USER OF MINI BASKETBALL EQUIPMENT IN PHYSICAL EDUCATION OF PRESCHOOL CHILDREN

Abstract

An important direction of physical education of preschool children is the use of various forms and means for their harmonious development, among which an important place is given to play activities. One of the main means of a child's comprehensive development, the formation of a positive attitude to the surrounding world, an optimal emotional state is the use of sports games as one of the useful and exciting types of motor activity. The purpose of the study is to determine the effectiveness of using basketball tools in the physical education of preschool children. Research methods: analysis, generalization and systematization of scientific and methodological literature data; pedagogical formative experiment, pedagogical observation, pedagogical testing, methods of mathematical statistics. Research organization. 59 children (27 girls and 32 boys) took part in the experiment. The previous research made it possible to divide the children into two groups, which were formed by random sampling and were homogeneous in terms of all indicators of physical fitness (p>0.05). The experimental group (EG) included 14 girls and 17 boys, the control group (CG) included 13 girls and 15 boys. In CG, the physical education process was built on the basis of generally accepted methodical recommendations and the content of the program "I am in the world" using elements of sports games. In EG, the content of the physical education process was supplemented with developed program material using basketball tools. The results. It has been established that sports games in the physical education of preschoolers are selected taking into account the age, state of health, individual inclination and interests of the child. They use only some elements of the technique of sports games that are accessible and useful for preschool children. On the basis of these elements learned by children, games can be organized, which are conducted according to simplified rules. Within the framework of the experiment, positive dynamics were established in the development of physical qualities of children in the experimental (EG) and control (CG) groups, however, the expression of changes in the quantitative parameters of physical fitness after the end of the experiment differed in the EG and CG children, as evidenced by statistically better quantitative changes in the studied indicators of the children EG.