Development of balance in a child. Folder "exercises for developing balance in preschool children"

Yulia Puseva
A set of exercises for the development of walking and balance (middle group)

A SET OF EXERCISES TO DEVELOP WALKING AND BALANCE.

Middle group.

Equipment: sports attributes made by parents of pupils from waste material are used.

1. Walking on your toes, on heels, regular walking"That's how big we are". Equipment: path "Colored heels".

2. Walking with stop at signal "Stop!"

Equipment: path "Colored heels".

3. Walking along a winding path.

Equipment: winding path.

4. Walking with stepping over objects.

Equipment: soft log.

5. Rolling the ball along a winding path.

Equipment: winding path.

6. Throwing the ball over an obstacle.

Equipment: gates (tight rope).

7. Game "Basketball".

Equipment: basketball hoop, ball.

8. Stepping over, jumping over a log.

Equipment: soft log.

9. Jumping around a hoop.

Equipment: hoops.

10. Jumping along a winding path.

Equipment: winding path.

11. Jumping between objects.

Equipment: large cubes, skittles, large cylinders.

12. Running along a winding path.

Equipment: winding path.

13. Imitation running (like mice, cats, horses).

Equipment: winding path, large cubes, skittles.

14. Crawl under the gate.

Equipment: taut rope.

16. Game "If you like it, then do it"

Equipment: colored flags.

Elena Anatolyevna Kosmynina – physical education instructor,

MBDOU Kindergarten No. 72, Biysk, Altai Territory, Russia

Taking care of health is the most important work of a teacher.

From the cheerfulness and vigor of children

their spiritual life depends

worldview, mental development,

strength of knowledge, self-confidence.

(V. A. Sukhomlinsky)

At the present stage of development of society public policy is aimed at supporting childhood development, individualization of personality development, the individual needs of the child related to his life situation and condition.

At no other age is physical education so closely connected with general education as in the first seven years. During preschool childhood, the foundations of health, longevity, comprehensive motor readiness and harmonious physical development are laid in a child.

Movement is the basis of any children's activity, and most of all play. According to V.V. Gorinevsky, restricting a child’s motor activity contradicts the biological needs of a growing organism, negatively affects physical condition and motor functions, and leads to mental retardation.

The importance of developing coordination in preschool age is due to the fact that it is the basis for a child’s mastery of motor actions and their inclusion in a variety of activities.

The ability to navigate in space and time when performing complex movements requires maintaining a certain stability. Without an appropriate level of its development, it is problematic to master the rational technique of complex motor actions.

Coordination abilities depend on the ability to maintain a stable body position, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements.

Balance is the ability to maintain stability of the body and its individual parts in the support and non-support phases of a motor action.

This quality is necessary for a person to move indoors and outdoors without touching objects or each other, and to successfully cope with the responsibilities required for various jobs.

Balance depends on the state of the vestibular apparatus, all body systems, as well as the location of the general center of gravity of the body. In preschoolers, the overall center of gravity of the body is high, so it is difficult for them to maintain balance. When performing exercises or changing position, the center of gravity of the body shifts and balance is disturbed. It takes effort to restore the desired body position. Balance is developed in exercises performed on a reduced and elevated support area, as well as in exercises that require significant effort to maintain a stable body position.

The main means of developing stable balance are physical exercises of increased complexity and containing elements of novelty. The complexity of physical exercises can be increased by changing spatial, temporal and dynamic parameters, as well as by external conditions, changing the order of arrangement of projectiles, their weight, height; changing the area of ​​support or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, running and catching objects; performing exercises on a signal or within a limited time.

Physical exercises are the main and specific means of physical education. They represent specially selected, methodically correctly organized movements and complex types of motor activity, as well as outdoor games. They are based on active motor actions of a voluntary nature.

Performing physical exercises is associated with active perception of the environment and orientation in it, with the development of sensations, perceptions, ideas, the formation of knowledge, with the manifestation of volitional efforts, and vivid emotional experiences. All this has an impact on improving the child’s abilities and his all-round development.

To improve static and dynamic balance, various methodological techniques are used.

a) for static equilibrium:

ü lengthening the time of maintaining a pose;

ü exclusion of the visual analyzer, which presents Additional requirements to the motor analyzer;

ü reduction of the support area;

ü increasing the height of the supporting surface;

ü introduction of unstable support;

ü introduction of accompanying movements;

ü creation of counteraction (paired movements);

b) for dynamic equilibrium:

ü exercises with changing external conditions (relief, soil, route, surface, location, weather);

ü exercises for training the vestibular apparatus (swing equipment, longis, centrifuges and other exercise equipment).

For balance development exercises are used in preschool dynamic nature, which are purposeful motor tasks aimed at a specific result; walk (run, gallop, dance) along the bench and jump (get off) at the end; walk along the bench, stepping over objects; walk along a bench with an object in your hand; with a bag on his head; walk one after another through the snow; hit the target with a snowball while standing on a snow bank (bench), as well as static nature These are stands on the toes, on one leg, on the toe of one leg. Children master them in game tasks, such as “Who can stand longer” (heron, stork, swallow, steadfast tin soldier, etc.), as well as in general developmental exercises: squatting on toes, alternating leg swings, stretching while raising on toes, etc. , (squatting on toes, standing on one leg, etc.)

Exercises to develop balance become more complex from one age group to another. First, exercises are given on the floor, and then on aids. The smaller the area of ​​support, the greater the height of the object (boards, benches, logs) and the angle of its inclination, the more difficult it is to perform the exercises and maintain balance. Therefore, the width of benefits decreases with age from 25 to 10 cm, and their height increases from 10 to 40 cm.

The development of the static and dynamic components of coordination ensures both the expediency of coordinating movements (coordinating, subordinating, organizing them into a single whole) when constructing and reproducing new motor actions; and the ability to rearrange movement coordination (if necessary, change action parameters in accordance with the requirements of changing conditions).

The development of coordination abilities requires strict adherence to the principle of systematicity. Unjustified breaks between classes should not be allowed, as this leads to loss of muscle sensations and their subtle differentiations during tension and relaxation.

Literature

1. Keneman, A.V. Theory and methods of physical education of children preschool age[Text]: textbook / A.V. Keneman, D.V., Khukhlaeva M.: Education, 1985. – 271 p. .

2. Matveev, L.P. Theory and methodology of physical culture [Text] / L.P. Matveev - M.: Education, Physical Culture and Sports, 1999. - 320 p.

3. Federal state standard preschool education/ [Electronic resource]: http:// pilyandishmousoch.ru/p116aa1.html

4. Kholodov Zh.K., Kuznetsov V.S., Theory and methodology of physical education and sports [Text]: Textbook for students. higher textbook establishments. - M.: Publishing center "Academy", 2000. - 480 p.

5. Pazhenskaya M.A., Theory and practice of physical culture [Text], 1937, No. 1; Valentin Vladislavovich Gorinevsky, M., 1957.

The material is presented in the table:

Methods of training to maintain balance

Table Sections

1. Age
Junior preschool age
Middle preschool age
Senior preschool age

2. Age characteristics performing movements by children

Here, for example, in the methodology for teaching balance to younger preschoolers: Due to the low location of the body’s center of gravity and little motor experience, children find it difficult to maintain balance both in static poses and in dynamic exercises.

3. Learning Objectives

This column indicates learning objectives, continuing the theme for older age: Introduce children to insurance methods. Develop the ability to act quickly in cases where balance is lost

Here, for example, for middle preschool age: The requirements for the quality of exercises are increasing. Attention is drawn to confident execution of static poses. Walking on a bench, mastered by children, is carried out with various tasks: walk with a bag on the head, on the palm, stepping over the cubes; two children on two benches, holding hands, two children separated on the bench, walking along it from both sides towards each other

The material is convenient to use when planning lessons.

Looks like that:

The following is the table:

Sample balance exercises

It lists types of balance exercises for children of different ages.

SEE MORE

Balance - a person’s ability to maintain stability during movement and in a static position is an indicator of the motor maturity of a preschooler, his readiness to master more complex movements. Balance exercises help develop correct posture. Balance exercises are carried out starting from early age, but the ability to balance develops most intensively at the age of 5 years.

The ability to balance depends on:

Functional activity of the body;

Motor experience.

By means,Contributing to the development of balance are movements performed on reduced and increased support:

Walking and running along a narrow path;

On one leg;

Stopping at a signal while circling;

Landing at a designated place;

Crawling on a bench;

Skiing;

Traveling by bicycle.

Balance exercises include:

1. Static (toe stand, “heron”, “stork”);

2. Dynamic.

The difficulty of balance exercises depends on:

Height, width, stability of the support (swinging log raised at a height);

Method of movement (walking on toes, running, dance steps);

The angle of inclination of the plane (along the bench placed against the gymnastics wall);

Combinations of dynamic and static movements in one task: reach the middle of the bench on your toes (additional, dance step), stand, raise your leg forward (to the side, bend over, squat); reach the end and jump off (backward, with a turn);

Hand positions (on the belt, behind the head, to the sides, up);

Used items (baskets, ball, bags of sand on the head).

The management of balance exercises should take into account the readiness of children and encourage independence.

In younger groups The exercises are of a playful nature (“Along the path to visit the doll”, “Through the puddles, sha-gay, lift your legs higher!”). Guidelines should be aimed at feeling confident.

IN middle group the exercises become more complicated not only quantitatively (narrower the track, higher the slide), but also the methods of performing and the volume of exercises change: different ways performing exercises and alternating them (to the middle of the bench we walk on our toes, and then with a normal step; to the middle - with an extended step heel to toe, then by jumping, running; to the middle - with an extended step with the right side, then turn 180 0 and with additional steps with the left side ).

In older groups great attention is given independence and initiative. The complication is quantitative and qualitative. The tasks could be: walk to the middle of the bench on your toes, and then different ways independently (“Move around the bench in different ways; movements cannot be repeated if one of the guys has already performed it”).

In addition to traditional movements on benches and paths, you need to use a variety of scattered movements - circling in combination with walking, running, stopping at a signal on two and one leg, including movements with closed eyes: walking, running, jumping backwards. The ability to balance develops in sports exercises: skiing, sliding on ice paths, cycling, sledding.

Ways to organize students when performing exercises in balance:

In-line (movement along paths, benches);

Frontal (circling, static exercises).

When performing (training) exercises in balance, safety nets must be used, and training areas must be equipped with gymnastic mats.

Literature:

1. Kozhukhova, N. N. Teacher physical culture in preschool institutions: Proc. aid for students fak. doshk. higher education ped. textbook establishments / N.N. Kozhukhova, L.A. Ryzhkova, M.M. Samodurova; Ed. S.A. Kozlova. - M.: AcademiA, 2002. - 316 p.

2. Stepanenkova, E. Ya. Theory and methods of physical education and child development: textbook. aid for students universities studying specialties. - Preschool pedagogy and psychology, Pedagogy and methods of preschool education / E. Ya. Stepanenkova. - 3rd ed., erased. - M.: AcademiA, 2007. - 365 p.

3. Stepanenkova, E. Ya. Physical education in kindergarten: program and method. recommendations for classes with children 2-7 years old / E. Ya. Stepanenkova. - M: Mosaika-Sintez, 2008. - 95 p.

Methods of teaching balance. Sequence of training in different periods.

One of the most important indicators of motor maturity for a preschooler, his readiness to master new, more complex movements, is equilibrium- the ability to maintain stability during movement and in a static position.

Balance depends on the state of the vestibular apparatus, the functional activity of the body as a whole, and motor experience.

The need for special exercises aimed at developing resilience for preschoolers is obvious. The greatest effect in this regard is provided by movements performed on reduced and increased support: walking and running along a narrow path, on one leg, stopping at a signal while circling, landing in a jump in a precisely designated place, crawling on a bench, skiing, riding on a bicycle. Any movement performed in a limited area requires significant physical and volitional effort and creates specific muscle sensations.

There are exercises of a static and dynamic nature.

Static balance - These are stands on the toes, on one leg, on the toe of one leg. Children master them in game tasks such as “Who can stand longer” (heron, stork, swallow, steadfast tin soldier, etc.), as well as in general developmental exercises: squatting on toes, alternate leg swings, stretching while raising on toes, etc.

Dynamic exercises are targeted motor tasks with a focus on a specific result; walk (run, gallop, dance) along the bench; I jump (get off) at the end; walk along the bench, stepping over objects; walk along a bench with an object in your hand; with a bag on his head; walk one after another through the snow; hit a target with a snowball while standing on a snow bank (bench), etc.

The difficulty of the exercises depends mainly on the height and width of the support, as well as on the method of movement.

Naturally, kids move along a wide and low board or bench. But they walk at the usual pace. The elders can run, jump, and dance on such a bench. And with the usual step, the elders are asked to walk along the beam of an inverted bench (width 10 cm).

However, motor tasks can be varied endlessly.

The complexity of the tasks increases if the movement is carried out on an inclined plane - on a board raised at one end, on a bench attached to the gymnastics wall, on the slope of a wooden slide, on the side of a hill or ravine.

It is interesting to combine dynamic and static balance in one task: reach the middle of a bench (log) on ​​your toes (with an added step - heel to toe, side step, variable dance, etc.) stand, straighten your leg forward (to the side, back), bend over, squat down, turn 360°, stretch upward (clap your hands above your head), reach the end and jump forward (to the side, backwards, with a turn in flight).

You can complicate the task by varying the position on the waist, to the shoulders, to the sides, behind the back, behind the head, up.

Any exercise with increased support, with appropriate control and assistance from the teacher, contributes to the formation of correct posture and forces the child to monitor the position of the body. Exercises using a bag of sand on the head are aimed at developing correct posture: if the head drops, the bag falls. The bag fixes the correct position of the body at the preparatory moment. The teacher himself must place the bag on the baby’s head.

The methodology for guiding exercises in balance should take into account the readiness of children and stimulate their greatest possible independence.

In the younger group, exercises are predominantly play-based.
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For example, the teacher says: “Let’s go along the path to visit the doll; walk through the puddles, raise your legs higher; let’s ride the dolls down the slide (children climb the slide with dolls in their hands and slide down the slope),” etc.