According to authors Ballard and colleagues, physical education activities for preschool children in general and preschool children aged 5-6 years old in particular aim to help children:
- Reduce the risk of overweight, diabetes and other chronic diseases,
- Help children become more confident,
- Helps reduce the risk of depression and reduce the harmful effects of stress,
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- Help children prepare to become healthy, useful members of society,
- Helps improve overall quality of life [89].
For preschool age in general and preschool age 5-6 in particular, physical education activities are one of the most important tasks of the family and preschool. Because at this age, the growth process takes place very quickly (the fastest in human life), but the child's body is easily affected by external factors, the child's resistance is still weak, so it is easy to get dangerous diseases.
The physical development of children at this age lays the foundation for their future physical development, and at the same time it directly affects their psychological and personality development. A healthy body helps children become more active, more innocent, and have healthy emotions and feelings for themselves, others, and the world around them. In addition, physical education activities are also associated with intellectual education for children. Because a healthy body, a balanced nervous system, and developed senses will help children be active, actively interact, and get acquainted with the surrounding environment. Thanks to that, children's cognitive activities are richer and more accurate, and their thinking becomes sharper. On the other hand, healthy, agile, and skillful children will be more enthusiastic and interested in the process of perceiving the beauty of the world around them (tools, toys, etc.) and will be able to create beauty and live according to beauty (knowing how to keep toys clean and beautiful, knowing how to be neat and tidy, etc.). In addition, healthy children can work, enjoy doing self-service jobs and helping friends and adults around them, contributing to comprehensive personality development.
Thus, physical education activities for preschool children in general and preschool children aged 5-6 in particular are very important. Therefore, parents and those raising children need to put physical education activities as one of the top tasks in the process of caring for and educating children.
1.2.2.3. Forms of physical education activities
Physical education activities for preschool children include: morning exercises; physical education class; mid-class exercises; physical education; excursions; organizing sports festivals and holidays [51]. Each form has its own tasks and importance, but is closely related to each other and has a supporting effect on each other.
- Morning exercise: children perform general development exercises, can practice with music, practice with tools such as flags, bows, sticks, rings, etc. and practice in order: movements to develop respiratory muscles, arm and shoulder muscles, leg muscles, abdominal muscles - flanks and jumping. Through morning exercise, children breathe fresh air, breathe deeply, increase metabolism and circulation for the body, help joints and ligaments become supple and flexible, at the same time support children's daily activities to be more rhythmic, agile, reduce unnecessary movements and create a cheerful, cheerful mood for children to welcome a new day of activities. The movements of morning exercise are also one of the combined contents of physical education class.
- Physical education class: is an activity that aims to provide children with the basic knowledge and motor skills necessary in life. Basic movement is of great significance in forming the correct posture, strengthening all muscle groups in the body and improving the activity, the ability to orient in space, developing the correct psycho-physiological processes of children, contributing to aesthetic education for children, education about beauty in movement, accuracy and expressiveness. In physical education class, teachers must perform three parts: warm-up, dynamic focus, and cool-down. In the dynamic focus part, in addition to providing new knowledge, skills, and movements for children, teachers also need to perform two additional combined contents: general development exercises and physical education.
- Interval exercises: are carried out between transitional activities between learning and playing activities, after waking up. Interval exercises change the nature of children's activities and postures by actively moving, stimulating all parts of the body to eliminate fatigue. Can be carried out in the form of games or performing some general development movements to increase muscle movement.
- Physical education (specialized): organized to consolidate and practice skills and techniques, create favorable conditions for development, practice of physical qualities, develop thinking, language, educate moral qualities, will, and sense of organization and discipline for children.
- Sightseeing: is a form of active rest, children can breathe fresh air, practice physical strength, motor skills, physical qualities in natural conditions, in the school yard, or in a location outside the school, can take advantage of available terrain or created terrain so that children can apply basic movements in different situations, thereby educating children about teamwork, courage, compliance with organization and discipline... The content of the tour includes physical exercises, exercise, rest, walking with tools, toys brought along or organizing competitions. On the way, teachers allow children to jump over small ditches, walk on low ledges, on suitable tilted trees. Children can be guided to observe surrounding phenomena, at the end of the walk, children can play a light physical exercise to focus them before leaving.
- During festivals and holidays, children are allowed to perform movements in a certain order, all children are able to participate in physical activities and sports in an active, enthusiastic and lively manner. Thereby, promoting collective activities, creating an exciting atmosphere for children because they are able to participate in "performances" and "competitions" of their class for other classes to see, developing flexibility, boldness, team spirit and leaving children with joyful, excited emotions, and aesthetic sense about the "little athletes".
Each form of physical education activities for 5-6 year old preschool children mentioned above has its own meaning and effect, but all of these forms support each other, in which physical education class is the most basic activity. Physical education is used in many forms of physical education for 5-6 year old preschool children, including physical education in physical education class, specialized physical education and physical education organized during field trips [51]. Within the scope of the thesis, we only choose to apply physical education in physical education class and (specialized) physical education class.
1.3. Theory of physical games for 5-6 year old preschool children in physical education activities
1.3.1. Definition of physical game
1.3.1.1. Game Definition
Games are very familiar activities, close to everyone, games contain certain themes and content, and have certain rules that participants must comply with [2]. According to the Vietnamese Dictionary, the word "Game" is understood as a form of entertainment, displayed in front of everyone, the word "Play" is a general word to refer to leisure activities, outside of working hours, mainly for entertainment purposes. From there, "Game" is
understood as activities that satisfy human needs, first of all for entertainment and recreation [81].
According to the philosopher Heraclitus, the game is conceived as “The process of playing is a child playing making his moves on a board” [93]. Along with the philosopher Heraclitus, the definition of the game becomes a key definition in Plato's philosophical system. According to Plato, “Games are structured activities with instructions, rules and goals” [92].
According to the Oxford Dictionary, “Game is an activity that you do to have fun, often one that has rules and that you can win or lose” can be understood as follows: A game is an activity that has rules and brings joy to the players, while playing, the players can win or lose [96].
According to author Le Thi Lien Hoan , "Games are the most effective educational method for personality formation" [27].
Thus, games are activities that satisfy people's diverse entertainment needs.
1.3.1.2. Definition of movement
Motion is a term understood in many different ways, in which dialectical materialism believes that "Motion is not only the displacement of matter in space, but also the physical changes of matter, it is the mode of existence of matter" [50].
According to author Hoang Phe, "Movement is the activity of changing the posture or position of the body or body parts" [48].
It can be seen that movement is present in all human activities. Movement is the active operation of human motor organs, and is a special basic means of the physical education process. Physical education is mainly through self-movement activities.
1.3.1.3. Definition of physical games
According to authors Dinh Van Lam and Dao Ba Tri, "Sports is a human activity, made up of two elements: entertainment, satisfying spiritual needs; education and physical education contribute to moral education, will, courage, solidarity... forming and developing qualities, skills, and techniques necessary for life" [36].
According to author Le Thi Lien Hoan, "Sport is one of the important means and methods to form and develop physical strength as well as to provide comprehensive education for preschool children" [27].
In the book “Developing motor skills for preschool children”, author Dang Hong Phuong stated that “motor skills are games in which the amount of movement is dominant. The themes of the games are often taken from real life around and show images of natural and social phenomena, and animal behaviors. Therefore, the physical skills are realistic” [50].
Author Le Thu Huong believes that “TCVĐ is a type of game with rules, often invented by adults for children to play. It is a type of game that requires children to coordinate movements to solve tasks of at least 2 - 3 months of movement set as playing tasks, through which children's physical development is developed” [28].
Based on the synthesis of many sources of documents on the definition of games, movements, and physical activities, the thesis establishes the term "Physical activities are games with rules, with a predominant amount of movement, often created by adults or children to play, while playing requires mobilizing and coordinating cognitive and motor activities to develop children's physical health" .
1.3.2. Definition of physical games for 5-6 year old preschool children in physical education activities
Based on the definition of physical activity, physical activity of 5-6 year old preschool children is considered in the thesis as follows: "Physical activity of 5-6 year old preschool children in physical education activities is a game with rules, with a predominant amount of movement, created by teachers or 5-6 year old preschool children, while playing requires mobilizing and coordinating the cognitive and motor activities of 5-6 year old preschool children to develop their physical health".
Some key points in this definition can be mentioned as follows:
- Physical education for 5-6 year old children has regulations.
- Physical activity of 5-6 year old kindergarten children has a dominant amount of movement.
- Physical activities for 5-6 year old preschool children are mostly learned, recreated or created by teachers.
In some other cases, 5-6 year old preschoolers can be creative in how they play the game.
- Physical activity of 5-6 year old preschool children requires mobilization and coordination of cognitive and motor activities.
- Physical education for 5-6 year old preschool children aims to achieve the goal of physical education in children.
1.3.3. Characteristics of physical games for 5-6 year old preschool children
In the physical education program for preschool children, physical education is used quite often because physical education has basic characteristics suitable for children's characteristics and the main activity of this age is play.
First, TCVD is realistic.
Most of the games applied to 5-6 year old kindergarten children are thematic games that are suitable for the psychological characteristics of their age and the ability to think and imagine of children. However, the themes in the games are often taken from real life around and expressed in images such as imitating production, production, living activities, etc. through games such as hunting, rowing, fighting in bunkers, etc.
Second, physical activity is the activity of parts of the child's body.
In physical education activities for children, creative topics are always interwoven, requiring children to pay attention, analyze and synthesize what the teacher teaches and turn that understanding into their own activities. Along with the activities of the analytical apparatus and the motor apparatus, the activities of a series of other organs and parts of the child's body are exploited.
Third, TCVD is creative.
Although the theme and rules of the game have been determined, they only provide the most important direction. In addition, children must solve situations that arise quickly, creatively and skillfully. For example, in the game of cat and mouse, the only rule is that the mouse must run away and the cat must chase. However, how to run away, how to run or how to chase is up to the children to solve, which means that children must think and choose how to run quickly and creatively.
Fourth, TCVD is voluntary.
The frequent and unexpected changes in situations during play are very attractive and attract children to participate in the game enthusiastically and completely voluntarily. An active game is one that makes children participate voluntarily,
No pressure or compulsion. However, if children play freely to the point of being beyond their endurance, it will affect their health [34].
Based on the characteristics of TCVĐ, it shows that the nature of TCVĐ affects 5-6 year old preschool children in 3 aspects:
First, children must apply the knowledge and motor skills they have learned to the game, in order to achieve certain playing results.
Second, through participating in physical activities, children improve and strengthen basic movements and motor qualities, thereby developing their physical fitness.
Third, physical education itself is a form of activity to improve cognitive ability. However, not all physical education forms cognitive ability in children. Therefore, choosing physical education that both improves children's cognitive ability and ensures educational goals is not a simple task.
1.3.4. Classification of physical games
TCVD is very rich and diverse so there are many different classification views.
Here are some ways to classify:
Based on the origin, TCVD is divided into 2 groups:
- Folk physical education group: tug of war, blind man's bluff, cat and mouse, chi chi chan chan, dragon and snake, saw and saw.
- New game group: are games designed and built by educators such as flag running, mean wolf, drumming rabbit, handkerchief dropping, imitating poses, and hitting the target [23].
Author Phan Thi Thu classifies TCVD as follows:
- Thematic games: in games with a plot, the content and characteristics of the actions performed in the game are related to children's understanding of phenomena in life. These games indirectly affect children's behavior through the image of characters with the characteristics of the relationship between them.
For example, cats have to run fast to catch, mice have to run away fast to avoid being caught.
- Themeless games: are games that do not have a plot to guide the player's actions.
For example: games with basic movements such as walking, running, jumping, throwing, pushing, etc.
- Fun and entertaining sports such as volleyball, soccer, badminton [71]. Author Tran Dong Lam divides sports in the following ways:
- Classification by volume of movement
Based on the level of intensity of the activities that impact the body when children participate in physical activities. There are 3 types:
+ Physical activities with insignificant amount of movement (for example, blind man's bluff, flying birds, etc.).
+ Physical activities with medium volume of movement (for example, dragon and snake games, dung dang dung de, etc.).
+ Sports with high volume of movement (for example, tug of war, relay ball passing, hopscotch, etc.).
- Classified by the complexity of the game
+ TCVĐ without teams includes the types with and without controllers, in which there are cases where all players participate at the same time and cases where players participate in succession. For example, the games: chi chi chan chan, bat o, imitating posing, duck herding, wave beating, train running.
+ Team-based sports require that the number of players on each team must be equal, even the number of girls and boys on each team must be equal. For example, games such as: who is faster, overcoming obstacles, etc.
- Classified according to basic movements of TCVĐ
This classification is based on basic movements such as crawling, walking, running, jumping, throwing, carrying, balancing, orientation, and coordinated play.
- Classification by physical qualities
Based on the physical qualities of the body, sports are divided into speed, strength, endurance, flexibility, etc. [34].
Within the scope of the thesis, the author chooses to classify sports according to physical qualities as the basis for selecting sports to conduct research.
1.3.5. Steps to organize physical games for 5-6 year old preschool children
To organize effective physical education for children, the following steps should be followed [35], [45], [63]:
Step 1: Select TCVĐ
To organize a game for children, teachers must choose the game based on the purpose and requirements of the game. When choosing the game, teachers need to pay attention to the psychological characteristics of the children.