Physical education lessons in verse for preschoolers. Card index

Card index of physical education minutes for consolidating spatial orientations in preschoolers
Games and exercises in poetic form for the formation of spatial concepts

Warm-up 1 Hands pulled up, as if a nut was hanging there. (Stretching - arms up.) Then we pull to the sides, As if we were hugging a house. (Stretching - arms to the sides.) Legs apart, hands on the waist. Turn your shoulders to the left. And now to the right. Come on! Repeat the exercise. (Rotate your body to the sides.) And now it’s time to jump, like a frog: jump-jump-jump. Who is afraid to get tired instantly, Who is not used to exercise? (Jumping in place.) Warm-up 2 We put our hands on our shoulders and begin to rotate them. So we will correct the posture. One two three four five! (Hands to shoulders, rotate shoulders forward and backward.) We place our hands in front of the chest, and spread them to the sides. We will do warm-ups in any weather. (Hands in front of the chest, jerking your arms to the sides.) We will raise our right hand, and we will lower our left hand down. Let's swap them, move our hands smoothly. (One straight hand up, the other down, in a smooth movement. One hand lowers, and the other rises at the same time.) Now let's walk together, all in place. (Walk in place.) Warm-up 3 To prevent your head from hurting, rotate it left and right. (Rotate your head.) Now we twist our arms - And there will be a warm-up for them. (Rotation of straight arms forward and backward.) Pull our arms up, spread them to the sides. (Stretching - arms up and to the sides.) Turns left and right, We do it smoothly. (Turns the torso left and right.) Let's bend down easily and reach the floor with our hands. (Bends forward.) Pulled shoulders and backs. And now the end of the warm-up. (Children sit down.) Warm-up 4 Up hand and down hand. They pulled them lightly. We quickly changed hands! We're not bored today. (One straight arm up, the other down, change hands with a jerk.) Squat with clap: Down - clap and up - clap. We stretch our legs and arms, We know for sure that it will do good. (Squats, clapping your hands above your head.) Twist and turn your head, Stretch your neck. Stop! (Rotate your head to the right and left.) Trees Trees have grown in the field. It's good to grow in freedom! (Stretching - arms to the sides.) Everyone tries, Upwards, reaching for the sun. (Stretching - hands up.) A cheerful wind blew, The branches immediately swayed, (Children wave their arms.) Even the thick trunks Bent down to the ground. (Bends forward.) Right and left, back and forth - This is how the wind bends the trees. (Tilts left and right, forward and backward.) He turns them, he turns them. When will there be a rest? (Rotation of the body.) Clown The clown entered the arena, Bowed to everyone from the stage, Right, left and forward... Bowed to everyone as best he could. (Bows.) Warm-up 5 To begin with, you and I turn our heads. (Rotate your head to the sides.) Raise your arms up, Smoothly lower them down. We pull them up again. Well, my friend, don't be lazy! (Children raise their straight arms above their heads, then lower them down and move them back, then up again, then down again, etc.) Wind The wind blows from a height. Herbs and flowers bend. Right-left, left-right Flowers and herbs are bending. (Tilts to the sides.) Now let’s all jump on the spot together. (Jumping.) Higher! Have fun! Like this. Let's move on one step at a time. (Walking in place.) So the game is over. It's time for us to get busy. (Children sit down.) Maple The wind quietly shakes the maple, tilts to the right, to the left: Once - tilt and twice - tilt, The maple leaves rustled. (Feet shoulder-width apart, hands behind the head, body tilts left and right.) Warm-up 6 We were tired, we sat too long, we wanted to warm up. (One hand up, the other down, change hands jerkily.) Then they looked at the wall, then they looked out the window. Turn right, turn left, and then vice versa. (Turn the body.) We begin squats, bend our legs to the end. Up and down, up and down, Don't rush to squat! (Squats.) And they sat down for the last time, And now they sat down. (Children sit down.) Warm-up 7 Swifts fly over the water, (Arms to the sides.) Ruffs swim under the water, - (Sit down.) A beautiful boat floats - Painted sails. (Hands clasped in front of the chest, smooth movements of the torso.) Warm-up 8 We can’t sit still, We stretch our lower back. We twist the body left and right - So we will have a great rest. (Rotation of the body.) We had a good rest and everyone returned to their place. (Children sit down.) Warm-up 9 Get ready to warm up! Spin right and left Count the turns, One-two-three, don’t lag behind, (Rotate the body to the right and left.) We begin to squat - One-two-three-four-five. The one who does the exercises can do a squat dance for us. (Squats.) Now let’s raise our arms and lower them with a jerk. It's like we're jumping off a cliff on a sunny summer day. (Children raise straight arms above their heads, then lower them with a sharp movement and move them back, then with a sharp movement up again, etc.) And now walk in place, Left-right, stand once or twice. (Walking in place.) We will sit on the mat together, Let's get down to business again Pump 10 And now we turn on the pump, We pump water from the river, To the left - once, to the right - twice, Water flows in a stream. One, two, three, four - (3 times.) We did a good job. (Tilt to the right, the left hand slides up along the body (to the armpit); tilt to the left, move up with the right hand.) Warm-up 11 Warm-up begins. We stood up and straightened our backs. They leaned left and right and repeated again. (Tilts to the sides.) We squat in a row, One-two-three-four-five. This is a necessary job - to train the leg muscles. (Squats.) And now we perform arm jerks together with you. (Jerks with arms in front of the chest.) Warm-up 12 Don’t slouch, chest forward, turn your shoulders. (Jerks with your arms in front of your chest.) Now jerk with your arms. Repeat again. We take out the sock with our hand - Right - left, left - right. The helicopter is flying, chirping, the propeller is working properly. (Lean forward and touch your left foot with your right hand, then vice versa, with your left hand touch your right foot.) And now, like a ball, we’ll all jump in place. Rested, refreshed and sat down again. (Children sit down.) Warm-up 13 One, two - we stood up together, (We walk in place.) We will put our hands straight. (Hands on the belt.) Three, four - let's move apart, (Hands to the sides.) We'll start practicing. (Bends forward with hands touching the toes of the legs (left hand-right leg; right hand-left leg). Let’s stand on the toes from the heel, (Rise onto tiptoes, hands on the belt.) Look to the right, left, (Turn the head left and right. ) We sat down on our toes (Squats.) And like birds we flew. (Run around the classroom.) Warm-up 14 We put our hands on our shoulders, We begin to rotate them. So we will correct the posture. One-two-three-four-five! (Hands to shoulders, rotating the shoulders forward and backward.) We put our hands in front of the chest, we spread them to the sides. We will do the warm-up in any weather. (Hands in front of the chest, jerking the arms to the sides.) We raise the right hand, And we lower the other down. We change their places , Smoothly move our hands. (One straight hand up, the other down, in a smooth movement one hand lowers, and the other rises at the same time.) And now let's all walk together in place. (Walk in place.) Airplane Let's fly, fly, Spin our arms forward And then vice versa - the plane rushed back. (Rotation with straight arms forward and backward.) Airplane Hands to the sides - in flight We send the airplane, Right wing forward, Left wing forward. One, two, three, four - Our plane has taken off. (Stand legs apart, arms to the sides, turn to the right; turn to the left.) Warm-up 15 Up and down jerks with arms As if we were waving flags Kneading our shoulders Hands move towards (One hand up, the other down, change hands with jerks.) Hands to the sides. Smile, bend to the right and left (Bend to the sides.) Start squats. Don’t rush, don’t lag behind (Squats.) And at the end - walking in place. Everyone has known this for a long time (Walking in place.) Gander In the morning the gander stood on his paws, (Stretched his arms up - inhale and exhale.) Prepared for exercise. (Jerks of arms in front of the chest.) Turned left, right, (Turns left and right.) Did the squat correctly, (Squats.) Cleaned the fluff with the beak, * (Tilts the head left and right.) Quickly into the water - splash! (Sit down.) Warm-up 16 We twist our necks carefully - You may feel dizzy. We look to the left - one, two, three. So. And look to the right (Rotate your head to the right and left.) Let's stretch up, let's walk (Stretching - arms up, walking in place.) And we'll return to the place again (Children sit down.) Warm-up 17 This is easy fun - Turns left and right We've all known for a long time — There’s a wall, and there’s a window (Turns the body to the right and left.) We squat quickly, deftly. We can already see dexterity here. In order to develop muscles, we need to squat a lot (Squats.) And now walking in place This is also interesting (Walking in place.) Hare exercises 1 Morning greeting of hares. I. p. - standing, inhale through the nose, mouth tightly closed. Tap your fingers on the wings of your nose as you exhale, pronounce mm, n-n (2-3 times). 2. I. p. - feet shoulder-width apart, hands on the belt. Tilts of the body to the left, to the right. The little white bunny sits and looks under the bushes. Leaned to the right - empty, Leaned to the left - empty, Cabbage does not grow in winter. Strongmen I. p. - feet shoulder-width apart, arms above. Place your hands on your shoulders, clench your fingers into fists; arms to the sides, up, to the sides, on the shoulders. Clench your fingers into fists and lower them onto your shoulders. Unclenching your fists, spread them to the sides. Now lift them up, spread them to the sides and lower them onto your shoulders. Vanka-stand-up. I. p. - feet shoulder-width apart, arms down. Tilts of the body to the right, left. Vanka loves to work hard and is not the least bit lazy. Bows to the right, bows to the left. Gorodok I. p. - feet shoulder-width apart, hands on the belt. Turn your head to the right, left. Our city has everything: On the right is a small bridge, Straight ahead is a park, and on the left is a house. If you want to remember everything, look around again. The wind shakes the Christmas tree. I. p. - feet shoulder-width apart, arms to the sides. Turn the body left and right. In the forest, the wind cleared up and began to swing the Christmas trees: Once to the left, once to the right, One, two, three, four, five Palms up! Palms up! Clap! Clap! (Clap your hands at the top, on the knees, on the shoulders, on the sides, behind the back, in front of you, on the left, on the right.) On the knees - slap, slap! Now give me a pat on the shoulders! Slap yourself on the sides! We can clap behind our backs! Let's clap for ourselves! We can go to the right! We can go left! And let's fold our hands crosswise! (Hands folded crosswise in front of the chest.) Literature: Kovalko V.I. The ABC of physical education lessons for preschoolers: Practical development of physical education minutes, game exercises, gymnastic complexes and outdoor games (middle, senior, preparatory groups). – M.: VAKO, 2005.

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Card file “Warm-ups, motor games and exercises”

Card index

Warm-ups, motor games and exercises

CONNECTING MOVEMENT WITH BREATHING

SELF-MASSAGE

RELEASE BODY TENSION

RELAX YOUR NECK AND SHOULDERS

RELAX YOUR HANDS

RELAXING YOUR LEGS

TUNING TO THE GENERAL RHYTHM

During the learning process, the load is mainly placed on the visual and auditory channels of perception, thereby depleting the sensory support of the learning process. Additional inclusion of kinesthetic and motor analyzers in the learning process will certainly facilitate the process of learning the material. The child’s need for play and physical activity is natural and harmonious. The systematic use of motor warm-up games will reduce the emotional and physical stress of children (at the psychological and physical levels) associated with the period of adaptation to new social conditions and requirements.

In addition, it is known that the activation of sensorimotor, the actualization and consolidation of any bodily skills presuppose the external demand for such mental functions as, for example, emotions, perception, memory, and self-regulation processes. Consequently, a basic prerequisite is created for the full participation of these processes in mastering reading, writing, and mathematical knowledge. Motor warm-up games can be carried out at the beginning, middle or end of the lesson. At the beginning of the day or before class, they will help children get ready and tune in to work in class, and in the middle and end of class they will help restore attention and performance, activate memory, relieve stress and relax. Motor warm-ups always begin with an exercise that involves combining movement with breathing. Then one or two exercises are performed to activate the body and relax (self-massage, exercises to relieve bodily tension). The warm-up ends with a rhythmic exercise. The duration of the warm-up game is 3–4 minutes. A fairly wide range of motor exercises presented below will allow teachers to take a creative approach in selecting warm-up games, making the moments of rest not only useful, but also varied and interesting for children.

CONNECTING MOVEMENT WITH BREATHING

At the beginning of the warm-up, it is recommended to pay attention to breathing exercises in combination with various body movements. This helps optimize gas exchange and blood circulation, ventilation of all parts of the lungs, as well as overall health and well-being. Doing breathing exercises calms you down and helps you concentrate. Smooth “stretching” movements relieve muscle tension, increasing the level of mental activity and performance. You need to breathe in a slow rhythm, breathing should contain four phases of equal time: “inhale - hold - exhale - hold.” At first, each of them can be 2-3 seconds with a gradual increase to seven seconds. Movements are performed during the inhalation or exhalation phase, with pauses during breath holds. 1. “Reaching for the sun.”

Stand up, feet shoulder-width apart, arms down.
As you inhale, slowly raise your arms up, gradually “stretching” your whole body: starting with your fingers, then stretching with your wrists, elbows, shoulders, chest, lower back and legs, but without much tension and without lifting your heels from the floor. Hold your breath - “we reach out to the sun with our fingertips.” Exhale, lowering your hands, relax. 2. Stretching.
Stand with your feet shoulder-width apart, hands clenched into fists and lowered down.
On a slow inhalation, raise your fists above your shoulders, keeping your elbows slightly bent, and bend your back, spreading your shoulders and throwing your head back; stretch up, straightening your arms and rising on your toes (imagine that you have just woken up and are stretching sweetly). Fix this pose, hold your breath. As you exhale, lower your arms down, trying to “reach” your fingers to the floor. 3. “String”.
Stand up, feet together, arms raised up.
“Stretch” the whole body while inhaling slowly, stretching with both arms and the body at the same time; then - only with the right side of the body (arm, side, leg), then - only with the left side of the body. The back should not strain or arch. Ask your child if his back, arms, and legs are stretched. 4. "Star".
Stand in the “star” pose (feet slightly wider than shoulder width, arms raised up and slightly apart). We perform stretches similar to the previous ones, but not one-sided, but diagonal. We lift and pull back our right leg, while simultaneously stretching our left arm up - diagonally, while the left leg and right arm are relaxed. Relax. Then the same is done along the other diagonal.

5. Leg stretches.

Feet shoulder width apart. As you inhale, raise your arms straight to the sides at shoulder level, palms down. As you exhale (four options for performing the exercise are possible - at the teacher’s command): - slowly bend to the left and touch the toes of your left foot with your left hand; stay in this position for five seconds (pause) and return to IP. Try not to bend your legs and arms; - the same for the right arm and leg; - slowly lean to the left and touch the toes of your left foot with your right hand; stay in this position for five seconds and return to IP. Do not bend your legs and arms; - the same for the left hand and right leg.

SELF-MASSAGE

The exercises can be performed while sitting or standing. 1. “Washing your hair”

a) Fingers slightly apart and slightly bent at the joints. Using your fingertips, massage your head in the direction: 1) from the forehead to the crown, 2) from the forehead to the back of the head and 3) from the ears to the neck. b) The fingers are slightly bent, the surface of the nails and the first phalanges are in close contact with the surface of the head just behind the ears; The massage is performed by the child with both hands towards each other from the ears to the top of the head.

2. “The monkey is combing his hair.”

The right hand massages the head with its fingers from the left temple to the right side of the back of the head and back.
Then the left hand - from the right temple to the left side of the back of the head. In a more complex version, the arms cross at the base of the hair (thumbs along the midline!); in this position, the child intensively massages the head from the forehead to the neck and back. 3. “Ears.”
The ears are rubbed with the palms as if they were frozen;
warm up three times from top to bottom - vertically; with a back-and-forth motion they rub in the other direction - horizontally (fingers, excluding the thumbs, are connected and directed towards the back of the head, elbows forward). Then cover your ears with your palms, and place your fingers on the back of your head, bringing them closer together. Using your index fingers, lightly tap the back of your head up to three times. This exercise tones the cerebral cortex, reduces the sensation of tinnitus, headaches, and dizziness. 4. “Eyes rest.”
Close eyes.
Using the interphalangeal joints of your thumbs, make 3–5 massaging movements along the eyelids from the inner to outer corners of the eyes, repeat the same movement under the eyes. After this, massage your eyebrows from the bridge of your nose to your temples. After massaging the eyelids and area around the eyes, turn the eyeballs left, right, up and down, in a circle 3-5 times. Open your eyes wide for a few seconds, then close your eyes tightly. This relieves tension and improves blood circulation in the eye area, improving vision. 5. “Teeth sponges.”
Biting and scratching lips with teeth;
tongue with teeth from the very tip to the middle of the tongue. Intense “flapping” of lips and rubbing lips against each other in different directions. 6. "Fish".
The mouth is slightly open.
Take the upper lip with your right hand and the lower lip with your left. Perform simultaneous and multidirectional movements of the hands, stretching the lips up, down, right, left. Close your mouth, take both lips with your hands and pull them forward, massaging them. 7. “Flexible neck, loose shoulders.”
Massage the back of the neck (from top to bottom) with both hands: stroking, patting, pinching, rubbing, spiral movements.
Similarly: with your right hand, massage your left shoulder in the direction from the neck to the shoulder joint, then with your left hand - the right shoulder; with your right hand, grab your left shoulder and make 5-10 rotational movements clockwise and counterclockwise, the same with your left hand, then with both hands at the same time. 8. "Owl".
Raise your right shoulder up and turn your head to the right, while taking a deep breath;
With your left hand, grab the right periosteal muscle and, as you exhale, lower your shoulder. Knead the trapped muscle by taking deep breaths and looking as far behind your back as possible. The same with the left shoulder with the right hand. 9. “Warm hands.”
Raise your right hand up, moving it in different directions.
The left hand holds the shoulder (forearm) of the right hand, resisting its movement and at the same time massaging it. Then the hands change. Rubbing and warming up the fingers and the entire hand from the tips of the fingers to the base and back; Special attention should be paid to the thumbs. Imitation of “power” washing, rubbing and shaking hands. 10. "House".
Place your fingers in a “house” in front of your chest and press on each other, first with both hands, then with each pair of fingers.

RELEASE BODY TENSION

RELAX THE WHOLE BODY

(optimization of overall body tone)
1. “Tense and relax.”
In a standing or sitting position, the child is asked to tense the whole body as much as possible; after a few seconds, release the tension and relax.
Do the same with each part of the body (the teacher names parts of the body one by one, stopping at each segment separately - right arm, neck, back, stomach, lower back, right leg, etc.). 2. "Strongman".
Perform contrast tension and relaxation of the shoulder girdle, arms and legs, imagining that you are: holding heavy weights in your hands (with your leg, on your shoulder);
lift a heavy basket of apples over your head; push up the barbell; hold the closing door with your foot; you move your hands apart the tightly intertwined branches of trees in the forest thicket. 3. “A blade of grass in the wind.”
The child depicts a blade of grass with his whole body (sit on a chair or on the floor, on his heels, stretch his arms up, take a breath).
The wind begins to blow, and the blade of grass bends to the ground (exhaling, bend your torso forward until your chest touches your hips; at the same time, stretch your arms forward, palms on the floor; without changing the position of your torso, pull your arms along the floor even further forward). The wind subsides, the blade of grass straightens and reaches towards the sun (as you inhale, return to the starting position, stretch upward). 4. "Swaying Tree"
It is built on the same principle as the previous exercise (roots - legs, trunk - torso, crown - arms and head).
Can be performed both sitting and standing. It is important that each child imagines himself as “his” tree: after all, spruce, birch and willow react very differently to the breeze, the onset of a storm and a hurricane. 5. "Dragon"
The child depicts a dragon flying around his domain on patrol: his legs are shoulder-width apart, slightly bent at the knees, springing in time with his winged arms.
Then he lands on the island and begins to “stir” the sea with his tail. 6. "Fire and Ice."
I.p. - standing in a circle. At the command “fire,” children begin intense movements with their whole bodies. Each child chooses the smoothness and intensity of movements arbitrarily. At the command “ice,” the children freeze in the position in which the command caught them, straining their entire body to the limit. The teacher alternates both commands several times, changing the execution time of both.

RELAX YOUR NECK AND SHOULDERS

These exercises, in addition to relieving tension from the shoulders and neck, help improve blood circulation in the head and the movement of cerebrospinal fluid. 1. Stubborn neck.

Cross your fingers at the back of your head (elbows to the sides), raise your head, look up.
Use your hands to try to tilt your head forward, your neck resists. Perform 3–5 times. Likewise - palms on the forehead. 2. “Stretching our shoulders.”
Feet shoulder-width apart, arms relaxed.
All attention is on the muscles of the shoulder girdle, on the shoulder joints, on the feeling of their stretching and relaxation: 1) perform contrasting tension and relaxation of the shoulders; 2) raise and lower your shoulders, move them back, then forward - simultaneously and alternately; 3) rotate your shoulders back and forth (simultaneously and alternately), without bending and arching your back back and forth. 3. Head tilts.
Sit or stand up straight.
At a slow pace (this is very important!), reach your chin to your chest, the back of your head to your back, place your ear on your right shoulder, then on your left (it is important that your shoulders and spine remain straight). Slowly turn your head to the right, to the left. 4. "Turtle".
The child imitates the slow movements of the turtle’s head, which either looks out of the shell (shoulders drop, chin stretches forward and up), then hides in it (shoulders rise, chin to the chest), then turns its head to the sides.

RELAX YOUR HANDS

1. Warm up and relax your arms.

Shake your hands as if you are trying to shake water off them.
Rub your arms from shoulder to hand and back, as if you were cold; sequentially stretch your shoulders, forearms and hands. Perform contrast tension and relaxation of the arms. 2. "Castle".
Place your hands in a “lock” and pull them: 1) up, down, to the sides;
bend back and stretch your arms up; pull your hands up behind your back in a lock; 2) take your left elbow with your right hand and pull it to the right, doing the same with your left hand; 3) hook your fingers into each other and pull your hands in different directions, the same - one pair of fingers at a time. The following exercises are performed first separately with each hand, then with both hands simultaneously. When performed two-handed, both hands first move in one direction (right, left, forward, back), and then in the opposite direction. 3. "Magic Mill".
The child imagines that his hands are the blades of a magic mill, which can, folding and straightening, rotate in different directions.
All attention is on the sensations in the kneaded joints. 1) Rotate the straight right (left) arm in the shoulder joint forward, backward, right, left; both hands in the same and opposite directions (right - forward, left - back); place your hands to your shoulders and make the same circular movements; 2) extend your arms straight to the sides, bend them at the elbows and swing your forearms freely, then rotate them in a circle; similar to the previous one - rotation of the arms at the elbow joints (while the shoulders and hands are motionless); 3) rotate your arms at the wrist joint (arms extended forward, elbows slightly bent, shoulders and forearms motionless). 4. "Snakes".
Invite your child to imagine that his fingers are small snakes.
They can move and wriggle, rotating to the right, to the left, from bottom to top and from top to bottom. Consistently, each finger depicts a “snake” (if the desired movement does not work, help with the other hand). 5. "Sea".
Two participants tell a story together and accompany it with appropriate movements: “Small and large waves are splashing on the sea (first with one hand, and then with the other hand, small waves are drawn in the air; clasp your hands and draw a large wave in the air). Dolphins swim through the waves (synchronous wave-like movements are made with the whole arm forward). They are together, and then take turns diving into the water - one dived, the other dived (alternate wave-like movements of the hands are performed). Their dolphin babies swim behind them (arms bent at the elbows, pressed to the chest, hands perform synchronous wave-like movements forward). They dive together and take turns (simultaneous and alternating wave-like movements of the hands). This is how their tails move (each finger makes wave-like movements in turn). Jellyfish swim with the dolphins (hands clenched into fists sharply clench and unclench). They all dance and laugh (rotation of the arms at the wrist joints).

RELAXING YOUR LEGS

1. "Bicycle".

While sitting, imitate riding a bicycle (freely, with effort, with resistance).
2. “Drawing circles.”
Sit on a chair.
Raise your right leg and rotate the knee (then ankle) joint to the right, left, imagining that we are drawing large and small circles. Lower it to the floor. Similarly - with the left leg; two legs. 3. "Frog".
Squat down, leaning on your toes and hands (between your knees), like a frog.
Jump high up and squat back down. Another option for jumping is forward. 4. Development of stability and loosening of joints.
Attention is directed to the sensations in the joint being kneaded.
- i.p. - stand on one leg. Rotate the other leg from the hip, first clockwise, then counterclockwise. Change leg. - i.p. - Same. The other thigh is raised parallel to the floor, the knee is bent. Rigidly fixing this position, describe horizontal circles with your shin (then just your foot), first clockwise, then counterclockwise. The lower leg (foot) is completely relaxed. Change leg. - i.p. - Same. Bend the other knee, hands behind your back, clasp your left wrist with your right palm. Describe a vertical circle with your foot, as if rotating a bicycle pedal. Having described 3-5 circles, change direction to the opposite. Change leg. - i.p. - Same. The other leg is slightly raised above the floor; rotate the foot at the ankle joint, describing circles and waves in the horizontal (vertical) plane with the toe. After 3-5 times, change the direction to the opposite. Then change legs. 5. Squats.
Squat down with the soles of your feet flat on the floor and your hands resting loosely on your knees. An easier version of the exercise is to squat until your heels begin to lift off the floor.

TUNING TO THE GENERAL RHYTHM

Orientation to the external rhythm not only activates the auditory channel of perception, but also helps children tune in to the general rhythm of the class. To perform these exercises, a variety of means are used. For example, when performing any exercises where you yourself count out loud to the children, you can, while clapping your hands, vary the pace of execution, either speeding up or slowing down. You can use alternating sounds of different volumes and tonality within a rhythmic pattern. This also contributes to the development of attention and greater adaptability of children to changing conditions. 1. “Repeat the rhythm.”

The teacher sets the rhythm by tapping it with one hand, for example, “2-2-3” (at the beginning of development, visual reinforcement is given - the child sees the teacher’s hands).
Then there is a gradual transition to auditory perception only, with eyes closed): - the child repeats the rhythmic pattern with his right hand, left hand, two hands simultaneously (claps or hitting the table), in combination (for example, “2” with his right hand, “2” – with the left hand, “3” – with both hands at the same time); - the child is asked to reproduce the same rhythmic pattern with his feet: first, a swing with the whole leg, then movements with only the foot; jumping on one or two legs. 2. “Rhythm in a circle.”
Children sit in a semicircle.
The teacher beats out some rhythmic series. Children listen carefully and repeat (separately or all together). When the rhythm is mastered, they receive the command: “Let’s clap this rhythm like this: everyone in turn beats out one excerpt from the entire given rhythm. From left to right. When the rhythm ends, the next one in the circle waits a short pause and starts over; and so on until my command “Stop”. Anyone who is late with their clap, who fails to pause, or who makes an extra clap receives a penalty point or is eliminated from the game.” 3. Rhythmic movements.
First, similar to the exercises given above, the rhythmic pattern is worked out statically, then it is played out dynamically: children move in a circle, all together or in turn performing a rhythmic fragment, creating a single melody and moving in a given ri.
Exercises using rhythmic musical instruments. Here the child can either repeat a given rhythm, or invent it and reproduce it. This exercise is good to perform in a group, when some in a circle either reproduce the rhythms of others, or set their own, while monitoring the correctness of the repetition. 6. Movement to music.
Exercises using specially selected musical fragments with different rhythmic structures.
Children are invited to move voluntarily (or repeating already learned motor exercises) to the music in accordance with the sounding rhythmic pattern. 7. Cross and one-way movements.
At the first stage, the child walks slowly, alternately touching the opposite knee with his right and left hand (cross movements).
At the stage of mastering the exercise, the teacher counts 8 (12) times at a slow pace. At the second stage, the child walks in the same way, but already touching the knee of the same name (unilateral movements). Also 8 (12) times. At the third and fifth stages there are cross movements, at the fourth - one-way. A prerequisite is to start and end the exercise with cross movements. After the child has mastered this exercise under external counting, you can offer to perform it independently - counting and controlling the sequence and switching from movement to movement, as well as performing cross and unilateral movements to rhythmic music. 8. “Okay.”
This game is one of the first to appear in the experience of any child. If he is not familiar with it, teach him to play first in the classical version, but not only with his hands, but also while sitting and with his feet. Then complicate the task: a) clap your hands, clap with both hands with a partner (both hands are crossed, clap, clap with a left-right partner, clap, clap with a right-left partner. Then the task becomes more complicated, the number of movements increases due to the combination of the classic and this option. Similarly - with the legs. b) “fist-palm”: the child’s hands are always turned with palms facing each other; clap of hands, clap of fist on palm, clap, clap of palm on fist (the pose is reversed. When playing in pairs, after clapping, the child does “fist-palm” with you. In an even more complex version, “fist-palm” with a partner done with crossed arms (either the left or the right hand is in front). c) “palms” with palms turned: a classic version in which clapping with a partner is carried out so that one of the child’s palms looks down and the other looks up (placed on top of each other with edges ).