education break	Daily 10–12 minutes depending on the type and content of classes
	Exercise after nap	Daily
	Organized physical activity of children during a walk	2 times a day

	Corrective lesson	Conducted at least 2 times a week (individually and in subgroups) for 20–30 minutes in the afternoon
Independent motor activity of children	Free physical activity	Every day in the morning, before classes and between classes, during walks and in the afternoon at the request of the children

The motor mode is assessed based on a set of indicators:

1. The time of children’s motor activity, reflecting the content and quality in various regime moments, determined using the individual timing method.

2. The volume of motor activity using the pedometer method to quantify motor activity.

3. Intensity of motor activity using the pulsometry method (counting heart rate in beats/min) when performing various types of muscle activity.

Satisfying the age-related needs of children for movement in the time allotted by the regime can only be achieved with a very clear organization of their activities and strict compliance with the requirements for the content of this activity in each regime segment. Therefore, it is necessary to ensure not only the implementation of the regime in terms of time, but also in terms of the volume of movements; number per day in a preschool institution - according to a pedometer: 3 years - 9000-9500 movements, 4 years - 10000-10500, 5 years - 11000-12000, 6 years - 13000-13500, 7 years - 14000-15000.

To achieve this level of motor activity, more than 70% of it must be realized using organized forms of motor activity of children (physical education classes, morning exercises, outdoor games, physical education sessions, sports exercises, walks, physical exercises in combination with hardening activities, music lessons, work activity, etc.).

Physical education classes are the main form of organized, systematic teaching of physical exercises to children. At the same time, interrelated tasks are solved - health, education and training. Physical education classes consist of 3 parts: introductory, main and final. The objectives of the introductory part: to increase the emotional mood of children, to intensify their attention, and to gradually prepare the body for the upcoming increased physical activity.

Objectives of the main part: teaching basic motor skills and consolidating them, developing physical qualities, training various muscle groups, training and improving the physiological functions of the body. The main part begins with general developmental exercises. The exercises are performed from various starting positions - standing, sitting, lying down. Exercises are used to strengthen and develop various muscle groups - the shoulder girdle and arms, trunk muscles (back and abdomen), mobility of the spine, legs, running, exercises for the formation of correct posture, development and formation of the arch of the foot, exercises for deep breathing, restructuring, etc. .d. This is followed by exercises in basic movements - learning new movements or improving and consolidating known ones. As a rule, in one lesson there is a combination of training and consolidation of 2-3 movements. The main part ends with an outdoor game, which also includes one or more basic movements (running, jumping, climbing, etc.).

The objectives of the final part: to ensure a gradual transition from increased muscle activity to calm, to reduce motor agitation, while maintaining the cheerful mood of the children. In this part there are different kinds walking, walking with movements that train breathing, etc., low-mobility games with motor tasks.

Using timing, the total duration of the lesson and its individual parts is determined. The total duration of a physical education lesson depending on age: 3-4 years - 15-20 minutes, 4-5 years - 20-25 minutes, 5-6 years - 25-30 minutes, 6-7 years - 30-35 minutes. Each part takes accordingly: introductory - 2-6 minutes, main - 15-25 minutes, final - 2-4 minutes. In the main part of a physical education lesson, 3-7 minutes are allocated for general developmental exercises, 8-12 minutes for basic types of movements, and 4-5 minutes for outdoor play.

Assessment of children's motor activity in class is carried out by calculating general and motor density.

When determining the overall density, the time spent performing movements, showing and explaining the teacher, changing lines and arranging, and cleaning sports equipment is taken into account ( useful time), minus the time spent on idle children due to the fault of the teacher, unjustified expectations, restoration of violations of discipline.

Total density is the ratio of useful time to the total duration of the entire lesson, expressed as a percentage:

Total density = useful time x 100 / lesson duration

The overall class density should be at least 80-90%.

Motor density is characterized by the ratio of the time directly spent by the child on performing movements to the entire time of the lesson, expressed as a percentage. With sufficient physical activity, it should be at least 70-85%.

Motor density = time spent moving x 100 / total exercise time.

The intensity of muscle load depends on the selection of physical exercises, their complexity and combination, and frequency of repetitions. When selecting and using physical exercises to normalize physical activity, you should focus on changes in heart rate when performing them. To determine the intensity of muscle load, the correctness of the structure of the lesson and the distribution of physical activity, the heart rate is measured in 10-second segments before the lesson, after the introductory part, general developmental exercises, the main movements of the outdoor game, the final part and during the recovery period for 3-5 minutes. Based on changes in heart rate, a physiological exercise curve is constructed - a graphical representation of heart rate.

The maximum heart rate is usually achieved during outdoor play, which is explained by both an increase in load and greater emotional arousal of children. Typically, in the introductory part of the lesson, the heart rate increases by 15-20%, in the main part - by 50-60% in relation to the initial value, and during outdoor play its increase reaches 70-90% (up to 100%).

In the final part, the heart rate decreases and exceeds the initial data by 5-10%; after exercise (after 2-3 minutes) it returns to the original level.

To ensure a training effect during physical education classes, the average level of heart rate for children 5-7 years old is 140-150 beats/min; 3-4 years - 130-140 beats/min. The average level of heart rate for the entire duration of the lesson is determined by summing the heart rate after: 1) the introductory part, 2) general developmental exercises, 3) basic types of movements, 4) outdoor games, 5) the final part and dividing by 5.

The energy expenditure of the body also depends on the intensity of the muscle load. The highest energy expenditures are observed during running (compared to rest, they increase by 3-4 times) and during outdoor play (by 5 times). After 2-3 minutes of exercise, energy expenditure remains higher than the initial level by 20-15%.

When assessing the motor mode, the determination of external signs of fatigue (redness of the face, sweating, breathing, general well-being) becomes important. If all children show pronounced signs of fatigue, the teacher should think about whether the proposed load corresponds to the level of physical fitness of the children in this group and reduce it accordingly and rearrange the lesson.

The starting point when organizing children’s motor regimen should be the body’s natural need for movement. It averages from 10 to 15 thousand locomotions per day for children 6-7 years old; 10-12 thousand - for children 5-6 years old; 8-10 thousand - for children 3-4 years old; 6-8 thousand - for children 2-3 years old. About 60-70% of this number of movements should occur during the child’s stay in an educational institution.

The ratio of rest and motor activity is 30% to 70%;

During the day, children do not show signs of absent-mindedness or obvious fatigue;

There is a positive trend in the physical performance of children;

Children's blood pressure throughout the day corresponds to the age norm.

When organizing a motor regime, the degree of motor ability of each child of the age group should be taken into account.

According to the level of activity, children can be divided into three groups:

Normal,

Motor,

Sedentary.

It was noted that children with normal motor activity have better developmental indicators than children of the second and third groups. Their psyche and mood are more stable.

In sedentary and motor children, self-regulation processes are less perfect. Moreover, researchers note that many of them develop negative character traits such as envy, indecisiveness, aggressiveness, imbalance, etc. These children need individual medical and psychological-pedagogical support.

For example, in changing the diet and quality of nutrition, increasing or limiting physical activity. One of the ways to normalize the motor activity of motor and sedentary children is their friendship, based on common interests.

The teacher’s tasks in organizing the motor regime are:

Analysis and assessment of children’s physical activity during the day, week, month using modern measuring instruments,

Identifying the causes of motor activity or immobility in children, taking into account possible hereditary factors,

Providing assistance in equipping mini-stadiums for independent motor activity of children, taking into account their specific psychological characteristics,

Identifying common interests, inclinations and inclinations of sedentary and motor children, creating situations that stimulate their friendships.

Methods to promote the development of motor activity in preschool children:

Fairy tale-conversation, reading poems or excerpts from the nursery fiction, the use of proverbs, sayings, nursery rhymes that help children comprehend the tasks assigned to children and consciously perform motor exercises, and their independent use in various situations.

Examination of illustrations or reproductions of paintings on the topic. In connection with the strong impressions caused, the children showed an emotional and personal attitude to the events, which ensured the vividness of sensory perception and motor sensations and contributed to maintaining interest in motor activity throughout the entire lesson.

Game classes on transformation into a given image on the topic of the lesson (transformation into butterflies, climbers), creating a musical composition of the image (“Flight of the Bumblebee”, “Volcanic Eruption”) with appropriate musical accompaniment or reproduction of the image in a visual and illustrative form.

Game tasks for coming up with a further plan of action and outdoor games on the topic of the lesson.

A practical method that provides an effective test of the correct perception of movements in a figurative form or using elements of competition.

In cases where the child has difficulties during the lesson, various types of pedagogical assistance are used; the type that facilitates the correct performance of motor tasks is selected:

Stimulating assistance (impact from an adult aimed at activating the child’s own capabilities to overcome difficulties);

Emotional-regulatory assistance (evaluative judgments of an adult approving the child’s actions);

Guiding assistance (such an organization of the child’s activities in which all components are carried out by him independently, the adult only directs the child’s orientation);

Organizing assistance (the performing part of the activity is carried out by the child, and planning and control is carried out by the adult, and planning and control on the part of the adult only indicate the sequence of actions, and the content of each stage of the work, assessment of the correctness of the implementation is carried out by the child himself);

Educational assistance (i.e. teaching a child a new method of action, showing or directly indicating what and how to do).

Pedagogical assistance provided during classes allows the preschooler to:

Actively participate in classes;

Feel free, not be afraid of difficulties, not experience confusion and awkwardness;

Actively explore the world around you;

Realize your potential, personal reserves that ensure the development of physical activity;

Intensify communication between an adult and a child.

The implementation of pedagogical assistance in the specified mode favors the stimulation of children’s motor activity, promotes emotional interest (if everything works out), the development and strengthening of the child’s individuality, as well as the reorientation of the teacher’s professional function from teaching to personal interaction. This is especially important for those children who are withdrawn and unsure of themselves.

The independent motor activity of children of the 6th year of life becomes rich and varied, but outdoor games remain a mandatory form of organized physical education. A wider range of knowledge, abilities, and motor skills allows the use of a variety of games: plot-based, plotless, relay race games, as well as some elements of sports games.

Plot-based and plot-free games for older children are more complex and may have more roles. For example, in the game “Crucian carp and pike” some of the children are crucian carp, some are pebbles, there is also a pike that catches crucian carp; in some games there may be two responsible roles: in the game “Geese-Swans” - the wolf and the mistress.

Following the rules of the game requires a lot of attention, endurance, and the manifestation of such qualities as speed, dexterity, resourcefulness, and the ability to navigate in space. Older preschoolers usually remember the rules well and are aware of them. Most children try to act according to the rules in the game and can correctly assess the compliance of the actions of other players with the rules of the game. This allows us to demand more accurate performance from the guys.

Children of this age are interested not only in the movements themselves, but also in their results, so they try to act as quickly as possible, more precisely, while showing restraint, intelligence, initiative, and dexterity (for example, in the games “Who’s the fastest to the flag?”, “Make a figure?” ", "Who will jump better?").

As in previous groups, outdoor games are organized daily at different times of the day, and are also held during physical education classes. Thus, in the morning, independent games of an active nature with objects (balls, pins, ring throws) are encouraged.

For group games with intense movements, the most suitable time is a morning walk. During the walk, not one game can be organized, but several different games (depending on weather conditions, previous activities, children’s interest, etc.). One of them can be a whole group, others - with small groups, organized by the children themselves or the teacher with the aim of exercising children in certain types of movements, as well as games of a sports nature (badminton, games such as volleyball, basketball, etc.). In winter, snow can be used in many games (“Who will throw the snowball next?”, “Get into the circle,” “Push the ice into the gate”). In summer - cones, pebbles, acorns, etc.

In the second half of the day, a variety of games are possible: both whole-group and small-group games, and games with objects - pins, hoops, balls, etc.

It is necessary to take into account the greater independence of children in organizing outdoor games, give them the opportunity to demonstrate their knowledge and abilities, and in every possible way support and encourage the organization of games by the children themselves.

Organizing children for the game can take place in different ways, but it should not drag on too long so that interest in the game is lost. You can agree in advance with the children that there will be a game during the walk, and agree on a signal for getting ready for the game; You can invite the person on duty or several children to notify the others about the start of the game or choose other techniques depending on when it is being played.

When organizing outdoor games, the teacher should try to find a more suitable moment for group outdoor play, without disrupting the children’s creative play; small group games can be organized throughout the entire walk with children, in this moment not engaged in any other activity.

The teacher’s task also includes monitoring the state of the children in the game, which depends on the degree of physical activity. It is necessary to regulate the alternation of active actions and rest, give timely signals for a change in actions and promptly switch the players to another game. After finishing the game (immediately or later), it is advisable to talk with the children in a casual conversation about the results, about who played how.

When repeated, various complications are introduced into outdoor games by changing the conditions (indoors, on the playground, in the forest), increasing or limiting the place of action, making additions to the rules of the games, complicating the performance of a responsible role, etc.

A higher level of psychophysical development of an older preschooler ensures corresponding changes in his motor activity: coordination of movements improves, motor actions become more economical, coordinated and rhythmic.

Thanks to a fairly high level of orientation in space and volitional regulation, the child behaves confidently in a limited space, can slow down movement, change its direction, switch to another, which makes his activities in a group room safer. The accumulated motor experience allows children to spend their free time meaningfully, organize games with peers, and independently use a variety of equipment.

In older preschool age, the child’s psychophysical qualities and motor abilities develop: speed (5 years), strength and flexibility (5-6 years), endurance (6 years), eye and coordination of movements (6.5 years). In addition, there is a difference in interests and preferences among children of different sexes. Preschoolers gravitate toward complexly coordinated motor actions and sports games, to training devices that allow you to perform a variety of movements, so the physical education corner in older groups has its own characteristics.

Firstly, the corner becomes a “mirror” in which it is reflected sport life groups (competitions, family tourist gathering, etc.). For example, after a physical education festival or an Olympics, you can place a pennant, cup, and photographs of participants in a corner; after a tourist walk - children’s drawings reflecting their impressions, as well as crafts made from natural materials. Here you can also place thematic mini-collections of badges, stamps, postcards, talismans; Place board sports games (basketball, hockey, checkers, etc.) in a specially designated place (niche, folding table).

Secondly, the contents of the physical education corner are replenished with sports equipment, with the help of which elements of sports games are taught.

Thirdly, the simplest small-sized training devices are added to the corner. They can be replaced by homemade rubber expanders for strength exercises, elastic bands for jumping, balance beams for developing balance, etc.

Fourthly, an option for equipping the corner could be a ready-made mini-stadium or a physical training complex. The apparatuses are arranged in the form of a “gymnastic tree” so that from one apparatus one can climb onto two adjacent ones. The following movements are basic for various combinations on apparatus: hanging (crossbar, rings and trapezes), jumping, rotation (waist looping), swinging (removable rocking bag, swing and vertical swing vines), rolling (indoor slide), balance ( inclined triangular ladder) and climbing (all of the above equipment).

A trampoline is stretched under all the equipment or a mat is placed, which both insures and provides shock absorption during a dismount.

In order for the mini-stadium to be popular, classes can be given a plot-like character. It is known that children are most attracted to performing entertaining exercises in accordance with the accepted role. They happily imitate the habits of a cat, squirrel, or monkey climbing from branch to branch. By joining in the plot proposed by the teacher or inspired by a fairy tale or cartoon, children gladly respond to the offer to climb to the top of a tree, stock up on nuts, get bananas from the top branch, etc. Shells can be decorated and diversified with homemade attributes. This will keep children interested in doing gymnastic exercises.

Organizing independent classes at such a mini-stadium is possible subject to the following conditions: periodic testing of structures for strength and stability of fastenings; teaching children safe techniques for performing exercises, how to climb from apparatus to apparatus; strengthening the self-insurance technique; performing exercises in sports shoes or barefoot; provision of insurance by the teacher.

Indicative list of equipment for a standard physical education corner:

Game "Towns" (made of plastic);

Ping-pong rackets and balls (two sets);

Skittles (one or two sets);

Small basketball hoop and fabric balls;

Darts game (with Velcro balls);

Ring throw;

One or two rubber expanders;

Two “Health” discs;

Mini treadmill;

Track roller;

Two or three jump ropes and elastic bands;

Plumes, ribbons, braids;

Two or three hoops;

Board sports games;

Exercise machines (foot, hand);

Massagers (foot, hand).

Older preschoolers prefer same-sex company and, accordingly, certain types of movements. Boys are more attracted to exercises aimed at developing strength, speed, agility, and accuracy; girls - to develop coordination, plasticity, flexibility, expressiveness of movements.

Motor activity is defined as the sum of all movements made by a person in the process of his life. This is an effective means of maintaining and strengthening health, harmonious personal development, and disease prevention. An indispensable component of physical activity is regular physical education and sports.

The motor regime is part of the general regime of a preschooler, regulating active muscle activity, including physical exercise, walking, etc.

With age, physical exercise should occupy an increasing place in a child’s daily routine. They are a factor contributing to increased adaptation not only to muscle activity, but also to cold and hypoxia. Physical activity contributes to the normal development of the central nervous system nervous system, improving memory, learning processes, normalizing the emotional and motivational sphere, improving sleep, increasing capabilities not only in physical, but also in mental activity.

Creating a safe developmental environment for children’s independent motor activity, adequate to their age and needs, will help improve health, expand motor experience, develop a strong interest in physical exercise, self-organization skills and communication with peers.

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Lyudmila Litvinova
Consultation for educators “Organization of independent motor activity of children in preschool educational institutions”

"COLLABORATIVE WORK OF PHYSICAL EDUCATION INSTRUCTOR AND TEACHER BY ORGANIZATION

INDEPENDENT MOTOR ACTIVITY OF CHILDREN IN PRESENTER CONDITIONS"

Nowadays, everyone knows that physical education and sports are good for health. As for movements for the physical and mental development of a child, this is discussed in almost all books about raising children.

Moving, the child gets to know the world around him, learns to love it and purposefully act in it. Movements are the first sources of courage, endurance, and determination of a small child.

Besides organized types of physical education activities in the daily routine of preschoolers should occupy a significant place independent motor activity. However, here too the actions children depend on conditions created by adults. With the right guidance independent activities can significantly influence the variety of games and movements without suppressing initiative the child himself.

Independent motor activity is organized at different times of the day: in the morning before breakfast, between classes, during play hours after naps and during walks (morning and evening). Active actions should alternate with calmer activities.

When planning independent motor activities, it is important to take care of creating a physical education and play environment (space sufficient for movement, variety and rotation of aids and toys, allocate special time in the daily routine for children's independent games. To create novelty and diversity in the physical education and gaming environment, the teacher can introduce various physical education aids during the day and group them in different ways. This promotes all-round development children and allows you to avoid monotony of movements.

Considering that during a walk there is more time and space for independent creative games for children, it is necessary to have appropriate equipment, physical education aids, and toys. On sports ground it is necessary to provide free space, running paths, places for jumping, throwing, cycling, scooter, climbing exercise aids (arcs, towers, etc.) balance training (straight and inclined logs, wound-like equipment (jump ropes, hoops, balls, rackets and shuttlecocks, etc.). In winter, children should freely use sleds, ice skates, etc.

IN independent motor activity of children Individual characteristics must be taken into account.

Thus, children with high levels of DA ( hyperactive children As a rule, monotonous activity with a lot of aimless running is inherent. These children are distinguished by their inability to perform movements at a moderate pace and reluctance to engage in quiet activities, alternate active actions with passives.

U children with low DA level (sedentary children) low-intensity games predominate. These children usually prefer to play alone or together. Sedentary children do not want to participate in collective sports games, as they constantly feel unsure of their actions.

For children with an average level of DA, a variety of activities are characteristic, rich in games and sports exercises varying degrees intensity.

The teacher must influence the children’s choice of appropriate exercises and games, providing them with the necessary equipment, manuals, and explaining the methods of movement. He teaches children play together, encourages more dexterous children who have good command of movements, help their peers.

An important technique in the leadership of YES children is the teacher’s entry into independent story games, requiring active movements, promoting regulation physical activity of children with different mobility (combining them for joint games).

The task of the FC instructor is to teach children's movement techniques, ways of performing various physical exercises, promoting the formation of the need to engage in these types of activities, creating interest in children for sports. Educator in his work with children, he works closely with a physical education instructor; they work in the system, but at the same time teacher establishes close direct contact with each child, identifies the presence motor experience, finds out and develops his interest in games and sports. The teacher organizes and directs the independent motor activity of children, relying on the knowledge and skills acquired by the child in classes with a physical education instructor.

Constant, collaboration physical instructor education and teacher groups can lead to desired results in solving general physical problems education of preschool children.

Publications on the topic:

Photo report of health corners, physical education, motor zones for independent motor activity of children. Completed by: Natalya Gorskaya.

Consultation for parents “The importance of physical activity for the growth and development of a child” The importance of physical activity for the growth and development of a child. It is generally accepted that motor activity is essential to the life of the body.

Children in physical education classes should, first of all, be interested. And it plays not the least role in creating an exciting atmosphere of the lesson.

Consultation for educators “Organization of work to protect the health of preschool children in modern conditions” One of the most important areas in the work of the preschool educational institution team is caring for the health of pupils. Innovativeness of our approach to organization.

Consultation for educators “Increasing motor activity of educators” Consultation for educators “Increasing the motor activity of educators” “All the endless variety of external manifestations of the brain.

1. Theoretical basis development of motor activity of children 5-6 years old

.1 The essence and significance of physical activity for preschool children

Movement- the main manifestation of life; unthinkable without him creative activity. Limitation of movements or their impairment adversely affects all life processes.

A growing body requires a particularly large number of movements. Immobility is debilitating for young children and leads to stunted growth, delayed mental development and decreased resilience. infectious diseases. In a huge number of movements of the child, a natural desire for physical and mental improvement is manifested. A variety of muscle activities have a beneficial effect on the physiological functions of the whole organism, helping to adapt to various environmental conditions.”

Active muscle 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 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 child development is based on the energetic rule of motor activity. According to this theory, the characteristics 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 at different age periods. Motor activity is a factor of functional induction educational processes(anabolism).

The peculiarity of the latter lies not simply in the restoration of the original state in connection with the next activity of the developing organism, but in the obligatory excessive restoration, i.e. it is necessary to constantly enrich the hereditarily predetermined energy fund. Thanks to physical activity, the child ensures 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. 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 increased functioning of all organs and systems of the body, since it requires abundant nutrition (blood supply) and stimulates metabolic processes. The better a 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 exercise, the child's flexible, pliable bones, containing a lot of cartilage tissue, become thicker, stronger, and become more adapted to increased muscle load.

It is extremely important, teachers believe, that muscle activity influences the formation of the natural curves of the spine. “For good posture, uniform development of the trunk muscles is necessary. Correct posture has not only aesthetic, but also physiological significance, since it ensures the correct position and normal functioning of the 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, it is a prerequisite (structural and energy support) for performing even greater volume and intensity loads.”

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

Research has shown that increasing the volume and intensity of physical activity contributes to improving the functioning of the body's main physiological systems (nervous, cardiovascular, respiratory); physical and neuropsychic development; development of motor skills.

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

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

V.A. Shishkina notes the extremely important role of movements for the development of the psyche and intelligence. “Impulses from working muscles constantly enter the brain, stimulating the central nervous system and thereby promoting its development. The more subtle movements a child has to perform and the higher level of coordination of movements he achieves, the more successful the process of his mental development is. The child’s physical activity not only contributes to the development of muscle strength as such, but also increases the body’s energy reserves.”

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 exercise and physical activity in the body, the synthesis of biologically active compounds increases, which improve sleep, have a beneficial effect on the mood of children, and 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 decrease. This worsens metabolic processes in brain tissue, which leads to disruption of its regulatory function. A decrease in the flow of impulses from working muscles leads to disruption of the functioning of all internal organs, primarily the heart, and affects the manifestations of mental functions and metabolic processes at the cellular 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 thereby he satisfies his own impulses, acts due to an internal necessity that was 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” originating in the form of instinct.

Speaking about motor activity as the basis for the life support of a child’s body, E.Ya. Stepanenkova points out that it is she who influences 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 body). Therefore, a decrease in physical activity worsens the condition 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 muscle activity the work of the heart improves: it becomes stronger, its volume increases. Even a diseased heart, they note, is significantly strengthened under the influence of physical exercise.

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

The authors note that physical exercise in the fresh air especially activates gas exchange processes. A child, being systematically exposed to air for a long time, is hardened, as a result of which the child’s body’s resistance to infectious diseases increases.

Thus, summarizing all of the above, we can note physical 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 and 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 child.”

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

Research has shown that increasing the volume and intensity of physical activity during the day helps improve the functioning of the body’s main physiological systems (nervous, cardiovascular, respiratory), physical and neuropsychic development, and 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 outdoor exercise in different forms- physical education classes, sports exercises, exercises while walking 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 developed the content and methodology of physical exercises aimed at increasing the physical activity of preschool children, showing the positive effect of a combination of physical exercises and hardening effects fresh air on the body of children.

V.G. Frolov, G.G. Yurko note that when conducting classes outdoors, children get the opportunity to show greater activity, independence and initiative in action. 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 preschool educational institutions, taking into account the individual level of their development, notes: “The optimal level of motor activity of a child 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 physical activity - volume, duration and intensity, M.A. Runova divided the children into three subgroups, according to the levels of DA development (high, medium and low levels). According to the author, this will enable the teacher to carry out differentiated work with subgroups and use individual approach.

M.N. Kuznetsova, speaking about the two-way relationship between physical and neuropsychic development, believes that more intense physical 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 process of his life. In childhood, physical activity can be divided into 3 components: activity in the process of physical education; physical activity carried out during training, socially useful and work activities; spontaneous physical activity in free time. These components are closely related to each other.

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 motor activity:

High level. Children are characterized by high mobility, a high level of development of basic types of movements, and a fairly rich motor experience that allows them to enrich their independent activities. Some children in this group are characterized by increased psychomotor excitability and hyperactivity.

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

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

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

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

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

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

Power. Children with the power type prefer power loads.

Currently, 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 provides certain guidelines for guiding children’s motor activity. However, these characteristics are based on an averaged approach, and the task is to determine the individual optimum of physical activity. After all, greater mobility of children, depending on their individual need for movement, can act as both optimal and excessive, and average for some may be insufficient. In this regard, the degree of mobility is more accurately characterized by the following concepts: optimal motor activity (considered as an individual norm), insufficient (hypomobility, or inactivity), excessive (hypermobility). The motor behavior of sedentary and hyperactive children coincides with the characteristics of “slow” and “hyperactive”, which receive serious attention from physiologists, psychologists and doctors (M.M. Koltsova, V.I. Gabdrakipova, G.G. Garskova, M. Passolt), which further dissuades the importance of assessing the child’s level of mobility.

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

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

An analysis of official documents and 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 his own initiative, the desire to improve his achievements, showing endurance, courage and initiative, high (according to age) performance (both physical and mental), which is especially important in terms of preparing him for school. Raising a healthy personality in the broadest sense is the main requirement for modernizing the education system.

One of the main factors in children’s health is physical activity. The first seven years are years of rapid mental and physical development of a child, whose body and its functions are still 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 is provided for children. The state of the child’s health, ability to control his movements, his dexterity, orientation, and speed of motor reaction largely determine his mood, the nature and content of the game, and subsequently his achievements in educational and work activities.

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

developing in pupils the need for physical activity and physical improvement;

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

Correct organization of motor activity of children in Everyday life ensures the implementation of the motor mode necessary for the 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 educational and training sessions. The motor mode is exactly what Semashko said “Physical education - 24 hours a day!”

The motor regime according to FGT is a rational combination of various types, forms and content of the child’s motor activity. It includes all types of organized and independent activities in which the locomotor (related to movement in space) movements of children clearly appear. In the literature, the terms “sufficient motor mode”, “normal”, “increased” are found. All of them are aimed at ensuring optimal motor activity for children. However, this is a one-sided illumination of the essence of the motor mode. Its purpose is not only to satisfy children’s need for movement. The content side is no less important - the variety of movements, types and forms of activity.

The duration of physical activity should be at least 50-60% of the waking period, which equals 6-7 hours a day. The highest motor and physical activity occurs during the first walk (from 10 to 12 o'clock). Physical activity here should be 65-75% of the time spent in the air. In addition, other periods of moderate and appropriate motor activity for children are required in the daily routine - this is the time before breakfast and before class, especially if it is mental. Exercise caution should be exercised immediately after a nap. Organized physical exercise is not advisable at this time. It is best to give children the opportunity to move independently by creating 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 education activities. Their percentage ratio is different in groups of early, junior and senior preschool age, however, independent movements of children of all ages should account for at least 2/3 of the volume 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 physical activity and promotes individualization of the motor mode. In addition, it is in independent activity that the child demonstrates his motor creativity to the greatest extent, as well as his level of proficiency in 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 physical activity include:

physical education classes;
physical education and recreational work during the day (morning exercises, physical education sessions, outdoor games and physical exercises while walking, hardening activities);
leisure ( physical education and holidays, health days, vacations;
physical education homework;
individual and differentiated work (with children with disabilities in physical and motor development);
sectional classes;
preventive and rehabilitation measures (according to the doctor’s plan).

The main goal of the motor regime is to satisfy the natural biological need of children to move, to achieve an improvement in their health, comprehensive physical development, to ensure mastery of motor skills, skills and basic knowledge in physical education, to create conditions for the versatile (mental, moral, aesthetic) development of children and education they need systematic physical exercise.

High interest in any activity, manifestation of creativity largely indicate psychological comfort child, because interests express his specific attitude towards an object, conditioned by life significance and emotional appeal.

By carefully observing children, one can quite clearly assess their psychological well-being during a certain period of wakefulness using these criteria. If a child does not want to go to kindergarten, has difficulty parting with his parents, is inactive, is often sad, is capricious, cries, quarrels with peers, is not active during the waking period, if he is tense and constrained, then psychological discomfort is evident and immediate action must be taken. !

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

Each preschool institution has the right to its own approaches to physical education; The teaching staff of the kindergarten themselves determines which forms of physical education to give preference, assessing their effectiveness based on the dynamics of the health and development of children. Group teachers can also, at their own discretion, opt for certain systemic and episodic physical education activities, subordinating them to the solution of the set tasks.

1.4 Means, methods and techniques for guiding the motor activity of preschool children

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

V.A. Shishkina highlighted in her works; hygiene factors, natural forces of nature, physical 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, processes of dressing, washing, etc.).

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

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

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

Scientific factors characterize the measure of human knowledge
laws of physical education. The more deeply developed pedagogical, physiological characteristics physical exercises, the more effectively they can be used to solve pedagogical problems.
Methodological factors combine a wide group of requirements that must be implemented when using physical exercises.
Meteorological factors (air temperature, humidity, etc.) constitute that group of factors, by understanding the patterns, the effects of which can determine the optimal conditions for achieving the greatest effect from physical exercise.
Material factors (sports facilities, equipment,
clothes, etc.) have a greater influence on the solution of sports problems, and to a lesser extent - general educational and health problems.
Scientific factors characterize the measure of human knowledge

According to M.A. Runova's main means of developing motor activity are physical exercises and games. Physical exercise called motor an action created and used for the physical improvement of a person. The concept of “physical exercise” is associated with ideas about human movements and motor actions. The author identifies several distinctive features of physical exercise:

1.Physical exercise solves a pedagogical problem
(figuratively speaking, physical exercise is aimed “at oneself”,
for your personal physical improvement). 2.Physical exercise is performed in accordance with the laws of physical education. 3. Only systems of physical exercise create opportunities for the development of all human organs and systems in an optimal ratio.

The effectiveness of physical education and the development of motor activity is achieved using the entire system of means, however, the importance 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 movement systems express
thoughts and emotions of a person, his attitude to the surrounding reality.

Physical exercises are one of the ways to convey socio-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 activities, 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 proof that physical exercise itself is not endowed with any permanent properties. Consequently, knowledge of the factors that determine the effectiveness of physical exercise will improve controllability. pedagogical process.

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

Classification of physical exercises is their distribution into interrelated groups according to the most essential characteristics. WITHWith the help of classifications, a teacher can determine the characteristic properties of physical exercises, and, therefore, facilitate the search for exercises that best meet the pedagogical task. Since the science of physical education is continuously enriched with new data, classifications do not remain unchanged.

Existing classifications are characterized by some convention, but, nevertheless, each of them meets the needs of practice. M.V. Mashchenko offers the following classification of physical exercises:

Classification of physical exercises based on 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 based on the characteristics of muscle activity: speed-strength exercises, physical exercises requiring endurance (for example, long-distance running, skiing, etc.); physical exercises that require coordination of movements under strict regulation of performance conditions (for example, exercises on gymnastic apparatus, diving, etc.); physical exercises that require complex manifestation of motor qualities with constantly changing levels of effort in accordance with changing conditions (games, martial arts).

.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 educational objectives training programs; leading exercises, that is, actions that facilitate the development of the main exercise due to the presence in them of some movements 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 learning the main exercise.

The classification of physical exercises based on the predominant development of individual muscle groups involves 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 proof that physical exercise itself is not endowed with any permanent properties. Consequently, knowledge of the factors that determine the effectiveness 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, jump ropes, on a gymnastic bench, against a gymnastic wall , chairs, etc.).

With preschool children, only various types of physical exercises are used (skiing, skating, sledding, cycling, swimming, etc.). By forming the fundamentals of the technique of these simplest sports types of physical exercises in preschool children, 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 and managing the activities of those involved. In the game, children's activities are organized on the basis of a figurative or conventional plot, which involves achieving a goal in unexpectedly changing situations. Play activity It is complex in nature and is based on a combination of various motor actions (running, jumping, etc.). Games are used when movement has been mastered and it is necessary to develop the ability to apply motor skills in various situations. In addition, games are used to develop physical qualities, as well as to cultivate 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 in different ways movement (on foot, on skis, by bicycle, etc.). On the way, at stops, a variety of physical exercises can be used (for example, jumping from stumps, jumping over a ditch, jumping rope, ball exercises, outdoor games, etc.). Walks are organized when the exercise has been learned and reinforced 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. Runova, include objects of surrounding reality, words and practical activities.

When guiding 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 develop the most complete and specific 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, promotes the conscious performance of motor exercises, which plays a large role in mastering the content and structure of exercises and their independent application in various situations.

A practical method associated with the practical motor activity of children provides an effective test of the correct perception of movement using their own muscle-motor sensations.

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

The competitive method in the process of teaching preschool children can be used under the condition pedagogical leadership. This method is used to improve already acquired motor skills (but not to compete and fight 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 clarity as the starting point in teaching - the child’s perception of a movement pattern in combination with explanations, in the other - a word, an explanation of the content and structure of the exercise. However, in the second case, the teacher relies on the children’s already existing life experience and specific ideas about movements. Visual or verbal methods must certainly be followed by practical actions of children - independent execution of movements under the guidance of a teacher.

The use of teaching methods in guiding the motor activity of preschool children, 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 represents a certain system of specific techniques. In turn, the system is expressed in a set of techniques that are united by the commonality of the problem and a unified approach to solving it.

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

In this regard, teaching methods are combined in various combinations, ensuring, on the one hand, a comprehensive impact on all analyzers when children perceive tasks and, on the other hand, awareness and independence in children’s performance of motor tasks.

When teaching children movements, the combination of techniques is determined by their interaction. The teacher’s use of predominantly visual techniques, for example, showing a sample of movements at all stages of learning and in various age groups(as this sometimes happens in practice) can cause a mechanical, little conscious copying of them by the child.

Visual methodological techniques. When teaching children movements, various visual techniques are used.

Visual clarity consists in a correct, clear, beautiful demonstration - the teacher showing a sample of movement or its individual motor elements; in imitation, imitation of images of surrounding life; in the use of visual cues when negotiating space; using visual aids - movies, photographs, paintings, etc.

Tactile-muscular visualization is used by including physical education aids in the motor activities of children. For example, in order to develop the skill of running with a high knee lift, arched hoops placed in a row are used. Raising the legs while running through these arches helps the child acquire the skill of raising the knee high.

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

Performing exercises in accordance with music (due to the formation of conditioned reflex temporary connections) promotes the development of coordination of the auditory and motor systems; developing smoothness and precision of movements; fosters time orientation - the ability to arrange one's movements in time in accordance with the various metro-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; begin and end a movement with the beginning and end of it; change the nature of movement due to changes in the nature of the musical work and its individual parts.

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

In addition, verbal techniques also include clear, emotional and expressive delivery of various commands and signals. For example, in the process of rearranging into the desired stance, the teacher says: “Jump your feet shoulder-width apart - place them!” Or to end the movement: “Stay in place.” “One, two, three - run!” etc. All this requires different intonation and dynamics, causing the speed and accuracy of the response motor reaction of children.This should also include the clear chanting of counting 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 child’s motor activity;

physical activity is one of the necessary conditions child health and development;

Analysis of psychological and pedagogical literature showed that motor activity is considered as:

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

)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);

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

)satisfaction of the child’s own impulses, internal necessity in the form of the instinct “joy of movement” (Yu.F. Zmanovsky and others).

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

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

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

At the control stage, the effectiveness of teaching work was assessed.

2.1 Study of the level of development of motor activity of children

The previous chapter examined the role and characteristics of motor activity in preschool children. To test the effectiveness of the developed motor regimen and methods for guiding children’s motor activity, a pedagogical experiment was conducted.

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

To implement experimental work The following tasks were set:

1)select diagnostics for studying motor activity of children;

2)carry out diagnostics of motor activity of children using the chosen method;

)analyze the results obtained.

Assessment of motor activity is carried out based on a set of indicators:) time of physical activity of children determined using the individual timing method;) volume of motor activity (number of movements - locomotion) using the pedometer method;) the intensity of physical activity is the number of movements in one minute. It is calculated by dividing the volume of physical activity (number of movements) by its duration (minutes).

Conditions: 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). Using the Zarya pedometer, which was placed in a special pocket and attached to a wide belt on the child’s side, the number of steps taken by the child during the day was determined. The pedometer allows you to record basic movements in which most large muscle groups take part (steps when walking and running, squats, jumps, bends, etc.), without recording the movements of individual muscle groups (shoulder girdle, arms, legs).

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

Qualitative study of motor activity was carried out using pedagogical observation. The diary recorded activity in the process of physical education; physical activity carried out during training, socially useful and work 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).

I am a subgroup (High Mobility). They are very mobile, but do not differ in particular dexterity and coordination of movements, and are often not attentive during physical exercises. Impulsive, disorganized, excitable. They do not know how to perform motor tasks at a moderate pace and sometimes do not complete them; they make many erratic movements (swaying, half-squatting, jumping, etc.). Attention deficit disorder prevents them from concentrating, listening to an adult’s explanations, and consistently performing elements of various types of movements.

I am a subgroup (Average mobility). They have a good level of development of physical qualities. They are characterized by a variety of independent motor activities, rich in games and exercises of varying degrees of intensity and their appropriate alternation. They are distinguished by balanced behavior and good emotional tone. These guys are active, mobile, show creative inclinations, and strive to be leaders. Even when completing 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 complete the task correctly and efficiently; they lack sufficient mastery of movement techniques.

I am a subgroup (Low mobility). These children are characterized by monotonous sedentary activity with a predominance of the static component. They are often unsure of their capabilities and refuse to complete difficult tasks. When difficulties arise, they passively wait for help from the teacher, are slow, and touchy.

After the diagnosis, the following results were obtained:

the average volume of locomotion in the experimental group was 13,244 steps, in the control group - 14,533 steps, which is 1,289 steps more than in the experimental group;

the average duration of physical 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 motor activity (Vova Sh., Pasha M., Andrey B., Polina R.) are characterized by monotonous activity, with a lot of aimless running. For these children, high-intensity games and exercises predominate (running after each other, running jumps, football). These children are characterized by their inability to perform movements at a moderate pace and reluctance to engage in quiet activities. These children are characterized by excessive mobility, fussiness, and aggressiveness.

For example, Vova Sh., several times a day approaches the physical education corner independently, without the initiative of teachers. Impulsively takes sports equipment (balls, skittles), without clear ideas about their further use. Acts chaotically, using these objects for other purposes (knocks with pins, carries a ball in a basket, swings a jump rope, etc.). Quickly loses interest in small equipment. Does not independently put objects in place, only at the request of the teacher. He runs often and likes to go up and down stairs. Tries to reproduce the exercises taught by the teacher during physical education classes. He also quickly loses interest. Motor activity is accompanied by individual cries that have no semantic content.

Children with a low level of motor activity (Lena L., Nastya B., Andrey D.) are also characterized by monotonous activity, often interrupted by a static posture. For these children, low-intensity games and physical exercises predominated - role-playing games, games with small objects, with sand, which made up most of the time. These children showed no interest in group games; they preferred to play alone or together. These children often found it difficult to choose games; they often watched their peers play. They showed a fairly stable interest in role-playing games, the plots of these games are monotonous and all actions were performed while sitting on a bench (rocking a doll, preparing dinner, etc.) They are characterized by indecisiveness, shyness, isolation, tearfulness, and touchiness.

For example, Nastya B. practically does not approach the sports corner on her own, only if the teachers suggest it. Most often he simply observes the actions of other children. He doesn’t run in the group and ignores morning exercises. He perceives verbal instructions from adults and does not always carry them out correctly; he does not comment on his actions. Prefers to work with small equipment, often just sorting through objects. He puts everything back in its place, at the request of the teachers or by imitating the actions of other children.

Children with an average level of motor activity are characterized by a variety of activities, rich in games and sports exercises, and their appropriate alternation. They widely use various physical education aids and confidently performed well-known exercises. Such children often independently teamed up to perform motor tasks: they threw a ball to each other and caught it, etc. The children showed a balanced, good mood, restful sleep, good appetite.

For example, Lera D., studies at school no more than once a day sports corner. There is little running in the group. Can study alone for a long time. When working with small equipment, he shows independence and approaches activities with imagination. Imitates the actions of the teacher, commenting on his actions (“take the ball and do like this”). General developmental exercises quickly turn into entertainment (does not complete the sequence, does not show interest in performing them correctly). While practicing on the stairs, he uses additional means (throws a jump rope over the bar; while sitting on the bar, plays with a ball on an elastic band). Tries to involve other children in activities (“let’s do it like this”). After classes, puts all items back in place.

Thus, it was found that in the control group at the time of the study the average level of physical activity predominated, and in the experimental group - a low level. This provides the basis for work aimed at regulating the motor activity of children of different mobility.

2.2 Methodology for improving work on guiding children’s motor activity

Goal: to regulate the motor activity of children of the older group of different mobility.

)develop motor tasks and pedagogical techniques to regulate the motor activity of children of different mobility;

)implement and test their impact on the development of motor activity of children in the older group.

Physical activity is one of the necessary conditions for the health and development of a child. An increase in physical activity has a beneficial effect on the functional state of all body systems, including the brain. It is believed that by the beginning of schooling, a child should develop a need for movement corresponding to his age, the individual needs of the body and the type of nervous system, and even a certain style of activity, manifested in the volume, duration, intensity and content of physical activity.

Little and hyperactive children need the development of motor activity.

Data from the diagnosis and prognosis of the nearest zone of motor skill for each child indicate the directions of work on the development of motor activity.

According to the basic program “Praleska”, when forming the motor activity of children, the following tasks should be solved:

-cultivate a sustainable interest in organizing outdoor games and simple competitions with peers on one’s own initiative, the need for physical activity;

-create conditions for the development of psychomotor abilities, creativity, initiative in independent motor activity;

-develop a culture of movement, enrich movement experience;

-enrich children's active vocabulary with names of types and methods of movements, sports exercises, games;

-develop the ability to correctly demonstrate this or that movement at the request of an adult;

-to form optimal motor activity, the desire to maintain a motor regime.

Establishing the levels of development of motor activity and drawing up psychological and pedagogical characteristics for children on their basis made it possible to carry out differentiated work with subgroups of children taking into account these levels and use an individual approach within each of them. The objectives of differentiated management of motor activity were to increase motor activity in children with low mobility to an average level, to cultivate their interest in outdoor games and sports exercises, and the ability to use motor skills previously acquired in classes in their independent activities. In children with high mobility - in the development of the ability to control their activities and instilling endurance, interest in games and exercises that require precise execution.

At the very beginning of the experimental work, the most rational play techniques and methods used by the teacher were timely assistance to each child in choosing aids, a place to play, as well as the use of various stimulating actions; demonstration of exercises by the teacher or the child himself. Throughout the work, the teacher devoted considerable time to individual guidance of children’s motor activity. Every day, during a walk, the teacher worked with the children on movements and exercises that had not been learned in physical education classes.

As a result of the analysis of the literature and our own observations of the motor activity of children, two main groups of pedagogical techniques were identified:

) identical - general techniques for guiding the motor activity of children with high and low mobility, which, however, act differently on their activity;

) techniques that are distinctive from each other, used depending on the level of mobility of children.

A general technique in the management of physical activity was to involve children in helping adults in preparing aids and equipment for independent activity, developing interest in work activity; carrying out assignments that evoked active actions in sedentary children (sweep the veranda), and in children with high mobility - precise, slow movements (collect multi-colored cubes in different boxes, place pins at a certain distance).

An important technique in guiding motor activity was the introduction of plots into children’s independent play that required active locomotion, which contributed to an increase in the motor activity of sedentary children and introduced a goal, a certain conscious direction, into the aimless running of children with high mobility. The plot orientation of the games, as observations showed, was facilitated by the use of various physical education aids, which pushed children into purposeful actions (climbing “up the ladder to the ship” - walking on an inclined board; “rescuing drowning people by sailors” - children jump from a gymnastic bench directly into hoops, etc. .d.). Various physical education aids, which forced children to perform various movements, had an indirect influence on the course of independent play (for example, I suggested: “Ira, go to the grocery store on a bicycle, it will be faster”).

The general group of techniques included bringing together children of different mobility in joint games.

For example, Pasha M. (6 years 2 months), as indicated, is an overly active boy, always so passionate about running that he does not notice any obstacles on his way, runs into various buildings, often breaks them, and pushes children away.

Lena L. (5 years 6 months) is a sedentary girl, prefers to play with sand, with small objects, sit or stand for a long time, watching the games of her peers.

We found out that both children cannot do the same movement - rolling a hoop along a narrow corridor, throwing a ball into a basket. We began to target children for these types of exercises, uniting these children and connecting to them another girl, Lera D., who was a model in performing these exercises. Pasha and Lena practiced together for a long time, they developed a need to communicate, share other exercises: Pasha taught Lena to ride a bicycle, and she taught him to jump rope. At the end of the experiment, striking qualitative changes were noted in the motor activity of these children. Pasha’s motor behavior became calmer, more focused, and a desire to perform exercises accurately appeared. Lena became much more active and fell in love with ball games and other sports exercises.

Table 1. Calendar plan for working with children with different levels of physical activity

Date Time Contents of work Goal 02/28/11 1st half day P/game “The Sea is Troubled...” P/game “Butterflies and Dragonflies” Development of concentration and motor control, elimination of impulsivity. Development of speed of movement, concentration of attention. 03/01/11 2nd half of the day P/game “Butterflies and Dragonflies” Exercise with the rules “Bonfire” Development of speed, concentration of attention. Formation of attention and voluntary regulation of one’s own activities. 03/02/11 1st half of the day Exercise game “Fun exercise” Exercise with the rules “Bonfire” Development of attention and motor control. Formation of attention and voluntary regulation of one’s own activities. 03/03/11 2nd half of the day Exercise game “Fun exercise” Exercise “Catch a hoop” Development of attention and motor control. Development of speed of movements 03/04/11 1st half of the day P/game “Horse-Fire” Exercise “Catch the hoop” Development of reaction speed. Development of speed of movements 03/07/11 2nd half of the day Exercise “My triangular cap” P/game “Horse-Fire” Development of concentration and motor control, elimination of impulsivity. Development of reaction speed. 03/10/11 1st half of the day Exercise “Dragon” Exercise “My triangular cap” Development of motor control and skills of interaction with peers. Development of concentration and motor control, elimination of impulsivity. 03/11/11 2nd half of the day Control “Tsap!” finger ugrotherapy Exercise “Dragon” Overcoming disinhibition and training perseverance. Development of motor control and skills of interaction with peers. 03/14/11 1st half day P/game “Who has more” Exercise “Tsap!” finger ugrotherapyDevelopment of attention and speed of movements. Overcoming disinhibition and training perseverance. 03/15/11 2 half day Individual work with Vova Sh. and Pasha M. Game “Buttons” Development of perseverance, voluntary attention. 03/16/11 1 half day P/games with elements of the competition “Run and Jump” ", "Who gets to the cord faster", "Who can wind the cord faster" Development of speed of movements. 03/17/11 2nd half of the day Exercise "Arms and legs" Exercise "Turtle" Development of concentration and motor control, elimination of impulsivity. Development of motor control. 03/18/11 1st half of the day Control “Bee” Control “Turtle” Development of motor control and elimination of impulsivity. Development of motor control. 03/21/11 2nd half of the day Exercise “Bee” P/game “Who is faster” Development of motor control and elimination of impulsivity. Development of reaction speed. 03/22/11 1st half of the day P/game “Who is faster” Relaxation. ex. “Fire and Ice” Development of reaction speed. Development of muscle control, elimination of impulsivity. 03/23/11 2 half day Relax. ex. “Beach” Exercise with the rules “Naughty” Development of muscle control, elimination of impulsivity. Development of voluntary regulation. 03/24/11 1st half of the day Exercise with the rules “Naughty” Exercise “Compass” Development of voluntary regulation. Elimination of impulsiveness, development of skills for interaction with peers. 03/25/11 2 half day Individual work with Lena L., Sasha T. and Nastya B. Exercise games “Who will throw further”, “Catch the hoop” Development of speed of movements and clarity of their execution 03/28/11 1st half day Exercise “Goldfish” Exercise “Teapot with a lid” Development of interaction skills and motor control. Development of concentration and motor control, elimination of impulsivity. 03/29/11 2nd half of the day “Goldfish” exercise “Goldball” exercise Development of interaction skills and motor control. Development of cooperation and motor control skills. 03/30/11 1st half day Exercise “Parade” Exercise “Golovoball” Development of concentration and motor control, elimination of impulsivity. Development of cooperation and motor control skills. 03/31/11 2nd half of the day Exercise "Parade" Exercise " Siamese twins»Development of concentration and motor control, elimination of impulsivity. Development of motor control and skills of interaction with peers. 04/01/11 1 half day Exercise “Siamese Twins” Exercise “Centipede” Development of motor control and skills of interaction with peers. Development of skills for interaction with peers. 04/04/11 2nd half of the day “Turtle” exercise “Arms and legs” exercise Development of motor control. Development of concentration and motor control, elimination of impulsivity. 04/05/11 1st half day Relay race games Set of exercises No. 1 Development of speed and agility. 04/06/11 2nd half of day Exercise “Game gymnastics” Game “Forbidden movement” Development of internal inhibition. 04/07/11 1st half day Exercise “Blooming Bud” Exercise “Stork” Skill development joint activities and motor control, elimination of impulsivity. Overcoming disinhibition and training perseverance. 04/08/11, 2nd half of the day. Individual work with Vova Sh. and Pasha M. Exercise “Talking with hands” Teach children to control their actions. 04/11/11 1st half of the day Exercise “Listen to the claps” » Game “Shouting-whispering-silent”Training attention and controlling motor activity. Development of observation, the ability to act according to the rule, control of motor activity. 04/12/11 2 half day Exercise “Broken Doll” Exercise “Boat” Development of muscle self-regulation. Development of the ability to regulate muscle tone. 04/13/11 1st half day Exercise with the rules “Naughty” Exercise “Dragon” Development of voluntary regulation. Development of motor control and skills of interaction with peers. 04/14/11 2 half day Exercise “Pinocchio” P/game “Fishing rod” P/game “Hold the ball” Overcoming disinhibition. Development of endurance and coordination of movements. Development of speed and agility. 04/15/11 1st half of the day P/game “Hold the ball” P/game “Who is faster with the ball” P/game “Carry the ball” Development of speed and agility. 04/18/11 2nd half of the day Exercise “Rock climbers” Exercise “Sea Waves” Concentration of attention, control of impulsive movements Teach children to switch attention from one type of activity to another, help reduce muscle tension. 04/19/11 1st half day Exercise “Sea Waves” P/game “ Find your cube" Game "Thread and Needle" Teach children to switch attention from one type of activity to another, help reduce muscle tension. Development of attention Development of motor control, dexterity and skills of interaction with peers. 04/20/11 2 half day Individual work with Lena L., Sasha T. and Nastya B. Exercise games “Don’t drop the ring”, “Who has more”, “ Catch up with the hoop" Development of speed of movements, dexterity and clarity of their execution. 04/21/11 1st half of the day Exercise "Quickly in places" And / game "Circle" Training of attention and control of motor activity. Development of motor control and elimination of impulsivity. 04/22/11 2 half day Relay games Set of exercises No. 2 Development of speed, agility and team abilities. 04/25/11 1 half day P/game “Catching mosquitoes” P/game “The sea is worried...” Removal muscle tension in the hands, allow children to move in a free rhythm and pace. Development of concentration and motor control, elimination of impulsivity. 04/26/11 2 half day Exercise “Counting and mumbling” Game with changing the tempo of movements “Flower spinning top” Developing concentration. Development of attention and reaction speed. 04/27/11 1st half of the day P/games with elements of competition “Run and Jump”, “Who can reach the middle faster”, “Take care of the bag” Development of speed of movements. 04/28/11 2nd half of the day Individual work with Vova Sh. and Pasha M. Exercise “Speak!” Game "Jumble" Developing the ability to control impulsive actions. Development of stability, concentration and attention span, calming excitability. 04/29/11 1st half of the day Exercise “Bee” Game “Screams-whispers-silent” Development of motor control and elimination of impulsivity. Development of observation, ability to act according to the rule, control of motor activity.

Children with high motor activity were offered motor tasks with a clearly defined task, with increased gradual complication in the difficulty of performing movements for attention, coordination, dexterity, requiring precision execution (“Arms and feet”, “Buttons”, “Find your house”, etc. ).

Children with low motor activity were given a variety of motor tasks for the same motor quality, which do not require precision execution. These are games-exercises for reaction speed, speed and quick switching from one type of activity to another (“Take care of the bag”, “Who is faster to the cord?”, “Catch the hoop”, etc.). Sedentary children were offered relay races and competitive games. Previously carried out individual work on the development of movements, Special attention addressed those movements that were difficult for them (speed running, long jump, etc.). When performing exercises, we always encouraged these children, giving them the opportunity to believe in their abilities. All of the listed pedagogical methods of an individual approach to children were based on taking into account the child’s interest in games and various types of activities, in various physical education aids.

Let's give an example: Pasha M. preferred games with running, holding a pistol or machine gun. These games were monotonous: Pasha ran all over the court, then sat on the gymnastics wall, shooting from a pistol, then jumped off and ran again... We gradually attracted the boy to use different movements, achieving accurate execution, taking into account his interest in military topics, we explained to Pasha, that soldiers should be able to do various exercises and asked him to do them. This is climbing to the top of a gymnastic wall, throwing a ball into a basketball hoop, walking on a boom, etc. Enriching the plot different types movements and the use of equipment and physical education aids, we ensured that Pasha M., by the end of the experiment, developed a steady interest in independent various motor actions and sports exercises.

During the walk, the real capabilities of each child (organization, activity, independence) were most clearly demonstrated. Children with an average and high level of physical activity quickly learned the physical exercises and motor tasks that were offered to them than those with little physical activity. In sedentary children, a more tense state and lack of self-confidence were created, which negatively affected the mastery of exercises. Therefore, with sedentary children, the same exercise was repeated more often, always creating a calm, familiar environment. These children quickly learned physical exercises based on imitation, that is, using the method of demonstration (by the teacher or the child).

For children with average and high levels of motor activity, the most important thing was explanation and persuasion using words.

2.3 Analysis and discussion of research results

Purpose: To determine the dynamics of the level of development of motor activity of children 5-6 years old.

) conduct a re-diagnosis of the level of development of motor activity of children in the test group;

) processing diagnostic data of the control experiment;

) make a comparative analysis of the results of the ascertaining and control stages of the experiment.

At this stage, the same diagnostics were used as in the ascertaining experiment. Research protocols in Appendix 5.6.

After re-diagnosis, the following results were obtained:

the average volume of locomotion in the experimental group was 14,664 steps, in the control group - 15,373 steps, based on this, we can conclude that the increase in the volume of locomotion in the experimental group was 1,420 steps, in the control group - 840 steps;

the average duration of physical activity in the experimental and control groups did not change and amounted to 210 minutes;

the average intensity of movement per minute in the experimental group was 70 steps, in the control group - 73 steps, based on this, we can conclude that the increase in intensity of movements per minute in the experimental group was 7 steps, and in the control group - 4 steps.

Research results motor activity of children showed that in the experimental group a low level of motor activity was noted in 14% of children and in the control group - in 14%. The average level in the experimental group was 86% of children and the control group was 71%. A high level of development of motor activity in the control group was noted in 14% of children, and in the experimental group - children with a high level of development of motor activity - 0%.

Thus, the results of the ascertaining and control experiment showed that in the experimental group the average level of motor activity of children increased by 58%. Low level - decreased by 29% and high level decreased by 28%.

In the process of experimental work, the phenomenon of transfer of motor skills was discovered. Acquired by children in organizational forms of work to develop movements into independent activity. The transfer of sports games and exercises was most pronounced in children with an average level of physical activity.

Children began to creatively use a variety of physical education aids in their games. Communication between children during joint movements in games became longer. Constant enthusiasm, the ability to quickly get involved in an interesting activity, a great interest in sports games - all this was typical for the children of the experimental group.

All experimental work carried out in senior group, had a positive effect on all three indicators of motor activity (number of locomotions, duration, intensity).

Children's independent motor activity has become much richer in content; they have developed a steady interest in sports games (badminton, basketball, tennis, small towns) and sports exercises. Creative games began to be purposeful, using a variety of movements and physical education aids. In the children of the experimental group, all three indicators of motor activity (number of locomotions, duration, intensity), as well as indicators of motor readiness, increased significantly.

Experimental work was carried out at the preschool educational institution "Ogonyok" with. Sovetskoye, Sovetsky district from January to September in the 2010-2011 school year with children 5-6 years old, conditionally divided into two groups of 7 people.

The diagnostic study was aimed at identifying the level of physical activity in the test group. To achieve the set goal and objectives, the pedometer method was used, which allows measuring the volume of motor activity. A qualitative study of motor activity was carried out by observing children during classes and free time.

The results of the study showed that in the experimental group there was a high level of development of motor activity in 28% of children, an average level of development of motor activity in 28% of children, and a low level in 43%. In the control group, a high level of physical activity was found in 28% of children, an average level in 57% of children, and a low level in 14% of children.

Pedagogical techniques and methods for guiding physical activity were based on the gradual involvement of sedentary children in active physical activity. In children with high mobility, they were aimed at gradually switching their activity to calmer activities.

In addition to general pedagogical techniques, children with high and low mobility during walks, on days when there were no physical education classes, were offered specially selected and developed by us motor tasks in the form of games and exercises.

In the process of experimental work, the phenomenon of transfer of motor skills was discovered. Acquired by children in organizational forms of work to develop movements into independent activity.

The individually differentiated work carried out had a positive impact on the content of independent activity of children in the experimental group and on their behavior. General balanced activity throughout the day, good mood, and interest in various activities were noted.

In the experimental group, the number of children with average mobility increased, the number of children with high and low mobility decreased. In the control group, changes were insignificant.

Thus, we can conclude that the proposed pedagogical methods for regulating the motor activity of children of senior preschool age had a significant impact on the rational use by children of a variety of physical exercises in independent activities, as well as on increasing the motor activity of children of average and low mobility.

Conclusion

Our work is devoted to the formation of optimal motor behavior in children of senior preschool age.

In connection with this goal, the first chapter examined the physical activity of children of senior preschool age from the point of view of modern pedagogy and found out that physical activity is one of the necessary conditions for the health and development of a child.

Thus, motor activity should be considered the most important indicator of motor development of a preschooler. To achieve optimal motor activity in children, it is necessary to correctly and competently organize a motor regime, the purpose of which is to satisfy the natural biological need of children to move, to achieve an increase in the level of children's health, and to ensure the mastery of motor skills.

Knowledge of the characteristics of children’s motor activity and the degree to which it is conditioned by upbringing and training is necessary for the correct construction of the process of physical education of children.

Then, in the practical part, an analysis was carried out of the state of motor activity of children of senior preschool age in the experimental and control groups. During the ascertaining experiment, we identified 3 levels of children’s motor activity. A high level was found in 28% of children in the experimental group and 28% of children in the control group. The average level was found in 28% of children in the experimental group and 57% of children in the control group. The low level was in 43% of children in the experimental group and in 14% of children in the control group. Establishing the levels of development of motor activity and drawing up psychological and pedagogical characteristics for children on their basis made it possible to carry out differentiated work with subgroups of children taking into account these levels and use an individual approach within each of them.

After the work done, the children’s independent motor activity became much richer in content, they developed a steady interest in sports games and sports exercises. Creative games began to be purposeful, using a variety of movements and physical education aids. In the children of the experimental group, all three indicators of motor activity (number of locomotions, duration, intensity), as well as indicators of motor readiness, increased significantly.

One of the important tasks in working with children is to ensure that the hours free from completing school assignments are filled wisely and interestingly, so that they are an effective means of raising children. To a large extent, this depends on the teacher, his ability to captivate children with an interesting activity, give an outlet for their energy, and provide everyone with the opportunity to express themselves most fully and realize their abilities.

Based on the analysis of experimental work, we can draw conclusions about the correctness of the hypothesis put forward and the construction of experimental work on the formation of optimal motor behavior in older preschoolers.

Bibliography

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The role of independent motor activity of preschool children

In connection with the catastrophic increase in the incidence of children throughout the country and the decrease in the level of their physical fitness, there is a need to find new effective approaches to organizing education and training in modern conditions, ensuring the preservation of the physical and mental health of the younger generation. The decisive importance of physical activity in the formation of a growing organism is well known. However, in the educational process, its specific significance as a factor stimulating an increase in the reserve capabilities of the physical, functional, motor and mental development of children is not sufficiently taken into account. According to modern data, during their stay in kindergarten, children move freely and play less than 30% of their waking hours. Under such conditions, children perform less than half the age norm in terms of the number of movements.
In pedagogical practice, insufficient attention is paid to organizing the child’s independent motor activity. It is not considered as a component of physical culture and a means of developing a person’s personality. These and other factors reduce the possibility of maintaining the health of students in educational institutions. To improve the health of children, it is necessary to improve the system of physical education, intensify motor activity, and implement an individually differentiated approach to the upbringing, training and development of the child. Despite the fact that children love to play outdoor games, they cannot organize a game, even one that is familiar to them, on their own. The adult becomes the leader of the child’s independent activities. This guidance is carried out by demonstration, as well as through verbal narration, explanations and instructions.
In children’s mastering of new movements and in the development of a child’s independent motor activity, adults play a leading role.

The concept of motor activity of preschool children.
The state of health of a child and his resistance to diseases are associated with the reserve capabilities of the body, the level of its protective forces, which determine resistance to adverse external influences.
I.D. Makhaneva, S.N. Dyshal, M.N. Kuznetsova point out that a growing body especially needs muscle activity, therefore, insufficient physical activity leads to the development of a number of diseases. The works of I.I. Mastyukova, S.N. Popov, S.S. Bychkova, T.I. Bogina, E.A. Sagaidachnaya indicate that dosed physical activity has a general tonic effect on the growing body, which leads to stimulation of vital activity important systems and improving physical fitness indicators.
As physical activity decreases, muscles experience increasing atrophy with structural and functional changes leading to progressive muscle weakness. For example, due to the weakening of the muscles of the ligamentous and bone apparatus of the torso, lower extremities, which cannot fully perform their function - maintaining the musculoskeletal system, posture disorders, deformation of the spine, chest, pelvis, etc. develop. which lead to a number of health problems, which leads to decreased performance. Limitation of physical activity leads to changes in the functions of internal organs. At the same time, the SSS is very vulnerable. The functional state of the heart worsens, biological oxidation processes are disrupted, which impairs tissue respiration. With a small load, oxygen deficiency develops. This leads to early pathology of the circulatory system, the development of atherosclerotic plaques, and rapid wear and tear of the system. With low physical activity, hormonal reserves decrease, which reduces the overall adaptive ability of the body. Premature formation of the “senile” mechanism for regulating the vital functions of organs and tissues occurs. People who lead a sedentary lifestyle experience intermittent breathing, shortness of breath, decreased performance, pain in the heart, dizziness, back pain, etc.
As a result of insufficient physical activity in the human body, the neuro-reflex connections established by nature and strengthened in the process of heavy physical labor are disrupted, which leads to a disorder in the regulation of the activity of the cardiovascular and other systems, metabolic disorders and the development of degenerative diseases (atherosclerosis, etc.).
The concept of “motor activity” (MA) includes the sum of movements performed by a person in the process of his life.
In childhood, physical activity can be divided into 3 components:
1. activity in the process of physical education; physical activity carried out during training,
2. 2. socially useful and labor activities;
3. physical activity in free time.
These components are closely related to each other.
Motor activity is one of the main factors that determine the level of metabolic processes in the body and the state of its skeletal, muscular and cardiovascular systems. It is closely related to three aspects of health: physical, mental and social and plays different roles throughout a person’s life. Motor activity influences the formation of the child’s psychophysiological status. There is a direct relationship between the level of physical fitness and the mental development of the child, motor activity stimulates perceptual, mnemonic and intellectual processes, rhythmic movements train the pyramidal and extrapyramidal systems. Children who have a large amount of physical activity during the day are characterized by an average and high level of physical development, adequate indicators of the state of the central nervous system, economical functioning of the cardiovascular and respiratory systems, increased immune resistance, and a low incidence of colds.
In groups of primary preschool age, the tasks of developing basic movement skills, correct posture, and simple skills of working with a ball are solved. The main focus in working with children of senior preschool age is the development of psychophysical qualities (strength, endurance, speed, agility, flexibility), the formation of the most important motor skills and abilities, in accordance with the biological rhythms of the year. Independent motor activity in a preschool educational institution can be individual and group, and includes games and exercises that children choose in accordance with their own desires, interests and abilities. In order to stimulate independent motor activity of children, a variety of physical education equipment is used in preschool education institutions.

Ways to optimize children's motor activity.
Organization of a rational motor regime is one of the main conditions for ensuring a comfortable psychological state of children. In addition, there is a direct relationship, as experts point out, between motor rhythm and the child’s mental performance. They note that both insufficient and excessive physical activity are harmful.
The starting point when organizing children’s motor regimen should be the body’s natural need for movement. It averages from 10 to 15 thousand movements per day for children 6-7 years old; 10-12 thousand - for children 5-6 years old; 8-10 thousand - for children 3-4 years old; 6-8 thousand - for children 2-3 years old. About 60-70% of this number of movements should occur during the child’s stay in an educational institution.
The optimal motor mode will be considered under the following conditions:
- the ratio of rest and motor activity is 30% to 70%;
- during the day, children do not show signs of absent-mindedness or obvious fatigue;
- there is a positive dynamics in the physical performance of children;
- arterial pressure children throughout the day corresponds to the age norm.
When organizing a motor regime, the degree of motor ability of each child of the age group should be taken into account.
According to the level of activity, children can be divided into three groups:
- normal,

Motor,
- sedentary.
It was noted that children with normal motor activity have better developmental indicators than children of the second and third groups. Their psyche and mood are more stable.
In sedentary and motor children, self-regulation processes are less perfect. Moreover, researchers note that many of them develop negative character traits such as envy, indecisiveness, aggressiveness, imbalance, etc. These children need individual medical and psychological-pedagogical support.
The teacher’s tasks in organizing the motor regime are:
- analysis and assessment of children’s physical activity during the day, week, month using modern measuring instruments,
- identifying the causes of motor activity or immobility in children, taking into account possible hereditary factors,
- providing assistance in equipping mini-stadiums for children’s independent motor activity, taking into account their specific needs psychological characteristics,
- identifying common interests, inclinations and inclinations of sedentary and motor children, creating situations that stimulate their friendly relations.
Methods to promote the development of motor activity in preschool children:
- A fairy tale-conversation, reading poems or excerpts from children's fiction, using proverbs, sayings, nursery rhymes that help children comprehend the tasks assigned to children and consciously perform motor exercises, and apply them independently in various situations.
- Examination of illustrations or reproductions of paintings on the topic. In connection with the strong impressions caused, the children showed an emotional and personal attitude to the events, which ensured the vividness of sensory perception and motor sensations and contributed to maintaining interest in motor activity throughout the entire lesson.
- Game classes on transformation into a given image on the topic of the lesson (transformation into butterflies, climbers), creating a musical composition of the image (“Flight of the Bumblebee”, “Volcanic Eruption”) with appropriate musical accompaniment or reproduction of the image in a visual and illustrative form.
- Game tasks to come up with a further plan of action and outdoor games on the topic of the lesson.
- A practical method that provides an effective test of the correct perception of movements in a figurative form or using elements of competition.
In cases where the child has difficulties during the lesson, various types of pedagogical assistance are used; select the type that facilitates proper execution motor tasks:
- stimulating assistance (impact from an adult aimed at activating the child’s own capabilities to overcome difficulties);
- emotional-regulatory assistance (evaluative judgments of an adult approving the child’s actions);
- guiding assistance (such an organization of the child’s activities in which all components are carried out by him independently, the adult only directs the child’s orientation);
- organizing assistance (the performing part of the activity is carried out by the child, and planning and control is carried out by the adult, and planning and control on the part of the adult only indicate the sequence of actions, and the content of each stage of the work, assessment of the correctness of the implementation is carried out by the child himself);
- educational assistance (i.e. teaching a child a new method of action, showing or directly indicating what and how to do).
Pedagogical assistance provided during classes allows the preschooler to:
- actively participate in classes;
- feel free, not afraid of difficulties, not experience confusion and awkwardness;
- actively explore the world around you;
- realize your potential, personal reserves that ensure the development of physical activity;
- intensify communication between an adult and a child.
The implementation of pedagogical assistance in the specified mode favors the stimulation of children’s motor activity, promotes emotional interest (if everything works out), the development and strengthening of the child’s individuality, as well as the reorientation of the teacher’s professional function from teaching to personal interaction. This is especially important for those children who are withdrawn and unsure of themselves.
The independent motor activity of children of the 6th year of life becomes rich and varied, but outdoor games remain a mandatory form of organized physical education. A wider range of knowledge, abilities, and motor skills allows the use of a variety of games: plot-based, plotless, relay race games, as well as some elements of sports games.

Conclusion
Motor activity is defined as the sum of all movements made by a person in the process of his life. This is an effective means of maintaining and strengthening health, harmonious personal development, and disease prevention. An indispensable component of physical activity is regular physical education and sports.
The motor regime is part of the general regime of a preschooler, regulating active muscle activity, including physical exercise, walking, etc.
With age, physical exercise should occupy an increasing place in a child’s daily routine. They are a factor contributing to increased adaptation not only to muscle activity, but also to cold and hypoxia. Physical activity contributes to the normal development of the central nervous system, improvement of memory, learning processes, normalization of the emotional and motivational sphere, improved sleep, increased capabilities not only in physical, but also in mental activity.
Creating a safe developmental environment for children’s independent motor activity, adequate to their age and needs, will help improve health, expand motor experience, develop a strong interest in physical exercise, self-organization skills and communication with peers.

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Independent motor activity of a child. Consultation for educators “Independent motor activity of children in limited space Independent motor activity in kindergarten

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