Theoretical Basis of Life Skills Education for Primary School Students

1.1.4.3. Method of teaching motor games

To teach motor games to primary school students effectively, the following steps should be followed:

- Select games and compile them into teaching plans.

- Prepare facilities and location to organize the game.

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- Organize teams for students to play.

- Introduce and explain the game.

- Game controls

- Evaluate the results of the game

 Select games and compile teaching plans

To teach students a game, the teacher's first job is to choose a game (except for games specified in the curriculum and teaching manual).

To choose the right game, it is necessary to determine the purpose and requirements of the game to be chosen. For example, in an outdoor extracurricular activity. The teacher wants to have an exciting, attractive activity that can attract all students to compete between groups or classes. Thus, the teacher has determined the purpose and requirements to choose the game. In this case, the teacher can choose the game "Relay race" or "Relay transfer of objects" or "Relay hopscotch" etc.

When choosing games, teachers also need to pay attention to the level and health of students.

For example, first graders have limited learning ability, motor coordination and health, so they cannot choose complex games or games that require high strength. In addition, teachers must also pay attention to gender characteristics, the location where the students are going to play, whether it is wide or narrow, whether it is safe, whether the means for organizing the students are sufficient to organize the game, etc.

After choosing a game, teachers need to compile a step-by-step lesson plan for students to go from not knowing to knowing, from just knowing how to participate in the game.

from a passive, moderate way to knowing how to participate in the game in a completely active and creative way. For example, when choosing the game "Cat chasing mouse" , the initial lesson plan only makes students know how to play, the mouse runs in which direction the cat chases, the later lesson plan increases to let students know how to read nursery rhymes before and during the game, then at a higher level, they can change part of the way of playing, such as not stipulating that the "cat" must chase exactly in the direction that the cat can run to intercept, etc.

 Prepare location and facilities to organize games for students.

After choosing the game, the teacher carefully studies the rules and regulations of the game and then prepares lesson plans at different levels to gradually organize the children to participate in the game proficiently. The first job at this time is to prepare the equipment and location to organize the children to play. Regarding the equipment, it is necessary to divide the equipment that the teacher needs to prepare and the equipment that the students need to prepare.

For example: "Individual skipping rope" requires students to prepare the rope. To do this, the teacher must remind students in the previous class so that they can prepare. Even the next day, when it is time for Physical Education, the teacher must remind them again so that they can remember and prepare. For teachers, the means to organize games for students need to be divided into two types. The first type is the type that needs to be prepared before the time to organize games for students.

For example: making a horse head model, buying balls, etc. and the second type is drawing a playground to play on. This can be done in advance if drawn with lime water, paint, etc. but if drawn with chalk, it can be done until class time.

Regarding the location, after choosing the location, the teacher asks students to collect dangerous objects and may have to clean up to ensure a pedagogical environment.

 Organize teams for students to play

Organizing the team for students to play is specified in the following tasks:

- Gather students into different formations and stabilize the organization and divide the teams (if the game requires teams).

- Choose the teacher's position to explain and control the game.

- Choose a team captain for each team or participants to play the role of the game, for example: “cat”, “mouse” etc.

- Depending on the nature of the game, the teacher can organize the game in many different formations: vertical formation, horizontal formation, one or two circle formation, etc. In each formation, the teacher's standing position to explain and control the game is also different. However, there is a principle that must be noted: students must be able to clearly hear what the teacher says, clearly see the teacher demonstrating, and the teacher must be able to observe all students and the progress of the game, but not hinder their play.

 Introduce and explain the game

Introducing and explaining the game can be done in many different ways depending on the practical situation and the audience's understanding:

If the children do not know the game yet, it needs to be introduced, explained and demonstrated in detail, but if the children already know or have mastered the game, the way of introducing and explaining it is different, etc.

However, normally when introducing and explaining a game, the following steps should be followed: Name the game, rules and how to play, requirements for organization and discipline, how to evaluate victory and defeat (winner and loser) and other points to note.

For primary school students, when organized to play, they often want to play immediately, especially games that they already know. After the teacher calls out the name of the game, the students immediately express their feelings, such as cheering in response or disagreeing to play that game, etc.

In any case, students do not like long explanations, so when explaining the game, teachers should speak briefly, clearly, and easily understood, but must do so that all students can hear and understand how to play.

For games where the children already understand the rules, the teacher does not need to explain the game anymore, but should state some additional requirements. Some requirements can be given.

The requirements are higher and stricter than the previous game, requiring students to try harder to complete. Only then will students feel excited, enthusiastic, and be able to fully develop their physical strength, intelligence, and creativity.

Introducing and explaining the game in an attractive way, attracting attention and encouraging students to participate in the game is the art of the moderator. Therefore, each teacher needs to accumulate experience and should not underestimate the stage of introducing and explaining the game.

 Game Control

When the children officially start playing, the moderator must act as a referee in a match. All situations such as violations of the rules, statistics of winning and losing points of each team to classify winners and losers, resolving disputes, etc. are decided by the moderator. Therefore, the moderator must grasp the progress and closely monitor the game.

According to the experience of many teachers, when letting students play a new game, they usually let them try it one to two or three times. After each time, the teacher needs to comment and add more information about the rules so that the students can master the rules, then let them play officially and compete.

Typically, the operator must do some of the following:

- Let students do some warm-up exercises (can let students warm up before organizing the team to play).

- Let the children start the game.

- Monitor and grasp the activities of each individual or group of students participating in the game.

- Adjust the game's movement volume.

- Injury prevention (insurance) where necessary.

- When controlling the game, teachers can adjust the amount of exercise for the children in many ways:

- Use clapping, drums, and cheering to increase the rhythm of the game.

shorten or increase the game time.

- Change the game's range of operation (shorten or increase the distance, reduce or increase the weight of the object...).

- Change the number of players.

- Change the requirements, goals or rules of the game.

- Take breaks (if you need to reduce the amount of exercise).

When conducting games, teachers must pay attention to the children's insurance and find measures to prevent possible injuries. It is necessary to remind and educate the sense of discipline because this is one of the most effective measures to prevent injuries.

 Evaluate the results of the game

After each time or several times the students play, the teacher needs to comment and evaluate the results of the game.

To properly evaluate the nature of the game, the teacher must count the advantages and disadvantages of each team, specifically: Which team finished first, how many people broke the rules, whether the team formation was orderly and disciplined, etc.

Based on the requirements, rules of the game, and results of the game, teachers evaluate and classify winners and losers fairly and clearly. Teachers must pay close attention to this issue, because sometimes teachers set very strict requirements and rules of the game, but when evaluating the results of the game, they are vague, inaccurate, or unfair. Therefore, it makes students lose interest, sometimes they express their opposition to that evaluation and do not accept the conclusion of the moderator. These are things that have happened not only in the games of adults such as soccer, basketball, volleyball, etc., we have also seen such phenomena and of course the results of the games that we organize for students to play are greatly reduced, losing educational meaning and sometimes leading to resentment, misunderstanding, etc.

It can be said that controlling the progress of a game (especially for elementary school students)

(Children are hyperactive and have limited understanding. To make the game exciting, lively, attractive and appealing to attract students to participate in the game with pleasure is the art of the pedagogue.)

Perhaps only with love for children, love for the profession, the desire to learn, research, collect and accumulate experience can that art become increasingly rich and perfect.

1.2. Theoretical basis of life skills education for primary school students

1.2.1. Life skills

1.2.1.1. Concept of skills

In the Vietnamese Dictionary published by the Vietnam Academy of Social Sciences, the Southern Institute of Social Sciences, and the Encyclopedia Publishing House in 2013, page 559, skill is the ability to apply knowledge acquired in a certain field into practice [51]

According to Le Van Hong, skills are "the ability to apply knowledge to solve a new task" [22, 23].

Author Nguyen Van Dong said: "Skills are the ability to apply acquired knowledge to effectively perform a corresponding activity in specific conditions" [10]

According to the Dictionary of Education, "skill is the ability to perform the right action or activity in accordance with the specific goals and conditions of carrying out that action, whether it is a concrete action or an intellectual action."

Author Nguyen Quang Uan believes that: "Skill is the ability of a person to know how to operate the operations of an action according to the correct procedure". [49]

From the concepts of the above researchers, we can see common points in the concept of skills:

+ Knowledge is the basis, the foundation for forming skills. Knowledge here includes knowledge about how to act and knowledge about the object of action.

+ Skills are the transformation of knowledge into the ability to act of an individual.

core.

+ Skills are always associated with a certain action or activity to achieve a set goal.

Thus, skills are considered from many different perspectives. However, these concepts are not contradictory, but only differ in expanding or narrowing the skill component.

From the above analysis, the thesis understands skills as follows : skills are the ability to effectively perform a certain action by applying existing knowledge and experience under appropriate conditions. Not only that, skills are also a manifestation of human capacity.

1.2.1.2. Concept of life skills

There are many different views on life skills today. Some approaches to life skills can be listed as follows:

In a broad sense, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has defined life skills education based on four goals - the basic pillars of education: Learning to know - Learning to do - Learning to be - Learning to live together, that is: life skills are the individual's ability to fully perform functions and participate in daily life. It is the ability to adapt one's behavior and change to a positive way of behaving that helps people effectively control and manage the demands and challenges of daily life.

WHO (1997) defines: life skills are the abilities for adaptive and positive behavior of individuals that can effectively deal with the demands and challenges of everyday life.

The United Nations Children's Fund (UNICEF) (2012) stated that life skills are psychosocial skills that relate to knowledge, values ​​and attitudes, and ultimately manifest in behaviors that enable individuals to adapt and deal effectively with the demands and challenges of life. This approach emphasizes the balance of knowledge acquisition,

forming attitudes and skills to help change or form new behaviors.

Author Huynh Van Son believes that life skills are mental skills or psychological skills, basic psycho-social skills that help individuals survive and adapt to life. The author believes that life skills viewed from the perspective of psychological capacity are skills that help people survive physically and psychologically. [35]

From a psychological perspective, author Nguyen Quan Uan asserts: life skills are a complex combination of a system of skills that express human life capacity, helping people perform work and participate in daily life effectively under certain life conditions. [49]

The above concepts all focus on the individual's ability to maintain a positive mental state and adapt positively when interacting with others and the surrounding environment. Skills have a close and balanced relationship with knowledge and attitudes, and at the same time express life values ​​in daily activities and communication.

1.2.1.3. The role of life skills for primary school students

Through KNS, people exchange information, thoughts, feelings, emotions, life experiences, ... to turn it into knowledge, KNS of each person. KNS helps people form and develop personality, create a positive life value system and establish good relationships in life. In society, people are the sum of relationships and therefore, KNS plays an important role, it is basically expressed in the following contents:

GDKNS creates a positive life value system for students.

High school is the dawn of life, forming and developing high school personality is the foundation for personality development. Therefore, developing life skills for high school students is very important in their future development.

Life skills education for students will help them move towards positive life values, cultural behaviors and positive life values; that is, moral values, aesthetic values,