Complexes of general developmental exercises for different age groups physical education card index on the topic. “Morning gymnastics complexes based on fairy tale plots Ora complexes for children of different age groups

Educational and methodological manual on creating outdoor switchgear plot complexes for the formation of emotional attractiveness of physical education classes in preschool educational institutions

Methodology for creating and approximate plot complexes of general developmental exercises
for physical education in preschool educational institutions

Ganetskaya Lyubov Viktorovna,
teacher of the highest category
GBDOU compensatory type d/s No. 17
Kalininsky district of St. Petersburg

annotation

The purpose of this methodological manual is to summarize and systematize methodological recommendations for teachers of preschool institutions on drawing up outdoor control equipment complexes, which can be used not only in the classroom, but also as complexes for morning gymnastics in different age groups.

To develop the emotional appeal of physical education classes by creating outdoor switchgear plot complexes. Offer already developed outdoor switchgear complexes with different themes for different age groups of preschool institutions

Introduction

The Federal State Educational Standard for preschool education talks about physical development, that it includes the acquisition of experience in the motor behavior of children: including those associated with performing exercises that are aimed at developing such physical qualities as coordination and flexibility and contribute to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands.

And the very first step in achieving these goals is the physical education of children in a preschool institution. In ensuring the comprehensive development of children in accordance with individual and age characteristics, and preventive, health-improving and corrective activities in kindergarten are very important and paramount to ensuring the health of children. The experience of my work as a physical education instructor, and then as a preschool teacher, encouraged me to use as much emotional appeal as possible in physical education classes - this is the compilation and use of outdoor educational equipment complexes with a small plot. Positive emotional tone is an important prerequisite for a healthy lifestyle; develops the child’s creative abilities, promotes the development of thinking and imagination, prevents various diseases, and maintains interest in physical exercise.

When composing outdoor switchgear complexes, you should remember that all exercises are divided into three groups:

First group exercises are aimed at strengthening the muscles of the shoulder girdle and arms, promotes straightening of the spine, strengthens the chest and all respiratory muscles.

Secondgroup designed to develop flexibility of the spine and strengthen the back muscles (to achieve the effect, strict adherence to the correct starting position is necessary).

Third group exercise helps strengthen the abdominal muscles, develop the muscles of the legs and arch of the foot

General development exercises (ADE) are selected so that all large muscle groups are included in the work one by one.

Outdoor switchgear complexes:

In the younger group consist of 3-4 open switchgear repeating 4-6 times.

The middle group consists of 4-5 outdoor switchgear repeated 5-6 times

In the older group consist of 5-6 open switchgear repeating 6-8 times

In the preparatory group consist of 6-8 open switchgear repeating 8-10 times.

I bring to your attention outdoor switchgear complexes that can be successfully used as morning exercises. But it's not just charging. Children do the exercises with pleasure, because ordinary exercise turns into a little adventure. Children will be more willing to engage in physical education, morning exercises, and perform exercises well. And even the laziest kids willingly join in this game. And how could it be otherwise? After all, they don’t just do exercises, but turn into birds, frogs, parsleys and cheerfully and cheerfully perform gymnastics, without even noticing that their body is receiving physical activity. Children play, and in the process of playing they strengthen their bodies. So, I invite you to a story-based physical education lesson, which is easy to build, subordinating the same theme with the open-air switchgear complex or story-based morning exercises.

"Flappers"

Walking and running in all directions.

1. I.p.: legs slightly apart, hands down. Hands up to the sides, clap your hands. (4-5 times).

2. IP: feet shoulder-width apart, hands behind your back. Lean forward, slam your hands on your knees. (4-5 times).

3. I.p. as in exercise 1. Sit down and clap your hands in front of you. (4-5 times).

4. Game "Bubble". After the words “The bubble burst!” running in all directions - small bubbles fly - 15 sec.

"Bubble" outdoor switchgear complex for the younger group

Walking, running, toe walking, breathing exercise.

5. “Let’s blow a bubble.” IP: legs slightly apart, hands raised to lips (inhale). Exhale - spread your arms to the sides (4-5 times).

6. “Let’s check the bubble.” I.p. the same, hands on the belt. Lean forward, tap your knees “knock-knock” (4 times).

7. “The bubble burst.” I.p. the same, hands down. Sit down, hands on knees “clap” (4-5 times).

8. “The bubbles flew.” Running in all directions for 30 seconds, walking on your toes, breathing exercise.

"Autumn Walk"

Walking one after another, running, walking on toes, changing lanes.

1. “The trees are swaying.” I.p.: Legs slightly apart, hands down. Raise your arms up, move them a little to the left, then to the right, say “Sh-Sh-Sh”, lower them. (4-5 times)

2. "Strong wind." IP: feet shoulder-width apart, hands below. Bend alternately to the right and left leg. (4-5 times)

3. "Weed." Sit down, stretch your arms in front of you, then stand up, lower your arms. (5 times)

4. “The cranes are flying south.” I.p.: the same. Raise your arms up through your sides and smoothly lower them down (5 times)

5. “Apple picking.” Raise your arms up, stretch, squat, extend your arms in front of you “put them in a basket” (4 times)

6. “The sparrows are jumping.” Jumping on two legs together. Walking in place (2 times). Changing lanes, walking one after another.

"Autumn " outdoor switchgear complex for the middle group

Walking one after another (in pairs), running in a column one at a time, changing lanes.

1. “We hang up the feeders.” I.p.: standing, legs together, arms down. Raise your arms up, stretch, lower your arms (4-5 times).

2. “Chopping wood.” IP: feet shoulder-width apart, hands clasped in front of you. Swing your arms up and back, bend down, say “U-U-UH” (4-5 times).

3. “Humpty Dumpty.” IP: standing, feet shoulder-width apart, arms down. Torso turns to the right and left with free hands (6-8 times)

4. “Scissors.” IP: lying on your side, leaning on your arm bent at the elbow, legs straight. Raise your straight leg up (4-5 times), then turn to the other side.

5. “Dance of the frogs.” I.p.: in a squat, hands on the belt. Squatting jumps (6-7 times).

Walking in place, walking one after another with high knees.

"Butterflies" outdoor switchgear complex for the middle group

Walking, running for 20 seconds, walking on toes and heels.

1. “Butterflies flap their wings.” I.p.: standing, legs together, arms down. Wave your arms, say “Sh-Sh-Sh” (5 times).

2. “Butterflies are flying.” IP: feet shoulder-width apart, hands below. Bend forward, spread your arms to the sides (5 times).

3. “The butterflies landed on the flowers.” Sit down, hands on knees (5 times).

4. “Butterflies swing on flowers.” IP: feet shoulder-width apart, hands below. Bend to the side, hands on the belt (4 times).

5. “Butterflies are spinning.” Jumping with a turn, first to the right, then to the left, walking in place. Repeat.

Walking one after another.

"Parsley" outdoor switchgear complex for the middle group

"Parsleys go quietly." Walking and running in a column, one at a time, on tiptoes.

1. "Plates". I.p.: legs slightly apart, hands down. Claps with straight arms in front “Clap.” (5-6 times)

2. “Clapping on the knees.” I.p. feet on shp, hands below. Lean forward, slap your knees. (5-6)

3. “Parsleys are looking for each other.” I.p. Same. Hands on the belt, turns towards “Where?” (5-6 times)

4. “Clap with squats.” I.p. feet width apart, hands below. Sit down, clap “Clap” in front of you (5-6 times)

5. “Parsleys have fun.” Jumping on two legs. 10-12 jumps (2 times).

Walking, breathing exercise.

"Winter" outdoor switchgear complex for the middle group

Walking on tiptoes, with high knees “in deep snow”, running in all directions “snowflakes flew”, walking.

1. “Let’s warm our hands” IP: legs slightly apart, hands down. Clap your hands in front of your chest (4-5 times).

2. . “Let’s warm ourselves up.” I.p.: legs are the same, arms are spread to the sides. Clap the hips “clap-clap” (4-5 times).

3. “Let’s look around” I.p.: feet on the shoulder (for the youngest group) or kneeling (for the middle group), hands on the belt. Turns to the sides “I see” (4-5 times)

4. “Let’s shake off the snow.” I.p.: feet on shp., hands below. Bend forward, clap your palms on your ankles or knees (4-5 times).

5. “We went sledding” - running for 15-20 seconds, walking, exercise to restore breathing.

"Bunnies" outdoor switchgear complex for the middle group

Walking, running, walking on toes “fox”, walking holding hands “hares in the clearing”.

1. “The bunnies are listening.” I.p. legs slightly apart, arms down. Raise your arms, put your palms to your head, turn your head left and right “quietly”

2. “The bunnies are warming their paws.” I.p. Same. Lean forward, tap your knees “clap-clap.”

3. “The fox is walking through deep snow.” I.p. Same. Alternately raise your leg bent high at the knee.

4. “The bunnies are hiding from the fox.” I.p. Same. Sit down, hands on knees, look around, “Where?”

5. “Bunnies have fun.” 10-12 jumps, walking, repeat jumping and walking. Breathing exercise.

"Birds" outdoor switchgear complex for the middle group

Walking on toes, running, walking.

1. “The birds are flapping their wings.” I.p. legs slightly apart, arms down. Raise your arms to the sides, wave, say: “Chick-chirp.”

2. “Where is the bird?” IP: feet shoulder-width apart, hands below. Turns to the side, say: “Where?”

3. “The birds are drinking.” I.p. Same. Bend forward, arms back, say: “Pi-i-t”

4. “The birds are pecking.” I.p. as in exercise 2. Sit down, tap your finger on your knees, say: “Keep-keep”

“The birds have flown” - running in all directions for 15 seconds, walking, breathing exercise (repeat 2 times)

"We are pilots" outdoor switchgear complex for the senior, preparatory group.

1. “The helicopter rotates its propellers.” I.p.: o.s. Alternately rotate with a straight hand on a count of 1 - forward, 2 - backward, 3-4 the same with the other hand (8 times)

2. “Let’s start the engines.” I.p.: o.s. arms bent at the elbows, in front of the chest. Rotation of hands with speeding up and slowing down (15-20 seconds 5-6 times).

3. “The plane is flying.” I.p.: legs on sh.p., arms apart. to the sides. Bend to the sides (8-9 times). At the end, sit down on one knee “the plane has landed.”

4. “Let’s check the wheels.” IP: legs slightly apart, hands below. Raise your leg bent at the knee high and slap your knee with your palm, say “here,” then do the same with the other leg (8-9 times).

5. “Let’s pump up the wheels.” I.p.: legs on the shoulder, arms bent at the elbows at chest level. Bend forward, straighten your arms - exhale, return to IP. (9-10 times).

6. “The pilot sits in the cockpit.” IP: standing on your knees, hands on your belt. Sit to the right, straighten up. Sit to the left, straighten up (6-8 times). .: legs slightly apart, arms down

7. “The plane is taking off.” IP: legs slightly apart, hands below. Jump up 12 times, repeat walking 2-3 times.

8. “The pilots are returning from the airfield.” Walk 1 min.

"The Little Frogs and the Heron" outdoor switchgear complex for seniors, will prepare. gr.

1. “The little frogs woke up and stretched.” I.p.: o.s., arms bent at the elbows, hands clenched into a fist, on the chest. 1 - arms up, hands unclenched, 2- i.p., 3- arms to the sides, hands unclenched, 4- i.p. (8-9 times).

2. “The heron clicks its beak.” I.p.: o.s. 1- clap with outstretched arms in front of the chest, 2- i.p., 3- clap with outstretched arms at the top, 4- i.p.

3. “The little frogs look around.” I.p.: feet on shp., hands below. Turn to the sides, arms to the sides, fingers spread. Say “kwa-a-a” (6-7 times).

4. “The little frogs catch the mosquito.” I.p.: the same. Lean forward, clap your hands, return to IP. (6-8 times).

5. “A heron walks through the swamp.” I.p.: o.s., hands on the belt. Next, raise your legs high for a count of 1-4 (8-9 times).

6. “The little frogs are hiding.” I.p.: feet on shp., hands below. Deep squat, spread your knees to the sides, place your hands with outstretched hands on the floor between your legs, quietly say “kwa-a-a” (6-8 times).

7. “The little frogs are rejoicing” IP: legs slightly apart, arms below. Jumping legs to the sides - together, arms to the sides - down (12-14 jumps, walking) repeat 2-3 times.

8. “The heron and the little frogs are walking through the swamp.” Walking in a half squat “frog”, with high knees “heron” - 30 sec.

"We are funny parsleys" outdoor switchgear complex for senior, preparatory group

1. Walking and running in a column, one at a time, on tiptoes “parsleys walk, run quietly.”

2. "Plates". I.p.: legs o.s., arms spread to the sides. 1-2 clap with outstretched arms in front of you - I.P., 3-4 clap above the head - I.P. (8-9 times).

3. “Plates to the side.” I.p.: Feet on the shp, hands below. Turns to the side with a sliding clap with outstretched arms from top to bottom (6-8 times).

4. “Clap behind the knee.” I.p.: feet wider than shoulders, hands below. Bend forward, clap behind the knee (8-9 times).

5. “Parsleys are looking for each other.” IP: standing on your knees, hands on your belt. Turn to the side, spread your arms to the sides “where” (8 times).

6. “Clap on the knee.” I.p.: Feet width apart, hands on shoulders. 1-2 - raise your leg bent at the knee and slap your hand on the knee, in the i.p. 3-4 - the same with the other leg and arm, in IP. (8 times).

7. Squat Claps. I.p.: feet hip-width apart, hands below. Deep squat with clap in front of you (7-8 times).

8. “Parsleys have fun.” Jumping - legs to the sides, together with clapping overhead (12-14 jumps alternating with walking 2-3 times).

The outdoor switchgear complexes were compiled by Ganetskaya L.V. I wish everyone good health!

Literature

1. Vavilova E.N. Learn to run, jump, climb and throw. A manual for kindergarten teachers. - M.: Education, 1983.

2. Penzulaeva L.I. Health-improving gymnastics for preschool children (3-7 years old). - M.: Vlados, 2002.

3. Fomina A.I. Physical education classes and sports games in kindergarten. - M.: Education, 1974.

4. Shchebeko V.D. Methods of physical education in preschool institutions. - Mn.: 1998.

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Subject complex "Chickens"

I. Walking and running one after another (2 times for 10 seconds), walking on toes. Formation in a circle.

II. outdoor switchgear

1. "Chickens flap their wings." I.p. legs slightly apart, arms down. Raise your arms to the sides, wave them, say “ko-ko”, lower them. D-6 times.
2. "Chickens drink water." I.p. feet shoulder-width apart, hands below. Lean forward, move your arms back, straighten up. D-6 times.
3. “The chickens peck the grains” I.p. legs slightly apart, arms down. Sit down, tap your fingers on your knees, stand up. D-6 times.
4. "Chickens are looking for a worm." I.p. sitting, legs apart, hands on the belt. Lean forward, stretch your arms forward, look for the worm, straighten up. D-6 times.
5. "Strong Wings" I.p. legs slightly apart, arms down. Arms to the sides, wave the whole arm and hand - large wings, lower. D-6 times.
6. “Chickens have fun” I.p. legs slightly apart, hands on the belt. Jumping in place on 2 legs alternating with walking. D- 2 times 6 times.

III. Rebuilding from a circle. Running fast. Game exercise “Let's find the chicken” (The teacher hides the toy in advance and invites the children to find it),

Artistic word

Subject complex “Musical toys”

I. Walking and running in a column, one at a time, behind the teacher - he is a train. 12 times. Formation in a circle.

II. outdoor switchgear

1. "Rattles." I.p. legs slightly apart, arms down. Clench your hands into fists, raise them up, shake them, and lower them behind your back. D-6 times.
2. "Drum". I.p. feet shoulder-width apart, hands below your back. Bend over, tap your index fingers on your knees, say “boom-boom,” and straighten up. D-6 times.
3. "Pipe". I.p. legs slightly apart, arms down. Rise on your toes, bring your hands to your mouth, say “doo-doo-doo”, stand on your full foot, lower your hands. D-6 times.
4. "Harmonic". I.p. kneeling, hands on waist. spread your arms to the sides, “play the harmonica, tra-la-la,” put your hands on your belt. D-6 times.
5. "Piano". I.p. sitting, legs apart, hands down. Bend over, stretch your arms forward, “let’s play the piano with your fingers,” straighten up, lower your arms down. D-6 times.
6. "Everyone is having fun." I.p. legs slightly apart, arms down. 2-3 springs and 6-8 bounces, alternating with walking in place.

III. Rebuilding from a circle. Quickly run after the teacher.

Breathing exercise “Inflate a balloon”

Artistic word

Assignment: Independently compose plot complexes “Winter”, “Bunnies”, “Flowers”, “Summer”, “Butterflies”, “Geese”, “Plane”.

Story complex ORU "Airplane"

I. Introductory. Walking, side-step walking, walking, running, changing into a circle, pace, dosage??. Walking on toes (hands - ?), walking on heels (hands - ?)

II. outdoor switchgear

1. "Airplane". I.p. legs slightly apart, arms down. Hands to the sides - “airplane wings”, return to IP - “the airplane has flown away.” D-6 times.
2. "The plane selects a landing site." I.p. legs apart, arms to the sides. bending forward, turning the head to one side or the other, I.p. – D-6 times.
3. "Plantings." I.p. legs slightly apart, hands behind your back. Hands to the sides, sit down - “sank to the ground”, return to I.p. Later say “sat down” – D-6 times.
4. "The pilots are resting." I.p. lying on your back. Turn on your side, stomach, other side, and back again. breathing is voluntary. D-6 times (3 times in each direction).
5. "The pilots are having fun." I.p. legs slightly apart, hands on the belt. Slightly bend and straighten your legs (“springs”), then start jumping. D-2-3 times 6-8 jumps, alternating with walking.

III. Final part. Running fast (time? with transition to slow walking). Breathing exercise “Let’s play the pipe.”

Artistic word

Exercise:

Look through the complex and replace the questions with the correct answers.

Morning exercise complex

for junior group II with flags.

I. Walking in a column one at a time, running, raising your knees high (like horses). Walking and running alternate. D-2 times

II. Outdoor switchgear with flags.

1. “The flag is higher.” I.p. legs slightly apart, flags below. Flags across the side up, wave, lower, say “down.” – D-6 times.
2. “Wave down below.” I.p. legs apart, arms with flags to the sides. lean forward, wave from side to side, return to I.p. breathing is voluntary. D-6 times
3. “Higher leg and flag.” I.p. legs slightly apart, flags lowered. Raise the flag and bent leg, return to I. p. Alternating the movements of the legs and arms. Breathing is voluntary. D-6 times.
4. “Through the sides” I.p. kneeling, flags lowered. Raise it over the side, wave it down. D-6 times.
5. “Show the flag.” I.p. sitting, legs apart, flags down. Flags forward, tilt, say “here,” lower the flags. D-6 times.
6. "Bouncing" I.p. legs slightly apart, flags down. 6-8 bouncing and shaking flags. D-2 times. Breathing is voluntary.

III. Game exercise “Sparrows and the cat.” The little sparrows are in the house outside the line, and the cat is sitting on a chair in the center of the hall. The little sparrows scatter all over the hall, and at the teacher’s signal “Cat!” The sparrows run away, trying to quickly get to their house. Walking in a column, one at a time, behind a cunning cat.

Artistic word

Tasks:

1. Create a complex of morning exercises with handkerchiefs, rattles, without objects.
2. Record the final part of morning exercises in 2 versions.

Game complex of morning exercises for the 2nd junior group

I. Game of average mobility “On a level path”. Children stand in a circle and perform movements in accordance with the text spoken by the teacher:

On a smooth path,

On a flat path

Our feet are walking.

One-two, one-two

By the pebbles, by the pebbles

Into the pit - thump.

Children perform walking, and when they hear the words “over the pebbles, over the pebbles,” they jump on two legs, moving forward, and when they hear the words “into the hole - thump,” they squat down. “We got out of the hole,” says the teacher, and the children rise 2-3 times.

II. Game exercise “Bees”. Run in all directions, raising your arms to the sides and shaking them, saying “zhu-zhu-zhu.” D-2 times.

III. Sedentary game "Bubble"

The plot complex of ORU "Airplane". I. Introductory. Walking, side-step walking, walking, running, changing into a circle, pace, dosage??. Walking on toes (hands - ?), walking on heels (hands - ?) II. ORU "Airplane". I.p. legs slightly apart, arms down. Hands to the sides - “airplane wings”, return to IP - “the airplane has flown away.” D-6 times. "The plane selects a landing site." I.p. legs apart, arms to the sides. bending forward, turning the head to one side or the other, I.p. – D-6 times. "Plantings." I.p. legs slightly apart, hands behind your back. Hands to the sides, sit down - “sank to the ground”, return to I.p. Later say “sat down” – D-6 times. "The pilots are resting." I.p. lying on your back. Turn on your side, stomach, other side, and back again. breathing is voluntary. D-6 times (3 times in each direction). "The pilots are having fun." I.p. legs slightly apart, hands on the belt. Slightly bend and straighten your legs (“springs”), then start jumping. D-2-3 times 6-8 jumps, alternating with walking. III. Final part. Running fast (time? with transition to slow walking). Breathing exercise “Let’s play the pipe.”

Slide 9 from the presentation “Theme “Transport””

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Transport

“World Transport System” - What is the current length of pipeline transport lines? Serves primarily the domestic needs of individual countries. Land transport. ? Which type of land transport is the leader in terms of cargo turnover, and which in terms of passenger turnover? Find countries on the map in the atlas. Structure of world transport.

“Transport system” - Freight and passenger turnover. At the same time, movement speeds increase. World transport system. RTS of the Commonwealth of Independent States. Regional differences. In the foreign trade of Western Europe, the leading role belongs to maritime transport. The trans-Saharan road is being built, transcontinental pipelines are being built, and the road network is being improved.

“Vehicle” - Fenced area near the house. 2. Wheel detail. 3. Bicycle control. 4. Model of a Russian car. 5. What can you carry on the trunk of a bicycle? 6. Place of residence. Card No. 6 “Add the word” to 3 words Auto-Moto-Velo-. You will need your knowledge of life safety related to traffic rules.

“World Transport” - Doing practical work – 10 minutes. Provides communication between areas of production and consumption of goods and services. Characteristics of modes of transport. Aviation transport. Sea shipping routes. Ensures the development of international economic and cultural relations. Determine the availability of transport networks in various regions of the world.

“Transport of the world 10th grade” - Plymouth 1958 2. Transport system in developing countries. Regional transport systems. World rail transport. In 1833, the first railway appeared in France, in 1835 - in Germany and Belgium. The world transport system is everything: TOP TEN COUNTRIES BY SIZE OF RAILWAY FREIGHT TURNOVER IN THE LATE 1990s.

INTRODUCTION

BASIC EXERCISES

VARIETIES OF EXERCISES

DEVELOPMENT OF ORG COMPLEXES

SELECTION OF EXERCISES

METHODS OF CONDUCTING ORG

Outdoor Switchgear TRAINING

ORU DOSAGE

LITERATURE

INTRODUCTION

ORU (general developmental exercises) are called movements of the body and its parts that are accessible to the practitioner, technically uncomplicated, and performed for the purpose of healing, developing physical qualities, as well as sports warm-up.

Representatives of all sports include outdoor sports equipment in training as a means of warming up and developing certain physical qualities. The large number of outdoor switchgear is explained by the fact that possible actions by the body and its individual parts vary in the degree of muscle tension, changes in speed, amplitude and direction of movements. Changing the starting and final positions, using various weights and devices also expand the boundaries of the use of these exercises. Relative simplicity and the possibility of gradual complication make outdoor switchgear accessible to students of any age and preparedness.

ORU is a school of motor training. The initial training plan in sports is also characterized by the use of a large volume of outdoor gear. The value of outdoor devices is explained by the fact that they are easily dosed and allow targeted and selective effects on certain muscle groups. Systematic implementation of correctly selected exercises significantly contributes to improving the level of health of those involved, improving metabolism, the functioning of the circulatory, respiratory, digestive organs, and strengthening the musculoskeletal system. It is necessary to especially note the beneficial effect of outdoor gear on the formation of correct posture in schoolchildren, as well as on the correction of its deficiencies (stooping, scoliosis, etc.). Undoubtedly, in the activities of a physical education teacher, knowledge, skills and abilities related to the use of such a universal means as outdoor switchgear should occupy a significant place. Proper use of outdoor switchgear in classes with various groups involves:

• mastery of a large number of specific exercises (ability to demonstrate, name terminology);
• knowledge of the nature of each exercise, its focus;
• the ability to compose sets of exercises depending on the tasks;
• the ability to teach and conduct outdoor switchgear classes in various ways (by story, by demonstration, by assignment, in a playful way, etc.);
• knowledge of methods of organizing outdoor switchgear classes;
• the ability to dose the load in connection with the state of those involved in the tasks being solved.

BASIC EXERCISES

Outdoor exercise equipment is usually classified according to anatomical criteria, distinguishing groups of exercises with a predominant effect on different parts of the body. As evidenced by scientific data and practical experience, when compiling a complex it is necessary to be guided by the following provisions:

1. The first exercises to develop are the muscles of the arms and shoulder girdle. They are usually performed at a slow pace.
2. Neck exercises.
3. This is followed by exercises for developing the leg muscles, alternating exercises for the leg muscles and back muscles, abdominal muscles and lateral muscles of the torso - the pelvic girdle, performed from various starting positions.

Strength exercises should precede stretching exercises.

4. The last ones in the complex are exercises that involve the main muscle groups of the whole body, performed with a large amplitude.

Finally, so-called speed exercises are used (jumping or running in place), after which the load should be gradually reduced at a slower pace. In each group, a number of exercises of a more local nature can be distinguished. For example, in the group of exercises for the arms of the shoulder girdle, there are exercises for the fingers, hands, forearms, and shoulders;

In the group for the legs and pelvic girdle - exercises for the foot, lower leg, thigh;

In the group of exercises for the torso, there are exercises for the muscles of the front or back surface of the body, etc.

The classification of exercises according to anatomical criteria is supplemented by indications of the nature of their physiological effects on the body of those involved. This refers to the predominant influence of exercises on the development of strength, speed, flexibility, and endurance.

The shape of the outdoor joint is determined by the basic movements in the joints: flexion, extension, adduction, abduction, circular movements, rotations.

The nature of the exercises largely depends on the system of muscle tension and relaxation, the speed of movements and externally manifests itself as smooth, uniform movements or movements with acceleration or deceleration, jerks, swings.

In the introductory part of the lesson, you can use specially selected games or exercises that do not require much physical stress and activate the attention of students. Based on specific conditions, the teacher must independently decide which exercises or games are most appropriate for a given lesson.

If the lesson is held in cool weather outdoors, the teacher during the introductory part should offer the most effective exercises to warm up the body. For this purpose, outdoor switchgears are carried out at a faster pace, their number increases, and therefore the duration of the entire introductory part increases. Practice has shown that to make this part of the lesson more effective and emotional, exercises with objects (jump ropes, gymnastic sticks, balls, etc.) should be used.

From a psychological point of view, the use of objects of various shapes, volumes, and weights increases the emotionality of classes, the activity and interest of children, and enriches them with new motor experience.

In connection with what has been said, in the examples below, exercises for various parts of the body are also grouped based on their predominant impact on the development of certain qualities.

VARIETIES OF EXERCISES

EXERCISES FOR ARM AND SHOULDER GIRT

1. Exercises for fingers and hands:

a) strength exercises:

Squeezing a tennis ball for each count;

Place your fingertips on the wall, standing at an angle to the wall;

Also lying down:

Pushing with hands from the wall with straight arms resting on the wall, standing at a distance of a step from it;

b) exercises to increase joint mobility:

Hands up, palm to palm, fingers up, lowering the arms along the body without changing the position of the hands;

Claps your hands in a position with your elbows to the sides, fingers forward, up;

In a lying position, transfer the weight of the body from one hand to the other, changing the position of the hands: fingers forward, inward, outward.

1. Exercises for forearm flexors and extensors:

a) strength exercises for flexors:

Bending your arms to your shoulders with medicine balls (dumbbells), the same with a rubber shock absorber while standing on it, grabbing the ends with your hands;

Pull-ups while lying down or hanging on the crossbar, rings, parallel bars;

While lying on your arms wide apart, bend one arm. Moving the body alternately in support while lying on the left or right hand;

b) strength exercises for extensors:

Extension of arms (push-ups) in a lying position;

Extension of the arms in a lying position, from behind with hands resting on a bench, chair seats;

Jumping on hands in prone position with clap;

Extension of the arms upward from a dumbbell position to the shoulders;

c) exercises to increase mobility in the shoulder joints:

One hand is up, the other is down. Changing hand positions with a jerk at the end of the movement;

Bringing straight arms behind the back with jerks;

From an emphasis position, lying behind, bending your legs, springing movements. Arms straight, fingers back;

Twist the shoulder joints, moving the stick back behind the back and back, gripping the ends. The same with the rope, shock absorber.

NECK EXERCISES

a) exercises to increase joint mobility:

• tilting the head forward, backward, to the sides;

Turns the head left, right;

• circular movements of the head;

b) strength exercises:

• hands on the back of the head, tilting the head forward and back, overcoming the resistance of the hands;
• kneeling with the head resting on the palms (on a soft support), rolling from the forehead to the back of the head;
• from a lying position with bent arms (palms at the head) and legs, a wrestling bridge (on a soft support).

EXERCISES FOR THE LEG AND PELVIC GIRL

1. Exercises for the foot and lower leg:

a) strength exercises:

Raising on your toes, also with dumbbells in your hands;

Walking on toes;

Jumps on two and one legs in place and with advancements;

b) exercises to increase joint mobility:

In the forward lunge position, springing movements, trying to touch the floor with the heel located behind the leg;

Kneeling, sit on your heels. Using springy movements, lift your knees off the floor;

Walking on the outside of the foot

1. Exercises for thigh muscles:

a) strength exercises:

Squats on two and one legs, also with dumbbells in hands, also with a partner on the shoulders;

Walking and jumping in a half-squat;

On your knees, bend with your torso straight back;

The same, but forward while holding the partner’s shins.

b) exercises to increase mobility in the hip joints:

Circular movements of the pelvis while standing with your feet apart, shoulder-width apart;

Springing movements in a wide forward lunge position. The same in the position of contribution to the side;

Bends forward in a sitting position with straight legs (legs together and apart);

Half twine, twine;

Standing on one leg, swing with maximum amplitude forward, back to the side with a straight leg;

Standing on one leg, the other rests on the bar of the gymnastic wall.

Bends towards a straight leg.

TORSO EXERCISES

1. Exercises for the front surface of the body:

a) strength exercises:

From a lying position, raising the body to a sitting position;

Lying down, raising straight legs, raising straight legs while lying on the shoulder blades, bent;

In a lying position, arms with dumbbells to the sides. Raising dumbbells forward.

Bend backwards, standing with your feet apart, hands on your belt, towards your shoulders, up;

Sitting with your lower back supported on a medicine ball.

Bend back, arms up;

Push-up bridge from a lying position.

1. Exercises for the back of the body:

a) strength exercises:

Bend forward with a medicine ball held by the hands at the back of the head;

Lying on your stomach, bending, arms up;

Bend forward position, raising arms to the sides with dumbbells;

b) exercises to increase spinal mobility:

Springy bending forward;

1. Exercises for the lateral surface of the body:

a) strength exercises:

From a sitting position, legs apart, leaning on one hand, with a turn, lying on your side, the other hand up;

In the gray-haired position, legs apart (toes catch on the rail of the gymnastic wall or while holding your partner’s legs, bend back 45 degrees and turn the body to the right, left, hands behind the head;

b) exercises to increase spinal mobility:

Springy bends of the torso to the sides in a standing position with legs apart, hands on the waist, to the shoulders, up.

EXERCISES FOR THE WHOLE BODY

• from a crouching position go to a lying position, then again crouching at a point blank position, stand up, do the same but with bending your arms in a lying position;
• walking on your hands with the help of a partner by the legs;
• in a standing position with legs apart, circular movements of the torso;
• from a standing position, sit down with your legs crossed, without using your hands, then lie down, sit down again and stand up.

EXERCISES TO FORM CORRECT POSTURE

• from a standing position against the wall with the back of your head, shoulder blades, buttocks, and heels touching it, move away from the wall, maintaining this position. Determine the difference between the usual pose and the pose of correct posture against the wall;
• holding a gymnastic stick vertically behind your back at the lower back, take a straight body position with the back of your head and spine touching the stick. Fix the pose while standing in front of the mirror;
• standing with your back to the wall, perform squats and bend your torso to the side, without lifting your back and pelvis from the wall;
• lying on your back, hands behind your head, tense your back muscles, rise to the o.s. Maintaining a straight body position with the help of partners.

DEVELOPMENT OF ORG COMPLEXES

When selecting individual exercises and compiling outdoor switchgear complexes, you must first of all be guided by who these exercises are intended for and for what purpose they will be used. In other words, pedagogical objectives should be clearly defined. The most typical forms of outdoor exercise, differing from each other in their target orientation and tasks, are morning exercises, industrial gymnastics, basic gymnastics, etc.

The forms of organization, as well as the pedagogical objectives of the classes, depend on with whom (the contingent) and for what purpose the exercises are carried out. It should be borne in mind that each exercise is universal in nature and should be used taking into account the tasks that need to be solved with the help of this exercise. For example, squats on both legs in classes with toddlers help develop a sense of balance when changing posture. Squats in morning exercises or sports warm-up warm up the leg muscles and stimulate the activity of the cardiovascular and respiratory systems. Squats during industrial gymnastics with persons engaged in labor processes involving mainly the hands or in a sitting position will contribute to the active rest of the leg muscles, especially the hip extensors. Finally, squats with dosed loads during therapeutic exercises are used to restore the functions of the muscles and joints of the legs after injuries or diseases. Externally identical exercises in form (the same squats) will have different effects depending on the nature of their execution (fast or slow squats with or without weights, etc.). In order to correctly navigate the choice of exercises, it is necessary to have an idea of ​​the qualitatively different forms of manifestation of motor abilities. The most characteristic qualities are strength, endurance and flexibility.

1. Repeated (8-12 times) lifting the available weight or overcoming the weight of your own body (during push-ups while lying down, getting up from a squat, pull-ups, etc.) until fatigue develops strength endurance and helps increase muscle mass. If repetition (8-12 times) is not difficult, it is necessary to increase the weight of the weight or change the starting position (for example, push-ups with your feet resting on a platform).
2. Lifting near the maximum weight (1-3 times) develops maximum muscle strength and increases their mass. Isometric exercises (close to the limit of muscle tension with such external resistance that there is no visible movement of body parts) also develop maximum strength.
3. Performing movements at maximum speed develops speed and strength qualities of muscles and speed.

ENDURANCE – using outdoor gear, they develop local and general endurance (for example, lifting dumbbells to the shoulders, pulling up on the bar).

Exercises in which many muscle groups are involved for a long time and, therefore, work with increased stress on the cardiovascular and respiratory systems, develop general endurance (for example, general impact exercises, long running in place, jumping, squats combined with bending and lying down, performed repeatedly until you sweat)

FLEXIBILITY – distinguish between active and passive flexibility. Active flexibility is associated with demonstrating mobility in the joints due to overcoming muscle work (holding a high leg, high leg swings). In this regard, the development of active flexibility involves the use of exercises with an increased range of motion, as well as exercises to strengthen the muscles that fix the joints in extreme positions (highly raised leg, high angle, etc.). Passive flexibility is the manifestation of mobility in the joints due to the force of gravity of the body’s own weight or its parts, the actions of a partner or weights (lowering into a split, bending forward in a sitting position with pulling to the legs with the help of a partner, bending the torso towards the leg with its support on the gymnastics bar walls, etc.).

Passive flexibility is developed by the method of repeated active or passive actions of a yielding nature (bending with additional movements, the same with the help of a partner), by fixing systematic positions in poses where mobility in the joints is manifested (bridge, splits, bending, etc.).

The amount of available range of motion depends on the development of flexibility. Exercising only with strength exercises leads to limited mobility in the joints and stiffness. Therefore, strength exercises must be combined with flexibility and relaxation exercises.

Relaxation exercises are also part of the outdoor training and are associated with rest and involuntary natural relaxation of muscles. Using the method of contrasting actions: alternating strong tensions and quick relaxations of a given muscle group, it is necessary for those exercising to actively or voluntarily relax the muscles. This method is effective in a lying or sitting position. Swinging movements with relaxation, shaking, and self-massage techniques are used.

SELECTION OF EXERCISES

When selecting exercises based on the principle of their compliance with the main pedagogical tasks, one should be guided by the following rules:

1. Exercises should have a diverse impact on those involved. This is especially important to take into account when drawing up complexes of morning exercises and sports warm-ups, which must include exercises involving the movements of all parts of the body. It is necessary to alternate exercises according to a certain pattern that makes up one series, for example, “arms-legs-torso”. There cannot be forever established rules, since the range of problems solved using outdoor switchgear is very wide.
2. Along with the diverse effects on the body of those involved, outdoor gear should be selected taking into account their local influence on the development of individual muscle groups or certain physical qualities. Outdoor switchgear complexes, designed taking into account local impact, typical for athletic and basic gymnastics. The same rules should be followed when compiling a set of exercises for industrial and therapeutic gymnastics.
3. The “progression” rule, widely used in sports, is also implemented when compiling an outdoor complex in the form of an “increase” in the effect of using an exercise due to an increase in the amplitude and speed of movements, the degree of tension, and the number of repetitions. This manifests itself during the performance of one exercise and one or several outdoor switchgear complexes. Each exercise can be strengthened through additional actions. An increase in load in the ORU complex is achieved by including more intense exercises in subsequent series and increasing the number of repetitions. Gradual habituation (adaptation) to the load from lesson to lesson with a constant outdoor complex indicates the beneficial effect of exercise on the body and requires a change in the complex in the direction of its complexity.
4. The gymnastic method of conducting outdoor exercise is distinguished by strict regulation of movements, which is achieved with the help of clear instructions on the starting position, direction and amplitude of the movement and the nature of their implementation. When selecting exercises, you must follow the rules of gymnastic regulation of exercises. For example, when bending forward, it is important to clarify the position of the legs, since the effect will be different if the legs are placed together or apart, with toes facing out or with parallel feet. The nature of the exercise varies depending on whether the incline is performed slowly or quickly. The following exercises and their varieties should be the basis: 1. Pull-ups with straightened body bending. 2. Circular movements with your hands. 3. Squats. 4.Tilting the body forward, backward, to the side and in circular movements. 5. Tilts and circular movements of the head. 6. Lying emphasis and lying push-ups. 7. Raising the legs in a sitting and lying position (or the torso with the legs fixed). 8. Swing your legs forward, backward and to the side. 9. Jumps (jumps) multiple. 10.Walking and running in place.

METHODS OF CONDUCTING ORG

A feature of outdoor switchgear, in contrast to conducting applied exercises, is their stylization. Outdoor switchgear is carried out using objects. When practicing outdoor gear, objects are used with various efforts: as a pull-back, as a means of restoring the accuracy of movements, as a means of increasing interest in classes, etc.

A gymnastic stick is used as a limiter of movements, clarifying their direction and amplitude. In addition, it can be used as a support for exercises in supports and hangs when training with partners. Typical exercises with a skipping rope are jumping with pulling over it: on two and one leg; with rotating the rope back and forth; for each rotation of the rope and with intermediate jumps; with double rotation; in a squat, etc. A jump rope folded in half, three or four times is used as a stick. A long rope is also used for jumping while rotating its ends by two partners.

INFLATABLE BALLS are used for throwing and catching during individual and group exercises. Small (tennis) balls are also used for throwing at a target.

PUSH BALLS of different weights, as well as movement limiters and support when performing a row (for example, bending while lying down with support, your back on the ball).

DUMBBELLS of different weights are widely used as weights that enhance the effect during dynamic exercises of a speed-strength nature (light weight) and during dynamic and statistical strength exercises (medium and heavy weight). Rubber and spring shock absorbers are used for the same purpose. Block devices, weights and barbells are used for special power support in sports gymnastics and athletic gymnastics and are typical tools for outdoor training. Exercises with wooden clubs are performed to develop strength and mobility in the joints of the upper limbs, coordination of movements, and are also used in games and relay races. Many outdoor exercise routines can be performed using a gymnastic bench and on a gymnastic wall. The bench can serve as a support in a sitting position, in a lying position, or as an obstacle when jumping. Many exercises can be performed using a bench as a weight, lifting it with your hands or feet by a group of exercisers.

Thanks to the design of the apparatus on the gymnastic wall, you can perform specific exercises with your hands and feet supporting the slats at different heights, hanging and mixed hanging exercises. In addition, additional support with your hands on the wall makes it easier to perform a number of exercises (balance, squats), which is important when practicing with beginners.

It is also advisable to carry out outdoor switchgear with a partner. This expands the possibilities of using outdoor gear: the interaction of partners can facilitate or complicate a motor task, and in general increases the emotional background of classes. When drawing up a training program, you need to provide for the possibility of including exercises with objects and using gymnastic equipment in the complex.

Outdoor Switchgear TRAINING

As a rule, outdoor exercise is not a complex motor task for those involved, and the learning process most often comes down to memorizing the sequence of exercises in a complex. The most effective other methods of teaching outdoor switchgear are the methods by showing, by telling and by division: 1. Method of teaching by showing.

When teaching outdoor gear using the demonstration method, instructions are given at the same time as to which movements are performed on what count. After 2-3 repetitions together with the group, the conductor moves on to counting and prompting. Finish the exercises with the command: “Stop!” It is served instead of the next bill.

When teaching children of primary school age, not commands are given, but orders: “Take your starting position!” etc.

2.Method of teaching through a story.

This method is used when teaching simpler exercises or in order to activate the attention of students. Along the way, suggest basic actions instead of counting, but also in the rhythm and tempo of the exercises. For example: “Bend-straighten-sit-stand.” With a combined method, combining showing and telling, an exercise is shown at the beginning, and then prompts the person to complete it.

3. Method of teaching units.

This method is used when teaching more complex coordination devices, as it allows you to make mistakes between individual movements to clarify them and correct errors. With this method, high motor density of activities is achieved.

ORU DOSAGE

Regulation of physical activity during outdoor sports activities is carried out by changing:

• number of exercises (depending on the forms of outdoor switchgear training, it may be different);
• the content of the exercises (movements of individual parts of the body have less load than exercises involving the work of many muscle groups, strength exercises and endurance exercises have a stronger impact than flexibility exercises);
• rest intervals between exercises (shortening rest pauses increases the load);
• number of repetitions (when performing simple outdoor exercises that fit into the count “1-4” or “1-8” to music, as a rule, each exercise will be repeated 4, 8, 12 or 16 times. Exercises without music can be repeated within the same limits, not adhering to the exact quantity dictated by the structure of the musical work);
• pace (faster, the pace of exercise is usually more intense);
• starting position (the same exercise with different starting positions has a different load. For example: flexion and extension of the arms in a prone position with hands resting on an elevation or in an emphasis position on the uneven bars. Dose the exercise based on the general rules of taking into account the degree of preparedness of the trainees, their age, gender and tasks to be solved with this contingent. In individual classes, adjust the load depending on the degree of fatigue. In group classes, the teacher can let the students stop the exercise on their own; if you continue it with everyone together, it’s difficult to stop. In strength exercises, the feeling of fatigue is easily noticeable and repeated to failure is permissible. In endurance exercises, bringing the body “to failure” to such a degree of fatigue is impossible, especially when training with beginners. In flexibility exercises, one should be guided by a feeling of slight pain, indicating the limit of the amplitude of movements.

From lesson to lesson, the load should also be gradually increased, regulating it using the same factors and the number of days of exercise per week.

Breathing is closely related to movements. The depth and frequency of breathing must correspond to the needs of the body at the moment. This complex physiological function of the body is carried out automatically, although possibly voluntarily, in the act of breathing. For healthy people, it does not matter when to inhale and exhale; moments of short-term straining are not harmful. Whenever possible, it is necessary to combine the pace of movements with breathing. When expanding the chest, when moving your arms to the sides, extending the torso, it is recommended to inhale, and when bending, bending, exhale.

The emotional background, especially when working with children, is of great importance; it is recommended by ORU in a playful way. Many outdoor games are rich in movements that can be organized and used as outdoor activities (walking, running, squatting, jumping, bending, etc.)

The competitive method of conducting outdoor training also increases the emotional tone of those involved. For the same purpose, outdoor switchgear is carried out in various formations and with changes: in a line, column, circle, in closed and open formation, in movement in pairs and threes. Outdoor switchgear is especially useful (in the park, in the forest and on the beach).

LITERATURE

1. Gymnastics - a textbook for physical education technical schools. Edited by P.T. Brykin and V.M. Smolevsky, M, f and sport 1975.
2. Tips for trainers. Collection of exercises and techniques, recommendations - 2nd edition revised M, f. and sports 1980
3. Physical culture and sports in secondary schools: a manual for teachers / V.P. Bogoslovsky, M.N. Dovedenko, V.P. Drobyshev, etc. / Edited by M.D. Rina, M, Education 1985. (Library of physical education teachers)

In kindergarten, much attention is paid to promoting the health of young pupils. The physical development of children is one of the central areas of this work. The age of 4-5 years is called the age of grace. Gymnastic exercises are easy for children, they have good coordination, and their muscles are actively developing. A properly developed outdoor switchgear complex for the middle group increases the body’s performance, forms beautiful posture, and creates a cheerful mood.

The benefits of general developmental exercises

First, let's understand the concepts. General developmental exercises (GDE) are understood as simple, accessible movements for those involved, which are performed for the purpose of warming up or improving health. In kindergarten, this is an integral part of the regime, reproduced day after day.

Outdoor sports complexes for physical education provide:

• teach children to discipline;
• create a good mood, raise tone;
• form the musculoskeletal system;
• develop physical qualities (dexterity, flexibility, endurance, etc.);
• teach coordination of movements, train balance;
• activate physiological functions (respiration, cardiac activity, blood circulation);
• develop both gross and fine motor skills (while performing exercises with objects);
• They teach children to follow the instructions of adults, as well as quickly navigate in space.

Compilation of the complex

Gymnastics always begins with an introductory part. The body prepares for subsequent loads (1-2 min.). The water part includes:

• drill exercises (turns to the sides and in a circle), formations (in circles or in several columns);
• walking (one after another or in pairs, on toes or on heels, with high knees, with different positions of the hands);
• running (in a circle, with bouncing, scattered).

The outdoor switchgear complex itself in the middle group according to the Federal State Educational Standard consists of 4-5 exercises, which are repeated by the children 5-6 times. First, children stretch their neck, shoulders and arms. This stage helps to straighten the spine and open the chest. Then exercises are performed for the torso and back. This can be all kinds of tilts, turns, rotation of the pelvis. At the end of the complex, exercises are done to strengthen the abdominal muscles, leg muscles, and arch of the foot.

The final part includes either running or jumping. Calm walking helps restore your pulse and regular breathing.

Building children

The teacher tries to create outdoor gear in the children when performing the complex. Morning exercises in the middle group are more lively if the teacher uses a variety of construction methods.

At this age, children know how to form a circle. This is most appropriate if most of the exercises will be performed lying down or sitting. After all, kids don’t yet know how to keep the necessary distance.

However, formations of 3-4 links, 2-3 people in a column, are gradually mastered. An unexpected order arouses interest among students and attracts their attention. If objects are involved in a set of outdoor switchgear exercises, an adult can arrange them in the hall in a checkerboard or other order. Children are invited to choose their own place next to the benefit.

Item distribution

The use of flags, balls, jump ropes, plumes, hoops, gymnastic sticks, ribbons, cubes, stuffed bags, and rattles helps to diversify gymnastics. Before performing the outdoor control complex for the middle group with objects, the teacher lays out the manuals on the floor, and the children take their places next to them. Another option is possible, when the children take the objects themselves.

It is convenient to place hoops and sticks along the walls, several in one place. Balls can lie on special shelves or inside hoops. Small objects are placed on chairs. This procedure gives the children the opportunity to quickly take benefits and return them to their place in an organized manner.

Teaching methods

At the beginning of the year, the teacher directs the children’s actions in the same way as in the younger group. The exercise is demonstrated to an adult before it is performed. Explanations are tied to a familiar image (we wave our arms like birds). Then the children and the teacher make movements, without counting.

Gradually the tasks become more complicated. Children's attention is drawn not to the emotional components (let's stretch like a kitten), but not to the execution technique (stand on tiptoes, keep your back straight, try to reach the ceiling with your palms). A competent, beautiful presentation of the exercise being learned is of great importance. All actions are immediately commented on, and the concepts of “left” and “right” are actively introduced.

The outdoor switchgear complex for the middle group is performed by children in concert, counting. The teacher gives the command “Start!”, makes 2-3 movements together with everyone, and then directs the actions verbally. If necessary, the counting alternates with explanations (“bent over, straightened up, one or two”). You can turn on rhythmic music that will set the tempo. The exercise ends on command. If the movement is well studied, you can get by with verbal instructions, without demonstration, or transfer this task to one of the children.

Outdoor switchgear complexes for the middle group without subjects

Children in their fifth year of life are actively mastering role-playing games. They perceive exercise with greater joy if it has a certain plot. Preschoolers go on a little adventure, transform into birds and bunnies, and jump over puddles. At the same time, the imagination and emotional sphere develops.

Below is a complex of outdoor switchgear for the middle group without subjects, which can be carried out in the fall:

1. "The trees are noisy." Spread your legs slightly, raise your arms, move them to the right, then to the left. Accompany actions with the sound “sh-sh-sh-sh”.
2. "Migratory birds". Hands smoothly rise and fall through the sides.
3. “Look how many leaves there are around!” Place your feet shoulder-width apart, hands on your waist. Side turns.
4. "Collecting apples." Reach up, picking an imaginary fruit, then sit down and put it in the basket.
5. "The bunnies rejoice in the golden autumn." Rhythmic jumps on two legs, using your hands to depict bunny ears.

In winter, another complex would be appropriate:

1. "Catching snowflakes." The children stand with their hands down. On command, you need to lift them to the ceiling through the sides, make a clap, return to and. P.
2. "Cold". Legs slightly apart, arms extended to the sides. Children slap their thighs.
3. "There are snowdrifts all around." Get on your knees, hands on your belt. Make turns left and right.
4. "I'm frozen". Sit down, stretch your legs forward, put your hands behind your back. On command, bend your legs at the knees, pull them to your chest with your hands and straighten them again.
5. "We're warming up." Children jump on two legs, actively waving their arms.

The spring ORU complex for the middle group will help children turn into beautiful flowers. It includes the following exercises:

1. "The flower is blooming." Place your feet apart, hands on your shoulders. Then raise them to the imaginary sun, move all your fingers.
2. "The butterfly has arrived." I. p. - standing, arms freely lowered down. Bend forward, spread your arms to the sides like wings.
3. "The breeze blew." Children put their hands on their belts and bend to the sides.
4. "Flowers are growing." I. p. - squat down. On command, stand up and stretch upward.
5. "It started raining." Fast jumps (“shower”) that gradually slow down.

Children really like to incarnate into various animals. To do this, you can all go to the village together:

1. "Cow". Stand up straight. Inhale air, raising your shoulders. With an exhalation, stretch out: “mu-u-u.”
2. "Cat". round your back, lower your head, say: “sh-sh-sh.” Then arch your back, look up and meow.
3. "The pig is rolling in the mud." Lie on your back, stretch your arms behind your head. Roll onto your stomach and back.
4. "Dog". Squat, spreading your knees to the sides and placing your hands on the floor in front of you.
5. "Horse". Perform jumps, accompanying them with clicking sounds.

Ball complexes

The use of bright objects increases children's interest in physical education. The ball is the most common projectile that is available in all kindergartens. That is why it is often used when conducting outdoor switchgear complexes for the middle group with objects.

Here's what a fun exercise with the Kolobok ball might look like:

1. "Granny is looking for flour." Turn your head left and right, the ball behind your back.
2. "Kneading the dough." Place the ball on the floor. Bend towards it, showing with your hands how the dough is kneaded.
3. "We baked a bun." The children hold the ball in outstretched hands. Torso rotations are performed.
4. "Kolobok runs away." Children roll the ball in a circle, first with their right and then with their left foot.
5. "We caught a bun." The kids hold the ball between their knees and jump.

With the same item you can go on a journey through an imaginary jungle. The corresponding complex includes the following exercises:

1. "Hide the coconut." Children stand holding the ball in their hands. According to the count, they raise their hands, put the ball behind their head, reach up again, and finally return to the standing position.
2. "The monkey swings on a vine." The kids raise their hands with the ball, tilting them left and right.
3. "The monkey collects coconuts." Press the ball to your chest, squat down, lower it to the floor, rise to your feet. Then perform a squat again, picking up the ball and returning to i. P.
4. "The monkey drinks coconut milk." The child lies on his stomach, holding the ball in outstretched arms in front of him. On command, they lift the projectile upward, lifting their chest off the floor and arching their back.
5. "The monkey is playing." Sit down, rest your hands on the floor behind you. Hold the ball between your feet. Bend your knees and pull it towards your chest.

Complexes using a gymnastic stick

This apparatus is new to children, so they need to be taught the correct grip. The gymnastic stick can be held horizontally by grasping its middle with a grip. To point her “nose” down, just straighten your index finger. You can also place the stick on your shoulder, supporting it with your hand from below.

Below is a complex of outdoor switchgear for children of the middle group "Frog":

1. "The little frog is reaching out." Children stand holding a stick in their lowered hands. At the teacher’s command, they lift it up and find the imaginary “sun” with their eyes.
2. "The little frog looks back." The stick is wrapped around the shoulders. Children turn to the sides.
3. "Catching mosquitoes." The kids stand holding a stick in the chest area. On command, you need to bend down, touch your legs with the projectile and say “am”. Then return to IP.
4. "We're hiding from the heron." The children are standing, their hands with the stick are lowered. You need to sit down, stretching your arms forward, then rise.
5. "The little frog is happy." Jumping over a stick with turns.

The kids will also like the “Airplane Flight” complex. It includes the following exercises:

• "Let's start the engine." The stick is held vertically in the right hand. Children draw large circles in front of them, saying “d-d-d.” Then they change hands.
• "We're clearing the clouds." The children take the stick in both hands, extend them in front of them and perform turns from side to side.
• "Looking down." The child places the stick on the floor with one end and holds on to the other. Intercepting the projectile with his hands, he moves all the way to the floor for a count of 4. Then the reverse movement is made.
• "We saw a boat." Children lie on their backs, legs tucked to their chest, a stick placed under their knees. Swings are performed back and forth, imitating the movements of a sailing boat.
• "The plane is gaining altitude." Children jump up, raising the stick above their heads.

Outdoor switchgear complex with jump rope in the middle group

In kindergarten, children are introduced to jumping rope at the age of three. Kids try to jump or step over a projectile held by adults. In the middle group, children are taught to independently rotate the rope and jump over it in any convenient way.

An unusual scenario for the outdoor switchgear complex will help make training interesting. In the middle group you can play bunnies with a jump rope. To do this, offer the children the following exercises:

• "The bunnies are looking at the jump rope." Fold the projectile in four and hold it in front of you. We raise our arms forward, then to the ceiling, again forward and down. We follow the movement with our eyes.
• "The bunnies are pulling the rope." Children hold the projectile in front of their chest. First, the right arm straightens to the right, while the left one bends. Then the movement is performed in the other direction.
• "The jump rope fell." Children hold the projectile in their hands extended forward. On command, they bend down, put the rope on the floor, and straighten up. Then they bend again as low as possible to the floor, lift the projectile, and return to i. P.
• "The bunnies are swinging." The kids sit on the floor, legs straight. The rope needs to be folded in half, hooked to the feet and pulled tight. Swings are performed from side to side.
• "The bunnies are jumping." Children try to rotate the rope and jump over it, first at a slow pace, and then faster.

Complex with cubes

Preschoolers enjoy role-playing games. Give the kids 2 cubes each for their next morning exercises. The "Builders" outdoor switchgear complex is described in detail below:

• "We're building a skyscraper." Children stand straight, arms with blocks are freely lowered. On command, they raise them above their heads, hit the cube against the cube and lower them again.
• "We hammer in a nail." I.p. the same. The kids spread their arms to the sides as wide as possible, and then bring them together in front of their chest, knocking the cube against the cube.
• "Brickwork". Children bend down to the floor, build a tower of blocks, then straighten up. Repeating the exercise, you need to lift objects, stand up straight, stretching your arms in front of you.
• "We're fixing the floor." Children do squats. Squatting down, they knock the cubes on the floor.
• "Builders are warming up." Jump around the cubes in different directions.

Hoop complex

This subject is new for middle group students, and therefore attractive. With its help, you can play driver by completing the following exercises:

• "Let's get in the car." The child stands inside the hoop, holding it in his lowered hands. On command, the projectile is raised above the head, then lowered.
• "Steering wheel". The hoop is held in outstretched arms and twisting movements are performed left and right.
• "On the bumps." Sit in a Turkish hoop, clasp your hands behind your back. Perform side bends.
• "Let's get out of the car." The hoop is placed on the floor. The child holds it from above with one hand. You need to sit down and go through the projectile, first in one direction, and then in the other direction.
• "Legs are tired." Jumping sideways from a hoop in different directions, alternating with walking inside the apparatus.

Outdoor switchgear complexes for the middle group should not only strengthen the children’s muscles and health, but also lift their spirits. This is how a love for physical education and a desire to lead an active lifestyle are fostered. All this will be useful to children in adulthood.