HEALTH AND RECREATIONAL ORIENTATION OF SPORTS GAMES IN ELEMENTARY SCHOOLS

Abstract

The article highlights the theoretical generalization of the fundamentals and methodological principles for optimizing the development of motor skills in physical education classes for younger schoolchildren (6–10 years old) with elements of sports games. The study justifies the need to move away from the traditional approach based on repetition in stable conditions in favor of integrating game methods and acyclic loads that mimic the dynamics of sports games. This approach ensures high motor density, emotionality, and variability of the conditions for performing movements, which allows achieving the regulated pedagogical effect (development of qualities) due to high motivation for an unregulated form of play. The developed methodology involves changing the structure of the lesson with a priority on play. For example, the use of aerobic games (“Tag”, “Fisherman and Fish”) in the preparatory part and the integration of elements of sports games (soccer, volleyball) in the main part. The key element is the precise structuring of the load by differentiating the intervals of work and rest according to the quality being developed. For example, long rest intervals (30–40 seconds) are recommended for developing speed, and short rest intervals (about 20 seconds) are recommended for developing endurance. Experimental confirmation demonstrated the high effectiveness of the methodology: there was a significant improvement in the functional indicators of the cardiovascular and respiratory systems, as well as a positive redistribution of students to higher levels of physical health; a significant improvement in speed (30 m run), speed-strength abilities (standing long jump), and static strength endurance (handstand) was observed, especially in girls; a fourfold increase in students’ voluntary physical activity was recorded. In addition, 50 % of students in the experimental group demonstrated excellent exercise technique, compared to 24,1 % in the control group. The findings confirm that the use of sports game components is a scientifically sound and effective approach to the comprehensive development of motor skills, strengthening the functional capabilities of the body, and forming stable internal motivation and interest in physical culture. Further research is needed to develop methods of operational pedagogical control, a detailed assessment of the impact of game activity variability on the cognitive processes of younger schoolchildren, and improvement of the algorithm for building lessons with acyclic loads.