Run training. Methods of teaching children of different age groups to run methodological development in physical education on the topic of running at a younger preschool age
Healthy running with preschoolers
The purpose of the health run- give children an emotional charge of vivacity and peace of mind, train breathing,improve gas exchange, strengthen muscles, bones and joints.
I want to remind you about the importance of health running:
- Health running has an excellent effect on the upper respiratory tract, on the muscles of the intestines, on the heart and lungs.
- Healthy running develops endurance, prepares the body for stronger loads.
Wellness jogging is advisable to carry out at least 2 times a week on days when there is no physical education during the morning walk. In the warm season, they are held at the very beginning of the walk, and in the cold season - at the end of it.
How long does a wellness run last?
Average preschool age(4-5 years old) health run starts from 1 minute and gradually increases to 3-3.5 minutes.
At the senior preschool age (5-7 years) it lasts from 1.5 minutes to 7-12 minutes at an average pace.
Every two weeks, 15 seconds are added.
In total, the duration of the run increases from the initial one by 3 - 3.5 minutes. Children of the senior group at the end school year must run 4 minutes, preparatory group 6 minutes. The pace of running should be normal: not fast, and not slow.
Basic principles of running:
-
running should give children pleasure;
- run with the children, but at the pace of the children;
-run every day
- the longer the running distance, the shorter the warm-up;
Don't forget to relax after running.
For running, children are divided into subgroups: 1 subgroup - children with 1 and 2 main health groups.
2 subgroup children with 2 preparatory health group and frequently ill.
Children of the 2nd subgroup run in a more gentle mode.
Children with contraindications are not allowed to run!
First, there is a warm-up. Its goal is to warm up the muscles, make the joints more mobile, and set up the child psychologically.
Right from the porch, on the go, exercises for various muscle groups begin to be performed. The warm-up includes squats and various kinds of walking. The warm-up ends with a run in place. This is necessary so that the children do not “break away” from their place, but then run along the path at the right pace.
The first trainings showed that when children run with their mouths closed, they learn to breathe correctly through their nose and unnecessary cold air and dust particles do not enter the child's body through the mouth. The child clearly feels the time and place of the stop, and the transition to walking. Experience shows that at first the child must be taught to breathe correctly and only then gradually increase the load and run time.
The adult runs the entire distance with the children. He monitors the individual duration of the run of individual children, offers to leave the race. The teacher should be either on the side, or in front, or behind.
The run ends with a transition to walking and with breathing exercises and relaxation exercises.
A set of exercises consists of 2-3 exercises for different groups muscles. First for the muscles of the arms and neck, (breeding-adduction, swings up and down, back and forth, turning the head back and forth, up and down), then for the muscles of the body (tilts down or to the sides, turns, bending down), for the muscles legs (squats, swings) and different types of jumps (on two or on one leg, alternately, with turns, right-left, forward-backward)
While running, it is important for the teacher to remember:
Used Books
Narskin G.I. Physical rehabilitation and health promotion of preschool children.
Under. Ed. G.I. Narskin. - "Polymya", 2002.
Runova M.A. The physical activity of the child kindergarten 5-7 years Ed. Mosaic-Synthesis M. 2000.
Shebeko V.N., Ermak N.N., Shishkina V.A. Physical education of preschoolers - M: Publishing Center "Academy", 2000.
Prepared by the instructor in physical culture GOGLEVA M.V.
MBDOU MO Krasnodar "Kindergarten No. 91"
In order to improve the quality of running in children, it is advisable to use different kinds: running on toes, running with a wide stride, running with a high hip lift, which trains the muscles of the abdominal press, back and foot, light, rhythmic running to music, which affects the development of coordination and dexterity of movements; running between objects and with objects (jump ropes, hoops); running with overcoming obstacles and on a limited plane (outlined boundaries), which contributes to the acquisition of orientation in space and coordination of movements; running with various tasks performed on a signal and for orientation in space and in a team, cultivating dexterity and a quick reaction to changes in the child's environment. Types of running and running exercises differ in execution technique.
REGULAR RUN. The correct technique for such a run is considered to be: the ability to run freely, easily, with natural movements hands Normal running at an average pace is widely used to teach certain elements of technology, the skills of correct coordinated movement. With such a run, children can better control their movements, feel them well, and can make adjustments to their actions. Regular running can be carried out in various formations: in a column one by one, in pairs, in a circle, “snake”, etc. The approximate duration of continuous running increases gradually from 10-15 s in the younger groups to 35-40 s in the older ones (repeated 2-4 times with interruptions). For children 6-7 years old at the end of the school year, the duration of the run can be within one minute, since during the year children master the elements of the correct running technique, their functional training grows.
RUNNING ON SOCKS. The foot should be placed on the front of the foot, without touching the heel of the floor. The step is short, the pace is fast. The movements of the hands are calm, relaxed, in time with the steps, do not raise them high, You can put your hands on your belt.
HIGH KNEE RUNNING. Run, lifting the leg bent at the knee at a right angle, placing it on the floor with a soft, elastic and at the same time quite energetic movement on the front of the foot. The step is short, with a slight advance forward. The body is straight and slightly tilted back, the head is held high. Hands can be placed on the belt. Alternate with regular running or walking.
RUNNING WITH A WIDE STEP. Take wide steps, increasing the push and flight time (as if jumping over an imaginary obstacle). Put the foot from the heel with a roll over the entire foot. Try to fully straighten the pushing leg, vigorously pushing off. Hand movements are free and sweeping.
RUNNING WITH THE BACK OF THE LEGS BENT AT THE KNEE. The torso is tilted forward a little more than usual, hands on the belt. The leg bent at the knee after the push is retracted (try to reach the buttock with the heel). Alternate with regular running, while relaxing your legs a little more, giving them rest. Walking with the Cross. Perform an overlap of almost straight legs: right - to the left, left - to the right. The leg is placed on the foot.
RUNNING WITH JUMPS. It is performed energetically, with a wide sweeping movement. The duration of continuous running on toes, with high raising of the knees, with the leg bent at the knee pulled back, is short (10–20 s). As a rule, these types of running are repeated 2-3 times, alternating each type with regular running or walking. Running with a wide step is given at a distance of 10-12 m. For this run, you can use various landmarks - lines, cords, flat hoops, stuffed balls.
RUNNING AT A FAST PACE. Fast running is most often used in games with competitive elements. The duration of such a run is small -5-8 s. However, alternating with natural stops - rest, it can be repeated 4-5 times.
SLOW RUN. Recently, it has gained great popularity, mainly as a means of developing general endurance, increasing the functional capabilities of the body. In this run, one must be able to maintain a low pace, not speed it up or slow it down, run rhythmically. Take short steps, put your foot on the front of the foot or elastically from heel to toe. The movements of the hands are calm, the arms are bent at the elbows at waist level, the shoulders are slightly relaxed.
VARIABLE PACE RUNNING is used in combination with other movements. The main task in teaching this type of run is to teach children to choose the pace and type of run that best matches the content of the task. You must be able to quickly and deftly switch from running to another type of movement. For example, crawl under a hoop or rope, walk along a log, and then continue running without stopping, without changing direction. At a variable pace, you can offer different exercises.
SHUTTLE RUNNING. A wide, brisk stride alternates with a sharp stop at the end when moving in a straight line and frequent strides when cornering. Before changing direction, the pace is more frequent, the steps are shorter, the knees are more bent to maintain balance. Hand movements are natural, helping to move in a straight line and around corners.
RUNNING IN COMBINATION WITH CLIMBING under sticks, climbing into a hoop, jumping over, jumping up. Here you need to be able to slow down and speed up the pace of running before overcoming an obstacle.
RUNNING IN DIFFERENT NATURAL CONDITIONS develops the ability to apply the type of running that best suits these conditions, its pace and speed. Running on a winding track is different from running in a straight line, and running on sand requires a different technique and different effort than running on a dirt track.
By changing the conditions familiar to children, choosing different combinations of them, it is necessary to promote the development of a skill that is so necessary in life - to use the most effective type of running in accordance with surface conditions (ground, grassy, asphalt track, running on sand, water, uphill).
In order for children to master different types of running, it is necessary to create appropriate conditions for them, teach them the basic elements of technology, offer games and exercises that include running.
Toddlers from 1.5 years old are more likely to run at an average pace with a ribbon, a car, a wheelchair. The guys run each at their own pace, alternate running with walking, stops, that is, as if natural breaks for rest. Some children are more active, mobile, often run on their own initiative. Others need to be activated, offer tasks to perform running movements, for example, to catch up with an adult, a peer, run to a tree, slide.
Children tend to lead a fairly active lifestyle, in which there is no minute of free time. For this reason, many adults consider it superfluous to participate in the child's sports life, which is already eventful. However, sometimes it is still worth thinking about quality at the expense of quantity, especially in the case of sports education. It's about running. Any child loves to run fast and play catch-up, but only a few do it right. And the wrong running technique, in turn, can adversely affect health. As a result, it is advisable to teach the child to run correctly in order to this stage in its development became not only interesting, but also useful.
Running Basics
When a child learns to run, it is necessary to explain to him that the basis of any type of running, in accordance with which the speed and time indicators of training are determined. The rhythm of the movement is determined by the pace of the run itself:
- Walking run. In this case, there should be 4 steps for inhalation and exhalation.
- Moderate intensity run. As the pace accelerates, the ratio of steps decreases to 3.
- Fast run. The maximum rate implies the fastest possible ventilation of the lungs. In this case, two steps should be enough for inhalation and exhalation.
Children, not reached school age must learn to run at a fast rhythmic pace with good coordination of the upper and lower extremities. It is important to change the technical and typical components of running according to the existing conditions:
- on an uneven surface, the pace should be slow;
- when going uphill - running should be carried out through small steps, when going downhill - wide.
Run in a playful way require the ability to rapidly change pace and intensity. Correctly performed running is determined by a slight tilt of the body forward and a direct look. The movements of the bent arms and shoulders should be free, the fingers are in a half-bent position.
Types of running for children
A child can be taught the following running techniques that will be beneficial to his health:
1. Running with knees up
This kind of running is always combined with walking or a simple jog. The technical side is as follows:
- the leg in a bent position rises according to the right angle, after which the toe of the foot is placed on the floor;
- step should be short;
- the head should be in a highly raised position, the body should be straight, slightly tilted back;
- hands should be on the belt.
The duration of this lesson is 10-20 seconds.
2. Running on toes
This technique involves the absence of touching the floor with the heels. Running is done with short steps. Hands should be in a raised position or located on the belt. The duration of the workout is similar to the previous one - 10-20 seconds.
3. Running with a wide stride
The essence of such a run is to increase the push and increase the duration of the flight. It looks like a child is jumping. This type of running makes it possible to use various gymnastic equipment in the form of sticks, balls and. In this case, a distance of 10-20 meters must be observed.
4. Running with the abduction of a bent leg
This running technique is also diluted with a classic run. After tilting forward, the leg in a bent position, at the end of the push, goes back. At the same time, it is necessary to deliver to the buttocks with the heel of the foot. The location of the hands is the belt. The duration of the training process is on average 15 seconds.
5. Cross running
The lower limbs in an almost straight position are overwhelmed by the intersection. When produced, the foot should be involved.
6. Running with jumps
Such a run is performed at an energetic pace, accompanied by wide movements. The push is performed in the upper and forward directions.
7. Fast run
The workout is characterized by a fast pace with wide and fast strides. In this case, the body should be directed forward. It is important to observe straight position head, as well as unfolding and lack of tension in the shoulders. The pushing leg, after repulsion, is fully extended, and the swinging leg is extended in the upper-front direction. Hands should make active movements, coinciding with the beat of the legs.
Fast running is relevant x. Its duration can be 8 seconds. Repetitions can be done up to 5 times, alternating them with rest.
The benefits of running
And in the end, I want to draw, which running carries for the child's body:
- The respiratory system is developing.
- The volume of the lungs increases.
- going on
INTRODUCTION 3
1. GENERAL CHARACTERISTICS OF PROGRAM REQUIREMENTS
TO RUN 4
2. METHODOLOGY OF TEACHING RUNNING IN DIFFERENT AGES
GROUPS 6
CONCLUSION 14
BIBLIOGRAPHY................................................ ...................................fifteen
INTRODUCTION
The formation of basic movements is one of the most important problems of theory and practice physical culture. Its study is inseparable from the whole problem of the development of voluntary movements in human ontogenesis. Accompanying the child from early childhood, the basic movements are natural and contribute to the improvement of the body, as well as the comprehensive improvement of his personality.
Considering a holistic motor act as a sensorimotor unity, it should be emphasized that the development of basic movements should be carried out not for the sake of acquiring motor skills, but for the formation of the ability to use them in everyday life. practical activities, while producing the least physical and neuropsychic costs. The ultimate goal of developing basic movement skills is to teach each child to: 1) consciously control their movements; 2) independently observe and analyze various situations, choosing the most effective method implementation of motor behavior in relation to specific conditions of interaction with others; 3) understand the features of each type of basic movements, the advantage of their use; 4) the skills of accurate muscle sensations of the correct execution of the movement, the creative use of these movements in everyday life. The solution of the tasks set is possible only thanks to exercises in the basic movements in the conditions of the child's own motor activity, as well as in the process of organized learning.
1. GENERAL CHARACTERISTICS OF PROGRAM REQUIREMENTS FOR
RUNNING
Consider the basic requirements for running in different age groups Oh.
First junior group. Running in subgroups and the whole group in the forward direction, one after another, in a column one at a time, at a slow pace for 30-40 seconds (continuously), with a change in pace. Running between two cords, lines (the distance between them is 25-30 cm).
Second junior group. Normal running, on toes (in subgroups and the whole group), from one edge of the site to the other, in a column one at a time, in different directions: along straight, winding paths (width 25-50 cm, length 5-6 m) , in a circle, snake, loose; running with tasks (stop, run away from the chasing, catch up with the escaping, run on a signal to the indicated place), running with a change in pace: at a slow pace for 50-60 seconds, at a fast pace for a distance of 10 m .
Middle group. Running is normal, on toes, with high knees, small and wide steps. Running in a column (one by one, two by two); running in different directions: in a circle, snake (between objects), scattered. Running with a change in pace, with a change of leader. Continuous running at a slow pace for 1-1.5 minutes. Running a distance of 40-60 m at an average speed; shuttle run 3 times 10 m; 20 m run (5.5-6 seconds; by the end of the year).
Senior group. Normal running, on toes, with a high knee (thigh), small and wide step, in a column one by one, two by two; snake, scattered, with obstacles. Continuous running for 1.5-2 minutes at a slow pace, running at an average pace for 80-120 m (2-3 times) in alternation with walking; shuttle run 3 times 10 m. Speed run: 20 m in about 5.5-5 seconds (by the end of the year 30 m in 8.5-7.5 seconds). Running on an inclined board up and down on toes, sideways with side steps. Circling in pairs, holding hands.
Preparatory group. Running is normal, on toes, raising the knee high, bending the legs strongly back, throwing straight legs forward, with a small and wide step. Running in a column one by one, two by two, from different starting positions, in different directions, with different tasks, with overcoming obstacles. Running with a rope, with a ball, on a board, a log, alternating with walking, jumping, with a change in pace. Continuous running for 2-3 minutes. Running at an average speed of 80-120 m (2-4 times) in alternation with walking; shuttle run 3-5 times 10m. Speed run: 30m in about 7.5-6.5 seconds by the end of the year.
2. METHODOLOGY OF TEACHING RUNNING IN DIFFERENT AGE GROUPS
Unlike walking, running is more fast way movement. However, it also has a more effective effect on the body. Children are taught different types of running.
Regular run. At preschool age, children should be taught:
1) tilt the body and head slightly, look forward;
2) coordinate the movements of the arms and legs: move the right arm forward towards the shoulder simultaneously with the left leg and, conversely, the left arm with the right leg;
3) it is easy to run, placing the foot from the heel with a roll over the entire foot and transition to the toe;
4) keep the direction of the run.
In children of two years, running is characterized by additional movements and strong lateral swaying of the body, a small, mincing step, a half-bent position of the legs with the feet turned inward; slight take-off during the unsupported phase, heavy planting of the feet with the whole foot on the ground, shuffling with the feet; wide spread of arms, tension shoulder girdle; uneven steps; inactive hand movements; weak repulsion from the soil; inability to maintain the direction of movement; low speed; lack of rhythm, uneconomical movement; insufficient dexterity (children bump into each other, into objects).
At three years, the coordination of the movement of the arms and legs improves; flight capacity increases. During running, stride length and speed of movement increase due to more vigorous repulsion from the ground.
With age, the step length increases in children (up to 85-90 cm), and the pace of running becomes less frequent (on average 168-178 steps per minute). Running speed gradually increases.
Regular running is best done on a site in a forest where there is soft ground. Hard ground and floorboards are more difficult to run on, as landing on hard, inelastic ground causes more pressure on the foot and more rapid muscle contraction, which can lead to a flattened arch.
When learning to run, much attention is paid to bringing the lower leg of the fly leg forward, energetic repulsion from the ground, lifting the thigh up. For this, the task is given to run, with stepping over obstacles 10-15 cm high (cubes, slats, etc.). Objects are placed at the length of the reduced step in a straight line or circle. At the same time, one must be able to push away from the obstacle and not run into it. After stepping, the leg falls to the ground with the front of the foot. Such a task is also given when running: throw the shin of the swing leg back before bringing it forward, that is, run bending the legs at the knees so much back that the heels touch the buttocks.
It is also important to teach the correct movement of the hands - forward-up towards the shoulder. The fingers of the hand are bent into a fist. After a forward swing, the arms are pulled back, elbows to the sides. The arms are slightly bent at the elbows. The amplitude and direction of the movement of the hands can be specified while standing still (in a line), as well as in short dashes from one side of the hall (platform) to the other. It should be remembered that the amplitude of the movement of the hands depends on the width of the step, the height of the knee lift and the speed of movement.
In the group preparatory to school, tasks for teaching running techniques become more complicated: children are offered to run, strongly bending their legs back; raising your knees high, trying to touch the palms of your arms bent at the elbows; throw straight legs forward.
Running on toes is used from the third year of life. Children run both on the playground and indoors. It is necessary to ensure that they run on toes easily, the foot is placed on the front of the foot, slightly off the floor. The step is not wide, the amplitude of hand movement is small. Hands are often placed on the belt. Along with showing and explaining, the teacher uses imitation during training (to run silently, like mice).
Running with high knees (hips) is used in the fourth year of life. It is carried out both on the spot and moving forward. When running in place, the children raise their knee high (alternately one and the other leg), pull it to the stomach and immediately lower the leg to the toe. The range of motion of the hands is significant. When teaching this type of run, the teacher, along with showing and explaining, uses imitation (running like horses, running through deep snow, through tall grass, etc.).
Running with a wide step is used from the fifth year of life. With this run, the leg is placed from the heel to the toe, the amplitude of the movement of the hands is large. When teaching, they use demonstrations, explanations and visual cues (running through lines, from hoop to hoop, from circle to circle, from square to square). The distance between the lines increases with age. This task teaches children to the uniformity of steps. It is also useful to give the children the task to run to some object (at a distance of 10 m), taking the least number of steps.
Running is combined with the performance of tasks. In the third year of life, children run around with rattles, ribbons, handkerchiefs, cubes, balls, etc.
AT senior group tasks become more difficult: run around objects, jump over cords, crawl into a hoop, crawl under a cord.
AT preparatory group running is combined with stepping over the barrier, stuffed balls. Children run under a long rope; run, throwing the ball to each other; with a different position of the hands (hands on the belt, hands to the sides); alternate between running and jumping.
Running on hilly terrain is combined with completing tasks: running up a hill, escaping from it, running along a log and jumping off it, climbing onto a stump and getting off it, etc.
First, the children run one at a time (individually) in a straight direction, simultaneously completing tasks: bring an object (cube, rattle), move it from one place to another, throw the ball and run after it.
In the future, the children run in a small group or the whole group (“flock”) after the teacher in the forward direction (from one end of the hall (platform) to the other), run away from the teacher. Then, while running, they make a turn and run in the other direction.
In the future, children run independently on the instructions of the teacher.
In a column one at a time, children begin to run in the third year of life. First, the teacher plays the role of guide, then the children.
Children are taught the rules not to overtake the one running ahead in a column one at a time and not to lag behind him, that is, to keep a distance, keeping closer to the edges of the hall (platform) They teach all children to be guides (leaders) in running in a column one at a time, find your place after walking and running in all directions. In the future, the children, while running (on the run), make turns to the right (to the left), in a circle, are rebuilt in a column of two, four (see the chapter "Combat Exercises").
After the children learn to run in a column one at a time, they are taught to run in a column of two (in pairs) (observing the distance, interval), as well as in a line from one side of the site to the other (in games).
In order for children to keep a straight direction when running, they are invited to move between two cords (lines), along one cord (line). At the same time, the task is given to look at the end of the path or at the object that must be brought.
In the senior group, a run is given with the back forward, sideways (side step) to the right and left side, diagonally.
Snake running is used in the third year of life. Children run between objects (skittles, cubes) placed on the same line. In the older group, children run like a snake from one side of the playground to the other.
Running in a circle, holding hands, is given in the younger groups (one after the other). In the middle group, they run in a circle, holding on to the rope (cord). At an older age, children run without holding hands. Running in two circles towards each other is also used.
Loose running is given in the third year of life. In this case, visual reference points are used: between objects (pins, cubes) placed on the floor. Children are taught that when running around objects, you can not touch them. In the future, children are taught to run without objects, without bumping into each other, to give way to each other, to use the entire space of the playground hall.
Gradually, children are prepared to understand and execute commands for running, adopted in gymnastics.
To run on the spot, the command "On the spot, run - march!" Is given. According to the preliminary command “On the spot, run”, you need to get ready to run - your arms are half-bent, pulling your elbows back a little, and according to the executive command “March!” start running. The foot should be placed on the front of the foot.
To switch from running in place to running with forward movement, the command “Straight!” is given. Running forward is a full step. At the nearest corner, the command "To the left (to the right) around - march!" Is given. The turn is done without an additional command. As soon as the guide has made a turn at the corner, the corresponding command is given (“Straight!”, etc.).
To move from running in place to running forward, another command can be given (if running around the hall is provided) - “To the left (right) around - march!”. (When a command is given in motion, the word "run" is omitted.) -
To run from a place around (along the borders) of the hall, the command "To the left (to the right) around the run - march!" Is given. According to the preliminary command “To the left around the run!” bend your arms, pulling your elbows back a little. On the executive command "March!" start running at a full pace, make movements forward and backward with your hands in time with the run. To switch from running to running on the spot, the command is given: “Guide, on the spot!”.
If a group of students moves by jumps or some kind of dance steps, then to switch to running, you can give the command “Run - march!”.
The transition from one type of running to another or walking is carried out, as a rule, in motion (running) on command, for example, “On toes - march!”. During different types running to switch to normal running or to finish the exercises, the command “Normal step - march!” Is given. To switch from running to walking, the command “Step - march!” is given. On the executive command "March!" you need to take two more steps running and start walking.
To stop the run, the command "Group - stop!" is given. According to the preliminary command “Group”, the leg must be placed more firmly on the floor, and according to the executive command “Stop!” take one more step (“one”) and put the other foot (“two”), assuming the position “at attention”.
Running at a different pace enhances the activity of the cardiovascular, respiratory, nervous systems, contributes to the development of speed, dexterity, balance.
AT younger age children run loose at an individual pace. Then the teacher runs ahead of the column and teaches the children to run at a given pace. Running time gradually increases, children learn to run at different paces.
In the younger group, children run at a slow pace continuously for 30-40 seconds; in the second junior group - 50-60 s; in the middle group - 1 - 1.5 minutes; in the senior group - 1.5-2 minutes; in the preparation room - 2-3 minutes.
In the middle group, at an average pace, children run 3-4 segments of 40-60 m, alternating running with walking. In the older group, they can run at an average speed of 2-3 segments of 60-100 m in alternation with walking (150-200 m in total). In the preparatory group, at an average pace, children run 2-3 segments of 80-100 m, 2-4 segments of 100-150 m, alternating with walking (300 m in total).
Running at a fast pace is given from the second junior group. In the middle group, children run this distance 2-3 times with breaks, in the senior and preparatory groups - 3-4 times.
So middle group running at speed is given. Children should run 20 m in 6.0-5.5 s by the end of the year; 30 m in 9.5-8.5 s; in the senior group - 20 m in 5.5-5.0 s; 30 m in 8.0-7.0 s; in the preparatory group - 30 m in 7.5-6.5 s.
Running for speed is performed from a different start. When starting with support on one hand, the toe of the left (right) foot is 20-25 cm from the starting line, the toe of the right (left) is 20-25 cm behind the left (right). At the command "Attention!" the right (left) hand rests on the ground at the starting line, the left (right) hand is pulled back, the legs are slightly bent. .On the command "March!" the run starts.
A high start is accepted on the command "To the start!". You need to stand in front of the starting line: one leg is at the very line, the other is half a step behind, the feet are parallel, the body weight is evenly distributed on both legs, the arms are lowered. At the command "Attention!" the body leans slightly forward, the arms are bent at the elbow joints, one arm (opposite to the front leg) is in front, the other is behind, the legs are slightly bent at the knees, the body weight is on the front leg. On the executive command "March!" the run starts. At the same time, pushing off with the front leg, you need to sharply move the thigh forward and up from behind standing foot with simultaneous fast moving hands You need to run on your toes, put your feet in parallel. Steps increase with increasing speed.
Running can be performed from other starting positions: sitting, sitting cross-legged, sitting with your back, lying on your stomach, back (head or feet in the direction of running)
Shuttle run is given from the middle group. With this run, not only speed develops, but also dexterity. Shuttle run distance 15 m (3 X 5 m). The child runs in one direction to the object, runs around it, runs in the other direction 5 m to another object, runs around it and again runs 5 m to the first object. In the senior group, the total distance for running is 30 m (3 X 10 m), in the preparatory group 50 m (5 X 10 m).
Starting from the third year of life, a transition is given from running to walking, from walking to running (alternating walking and running)
From the fourth year of life, running is given with squat stops.
To consolidate running skills, children are given such tasks to catch up with the ball, hoop, run to the object, catch up (overtake) their pair, run segments for speed (race).
Running with a change in pace and with catching is used in outdoor games ("Traps") - to run away from the catcher, to catch up with the runaway.
CONCLUSION
Physical education in a preschool educational institution is carried out both in special physical education classes, and in play activities and everyday life of children, in various forms of motor activity organization.
Favorable sanitary and hygienic conditions are created in the kindergarten, the daily routine is observed, caring care is provided for each child on the basis of a personality-oriented approach; full meals, daily stay in the fresh air are organized; hardening events, morning exercises are systematically held at all times of the year.
Running training is carried out in all groups of preschool institutions. Running has a significant physiological effect on the child's body, activating its organs and systems, increasing metabolic processes, and contributes to the general physical development improves the activity of the central nervous system.
BIBLIOGRAPHY
1. Vikulov A.D., Butin I.M. Development of physical abilities of children: Book. for kids and their parents. - Yaroslavl: Gringo, 1996. - 176 p.
2. Glazyrina L.D., Ovsyankin V.A. Methods of physical education of preschool children. - M.: VLADOS, 1999. - 176 p.
3. Stepanenkova E. Ya. Physical education in kindergarten. Program and methodological recommendations. - M .: Mosaic-Sintez, 2006. - 96 p.
4. Stepanenkova E.Ya. Theory and methods of physical education and development of the child: Proc. allowance for students. higher ped. textbook establishments. - M., Ed. center "Academy", 2001. - 368 p.
5. Khukhlaeva DV Methods of physical education in preschool institutions. - M .: Education, 1984. - 208 p.
6. Shebeko V.N., Ermak N.N., Shishkina V.A. Physical education of preschoolers: Proc. allowance. - M.: Academy, 1996. - 185 p.
Running for everyone. Affordable training program Yaremchuk Evgeniy
Running exercises for children 4-5 years old
1. Running for parents.
2. Running with a change of direction, with attempts to catch the lead or dodge to the side.
3. Running "snake", with running around objects placed in a row.
4. Running with acceleration and deceleration.
5. Running with a change of leader.
6. Running on a narrow track.
7. Running with a wide step.
8. Running at a fast pace (10–20 m).
9. Running at a slow pace (1.5–2 minutes).
10. Running (40-60 seconds) alternating with walking.
This text is an introductory piece. From the book The New Encyclopedia of Bodybuilding. Book 3. Exercises author Schwarzenegger ArnoldLeg Exercises, Calf Exercises STANDING KICK-UPS Exercise Purpose: Developing calf mass and volume. Rest your shoulders against the lever pads and
From the book Triathlon. Olympic distance the author Sysoev IgorRunning exercises Running exercises also allow you to achieve an increase in the level of special strength, correct some mistakes in technique. These exercises are less traumatic. Here are some of the most commonly used.1. Jumps. 2. Minching run. 3. Running on straight legs with
From the book Stretching for Everyone author Anderson Bob From the book Patriot Education Program "Rat" author Team of authors From the book Sedentary games and game exercises for children 3-7 years old. Collection of games and exercises author Borisova Marina MikhailovnaProgram for children from 7 to 12 years old. Features of anatomy and physiology. The pulse is quickened - up to 84-90 beats per minute, blood circulation is accelerated. Blood pressure by the age of 7–8 years averages 99/64 mm Hg. Art., by 9–12 years 105/70 mm Hg. Art. At the limit physical activity frequency
From the book Running for Everyone. Affordable training program author Yaremchuk Evgeniy"House" (a game for children 4-6 years old) Children stand in a circle or scattered. The teacher shows the movements and says the text, the children repeat the movements. At the edge of the house stands, (They fold their palms in a “house” above their heads.) There is a lock hanging on the doors, (They close their palms “to the castle.”) Standing behind the doors
From book beautiful chest. 25 best exercises author Lagutin Mikhail Petrovich“Knock-knock” (a game for children 4–6 years old) The teacher shows the movements and reads the text, the children repeat the movements after the teacher: - Knock-knock-knock! (Three punches against each other.) - Yes, yes, yes. (Three claps.) - May I come to you? (Three punches against each other.) - Always glad! (Three
From the book Elastic buttocks. 25 best exercises author Lagutin Mikhail Petrovich“This is me” (a game for children 4–7 years old) Children stand in a circle or scattered. The teacher shows the movements and pronounces the text, the children repeat the movements. These are eyeballs. Here. Here. (They show first the left, then the right eye.) These are the ears. Here. Here. (First they take the left ear, then the
From the book Eco-Cooking: Living Kitchen. Smart raw food author Bidlingmayer Anna"Ball" (a game for children 5–7 years old) Children stand in a circle or scattered. The teacher shows the movements and pronounces the text, the children repeat the movements. Ten, nine, (Clap hands.) Eight, seven, (Slap knees.) Six, five, (Clap.) Four, three, (Slap.) Two, one.
From the author's bookRunning exercises for children 2–3 years old 1. Running after parents at a distance of up to 10 m.2. Running after or with an object.3. Running with stops.4. Running in a circle.5. Running between two lines - in a straight line and a winding path.6. Running in alternation with walking.7. Running at a fast pace (10 m) .8. Running in
From the author's bookRunning exercises for children 4–5 years old 1. Running after parents.2. Running with a change of direction, with attempts to catch the leader or dodge to the side.3. Running "snake", with running around objects placed in a row.4. Running with acceleration and deceleration.5. Running with a change of leader.6. running along
From the author's bookRunning exercises for children aged 5–7 years 1. Running on toes.2. Running with a wide and small step.3. Running with tasks.4. Running with high knees.5. Running in combination with other simple movements.6. Running at a fast pace for 10 meters (repeat 3-4 times) .7. Running for speed
From the author's bookClassic running disciplines The classic running is its Olympic program: 100, 200 and 400 m sprint; middle distance running - 800 and 1500 m, stayers - 5000 and 10,000 m for men and women; hurdles - 110 and 400 meters for men and 100 and 400 meters for women; steeplechase - running with
From the author's bookStretching exercises (stretching exercises) Flexibility training (stretching) prevents shortening of muscles, returning them to normal length and reducing increased muscle tone after training. Thus, stretching speeds up recovery after
From the author's bookStretching exercises (exercises for stretching) During the performance of any strength exercises, “shortening” of the muscles occurs. Subjectively, this is felt by a feeling of "clogging" in the muscles and a decrease in their elasticity. At the same time, microcirculation is disturbed and
From the author's bookMagic for mothers and children I want to separately touch on the topic of pregnancy and childbirth. Preparation for parenthood and parenthood itself is an interesting and magical state that fills any family with happiness and love. If your family has a chronic lack of these