History of Development and Contemporary Practice of Using Sports Board Games in the Physical Education of Preschool and Primary Education Students

Abstract

The purpose of this article is to comprehensively analyze the history, characteristics, and contemporary practice of using sports board games in the physical education of preschool and primary education students. To achieve this aim, the methods applied include the analysis of scientific and educational-methodical sources, comparison, generalization, systematization, as well as historical-pedagogical and methodological analysis of the implementation of sports board games in various educational institutions.

The analysis of sources revealed that sports board games play a multifunctional role in physical education, simultaneously promoting the development of motor skills, coordination, strategic and logical thinking, social and communicative abilities, as well as the psycho-emotional stability of children. At the preschool level, these games develop basic interaction skills with peers, attention, and movement coordination, while in primary school they enhance strategic thinking, planning abilities, decision-making in team work, and adaptation to group-based games.

The analysis of methodological approaches showed that the effectiveness of using board games is ensured by combining competency-oriented, practical, playful, and integrated teaching methods. This includes the use of diverse game sets, models, rules, tournament forms, and reliance on children’s life and prior game experience. Key conditions for effective implementation include step-by-step mastery of rules, development of logical-mathematical and strategic skills, social interaction, cooperation, and motivation for physical activity, which together foster a sustained interest in physical culture and motor activities.

Current practices of applying sports board games in preschool and primary education institutions were also studied, including tournament organization methods, integration of games with educational tasks, and the creation of a comprehensive educational environment for developing different types of competencies. The authors emphasize that sports board games not only develop physical and cognitive skills but also stimulate creativity, self-control, emotional-volitional development, socialization, and teamwork skills.

In conclusion, the integration of sports board games into physical education for preschool and primary education students ensures the comprehensive development of motor, cognitive, social, and emotional competencies, increases motivation for both academic and physical activity, and creates conditions for a smooth transition from preschool to primary education.