Unconventional sports equipment in a DIY dhow. Do-it-yourself non-standard equipment. How to make non-traditional exercise equipment with your own hands and at home

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Basic requirements for the selection of physical education equipment

The selection of equipment is determined by the objectives of both physical and comprehensive education of children. In kindergarten, it is necessary to have a sufficient amount of physical education equipment to provide children with a favorable level of physical activity in the process of various forms of physical education of preschoolers. The variety of equipment and aids makes it possible to use it productively in different types of physical education classes, while creating their varied content for the development of children’s voluntary movements, their independence and creative ideas.It is necessary that the equipment (size, dimensions and weight of objects) correspond to the age characteristics of children and their anthropometric indicators. The amount of equipment is determined based on the active participation of all children in the process of various forms of physical activity. The dimensions and weight of portable equipment must be commensurate with the capabilities of children.One of the important requirements for the selection of equipment is to ensure the safety of children when using it. Each benefit must be stable and durable. In order to provide insurance and prevent injuries in children during physical education classes, it is necessary to have good fastenings and gymnastic mats.The materials from which the equipment is made must meet hygienic requirements, be environmentally friendly and durable.The variety of shapes and colors of physical education equipment should help develop artistic taste in children. Gentle pastel colors are most preferable for painting equipment.It is advisable to complete the equipment in accordance with different types of movements, physical exercises, outdoor and sports games. With the help of equipment and aids, the correct implementation of various sets of physical exercises (general developmental exercises, exercises in basic types of movements), as well as the targeted formation of various physical qualities (dexterity, flexibility, strength, endurance, speed and speed-strength qualities) should be ensured.Most physical education aids are used by children in the process of performing physical exercises and outdoor games. Therefore, equipment sets should include a wide variety of items: large-sized (gymnastic benches, ladders, booms, etc.), portable and stationary, made of different materials (wood, rubber, plastic, etc.), small (rubber rings, balls) , balls, hoops, etc.).The presence of various equipment in the sets is due to the specifics of the construction and content of different types of physical education classes (morning exercises, corrective exercises after an afternoon nap, physical education classes, games and exercises outdoors and indoors, physical education leisure and holidays).Due to the fact that preschool institutions have to independently provide themselves with the necessary equipment, it is important when selecting it to take into account the recommendations that are quite fully disclosed in the annotated list of T. I. Osokina, E. A. Timofeeva, M. A. Runova “Physical education and sports play equipment for preschool educational institutions", Moscow, "Mosaika-Sintez", 1999.When selecting physical education equipment, it is essential to take into account the characteristics of the physical development of children and the age stages of the formation of motor skills. Therefore, in the proposed manual, the equipment is selected in accordance with age groups. In addition, for most items of physical education equipment, sizes are indicated that correspond to the basic parameters of the age development of children.For the rational organization of physical activity of preschool children, it is important to pay attention to the placement of equipment at the place of its use (for certain conditions).

We offer an approximate list of physical education equipment for group rooms and a gym.

First junior group

Children of the third year of life are very active, try to act independently, making a wide variety of movements using various aids (walking on a bench, climbing and crawling under a table, chairs, rolling a ball, throwing a ball and various objects, walking on limited support while maintaining balance and etc.).Independent motor activity of children 2-3 years old is associated with playing with various objects and toys. Children reach for a toy, bend over, climb onto a cube, and make certain efforts to get this or that object or aid.The emergence of story-based play is essential for the development of children’s motor skills. However, observations show that children often do not move enough in these games. Their games are sedentary in nature, so all actions with a doll, bear, bunny, etc. are performed mainly while sitting, standing or walking.The movements of a child of the 3rd year of life are not yet sufficiently formed as voluntary; they are often chaotic and unintentional. In mastering movements and demonstrating their motor activity, a significant role in children is played by the ability to act in imitation of familiar images of an adult, imitating animals, birds, transport, etc. Imitation movements occupy an important place in children in their independent activities. You can observe how a child independently demonstrates his motor activity in games with imaginative toys. For example, a child jumps with a bunny, runs away from a wolf, crawls under arches, hides in a tunnel, etc.Children try to imitate the actions of an adult, but at the same time they do not adhere to a precisely specified form of movement. For them, the main thing is to repeat movements and actions on their own many times, while feeling great joy.The motor activity of children aged 2-3 years increases significantly during games using physical education aids. Their actions with benefits are quite simple, they usually beat them. For example, a child takes a hoop lying on the floor, sits in it, imagining that it is a house, then runs to the fox and sits down with her. Then he takes a bunny, a bear, etc. and again puts them in his “house,” etc. Another child can use the hoop as a car steering wheel. Children can also build a house from a rope or jump rope (lay out a circle on the floor), build a fence from gymnastic sticks, using actions such as stepping over and crawling.If you analyze the child’s actions, you will notice that they are performed in various combinations and spatio-temporal relationships (different directions, speed, tempo, etc.). It is important for the teacher to find a rational combination of aids and movements and not allow them to become monotonous. In such conditions, children quickly develop the ability to transfer already well-known movements to a new environment. In the process of guiding children’s physical activity, you should pay attention to what the children are doing and, if necessary, switch them from one type of activity to another. Considering the rapid fatigue of younger preschoolers from monotonous movements and postures, their inability to regulate their motor activity, it is important to constantly monitor the change of movements and alternating them with rest.Two- to three-year-old children love to run errands for adults, so children should be more often involved in arranging and tidying up supplies. The teacher must maintain children's interest in various physical education aids by introducing novelty into their use (introducing a new aid, moving it from one place to another, complicating a motor task with the same aid).In order for every child aged 2 to 3 years to demonstrate their motor activity in different types of activities, it is necessary to have a sufficient set of physical education equipment in the group. In the group room, space should be cleared, equipment should be arranged accordingly, giving children free use of various toys and aids that stimulate their physical activity.All benefits should be available to children, encouraging them to do everything themselves that is feasible and interesting to them. To do this, we recommend placing some small aids (rubber rings, balls, massage balls, etc.) on a hanging shelf so that the child cannot reach them from the floor. Under the shelf you should place a stable box or cube (10-15 cm high), on which the child can stand and take an object of interest to him. In order to increase the physical activity of children, it is advisable to place their favorite toys (bunny, bear, fox) on large supports (gymnastic ladder, etc.).It is important to place physical education aids in such a way that they contribute to the manifestation of physical activity in children. So, next to the doll corner you can put motor toys (cars, carts). Large exercise equipment requires a lot of space, so it is better to place it along one free wall.Teachers should remember that children’s interest in the same manual quickly decreases. Therefore, it is not advisable to keep all available manuals in a group room. It is better to introduce them gradually, alternating them. Small aids should be kept in open drawers so that children can use them freely.

An approximate set of physical education equipment for the first junior group

Type of equipment

Sports corner in the second junior group

The motor activity of children of the 4th year of life is characterized by a fairly high level of independence of actions with various objects and physical education aids (ball, hoop, rubber rings, etc.), since they already have the necessary motor experience. Children's movements are more varied and coordinated.Children in the fourth year of life develop basic skills of joint motor and play activities. In independent activities, children begin to increasingly use various exercises in walking, running, jumping, throwing and catching a ball, crawling and climbing. Children of primary preschool age are characterized by imitative activity. This is explained by the fact that the motor experience accumulated by the child allows him to control his movements, focusing on the model.In the second younger group, the plots of outdoor games become more diverse. However, their main content continues to be the reproduction of the actions of animals, birds, the movement of vehicles of various types, and the objective activities of people.Showing independent motor activity, children of the 4th year of life perform quite complex movements (climbing up and running down a hill, crawling under various objects, etc.) and combinations of different movements (rolling a ball along the “path” and running after it, jumping up, trying to catch a mosquito, etc.). Due to their increasing independence, children are able to navigate in space, and the consistency of their actions in a team improves. At the same time, children of this age still quickly lose interest in the same toy, aid, or particular movement. The teacher needs to constantly maintain interest in movements using physical education aids, introducing different options for actions with them (throwing the ball and catching it, hitting the floor, wall, rolling the ball, etc.).By the age of four, children are already able to independently unite in a small group to perform play exercises, using different aids and objects. However, most children find it difficult to choose games and may remain in an “inactive state” for a long time. They need help from the teacher.In the independent motor activity of children of primary preschool age, one can see games of different mobility (with a ball, with a skipping rope, with a hoop, with story toys).By the age of four, children develop different types of children's activities, which contributes to a significant increase in physical activity during the day of their stay in kindergarten.One of the means of increasing children’s motor activity is motor improvisation to music. Movements such as stomping, spinning, and various jumps bring great joy to children. Therefore, musical accompaniment should be used more often in different types of physical education classes.A favorable environment contributes to an increase in the motor activity of children: a lot of free space in the group, a wide variety of objects and toys, and the direct participation of the teacher in outdoor games and exercises.

Placement of physical education equipment

To store physical education aids in group rooms, sectional furniture with drawers or a “Physical Education Corner” cart can be used. Children of the second youngest group quickly lose interest in the same allowance, so we advise you to constantly update it (moving it from one place to another, introducing a new allowance, etc.).Large equipment requires a lot of space, so it is better to place it along the walls.Small physical education equipment (massage balls, balls, rubber rings, etc.) should be kept in baskets or open drawers so that children can use them freely.

An approximate set of physical education equipment for the second junior group

Type of equipment

Sports corner in the middle group

Placement of physical education equipment In this age group it is necessary to have a “Physical Education Corner” - a cart on wheels. It contains short gymnastic sticks, geometric shapes, massage balls, flat hoops, and rings. The “physical education corner” is located in the corner of the room.Aids such as balls of different sizes, weighted balls, sets (surso, skittles, ring throw, cords) should be stored open in boxes that are located along the wall.It is important to place gymnastic modules and balls near walls where there are no radiators.In the middle group, it is good to have a wooden wall (height 150 cm) to form correct posture, located near the entrance door of the group.In order to develop children's interest in different types of exercises using manuals, some items and manuals should be stored in the pantry, which allows you to update the material in the group.An approximate set of physical education equipment for the middle group

Type of equipment

Senior and preparatory groups

Senior preschool age is the most important period for the formation of motor activity. Children 5-7 years old are active and skillfully use their motor systems. Their movements are quite coordinated and precise. Motor activity becomes more and more purposeful and dependent on the emotional state of children and on the motives that guide their activities. Independence, self-confidence, and a sense of satisfaction are a good incentive for the development of targeted physical activity.Older preschoolers master complex types of movements and methods of execution, as well as some elements of technique. They are able to receive satisfaction as a result of successfully achieving goals and overcoming difficulties. Children of this age are characterized by a wide range of special knowledge, the ability to analyze their actions, change and rebuild them depending on the situation.For older preschoolers, it is necessary to create varied, complicated conditions for performing different types of physical exercises using aids. Overcoming an obstacle course (made up of various aids), children are forced to use their motor skills and demonstrate resourcefulness, determination, courage and independence.In the sixth year of life, children develop an interest in outdoor games and sports-related exercises (basketball, badminton, tennis, skiing, cycling). Children are already able to solve motor problems, obeying certain rules and apply previously learned movements in accordance with game situations.Placement of physical education equipment The main set of equipment and aids is located in the gym, since various types of physical education classes are mainly conducted there.It is advisable to store equipment for sports games in a sectional cabinet or in closed drawersWe recommend placing hoops, jump ropes, and cords on hooks on one free wall in the group.Physical education equipment is located in the group so that children can freely approach and use it.

An approximate set of physical education equipment for senior and preparatory groups

Type of equipment

An approximate set of equipment for a gym

Type of equipment

General principles for posting materials in the gym.
Most of the physical education equipment is located in the physical education and physical education and music halls. The efficiency of equipment use increases significantly with its rational placement. The placement of different pieces of equipment depends on their size and purpose. The gymnastic wall is installed permanently and firmly attached to the wall. It is advisable to purchase it with additional aids: a ladder with hooks, boards, a slide. Ropes, poles, rope ladders are fixed on the ceiling using special devices: hooks, monorail, etc. Large pieces of equipment (soft modules, gymnastic benches, booms, cubes, etc.) are placed along the walls of the room.
For boards and ladders with hooks, a place is provided where they can be hung or placed in such a way as not to interfere with children’s physical activity.
It is advisable to store small physical education equipment (balls, rings, weight bags, cubes, clubs, etc.) in sectional cabinets, on special shelves, racks, and drawers, also located along the walls of the gym. It is best to place hoops, cords, and jump ropes on the walls in different places in the room on special hooks. For stretching nets (for ball games), pulling cords, elastic bands (for hanging small objects, for crawling, jumping over), fastenings in the form of brackets and clamps are convenient. They should be placed in pairs at different levels of opposite walls.
It is advisable to have a mobile “Physical Education Corner” - a cart with various aids: flat hoops, rubber rings, geometric shapes, etc.
Equipment must be located in such a way that children can freely approach it and use it independently. It is advisable to always leave the middle of the hall free for outdoor games and exercises using various aids.
For games and physical education classes, children of the first junior group need to have a basic set of physical education equipment in the group room, since with a large number of groups, children rarely go to classes in the physical education room. In addition, the equipment is not always suitable for children.
To store portable equipment and small play aids, it is advisable to have an additional room located near the gym, which will free up space for children’s physical activity.
If there is free space, it is necessary to create a gym where children's exercise equipment of complex and simple types will be located.
For outdoor games in the hall it is necessary to have a mobile physical education corner, a play labyrinth, a “Parachute”, and a mini-stadium.

Literature:
1. T. I. Osokina, E. A. Timofeeva, M. A. Runova “Physical training and sports and gaming equipment for preschool educational institutions”, Moscow, “Mosaika-Sintez”, 1999.

2. Kudryavtsev V.T., Egorov B.B. Developmental pedagogy

Sections: Working with preschoolers

One of the priority tasks of creating a healthy lifestyle in preschool children is creating motivation, training and instilling healthy lifestyle skills in preschool children.

An important direction in the formation of the foundations of a healthy lifestyle in children is a properly organized subject-spatial environment, first of all, a motor subject-development environment. It should be developmental in nature, diverse, dynamic, transformable, and multifunctional.

To do this, in our kindergarten No. 63, we use non-standard physical education equipment made by ourselves, because new sports equipment is always an additional incentive to activate physical education and health work.

The task of promoting health is one of the priorities in the work of the kindergarten. The body's resistance to adverse environmental factors depends not only on the individual characteristics of the child's body, but also on the timely and correct implementation of special health measures.

When designing a subject-spatial environment that promotes the formation of a healthy lifestyle for preschool children, one should proceed from the need to take into account the following factors:

1) individual socio-psychological characteristics of the child;

2) features of his emotional and personal development;

3) individual interests, inclinations, preferences and needs.

Every year, the work of our preschool institution begins with the diagnosis of the physical development and motor activity of children, as a result of which physical education and health work is carried out aimed at improving the health of children (hardening activities, physical education classes, sports activities, work with parents to promote a healthy lifestyle).

The effectiveness of the classes is influenced by high-quality and deeply thought-out preliminary work on preparing all the necessary aids and equipment that will help conduct the complex in a lively, emotional, and interesting way. My task is to saturate the space of the gym with inexpensive, non-standard, multifunctional equipment and inventory that meets hygienic, anatomical and physiological, mental, aesthetic, ergonomic and other requirements, which meets all sanitary and hygienic requirements and standards.

I have developed notes for classes and entertainment using non-standard physical education equipment made by me, which are successfully used in practice. Under my leadership, a physical education corner or “Health Corner” has been created in each age group, where aids for the development of physical activity are available in a place accessible to children. This includes factory-made sports equipment and non-standard equipment made by teachers and parents (tunnels, hemp, dumbbells, multi-colored flat circles, ring throwers, snowshoes, colored paths, fabric sultans, hopscotch, foam logs, etc.).

The preschool institution has a separate gym, a designated outdoor sports ground, and a running track. This all contributes to solving the following problems:

"Health has been given to us from above,
Learn, baby, to take care of him"

The colorful multifunctional equipment installed in the gym not only causes great delight in children, but also allows them to expand their opportunities for performing a variety of movements and exercises.

We achieve this through non-standard equipment, introducing elements of unusualness, thereby arousing interest and a desire to play with attributes that are new to them. Children with great pleasure climb, run, jump, do all kinds of exercises, and play outdoor games. Therefore, it is imperative to satisfy the child’s need for movement. It serves as an important condition for the formation of all systems and functions of the body, one of the ways to understand the world, navigate in it, as well as a means of all-round development of a preschooler.

We believe that movement is the basis of health, therefore we set ourselves the following tasks:

create a development environment by introducing non-standard equipment;
help accumulate knowledge experience to strengthen his physical and mental health;
stimulate the inclusion of motor activity in the process, encourage him to self-knowledge, create conditions for the internal activity of the individual;
direct the joint work of the entire teaching staff and parents towards the development and hardening of the body;
to develop the skills of self-regulation of a preschooler’s behavior, aimed at consciously preserving and strengthening their health, and this allows them to be physically, mentally and socially more prosperous during the transition from the artificially structured environment of a preschool educational institution to situations in the real world, everyday life.

As practice has shown, the developmental environment alone already makes it possible to increase motor activity, to push the preschooler to movement performed of his own free will, desire, without coercion. Therefore, one of the first tasks in the work on physical development was to decorate the hall in order to give it a bright, unusual look and do everything possible so that it does not resemble a government room with a wall bars, balls and shelves.

Non-standard equipment is always an additional incentive to intensify physical education and health work. The manuals and non-standard equipment developed in our kindergarten are simple and inexpensive. The use of these aids and equipment increases the number of exercises for different muscle groups, and also allows the use of a differentiated method of working with children with various pathologies.

EXPERIENCE OF WORKING WITH NON-STANDARD EQUIPMENT AT DOUNO:63

LIST OF NON-STANDARD EQUIPMENT:

Racks with 4 crossbars.

Description: waste material made from oilcloths, cardboard tubes with holes and hooks for changing the height.

I will deftly lift my leg and jump through the window

Tunnels

Description: the hoop is stuffed with fabric, the other end is free

Purpose of use: develops coordination of movements, dexterity, courage, the ability to climb on all fours, leaning on the palms and knees in a confined space, orientate in it.

Don't be afraid of the dark, crawl through the tunnel

Green racks

Description: cardboard tube with holes

Purpose of use: develop flexibility, coordination, exercise in crawling, climbing, walking, jumping, spatial orientation.

The stands are multifunctional. National sports games “Nimble little horseman” and “Dzhigitovka” are held with older preschoolers.

Relay race on an Ossetian theme: “Tunnel in the mountains”

4. Hemp

Description: natural cuts of different heights

Purpose of use: strengthening ATS: jumping, walking, running

From stump to stump, that's the whole lesson
I'll run between the trees and end up in a little forest

Towers with eagles

Purpose of use: raises interest in competition. The ability to be agile and fast.

Relay races “Papakha Atsamaza”, “Dzhigitovka”, etc.

The towers stand and look majestically

Multi-colored balls

Description: 2 fishing lines are stretched from wall to wall, with 10 multi-colored balls threaded through them, which can be moved. The length of the lines is 6 meters.

Purpose of use: prevention of poor posture, development of mental health

The balls are moved using a gymnastic stick or hoop.

Reach the ball and walk with it

Skis made from plastic bottles

Description: the bottles are cut so that the foot fits in, the edges are covered with colored electrical tape.

Purpose of use: develops coordination of movements, physical qualities

In relay games, for example, “Along the Mountain Ski Trail”

Dumbbells

Description: white plastic bottles, decorated with a narrow colored ribbon, filled with 150-200g of water

Physical qualities: strength, agility, develops coordination of movements.

Multi-colored plane circles

Description: cardboard

Purpose of use: development of ATS: buckles, throwing

We will take dumbbells in our hands and do the exercise
Whoever rushes quickly through the snow will fall through, is not afraid

Sled

Description: two pieces of burlap 1m by 1m

In games - relay races, fun games in winter

We stood all summer, waited for winter, waited for the time, rushed down the mountain

Circus hoops

Description: under the ceiling, 2 hoops are suspended on a fishing line, the height of the hoops is adjustable

Purpose of use: development of ATS: throwing and catching a ball, bags through a hoop.

Our ball is not simple, it flies into the hoop like an arrow

11. Classics

Description: made of leatherette

Purpose of use: development of ATS

In individual work, games, relay races

I love classes very much and I jump like a squirrel

12. Log

Description: foam log covered with leatherette

Purpose of use: development in coordination of movements, relaxation orientation

Here lies the log - it has been waiting for us for a long time

13. Foam bars

Purpose of use: development of ATS

In individual work, relay races

14. Fabric plumes

15. Colored tracks

Bibliography

1. Adashkyavichene E.I. Sports games and exercises in kindergarten. M.: Education, 1992.

2. Bogen M.M. Physical perfection as the basic concept of the theory of physical culture // Theory and practice of physical culture 1997. - 5. - pp. 18-21.

3. Bondarevsky E.Ya. Age-related features of the development of balance functions in preschool children. M., Education 1988

4. Butsinskaya P. P. Planning basic movements in physical education classes // Pedagogical practice of students in the course Theory and methods of physical education of preschool children. M.: Education, 1984.

5. Bondarevsky E.Ya., Kadetova A.V. About preschool programs in physical education // Physical culture at school. - 1987.

6. Volkov V.M. On the problem of prerequisites for the development of motor abilities // Theory and practice of physical culture. - 1993.

7. Vavilova E. N. Develop strength, agility, and endurance in preschoolers. M.: Education, 1981.

8. Golomazov S.V., Accuracy of movements. - M.: GCOLIFK, 1979. - 43 p.

9. Zatsiorsky V.M., Sergienko L.P. The influence of heredity and environment on the development of human motor qualities // Theory and practice of physical culture. 1975, -6. - pp. 22-29.

10. Korenberg V.B. Problems of physical and motor qualities // Theory and practice of physical culture. - 1996. - 7. - P. 2 ~ 5-

11. Kostyukov V.V. Scientific and technological concept of using sports games in organizing physical activity of people of different ages // Theory and practice of physical culture, - 1994. - 11, - P. 23 -

12. Kulikov L.M. Management of sports training: consistency, adaptation, health. - M. - BACKGROUND. - 1995. - 395 p.

13. Kurgansky A.V. On the emergence and coordination of rhythmic movements // Theory and practice of physical culture, 1996. 11. P. 44-49-

15. Runova M.A. Motor activity of a child in kindergarten. M.2006

16. Development of motor qualities of preschool children / Ed. Z.I. Kuznetsova. - M.: Education, 1987. - P.153-177

17. Kozhukhova N.N., Ryzhkova L.A., Samodurova M.M. Physical education teacher at a preschool educational institution. M.., 2006

18. Yakovleva L.V., Yudina R.A. Physical development and health of children 3-7 years old. M., 2003

19. Glazyrina L.D., Ovsyankin V.A., Methods of physical education of preschool children. M., 2005

20. Penzulaeva L.I. Health-improving gymnastics For preschool children. M., 2006

21. Glazyrina L.D. Physical education for preschoolers // Program and program requirements. M.: 2005.

Level of physical development 2009-2010

Beginning of the year

The end of the year

She not only learns to adapt to the social environment, but also to treat her health correctly. For harmonious development, children need physical education. In playrooms, special corners are created in which the child can show off his skills. Do-it-yourself sports equipment for kindergarten is quite simple. Initially, it is necessary to determine what functions it will perform.

The main advantages of a sports corner

Firstly, the equipment serves as an excellent start for the child’s further sports development. Secondly, it helps improve physical and mental health. Thirdly, with the help of sports equipment, children’s activity is stimulated and the body is strengthened.

Types of sports equipment

There are several types of such equipment. It can be ready-made or custom-made. You can also make sports equipment for kindergarten with your own hands. Any parent can do this.

So, the equipment can be standard: treadmills with massagers, wall bars, mats and special climbing devices. It is purchased in stores.

Note. The simulators must comply with the standards established by the Ministry of Health.

Non-standard sports equipment for kindergarten, which is easy and simple to make with your own hands, can often be found in the gym. It is represented by the following types of simulators:

“health paths”;
exercise equipment made from plastic bottles;
game "Twister";
expanders;
ring throwers;
bags of cereals;
flags, scarves, ribbons and much more.

The arrangement of a sports corner directly depends on the desires of parents and educators to develop physical fitness skills in children.

"Paths of Health"

To make such sports equipment for kindergarten with your own hands, you will need the following tools:

scissors;
needle;
ruler;
pencil;
threads

The fabric needs to be thick. You can use textiles with a rubberized base. The size of the rug must be at least 100x100 cm. Its edges are edged with satin ribbons using a sewing machine. On the front side of the fabric, mark the places where buttons of different sizes will be sewn. The distance between them should not be less than 5 cm. Using a needle and thread, sew on the buttons. The rug is ready. With its help, blood circulation is stabilized.

Agility training equipment

Trainers of this type are quite simple to manufacture. They require virtually no material costs. "Bilboke" is the most common simulator for breathing exercises. To make such sports equipment for kindergarten with your own hands, you will need the following:

plastic bottle;
strong thread or satin ribbon;
Kinder Surprise container (you can use a small ball).

The top part of a plastic bottle is cut off with scissors. Its length should be about 7-10 cm. The lid is not removed. A hole is made in it using an awl. A thread is threaded through it and secured on the outside of the lid with a knot. A ball or container is attached to the remaining edge of the thread.

This sports equipment for kindergarten (it’s easy to make it with your own hands from bottles) helps develop dexterity, attentiveness, and quick reaction. The game is as follows: the child takes a bottle, upside down with the cut edge up, and, holding it in his hand, throws the ball. He needs to be caught. Whoever coped with this task, well done!

Breathing exercises using sports equipment

To make such sports equipment for kindergarten with your own hands (the master class will help with this), you will also need simple plastic bottles.

The Fun Glove develops proper breathing.

For production you will need:

plastic bottle (1-1.5 l);
rubber glove;
plastic straw for cocktails;
small plastic clamp.

A hole is cut in a plastic bottle, the size of which corresponds to the diameter of the tube. It must be processed so that there are no sharp edges and uneven cuts. A tube is inserted into it and secured with tape or glue. You also need to make a hole in the lid, only of a larger diameter. A glove is put on it and secured with a clamp.

Tip: to add color to the design of such a simulator, the bottle is decorated with fabric, and eyes, nose and lips are drawn on the glove.

The essence of the game: the child blows into a tube and tries to fill the glove with air. Whoever did it faster won.

Let's make "Twister"

This game is designed to develop all muscles, as well as the child's flexibility. It can be made using thick fabric and acrylic paints.

The canvas must have dimensions of at least 150x170 cm. Circles with a diameter of 15 cm are drawn on its surface with acrylic paints. The distance between them can be 10-12 cm. The board for selecting a task is made of a square sheet of cardboard. An arrow is attached to it, which should rotate. On the sides of the sheet write buildings for arms and legs. For example, “left foot on the red circle” and the like.

Developing motor skills

This do-it-yourself sports equipment for kindergarten (photos can be seen in the article) is made quite simply. These can be bags, various massage gloves, braids and much more.

"Bags"

To make such equipment you will need fabric. Soft burlap with a tight weave is often used. A rectangular bag is sewn from it. Grains are poured into it: buckwheat or rice. Buttons are sewn onto the surface of such a bag. The child kneads such a pouch and stimulates blood circulation in the hands.

Massage gloves

How to make such sports equipment for kindergarten with your own hands step by step?

You will need the following:

soft fabric gloves;
flat buttons of different sizes;
scissors;
needle and thread.

Buttons are sewn to the inside of each glove. They can be arranged randomly. Most importantly, the entire surface of the fabric must be filled. With the help of such a glove, a child can massage any part of the body for himself or other children.

Massage Mat

The equipment stimulates blood circulation well. To make it you will need a rubber base, plastic bottle caps, and nylon thread. The rug may be small in size. The child's legs must fit completely on it.

Work process:

plastic caps of different sizes are inserted into the rubber base (pressed into the structure);
in order to securely fasten the structure, they are pre-coated with glue;
The lids are fastened together with thread (each lid is rewound).

The equipment can be used immediately after manufacture.

Sports equipment for playing outside

In summer, physical education takes place in the fresh air. It is also necessary to equip a sports corner on the playground. Wood is often used for this.

It is not necessary to create massive structures. You can make sports equipment for physical education for kindergarten with your own hands in the form of simple stairs, labyrinths, supports, logs and much more.

Stumps that are dug into the ground are especially popular among children. The child walks through them as if through a labyrinth. Whoever failed to complete the task lost.

Making a simulator for children that develops the vestibular apparatus is also not difficult. Logs of varying thicknesses are perfect for this.

Manufacturing process:

supports (stumps, remains of logs, metal pipes) are dug into the ground at a certain distance from each other;
logs 1.5-2 m long are mounted on them using special fasteners;
After this, the structure is painted in bright shades.

To make it safe for children to walk, additional wooden planks are attached to the supports. Thick ropes are tied to their sides. They will be used as railings.

Another, no less interesting, is the web simulator. It has the following structure:

a metal pipe 2 m high (dug into the ground and concreted);
around it (at a distance of 1.5-2 m) pipes are dug in, the height of which is 50 cm.
special metal hooks are made on the surface of such structures;
Ropes are tied to them, and a kind of web is woven from them.

The child must reach its top. You must be careful, as the exercise machine can cause injury if the exercises are not performed carefully. Therefore, under such a “web”, special rubber mats are installed on the surface of the earth.

One of the priority tasks of creating a healthy lifestyle in preschool age is creating motivation for learning and instilling it. An important direction in the formation of the foundations of a healthy lifestyle in children is a properly organized subject-spatial environment, first of all, it is motor-developmental. It should be developmental in nature, diverse, dynamic, transformable, and multifunctional. To do this, in the group we use non-standard physical education equipment made by ourselves, because new sports equipment is always an additional incentive to intensify physical education and health work

Insufficient material support, the inability to purchase the necessary expensive equipment, an ardent desire, no matter what, to make physical education entertaining and effective, exciting and varied, prompted me to search for new forms of work. Non-standard equipment stimulates children’s interest, desire to move, and participate in games; causes joy and positive emotions. The world of things that can find a second life thanks to creativity, invention and skillful hands is diverse and unpredictable.

“Path of Health” Material: the paths are a surface with buttons sewn on in a certain order, made of twigs, or made of plastic circles. Exercise: for general developmental exercises in the classroom. Goal: to promote the prevention of flat feet; foot massage and arch strengthening; improved blood circulation

“Flower massager” Material: colored pencils, Kinder Surprise case Exercise: for games, used for breathing exercises (cases contain garlic, onion, lemon) Purpose: development of fine motor skills of the hands, improvement of blood circulation in the fingers and hands.

“Dumbbells” Material: plastic bottles with sand. Goal: to promote the development of strength qualities, agility, speed, motor reactions, balance, endurance. Exercises with the physical training aid “Dumbbells” contribute to the development of coordination of movements, activate the activity of the analytical systems and affect speech and mental development.

“Expander” Material: made of plastic bottles and elastic. Stickers are used for decoration. Purpose: to develop and strengthen the muscles of the shoulder girdle and strength, can be used in morning exercise complexes, for individual work, and in physical education classes.

New, bright, non-standard manuals increase children's interest in classes, allow them to use familiar exercises more widely, and vary tasks. Non-standard equipment combines physical education with play, which creates conditions for the most complete self-expression of the child in physical activity. All aids and equipment are used in all types of physical education and recreational work: morning exercises, physical education classes, and gaming activities.

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1. Physical education equipment for preschool institutions: importance, variety, equipment requirements

2. Basic requirements for the selection of physical education equipment

2.1 First junior group

2.1.1 Placement of physical education equipment

2.2 Second junior group

2.2.1 Placement of physical education equipment

2.3 Middle group

2.3.1 Placement of physical education equipment

2.4 Senior and preparatory groups

2.4.1 Placement of physical education equipment

2.5 Equipment for the gym

2.6 Sports ground equipment

3. The use of non-traditional equipment on the physical education ground, in the gym and in the kindergarten area

4. Organization of walks in the winter season

4.1 Walk structure

4.2 The task of the educator

4.3 Components of a walk

5. Compile a selection of physical education minutes, chants, marching songs, chants

Literature

1. Physical education equipmenttion for preschool institutions:meaning, varietyAsia, equipment requirements

Full and comprehensive development and education is impossible without properly organized and sufficient motor activity for preschool children, which has a huge impact on the health and physical development of the child. The growing body of a child needs movement, and the satisfaction of this need is the most important condition for his life and development.

The child’s motor activity is often determined by the motor regime proposed to him, which consists of organized and independent activities. When developing a rational motor regime in kindergarten, it is important not only to ensure that children’s biological needs for physical activity are met, but also to ensure that it matches their motor experience, interests, desires and functional capabilities of the child’s body. Therefore, the teacher must take care of the organization of children’s motor activity, its diversity, as well as the fulfillment of the main tasks and requirements for its content. To do this, it is necessary to have properly selected physical education equipment, which is an integral part of the general subject-play environment of the kindergarten.

The expedient selection and rational use of physical education equipment in the process of optimizing the physical activity regime of children in a kindergarten will contribute to the development of the motor sphere of children and their comprehensive development.

At the initial stage of mastering various movements, a variety of poses, and objective actions, an important role belongs to adults. They create conditions for activating children’s motor activity while they are awake, making extensive use of a variety of bright toys, objects, and aids that stimulate them to perform different movements. Kids reach out to an object they like, try to cover some distance in order to get it, and then try to act with it. Through actions with different objects, the child becomes familiar with the object environment around him. Gradual mastery of different types of movements helps expand the child’s capabilities in understanding the world around him. In the process of demonstrating motor activity, the child quickly establishes conditioned reflex connections in the cerebral cortex, and his all-round development occurs more intensively.

The development of the motor sphere of preschool children is associated with the choice of certain methods of their actions, requiring physical effort and energy expenditure, correlating them with the dimensions and weight, stability and other properties of the objects used.

The motor activity of a child to achieve the goal of any action, for example, throwing a ball into a basket, maintaining balance on a balance beam, walking on a gymnastic bench, riding a bicycle, skiing is determined by the intellectual-sensory, cognitive, as well as emotional-volitional and play activity of the child.

The sensations of “muscle joy” are of great importance for the development of children’s movements. Children's satisfaction from overcoming difficulties of a different nature (various obstacles encountered along the way; indecision, anxiety, ignorance of how to perform movements, etc.) contributes to the development of volitional efforts, the enrichment of motor experience, and the disclosure of their functional capabilities.

In the process of performing different types of exercises using aids, children develop motor skills (riding a bicycle, scooter, skiing, jumping on a trampoline, jumping rope, rope climbing, etc.).

When using physical education equipment, variable and complicated conditions can be created for performing various physical exercises. For example, children, while overcoming an obstacle course consisting of different modules, perform many movements: walking and running on an inclined boom, crawling on a gymnastic bench, crawling under arches, jumping on a trampoline, etc. At the same time, children show dexterity, endurance, speed of reaction, as well as courage, determination and resourcefulness.

A set of general developmental exercises with various aids and objects (ball, hoop, gymnastic stick, etc.) can have a huge impact on the development of different muscle groups and strengthening muscle tone.

Bicycles, roller skates, and skates stimulate the development of leg muscles. To strengthen the muscles of the foot and prevent flat feet, various massagers, small objects (rings, sticks, balls - for gripping with the toes), and ribbed boards are used. The formation of correct posture is facilitated by physical exercises performed against a wooden wall, exercises with children's expanders, a gymnastic stick and other objects.

Physical education aids help children achieve a clearer understanding of movement, which is based on sensations and perceptions. Independent motor activity of children is determined by the presence of specific knowledge about different ways of performing exercises using physical education equipment. It is important that in the process of teaching children movements, aids contribute to their faster development.

In the process of performing motor tasks, children gain knowledge about the properties of various objects and aids (shape, color, weight, quality of material), become familiar with the features of movement in space, and the directions of movement. It should be noted the positive role of using a variety of physical education aids in children’s outdoor games and exercises for the perception of space and time, including for the formation of skills in orientation in the environment. Children, demonstrating their motor activity, act in a certain space, which can be different in size and shape, subject saturation. During walks, on a group site, a sports ground, or in a nearby forest, the field of activity for children is quite wide.

They move a lot on playgrounds, running tracks, jumping areas, obstacle courses, mini-stadiums, and ski tracks. However, the space for physical activity of children during physical education classes held in the gym is more closed, since it is limited by the size and shape of indoor spaces (group rooms, physical education and gyms, swimming pools).

In any of the listed conditions, the child determines the location of some objects in relation to others, as well as in relation to himself and, at the same time, he learns all this in the process of motor activity based on sensation, touch, visual perception and speech. Under different conditions, children simultaneously develop movements and spatial orientation. Diverse cognition of spatio-temporal relations and the objective environment occurs through active movements performed by children with different aids. Some physical exercises can be performed by preschoolers with small physical education aids (rubber ring, flag, rope, stick, hoop, ball). Other exercises - on a gymnastic roller, wall, beam, monkey bars, sleds, skis, etc. or near them (at the gymnastics wall, bench, beam, etc.).

During the participation of children in collective games with elements of sports (small towns, volleyball, football, badminton, tennis, basketball, hockey), as well as in sports exercises (skating, skiing, cycling, scooter), a special environment is created, requiring children to be able to coordinately solve problems of a motor nature, obey certain rules, use well-known movements in accordance with game situations, and also independently find different ways to complete a task.

With the rational selection and placement of physical education equipment, favorable conditions are created for the development of a variety of independent motor activities of children. Preschoolers can choose interesting and accessible movements with various aids that will help them creatively solve motor problems, feel comfortable in space among various objects and regulate their motor activity.

Physical education benefits significantly contribute to increasing children's interest in performing various motor tasks in unusual conditions (forest, in the gym, on the sports ground), which leads to the satisfaction of their need for physical activity, and also has a beneficial effect on the health of children, their physical and mental development.

The participation of children in the preparation of manuals for various types of physical education classes develops their skills of careful and careful handling.

The harmony of the combination of various shapes and colors of different aids in the design of a physical education and play environment evokes positive emotions in preschoolers. Rational motor activity of children in a variety of conditions of the subject environment forms in them the habit of regular physical education.

2. Basic requirements for the selection of physical education equipment

It is necessary that the equipment (size, dimensions and weight of objects) correspond to the age characteristics of children and their anthropometric indicators. The amount of equipment is determined based on the active participation of all children in the process of various forms of physical activity. The dimensions and weight of portable equipment must be commensurate with the capabilities of children.

One of the important requirements for the selection of equipment is to ensure the safety of children when using it. Each benefit must be stable and durable. In order to provide insurance and prevent injuries in children during physical education classes, it is necessary to have good fastenings and gymnastic mats.

The materials from which the equipment is made must meet hygienic requirements, be environmentally friendly and durable.

The variety of shapes and colors of physical education equipment should help develop artistic taste in children. Gentle pastel colors are most preferable for painting equipment.

It is advisable to complete the equipment in accordance with different types of movements, physical exercises, outdoor and sports games. With the help of equipment and aids, the correct implementation of various sets of physical exercises (general developmental exercises, exercises in basic types of movements), as well as the targeted formation of various physical qualities (dexterity, flexibility, strength, endurance, speed and speed-strength qualities) should be ensured.

Most physical education aids are used by children in the process of performing physical exercises and outdoor games. Therefore, equipment sets should include a wide variety of items: large-sized (gymnastic benches, ladders, booms, etc.), portable and stationary, made of different materials (wood, rubber, plastic, etc.), small (rubber rings, balls) , balls, hoops, etc.).

The presence of various equipment in the sets is due to the specifics of the construction and content of different types of physical education classes (morning exercises, corrective exercises after an afternoon nap, physical education classes, games and exercises outdoors and indoors, physical education leisure and holidays).

Due to the fact that preschool institutions have to independently provide themselves with the necessary equipment, it is important when selecting it to take into account the recommendations that are quite fully disclosed in the annotated list of T. I. Osokina, E. A. Timofeeva, M. A. Runova “Physical education and sports play equipment for preschool educational institutions", Moscow, "Mosaika-Sintez", 1999.

When selecting physical education equipment, it is essential to take into account the characteristics of the physical development of children and the age stages of the formation of motor skills. Therefore, in the proposed manual, the equipment is selected in accordance with age groups. In addition, for most items of physical education equipment, sizes are indicated that correspond to the basic parameters of the age development of children.

For the rational organization of physical activity of preschool children, it is important to pay attention to the placement of equipment at the place of its use (for certain conditions). We offer an approximate list of physical education equipment for group rooms and a gym.

2.1 First junior group

Independent motor activity of children 2-3 years old is associated with playing with various objects and toys. Children reach for a toy, bend over, climb onto a cube, and make certain efforts to get this or that object or aid.

The emergence of story-based play is essential for the development of children’s motor skills. However, observations show that children often do not move enough in these games. Their games are sedentary in nature, so all actions with a doll, bear, bunny, etc. are performed mainly while sitting, standing or walking.

The movements of a child of the 3rd year of life are not yet sufficiently formed as voluntary; they are often chaotic and unintentional.

In mastering movements and demonstrating their motor activity, a significant role in children is played by the ability to act in imitation of familiar images of an adult, imitating animals, birds, transport, etc. Imitation movements occupy an important place in children in their independent activities.

You can observe how a child independently demonstrates his motor activity in games with imaginative toys. For example, a child with a bunny jumps, runs away from a wolf, crawls under arches, hides in a tunnel, etc. Kids try to imitate the actions of an adult, but at the same time they do not adhere to a precisely given form of movement. For them, the main thing is to repeat movements and actions on their own many times, while feeling great joy.

The motor activity of children aged 2-3 years increases significantly during games using physical education aids. Their actions with benefits are quite simple, they usually beat them. For example, a child takes a hoop lying on the floor, sits in it, imagining that it is a house, then runs to the fox and sits down with her. Then he takes a bunny, a bear, etc. and again puts them in his “house,” etc. Another child can use the hoop as a car steering wheel. Children can also build a house from a rope or jump rope (lay out a circle on the floor), build a fence from gymnastic sticks, using actions such as stepping over and crawling.

If you analyze the child’s actions, you will notice that they are performed in various combinations and spatio-temporal relationships (different directions, speed, tempo, etc.). It is important for the teacher to find a rational combination of aids and movements and not allow them to become monotonous. In such conditions, children quickly develop the ability to transfer already well-known movements to a new environment. In the process of guiding children’s physical activity, you should pay attention to what the children are doing and, if necessary, switch them from one type of activity to another. Considering the rapid fatigue of younger preschoolers from monotonous movements and postures, their inability to regulate their motor activity, it is important to constantly monitor the change of movements and alternating them with rest.

Two- to three-year-old children love to run errands for adults, so children should be more often involved in arranging and tidying up supplies.

The teacher must maintain children's interest in various physical education aids by introducing novelty into their use (introducing a new aid, moving it from one place to another, complicating a motor task with the same aid). In order for every child aged 2 to 3 years to demonstrate their motor activity in different types of activities, it is necessary to have a sufficient set of physical education equipment in the group.

2.1.1

In the group room, space should be cleared, equipment should be arranged accordingly, giving children free use of various toys and aids that stimulate their physical activity.

All benefits should be available to children, encouraging them to do everything themselves that is feasible and interesting to them. To do this, we recommend placing some small aids (rubber rings, balls, massage balls, etc.) on a hanging shelf so that the child cannot reach them from the floor.

Under the shelf you should place a stable box or cube (10-15 cm high), on which the child can stand and take an object of interest to him.

In order to increase the physical activity of children, it is advisable to place their favorite toys (bunny, bear, fox) on large supports (gymnastic ladder, etc.).

It is important to place physical education aids in such a way that they contribute to the manifestation of physical activity in children.

So, next to the doll corner you can put motor toys (cars, carts). Large exercise equipment requires a lot of space, so it is better to place it along one free wall. Teachers should remember that children’s interest in the same manual quickly decreases. Therefore, it is not advisable to keep all available manuals in a group room. It is better to introduce them gradually, alternating them. Small aids should be kept in open drawers so that children can use them freely.

2.2 Second junior group

Children in the fourth year of life develop basic skills of joint motor and play activities. In independent activities, children begin to increasingly use various exercises in walking, running, jumping, throwing and catching a ball, crawling and climbing. Children of primary preschool age are characterized by imitative activity. This is explained by the fact that the motor experience accumulated by the child allows him to control his movements, focusing on the model.

In the second younger group, the plots of outdoor games become more diverse. However, their main content continues to be the reproduction of the actions of animals, birds, the movement of vehicles of various types, and the objective activities of people.

Displaying independent motor activity, children of the 4th year of life perform quite complex movements (climbing up and running down a hill, crawling under various objects, etc.) and combinations of different movements (rolling a ball along the “path” and running after it, jumping up, trying to catch a mosquito, etc.). Due to their increasing independence, children are able to navigate in space, and the consistency of their actions in a team improves. At the same time, children of this age still quickly lose interest in the same toy, aid, or particular movement.

The teacher needs to constantly maintain interest in movements using physical education aids, introducing different options for actions with them (throwing the ball and catching it, hitting the floor, wall, rolling the ball, etc.).

By the age of four, children are already able to independently unite in a small group to perform play exercises, using different aids and objects.

However, most children find it difficult to choose games and may remain in an “inactive state” for a long time. They need help from the teacher.

In the independent motor activity of children of primary preschool age, one can see games of different mobility (with a ball, with a skipping rope, with a hoop, with story toys).

By the age of four, children develop different types of children's activities, which contributes to a significant increase in physical activity during the day of their stay in kindergarten.

One of the means of increasing children’s motor activity is motor improvisation to music. Movements such as stomping, spinning, and various jumps bring great joy to children. Therefore, musical accompaniment should be used more often in different types of physical education classes.

A favorable environment contributes to an increase in the motor activity of children: a lot of free space in the group, a wide variety of objects and toys, and the direct participation of the teacher in outdoor games and exercises.

2.2.1 Placement of physical education equipment

To store physical education aids in group rooms, sectional furniture with drawers or a “Physical Corner” cart can be used.

Children of the second youngest group quickly lose interest in the same allowance, so we advise you to constantly update it (moving it from one place to another, introducing a new allowance, etc.).

Large equipment requires a lot of space, so it is better to place it along the walls.

Small physical education equipment (massage balls, balls, rubber rings, etc.) should be kept in baskets or open drawers so that children can use them freely.

2.3 Middle group

The age period of children from 4 to 5 years is characterized by the further development of various forms of motor activity, which is largely due to their sufficient supply of skills, good spatial orientation, and the desire to perform movements together in small groups. Children of this age are interested in the most complex movements and motor tasks that require speed, dexterity and accuracy in their execution.

Children of the 5th year of life have a general command of all types of basic movements. They have a great need for motor improvisation to music. Growing motor imagination at this age becomes one of the incentives to increase children’s motor activity due to well-mastered methods of action with various aids. Quite high motor activity of children is manifested in outdoor games, which form their responsibility for following the rules and achieving a certain result. By the end of the year, children should be encouraged to independently organize outdoor games with a small group of peers.

Creating a favorable environment (organizing free space for games, rational selection of physical education equipment, encouraging individual games with benefits) remains one of the ways to increase the physical activity of children in the middle group.

2.3.1 Placement of physical education equipment

In this age group it is necessary to have a “Physical Education Corner” - a cart on wheels. It contains short gymnastic sticks, geometric shapes, massage balls, flat hoops, and rings. The “physical education corner” is located in the corner of the room.

Aids such as balls of different sizes, weighted balls, sets (surso, skittles, ring throw, cords) should be stored open in boxes that are located along the wall.

It is important to place gymnastic modules and balls near walls where there are no radiators.

In the middle group, it is good to have a wooden wall (height 150 cm) to form correct posture, located near the entrance door of the group.

In order to develop children's interest in different types of exercises using manuals, some items and manuals should be stored in the pantry, which allows you to update the material in the group.

2.4 Senior and preparatory groups

Older preschoolers master complex types of movements and methods of execution, as well as some elements of technique. They are able to receive satisfaction as a result of successfully achieving goals and overcoming difficulties. Children of this age are characterized by a wide range of special knowledge, the ability to analyze their actions, change and rebuild them depending on the situation.

For older preschoolers, it is necessary to create varied, complicated conditions for performing different types of physical exercises using aids.

Overcoming an obstacle course (made up of various aids), children are forced to use their motor skills and demonstrate resourcefulness, determination, courage and independence.

In the sixth year of life, children develop an interest in outdoor games and sports-related exercises (basketball, badminton, tennis, skiing, cycling). Children are already able to solve motor problems, obeying certain rules and apply previously learned movements in accordance with game situations.

2.4.1 Placement of physical education equipment

The main set of equipment and aids is located in the gym, since various types of physical education classes are mainly conducted there.

It is advisable to store equipment for sports games in a sectional cabinet or in closed drawers. We recommend placing hoops, jump ropes, and cords on hooks on one free wall in the group.

Physical education equipment is located in the group so that children can freely approach and use it.

2.5 Equipment for a gym

Most of the physical education equipment is located in the physical education and physical education and music halls. The efficiency of equipment use increases significantly with its rational placement. The placement of different pieces of equipment depends on their size and purpose. The gymnastic wall is installed permanently and firmly attached to the wall. It is advisable to purchase it with additional aids: a ladder with hooks, boards, a slide. Ropes, poles, rope ladders are fixed to the ceiling using special devices: hooks, monorail, etc.

Large pieces of equipment (soft modules, gymnastic benches, booms, cubes, etc.) are placed along the walls of the room.

For boards and ladders with hooks, a place is provided where they can be hung or placed in such a way as not to interfere with children’s physical activity.

It is advisable to store small physical education equipment (balls, rings, weight bags, cubes, clubs, etc.) in sectional cabinets, on special shelves, racks, and drawers, also located along the walls of the gym. It is best to place hoops, cords, and jump ropes on the walls in different places in the room on special hooks.

For stretching nets (for ball games), pulling cords, elastic bands (for hanging small objects, for crawling, jumping over), fastenings in the form of brackets and clamps are convenient. They should be placed in pairs at different levels of opposite walls.

It is advisable to have a mobile “Physical Education Corner” - a cart with various aids: flat hoops, rubber rings, geometric shapes, etc.

Equipment must be located in such a way that children can freely approach it and use it independently. It is advisable to always leave the middle of the hall free for outdoor games and exercises using various aids.

For games and physical education classes, children of the first junior group need to have a basic set of physical education equipment in the group room, since with a large number of groups, children rarely go to classes in the physical education room. In addition, the equipment is not always suitable for children. To store portable equipment and small play aids, it is advisable to have an additional room located near the gym, which will free up space for children’s physical activity.

If there is free space, it is necessary to create a gym where children's exercise equipment of complex and simple types will be located. For outdoor games in the hall it is necessary to have a mobile sports corner, a play labyrinth, a “Parachute”, and a mini-stadium.

An approximate set of equipment for a gym

Type of equipment	Name	Dimensions, weight	Quantity per group
For walking, running, balance	Balancers of different types
	Gymnastic floor balance beam	Length 240 cm Width of top surface 10 cm Height 15 cm
	Smooth board with hooks	Length 250 cm Width 20 cm Height 3 cm
	Board with ribbed surface	Length 150 cm Width 20 cm Height 3 cm
	Walkway-balancer (floor rope ladder)	Length 23 cm Width 33 cm Diameter of slats 5 cm
	Snake walkway (rope)	Length 200 cm Diameter 6 cm
	Massage mat
	Small wooden cube	Rib 20 cm
	Soft module (set of 6-8 segments)
	Gymnastic bench	Length 200-300 cm Width 24 cm Height 25, 30, 40 cm
For jumping	Children's trampoline	Diameter 100-120 cm
	Gymnastics set: hoops, slats, sticks, stands, clamps
	Disc flat	Diameter 23 cm Height 3 cm
	Path-mat	Length 180 cm
	Gymnastic goat	Height 65 cm Length 40 cm Width 30 cm
	Cone with holes
	Folding gymnastic mat	Length 200 cm Width 100 cm Height 7 cm
	Mat with markings	Length 190 cm Width 138 cm Height 10 m
	Short jump rope	Length 120-150 cm
For rolling, throwing, catching	Skittles (set)
	Ring throw (set)
	Small bag with cargo	Weight 150-200 g
	Mounted target	Length 60 cm Width 60 cm Thickness 1.5 cm
	The ball is average
	Weighted ball	Weight 0.5 kg, 1.0 kg
	Mini basketball ball
	Massage ball	Diameter 6-7 cm, 10 cm
	Set for children's sports games (bag)
For crawling and climbing	Arc big	Height 50 cm, Width 50 cm
	Arc small	Height 30-40 cm, Width 50 cm
	Rope with knots	Length 230 cm Diameter 2.6 cm Dist. between nodes 38 cm
	Smooth rope
	Wooden ladder with hooks	Length 240 cm, Width 40 cm Diameter of crossbars 3 cm Distance. between switches 22-25 cm
	Game labyrinth (6 sections)
	Rope ladder	Length 270-300 cm Width 40 cm Diameter of crossbars 3 cm
	Wooden gymnastic wall	Height 270 cm Span width 75, 80, 90 cm
For general developmental exercises	The simplest type of exercise equipment: children’s expanders, “Health” disk, dumbbells, weights
	The ring is flat	Diameter 18 cm
	The ring is soft	Diameter 13 cm
	Short tape	Length 50-60 cm
	Various massagers: “Hummingbird”, massage ball, “Ring”
	Small ball
	Weighted ball	Weight 0.3 kg,
	Small hoop	Diameter 54-60 cm
	Short gymnastic stick	Length 75-80 cm

2.6 ABOUTsports ground equipment

The physical education area is intended for special classes and sports exercises for older children. The size of the playground is set at the rate of 1 m2 per child (total area of at least 250 m2). It is advisable to locate it closer to the areas of older groups. This will make it possible to use it not only for organized events, but also for independent games of children in small groups (lapta, tag, volleyball, etc.).

A treadmill is installed along the perimeter of the site; it can be straight or closed, and aids for exercises in basic movements are placed along the edges. Most of the site should remain free: it is needed for collective outdoor games, sports and gymnastic exercises. In order for children to exercise as much as possible during classes, it is necessary to have on the physical education ground such aids that several children can use at the same time (for example, a gymnastic wall with 6-8 flights, 2-3 logs, several targets for throwing).

Physical education equipment should be appropriate for the age of the children and be as comprehensive as possible, i.e. used for different exercises (for example, you can stretch a volleyball net or rope between jumping posts for climbing exercises, etc.).

For exercises in long and high jumps, a runway is arranged along the edge of the site (length - 8-10 m, width - 1.5--2 m; direction - from south to north, so that the sun does not blind the eyes) . At the end of the path there is a landing pit (length 3 m, width 1.5-2 m, depth 30-40 cm). On the inside, the walls of the pit are edged with boards lowered 1-2 cm below its edge and secured with pegs. The hole slightly above the sides is filled with fine-grained sand mixed with sawdust. At a distance of 20-30 cm from the pit, a push-off bar (width 20 cm) is laid and fixed at the same level with the ground. For running high jumps, stands are installed at the edge of the pit (behind the bar) and the rope is pulled.

For climbing exercises, you can install a gymnastic ladder of 6-8 spans (height from the ground - 3-3.5 m, span width - 65 cm, distance between crossbars - 20-25 cm) or a portable tower made of metal pipes (total height - 2.5 m, width - 3 m, number of spans - 5, distance between crossbars - 20 cm).

For balance exercises, logs are convenient (length - 3 m, diameter - 20 cm). They are installed at different heights (for example, the first and third are at a height of 25 cm, and the middle one is 40 cm, all three logs are adjacent to each other; or the first log is installed obliquely to a log lying parallel to the surface at a height of 40 cm, and etc.). The site should have log supports of different designs.

Special targets are used for throwing at a target. These can be hanging boards - targets adjacent to the gymnastics wall or mounted separately on a stand.

In order to be able to play volleyball and badminton, poles must be installed along the long sides of the court, between which a net will be stretched. Its height for playing volleyball should be equal to the height of a child with his arm raised up, for playing badminton it should be 120 cm.

You can also select a basketball court (13x7 m). Pillars are installed on its short sides, shields (length - 120 cm, height - 90 cm) with net baskets (diameter - 45 cm) are strengthened on them. The height of the upper edge of the mesh is 180--200 cm.

On the territory of the kindergarten there should be a ring path (path width - 2-2.5 m, length - 100-150 m) with a dividing strip in the middle for children to ride pedal cars, scooters, and bicycles.

conclusions

Firstly, the more aids and equipment, the more children can be simultaneously included in the process of performing the movement.

Secondly, the more diverse the equipment, the more motor skills, reactions, abilities are formed and mastered in the process of performing the task.

Thirdly, the use of a variety of equipment not only helps to satisfy the child’s motor activity, but also affects his all-round development.

When practicing with the use of physical education equipment, the child learns to navigate in space; fine motor skills are improved; positive qualities are cultivated: such as courage, dexterity, endurance; a sense of collectivism, mutual assistance, etc. develops.

In classes organized with the use of physical education equipment, the child quickly satisfies his motor needs, experiences a feeling of joy when acting with an object, shows genuine interest in the task, trying to complete it as best as possible. It's no secret that “a healthy mind in a healthy body” i.e. The more muscle groups are involved with the help of physical education equipment, the stronger the healing, hardening effect on the body as a whole.

3 . The use of non-traditional equipment on the physical training ground, in the gym and onkindergarten site

One of the priority tasks The formation of a healthy lifestyle in preschool children is the creation of motivation, training and instilling healthy lifestyle skills in preschool children.

Modern teacher is a creative worker, a master of his craft, an innovator, leading a healthy lifestyle, who uses the latest methodological developments in his work.

An important direction in the formation For children, the basis of a healthy lifestyle is a properly organized subject-spatial environment, first of all, a motor subject-development environment. It should be developmental in nature, varied, dynamic, transformable, multifunctional. For this, in our kindergarten we use non-standard physical education equipment, made with our own hands, because new sports equipment is always an additional incentive to activate physical education and health work.

At designing a subject-spatial environment , promoting the formation of a healthy lifestyle for preschool children, should be based on the need to take into account the following factors:

· individual socio-psychological characteristics of the child;

· features of his emotional and personal development;

· individual interests, inclinations, preferences and needs.

Games using non-standard physical education equipment.

Physical education class using non-standard physical education equipment.

The main task of preschool institutions is to improve health and ensure the comprehensive physical development of the child; kindergartens have certain ones that allow them to fully engage in the health of preschoolers. These include hardening procedures in groups, breathing exercises and acupressure, morning exercises, physical education classes and a swimming pool, sports events and entertainment, health days, and various clubs.

Physical activity is a natural need of the human body. Movement is of particular importance in preschool age. Creating interest in physical exercise, providing a more differentiated approach to the selection of movements, and increasing physical activity is facilitated by the use of non-standard equipment. The expedient selection and rational use of such equipment and aids contributes to the motor sphere of preschool children, the formation of various motor skills, the development of physical qualities and creativity, the education of moral and volitional qualities, and increased interest in various sports games and physical exercises. Along with this, tasks aimed at strengthening the health of children and their full psychophysical development are being solved.

Preschool children are very fond of non-traditional physical education and play equipment. It’s one thing to do exercises to “maintain health,” and quite another to help fairy-tale characters, overcome obstacles, or participate in a story game.

Non-standard equipment is used in all types of children's activities - both organized (physical education classes, morning exercises, etc.) and independent, free (rest, individual lessons and games).

They allow you to increase the child’s motor activity, facilitate adaptation, develop basic movements, support positive emotions, diversify play activities, increase the level of the educational process, and develop each child taking into account his interests and desires.

Performing sets of general developmental exercises with various aids and objects (milk bottles, “Rainbow”, pine cones, wooden spoons) has a huge impact on the development of different muscle groups and strengthening muscle tone.

For this purpose, all kindergarten groups have corners equipped with homemade sports equipment that help correct posture and flat feet. The track for foot correction is laid out next to the bedroom. And children, waking up after a nap, walk along it once or twice. It consists of several rugs: scratchy rugs made of synthetic materials, which today are fashionable to place in front of the front door or in the bathroom, a rug with sewn rows of buttons, and a rug with sewn rows of plastic bottle caps.

· “Woven track” – the track is woven from cord using the macrame method, the rings are tied with yarn and all this is sewn onto the paws of the “octopus”.

· The simulator for developing the foot and training the sense of balance is a wooden board. On the front side, “traces” of a child’s foot are drawn on the board, and on the back side, a round wooden roller is attached. The task of a child standing on such a simulator is to try to maintain balance on a swinging board.

· “Bags with pebbles” - pebbles - pebbles - are poured into a linen bag.

· “Massage mats” are carpet mats, knitted with spikes, rings, and balls; used as a path or separately, in classes and in everyday life, including for exercises after a nap.

All these aids are used in classes. In the water part, children are invited to walk along massagers located singly or in a path in one or two parallel lines. General developmental exercises include individual exercises with massagers (“Wicked path”; “Bags with pebbles”). When performing basic movements in a continuous and group manner, these exercises are used as intermediate ones.

In the process of performing different types of exercises using non-standard equipment, children develop motor skills:

· “Snake path” consisting of foam rubber bars connected in the form of a broken line; used to develop dexterity, strengthen balance skills, jumping, climbing;

· “Path - ladder” is a strip of foam rubber covered with leatherette; used for exercises of various types of walking, running, jumping, climbing, throwing.

It is no secret that in kindergarten and at home children spend most of their time in a static position (at tables, watching TV, etc.). This increases the static load on certain muscle groups and causes them to fatigue. The strength and performance of skeletal muscles decreases, which entails poor posture, flat feet, delayed age-related development, speed, agility, coordination of movements, endurance, flexibility and strength.

Recently, the number of children with musculoskeletal disorders in kindergarten has increased. The main purpose of physical education is movement and active recreation, which should help children get rid of physical inactivity syndrome.

Unfortunately, there are still children in kindergartens who have musculoskeletal disorders: stooping, sluggish posture, flattened feet, valgus heels.

During the growth of the body, deformities of the spine, legs and feet may occur for various unfavorable reasons.

As Hippocrates stated, “The foot is the foundation on which the building – our body” stands, and therefore completely non-standard equipment has been introduced in the kindergarten to prevent flat feet; preschoolers must walk barefoot on a variety of surfaces.

Performing exercises with manuals and teaching equipment increases interest in classes and improves the quality of their implementation.

Unfortunately, modern children are having more and more problems with their foundation.

The foot can be compared to a map of the entire organism: there are no muscles, glands, or organs that do not have their own “representation” on it.

A modern child does not have the opportunity to walk on uneven surfaces, which means that the numerous nerve endings located on the foot are not irritated or massaged. That is why during physical education classes preschoolers must walk barefoot on different surfaces. physical education equipment group for children

This opportunity is provided, in particular, by the simple production of “Octopussy”. It is used to prevent flat feet in physical education classes and in individual work.

Preschool children have great pleasure in practicing with non-traditional physical education and play equipment. In the process of performing motor tasks, children gain knowledge about the properties of various objects and aids (shape, color, weight, quality of material), become familiar with the features of movement in space, and the directions of movement. It should be noted the positive role of the use of non-standard equipment in outdoor games and exercises (“Tent”, “Paws”) for preschoolers’ perception of space and time, including for the formation of skills and abilities to navigate in the environment. The harmony of the combination of various shapes and colors of different aids evokes positive emotions in children. Rational motor activity of children in a variety of conditions in the physical education and play environment forms in children the habit of regular physical education.

Children in physical education classes should, first of all, be interested.

Equipment, especially non-standard ones, plays an important role in creating an exciting class atmosphere.

Performing exercises with manuals and teaching equipment increases interest in classes, improves the quality of exercises, and promotes the formation of correct posture. Therefore, the developed lesson and entertainment notes using hand-made non-standard physical education equipment are successfully used in practice.

In each age group of the kindergarten, a physical education or health corner has been created, where aids for the development of physical activity are available in a place accessible to children. This includes factory-made sports equipment, but mostly it is non-standard, made by teachers. Here you can see various massage and ribbed paths for the prevention of flat feet, ring throws, soft targets, multi-colored flags, ribbons, plumes and much more.

This will help turn ordinary activities into an interesting game.

Goals:

· Non-standard equipment allows you to more quickly and efficiently develop motor skills and abilities, and helps to increase interest in physical education.

Tasks:

· Form motor skills.

· Arouse children's interest in using non-traditional equipment in classes and free activities.

· Introduce children to a healthy lifestyle.

· Development of creativity and imagination when using non-traditional equipment.

· Contribute to the development of a culture of movement and bodily reflection.

Types of non-standard equipment : standard; non-standard.

Application :

· Houses; in the courtyard; in Group; in the gym.

The effectiveness of the classes is influenced by high-quality and deeply thought-out preliminary work on preparing all the necessary aids and equipment that will help conduct the complex in a lively, emotional, and interesting way. Saturation of the gym space with inexpensive, non-standard, multifunctional equipment and inventory that meets hygienic, anatomical, physiological, mental, aesthetic, ergonomic and other requirements.

Games with non-standard equipment.

· « Merry paths »:

· a) “Don’t get your feet wet” - younger age - walking in a straight direction at the signal of the teacher or parents.

· b) “Don’t fall” - older and younger age groups - walking along a rope in a straight direction on your front foot and sideways on your heels, on your toes, in the middle of your foot.

· « Multi-level racks »:

· a) “Jump over - don’t hit me” - jumping on two legs over the crossbar in height.

· b) “Climb, don’t touch” - crawling under the crossbar (can be used in speed relay races).

· c) “Don’t touch the rope” - in relay races, run like a snake at the signal of the teacher or parents.

· « Tunnel "- a large piece of fabric is sewn together to form a “pipe” into which hoops can be inserted on both sides. Can be used in relay races (speed climbing)

· « Funny clown »:

· a) “Hello everyone” - younger age - crawl on all fours under the clown and shake his hand.

· b) “Say hello to the clown” - older age - crawling in the forward direction, right and left side.

Games with non-standard equipment “Parachute”

“WAVE” Alternately raising and lowering your arms to create waves.

“CAROUSEL” Holding the handles of the parachute, they walk in a circle, saying the words “Barely, barely, barely the carousel spun...”

“THE SEA IS WORRY...” Holding the handles of the parachute, they make movements with their hands, depicting waves. After the words “Sea figure, freeze...” they make some kind of figure without releasing the parachute. To make it more difficult: a figure on one leg.

Unconventional sports equipment in a DIY dhow. Do-it-yourself non-standard equipment. How to make non-traditional exercise equipment with your own hands and at home

The main advantages of a sports corner

Types of sports equipment

"Paths of Health"

Agility training equipment

Breathing exercises using sports equipment

Let's make "Twister"

Developing motor skills

"Bags"

Massage gloves

Massage Mat

Sports equipment for playing outside

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