The significance of the game in the didactic-methodical basedness of physical education lessons

Abstract

A game is a form of activity that during the historical development of society provided the participants, but even today it provides a certain amount of fun and joy, as spontaneous activities through a huge variety of game types. In this paper, the attention is focused on the game as a practical value in an important social area such as physical culture, i.e. firstly, on sports where the outcome is prestige, then on recreational activities and, finally, on games that have a specific education value.The strategy of each of these games is determined by a set of rules that systematize the possible actions of each participant so that, from several combinations, the players opt for those moves that are the most rational for achieving the goal of a specific game. In physical culture games, can be conditionally divided in relation to their specificities. - Sports, competitive games, - Games in recreation, - Games in school physical education, in this paper special attention is paid to their educational value as essential content in school physical education. Sports competitive games, articulated in sports categorized clubs with players of amateur or professional status, as individuals or in teams. For whom these activities represent a certain source of existence. Games in recreation are the most common contents that are used as spontaneous activities in free time according to the participants' own choice, as well as other diverse activities, with the aim of improving health and thus the general quality of life. In recreation, apart from optimal physical activity, the victory over the rival is not in the first place, but more like mental stimulation for good fun and mood. Games in school physical education are the subject of interest in this paper, but more as a didactic category. First of all, from the point of view of intensively organized teaching, when it comes to the didactic structure of the physical education class, the goal is that the class represents a didactic unit, and the question of choosing those possible games for introducing students to work in the class, which are part of the methodology of training and practicing as biomechanical similar, is actualized. to the main task and are predominantly of a situational nature. Second, from the point of view of rationalizing the mechanism of motor stereotype formation, these games, as exercises, contribute to further sharpening the perception of muscle receptors that are engaged in performing the movements of the main coordination-technical task. The paper shows: - sports games without and with a ball and - a game with the traditional prop of a big screw Features of the sports game: - contains dreamy elements of situational technique, - the development of some cognitive ability such as the perception of space, the position of the players and their movement, - develops agility and coping in new situations, - affects the memory of some tactical elements and to the rational selection of tactical solutions Features of the game with a large screw (passing under the spinning screw, overhanging the rope): - improves the perception of situations, - timely decision-making to react in order to achieve the goal, - functional cooperation with teammates. The work is illustrated with film and photographs: - one handball game, - three volleyball games, - one basketball game, - a game with a big screw.