Interview Results on the Distribution of Appropriate Activities for Students of Age (6-7) at Some Inner City Primary Schools, Ho Chi Minh City

Table 3.15: Interview results on the distribution of appropriate TCVĐ for students aged 6-7 at some inner-city primary schools, Ho Chi Minh City

Age

Name of the event	Interview results
Name of the event	Select	Percentage of total selections	Percentage of total teachers participating interview
6 years old	Kill harmful animals	17	6.6%	85.0%
	Relay Ball	20	7.8%	100.0%
	Sawmill	20	7.8%	100.0%
	Relay Jumping	18	7.0%	90.0%
	Jump right jump fast	20	7.8%	100.0%
	Juggling	18	7.0%	90.0%
	Relay race	19	7.4%	95.0%
	Blind man's bluff	18	7.0%	90.0%
	The Comb (Indonesia)	17	6.6%	85.0%
	The Wolf and the Flock	19	7.4%	95.0%
	Capture the flag	18	7.0%	90.0%
	Saw and saw	17	6.6%	85.0%
	Throw the ball into the basket	17	6.6%	85.0%
	The Blind Man and the Flies	18	7.0%	90.0%
Total		256	100.0%	1280.0%
7 years old	Relay Ball	18	8.2%	90.0%
	Relay Jumping	17	7.8%	85.0%
	Jump right jump fast	18	8.2%	90.0%
	Juggling	18	8.2%	90.0%
	Relay race	20	9.1%	100.0%
	Group three, group seven	17	7.8%	85.0%
	Throw the ball into the target	17	7.8%	85.0%

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Age

Name of the event	Interview results
Name of the event	Select	Percentage of total selections	Percentage of total teachers participating in the interview problem
Furnace with relay	18	8.2%	90.0%
Who pulls strong?	20	9.1%	100.0%
Roll the ball	19	8.7%	95.0%
Plant buds, plant flowers	17	7.8%	85.0%
Chase	20	9.1%	100.0%
Total		219	100.0%	1095.0%

(Source: Survey results)

3.2.3. Measures to apply movement games in physical education classes for students aged (6-7) at some inner-city primary schools, Ho Chi Minh City

3.2.3.1. Objectives, content, methods, and conditions for applying motor games for students aged 6-7 at some inner-city primary schools in Ho Chi Minh City

 Objective:

Help primary school teachers perceive the relationship between physical education and physical education content for students, correctly perceive the advantages of physical education for students, and establish the relationship between using physical education and physical education content for students in organizing educational activities.

 Content:

Establish the relationship between the goal of using TCVĐ and the goal of physical education for students. The goal of physical education for students is to impact the development of form, function and physical qualities in students. The goal of using TCVĐ is to educate students physically and at the same time promote this type of game for the young generation in the current conditions.

Research on physical education program for primary school students to determine the advantage of physical education content through the use of physical activities. Not all physical education content for primary school students can be conveyed through physical activities, and conversely, not all physical activities have the advantage of physical education for students, especially developing physical qualities for students. Therefore, teachers need to determine which physical quality development content needs to be developed in students and the level of physical quality development. Based on the content of physical education for students, teachers select physical activities to design appropriate exercises. The same physical education content can be implemented through many physical activities and vice versa, a physical activity can also be designed in many different forms of organizing activities to develop many physical qualities.

Based on the theory and practice of using physical education games, the study suggests the content of some physical education games for primary school students, presented in table 3.16 as follows:

Table 3.16: Contents of some applied TCVĐ for students aged 6-7 at some inner-city primary schools, Ho Chi Minh City

GAME CONTENT

BLIND MAN'S BLUFF

*Purpose: contribute to education:

- Skills of movement, judgment (mainly using hearing) and hitting the target when vision is limited (blindfolded)

- Agility, dexterity

- Proactive and bold

*Content and gameplay:

- Choose a large, flat, clean, airy yard. Take a small towel that cannot be seen through. Players stand around the fence (about 5-7m wide) and clap their hands for their fellow players.

- Choose 2 people to play, one person is the goat, one person catches the goat. Both are blindfolded.

- The instructor guides two students into the middle of the circle, standing back to back, an arm's length apart. Decide who will be the goat and who will be the seeker. The goat must walk and bleat, the seeker must pay attention to the bleat to catch it.

- The instructor calls out to start jumping and pushes the two children to the sides. The game begins, the goat bleats and the person catches it, the children around cheer. If the child catches the goat, the child wins, and two other children are chosen to start over.

Things to note: Blindfold, no squinting; Stop and make a “be, be” sound; People around must not tell the goat or the person looking for it; Do not crawl out of the fence.

* Exploitation and use:

- Based on the purpose of the game and the content of the lesson, use it as a warm-up exercise or a recovery exercise for students in accordance with the principles of teaching physical education.

- Help children develop life skills: motor skills, communication skills

communication skills, sharing skills, confidence skills, teamwork skills.

COMB GAME (Indonesia)

* Purpose

- Students know the name of the game and how to play the game;

- Practice running skills, develop speed, coordination and teamwork

- Have a sense of organization, discipline and team spirit, help and encourage friends during the game.

* Content and gameplay

- Game for children over 5 years old, from 3-8 children can organize to play.

- A comb or similar object. Play indoors or outdoors.

- You choose a “catcher”. The rest of the children line up. The “catcher” holds the comb and stands in front of the line, facing the first person.

- The game begins, the “catcher” gives the comb to the first child. Then the first child passes the comb to the second child by passing it over his head or to the side, the next children also pass it like that until the comb reaches the last person in line.

- The “catcher” asks the surrendered child to give back the comb. At this time, the surrendered child says that he has already given it to someone else. Hearing that answer, the “catcher” tries to get the comb back by chasing the child at the end of the line. The “catcher” runs left, right, at this time the whole line hugs each other’s backs and runs back and forth to protect the child at the end of the line. The game continues until the “catcher” catches the child at the end of the line and gets the comb back. The child at the beginning of the line will choose another person and the game starts again.

* Exploitation and use:

- Based on the purpose of the game and the content of the lesson, use it as an exercise to practice motor skills, develop speed and coordination in group activities.

- The game is used in extracurricular activities, practicing skills.

teamwork skills, perseverance skills.

RELAY GAME

* Purpose

- Students know the name of the game and how to play the game;

- Practice running skills, develop speed, coordination and teamwork

- Have a sense of organization, discipline and team spirit, help and encourage friends during the game.

* Content and gameplay

- Preparation: Draw the starting line and the finish line 6-8m apart. Gather students in the class into 2-4 vertical rows behind the starting line, each row has an equal number of people.

- How to play: When given the command, the number 1 child of each row runs quickly around the finish line and then runs back to the starting line, touches hands or gives number 2 an object..., number 2 receives the start and does the same as number 1 and so on until the end, the row that finishes first and makes the fewest mistakes wins.

* Cases of violation:

- Start before the command or before touching your hand to run first

- Do not run around the flag.

* Exploitation and use:

- Based on the purpose of the game and the content of the lesson, use it as an exercise to practice motor skills, develop speed and coordination in group activities.

- Games are used in extracurricular activities (ECA), extracurricular activities, and team activities to enrich content, improve the effectiveness of activities, train organizational and discipline awareness and team spirit, and help and encourage friends during play and learning.

practice.

GAME OF WOLVES AND SHEEPS (Iran)

* Purpose

- Students know the name of the game and how to play the game;

- Train reflexes, concentration and develop intelligence;

- Have a sense of discipline during the game.

* Content and gameplay

- Game for children 6 years and older. 5-10 children play. Play indoors or outdoors, no tools required.

- One child chose to be a wolf, the other a shepherd.

- The other children acted as saviors and lined up behind the shepherd, each holding onto the other's coat. The first sheep held onto the shepherd's coat. The wolf stood in front of the shepherd and the two sides talked to each other.

+ Wolf: I'm the wolf, I'm about to eat all your sheep.

+ Shepherd: As for me, I am the shepherd. I will not let you catch the sheep.

+ Wolf: Aha, ahha...my knife is dirtier than yours.

+ Shepherd: No, I won't give you any sheep. Hurry up, my house is this way!

Hurry up, my house is over there!

-When the shepherd said: “My house is over here” and spread his arms to protect the sheep, the whole flock ran to the right to avoid the wolf.

-When the shepherd said: "My house is over there" the whole flock of sheep ran to the left.

-The flock continues to run to the right, to the left and vice versa, avoiding being caught by the wolf. Any sheep that slips out of line or is broken in line will be caught by the wolf. Any sheep caught by the wolf will be eliminated from the game. This continues until the entire flock is caught by the wolf.

* Exploitation and use:

- Based on the purpose of the game and the content of the lesson, use it as a warm-up exercise or a recovery exercise for students in accordance with the principles of teaching physical education.

- The game is used in extracurricular activities, motor skills,

develop speed and coordination in group activities, practice organizational awareness

discipline in the process of playing and learning.

CAPTURE THE FLAG GAME

* Purpose

- Students know the name of the game and how to play the game;

- Train reflexes, breathing, concentration and develop intelligence;

- Have a sense of discipline during the game.

* Content and gameplay

- The game master divides the players into 2 teams with an equal number of players each, about 5-6 players, standing in a horizontal line at their team's starting line.

- Count the numbers 1,2,3,4,5,...you have to remember your number.

- When the game master calls a number, that number of the two teams quickly runs to the circle and captures the flag placed in the circle.

- The host can call 2,3,4...numbers at once. Note:

- If you touch the flag while holding it, you lose.

- When you get the flag and run back to your team's starting line without being touched by your teammates, you win.

- The number that touches that number cannot touch another number. If another number touches it, you still do not lose.

- If a number is lost, the game master will not call that number again.

- Players are not allowed to hug or hold each other when you capture the flag.

* Exploitation and use:

- Based on the purpose of the game and the content of the lesson, use it as a warm-up exercise or a recovery exercise for students in accordance with the principles of teaching physical education.

- Games are used in internal and extracurricular activities, improving the effectiveness of activities, training the sense of organization and discipline during play, study, teamwork skills, decision-making skills...

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