The slogans: "Sport is health" or "Movement is life" are probably familiar to every active member of our society. Regardless of race, gender, social status and religion, people are united in the unanimous opinion that human health is the highest value. Unfortunately, in the age of modern electronic technology, the younger generation underestimates the importance of their own physical capabilities that nature has provided them. Sitting all day long in front of gadget screens, children weaken their bodies and endanger their health. Such behavior increases the level of morbidity and general weakness of the generation and, as a result, of the whole nation. Developed countries have begun to allocate more and more resources and material costs to health programs. Including also extends and develops adaptive physical culture. In our article, we will consider in detail this type of active activity: what it is, its goals, functions, theory and implementation in practice.
Improving physical education: characteristics
Each of us at least once in our lives has come across the concept of health-improving physical education. Starting from infancy, mothers or patronage nurses conduct special general strengthening and developmental gymnastics for newborns, then the children get acquainted with exercises and various sports. And the private industry does offer a variety of forms of recreational physical education: from yoga to step aerobics.
What is recreational exercise? This is a row sports events, which are aimed at general strengthening of the body, activating its immune forces. Improving and adaptive physical culture are similar concepts, but have different goals and ways of implementation. The concept of recreational physical education should not be confused with therapeutic, rehabilitation gymnastics.
Healthy people do general physical education strong people to maintain and strengthen physical fitness, health.
Goals and functions of recreational physical education
The main goals of health-improving physical culture are the following:
- provision and preservation high level public health;
- improvement of physical skills and abilities;
- increased immunity;
- psychological realization of the needs for physical activity, competition, achievement of goals;
- regulation of normal body weight and proportions;
- active rest, communication.
Adaptive physical culture pursues other goals, therefore it is used only for people with persistent health disorders.
In the methodology, the following main functions of general developmental physical education are distinguished:
- health: a set of exercises is selected taking into account the individual capabilities of the human body, age and other factors;
- educational: implemented in the dissemination and agitation healthy lifestyle life;
- the educational function consists in the presentation of theoretical and practical material for the course of recreational physical education by professional trainers based on proven methodological and experimental data.
Types of recreational physical education
Health-improving physical education is classified depending on the age of the wards: children, adolescents, youth, for the elderly. There are healing systems of various nationalities, such as yoga and Ayurveda. Author's methods are being developed, for example, according to Ivanov or Strelnikova. There are complex recreational activities or having a specific direction. As well as well-known modern trends: aerobics, fitness and others.
What is adaptive physical education?
Back in 1996, physical education for people with health problems was included in the state register-classifier of specialties for higher education. Today, this specialization is called "adaptive physical culture". The appearance of this direction is connected with the massive deterioration in the state of health of the population of the country, the increase in the level of disability.
Adaptive physical education differs in theory and implementation in practice from recreational or physiotherapy exercises. If the first is aimed at general recovery, and the goal of the other is to restore impaired body functions, then the adaptive system is designed for the socialization of people who have serious health problems that affect the adaptation and self-realization of disabled people in society.
Adaptive physical culture is an integrated science. This means that it combines several independent directions. Physical education for the disabled combines knowledge from such areas as general physical education, medicine and correctional pedagogy, and psychology. The adaptive system aims not so much to improve the health of a person with disabilities, but to restore his social functions, correct his psychological state.
Goals and objectives
Often, adaptive physical education becomes the only opportunity for a person with a disability to become a member of society. Being engaged and competing with people with similar physical abilities, a person is able to realize himself as an individual, develop, achieve success, learn to interact in society. Therefore, the main goal of special physical culture is the adaptation of a person with limited abilities in society, labor activity.
Based on the individual physical capabilities of a person, the level of equipment with professional personnel and materials, different tasks adaptive physical culture. But the main activities remain unchanged. The general goals are:
- Corrective and compensatory work on the identified physical deviation. In most cases, such activities are carried out both for the underlying disease and for related problems. For example, with cerebral palsy, attention is paid not only to the development of muscles, joints, coordination of movement, but also to vision, speech, and other discovered health problems.
- The preventive task is to carry out measures aimed at the overall improvement of a person's well-being, increasing strength and capabilities, and strengthening immunity.
- Educational, upbringing and developing tasks of adaptive physical culture are also important. The goal is to instill in people with disabilities the concept of physical activity as a daily integral part of life, to teach the culture of sports, the rules of conduct in a team and during competitions.
- Psychological tasks are important components of the direction of physical education for people with disabilities. Often there is asocialization of a person, not so much because of any deviation in health, but because of lack of confidence in one's own abilities, inability to interact with other people, misunderstanding of one's place in society.
Kinds
It is customary to distinguish the following types of adaptive physical culture:
- Special education involves teaching people with disabilities the theoretical and practical foundations of physical culture.
- The rehabilitation direction includes the development of integrated complexes sports exercises aimed at the socialization of a person with disabilities through the disclosure and improvement of physical skills.
- Classes of adaptive physical culture are of an extreme nature. They carry a subjective or objective danger.
- Separately, it should be noted directly adaptive sports. Every year the development of this direction is significantly accelerated and improved. There are Paralympic, Special and Deaflympic directions. Thanks to the emergence of sports for the disabled, tens of thousands of people with disabilities around the world have been able to realize their potential and become socially active members of society.
adaptive sports
The concept of adaptive sport is not new. It is authentically known that back in the 19th century, special educational organizations for the blind. In addition to general intellectual knowledge, their program included special gymnastics. In 1914, football competitions were held for the first time for people suffering from deafness. And already in 1932, competitions began to be held in the country for the most different types sports among people with disabilities. All kinds of associations and organizations aimed at the development of adaptive physical culture began to be actively created.
In the future, sports for people with disabilities went through different stages: from a decline to a revival and the emergence of new directions. Since 2000, adaptive sport has begun a new round of its formation and development. The direction is popularized, distributed. Coaches gain experience, athletes achieve high results at the international level.
To date, there are different classifications of areas of adaptive sports. Initially, only a few major large groups were distinguished. Then new species appeared in connection with the division according to the type of deviation in health. Nevertheless, the main and most widespread are 3 branches:
- Paralympic sports are competitions for people with disabilities of the musculoskeletal system and vision.
- Deaflympics - for people with hearing impairments.
- Special - with intellectual deviations.
In turn, each of the above directions is divided into sublevels. For example, in Paralympic sports, there are competitions between people with amputated limbs, paralysis, and spinal cord injury.
In addition, competitions are organized both at general, characteristic Olympic Games, requirements, and special, adapted to the capabilities of a particular group of people with disabilities in physical health.
The relevant specialized organization should develop the criteria for evaluating competitions. Adaptive physical culture is not only sports performance, but also the strength of the athlete's spirit, his personal achievements in the fight against the disease.
Implementation Methods
The goals of adaptive physical culture and sports are clear. How to put them into practice? For this, it is necessary to master special pedagogical techniques. The following methods are effectively used in work on physical culture with the disabled:
- Formation of knowledge. In addition to assimilation of the necessary amount of information, this method includes the development of motivation, the definition of values and incentives. They use verbal and figurative-visual methods of transmitting information. Depending on the type of student's disease, one should choose the most effective method or dosed to combine and reinforce verbal information with a clear example. Different means of adaptive physical culture are chosen. So, for example, a blind person can be offered, as a visual method of gaining knowledge, to tactilely familiarize himself with a model of a human skeleton or individual muscles teaching the basics of anatomy and physiology. And the verbal method for deaf people is carried out together with an audiologist or by showing tables.
- Method of development of practical skills. Both standardized approaches and author's private methods of adaptive physical culture are used, designed for people with certain disabilities. More details about private methods are described below.
Techniques
Different deviations from health require an individual approach. What is recommended for one group of people with disabilities is a contraindication for others. In this regard, depending on the pathology, private methods of adaptive physical culture are being developed. Health deviations are classified into such large groups:
- visual impairment;
- intellectual impairment;
- hearing impairment;
- violation in the work of the musculoskeletal system: amputation, spinal and cerebral nature.
Thus, for each type of disease, complex methods of adaptive physical culture have been developed. They indicate the goals and objectives, methods and techniques, recommendations, contraindications, necessary skills and abilities of a certain area of physical education for the disabled.
The greatest contribution to the development of private methods in this area was made by such a teacher as Shapkova L. V. In her works, adaptive physical culture is considered as a social phenomenon that requires a multilateral approach from professionals working with people with disabilities.
It should be noted the research of such a teacher as L. N. Rostomashvili, according to the method of adaptive physical education for people with visual impairments. The problem of physical activity for people with disabilities was dealt with by N. G. Baikina, L. D. Hoda, Ya. V. Kret, A. Ya. Smekalov. The method of adaptive physical education in cerebral palsy was developed by A. A. Potapchuk. For people with amputated limbs and congenital anomalies, A. I. Malyshev and S. F. Kurdybaylo were engaged in a complex of special physical education.
A handbook for students of pedagogical universities in sports specialties is a textbook authored by such a teacher as L.P. Evseev. Adaptive physical culture is considered from the point of view of practical implementation. The book reveals the basics of adaptive physical education for people with various disabilities: goals, objectives, principles, concepts, types, methodology, content, and other recommendations.
Adapted physical education for children
If children are engaged in recreational physical education from a very early age, then when does the need for adaptive sports appear? Unfortunately, medical statistics are disappointing - every year the number of births of children with physical pathologies increases, and the leader of this rating is cerebral palsy. For such children, adaptive physical culture is an integral and mandatory part of general rehabilitation and socialization. The earlier the diagnosis is established and measures are taken to implement specially directed physical activity of the child, the higher the likelihood of favorable adaptation in the surrounding society.
In our country, the creation of separate "special groups" and classes in general preschool and school educational institutions is practiced. In addition, there are special organizations for children with persistent health disorders, where private methods of adaptive physical education are implemented.
The prognosis for disabled children with whom adaptive physical education is carried out is positive. Most improve significantly. physical indicators, the correct psychological assessment of oneself and others develops, communication and self-realization are formed.
Our article considers the theory and organization of adaptive physical culture. This direction is a significant part of general physical culture and sports. Development and distribution of this sports industry in society - important task the whole state and each of us in particular.
Optimal age development of the musculoskeletal system, cardiovascular, respiratory and other systems and organs of the child is carried out thanks to a set of various activities with him.
sedentary games for children with cerebral palsy should be targeted, for example, on the table in front of the child, the methodologist lays out multi-colored cubes different sizes and asks what he would like to do with them. The child decides to build a tower. And then he says all the actions: “I take a big blue cube with my right hand - this is the beginning of the house. I take a large white cube and put it on top - this is the first floor. On this simple example it can be seen that the motor, kinesthetic, visual, auditory, and speech zones are simultaneously activated. Visual-spatial perception, a body scheme and a movement scheme are formed. Sedentary games (for example, chess) are used to train attention and coordination.
Outdoor games aimed at improving motor skills in changing conditions, at improving the functions of various analyzers, have a powerful general tonic and emotional impact. These are games with elements of crawling, walking, running, throwing, overcoming various obstacles.
Apply sport games By simplified rules: volleyball, basketball, football, table tennis. Swimming in the pool and horseback riding are very effective.
Gymnastic exercises allow you to accurately dose the load on various segments of the body, they primarily develop muscle strength, mobility in the joints, coordination of movements. Gymnastic exercises are performed without objects and with various objects (with a gymnastic stick, hoop, ball), with additional weight, exercises on balls of various diameters, on gymnastic equipment. A separate section includes breathing exercises, exercises for muscle relaxation, for the formation of balance functions, erection, for the formation of the arch and mobility of the feet, as well as exercises for the development of spatial orientation and accuracy of movements.
Among the non-traditional forms of adaptive physical education in cerebral palsy, one can single out dry pool training filled with colorful balls. The body of a child in the pool is always in a safe support, which is especially important for children with movement disorders. At the same time, you can move in the pool, feeling the constant contact of the skin with the balls filling the pool. Thus, there is a constant massage of the whole body., Sensitivity is stimulated. Classes develop general motor activity, coordination of movements and balance. In a dry pool, you can perform exercises from various starting positions, for example, exercises from the starting position lying on your stomach strengthen the back muscles, develop arm support and grasping function of the hands, train visual-motor coordination, stabilize correct position heads.
Another form of training with children with cerebral palsy is fitball gymnastics- gymnastics on large elastic balls. For the first time, fitballs began to be used for medicinal purposes from the mid-50s of the 20th century in Switzerland for patients with cerebral palsy. Physiorolls are also used - two interconnected balls, chair balls (balls with four small legs), balls with handles (claps), transparent balls with ringing bells inside, large massage balls. The fitball can withstand a weight of more than 300 kg and, if damaged, slowly deflates. Fitballs of different sizes are used. For children 3-5 years old, the diameter of the ball should be 45 cm, and from 6 to 10 years old, 55 cm. The size increases with growth and age. Vibration sitting on the ball in its physiological effects is similar to hippotherapy (horseback treatment). With optimal and systematic exercise, a strong muscle corset is created, function improves internal organs, nervous processes are balanced, all physical qualities are developed and motor skills are formed, positive impact to the psycho-emotional sphere.
For children with cerebral palsy, it is important to use lessons plastics and choreography. With the help of them, you can develop a sense of rhythm, flexibility, coordination of movements, correct posture, and the muscular-articular apparatus. Special exercises for legs, they first study while sitting, then at a standing support, and only some children, as far as their abilities and mastering movements, perform them without standing support.
Development spatial relationships occurs through the training of the vestibular analyzer through the use of exercises on mats and on a trampoline. This includes exercises for orientation in space, such as jumping with a turn, with a change in body position, etc. In a wide variety of options, somersaults, rolls, and groupings are used.
Can be used rotational trainers, gradually increasing the duration of rotation with a change of direction and with different positions of the head. You can use a large car tire, inside which the patient is bent over. Push the tire, it rolls along with the patient.
Improving the rhythm of movements is carried out thanks to musical accompaniment. You can use a tambourine, drum, spoons, tape recorder. Collectively or individually apply clapping, punching, stomping. The teacher, together with the children, makes claps, and then stops them. Children must continue on their own in the same rhythm. You can read poetry or sing, accompanying the text with certain movements. To the dance melody, children can perform free movements with their arms and legs in a given rhythm, sitting or lying down. You can pass objects in a line or in pairs while maintaining a given rhythm. It is ideal to conduct classes with "live sound", that is, with an accompanist (piano or button accordion).
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Municipal budgetary educational institution "Special (correctional) boarding school for students and pupils with disabilities (impairment of the musculoskeletal system) No. 4 of Chelyabinsk"
(MBOU "Boarding School No. 4 of Chelyabinsk")
Methodical work
On the topic of: " METHOD OF ADAPTIVE PHYSICAL CULTURE IN CHILDHOOD CEREBRAL PALSY (ICP)"
Koroleva I.N.
Chelyabinsk, 2017
Introduction 3
1. The concept of cerebral palsy, forms of infantile 5 cerebral palsy
2. Responsive physical education children with cerebral palsy 7
2.1 Exercises of the initial stage of physical training 12
2.2 Exercises of the developing stage of physical training 15
2.3 Exercises of the training stage of physical training 18
2.4 Non-traditional forms classes 21
3. Evaluation of the effectiveness of adaptive physical education classes in cerebral palsy
Conclusion 31
References 32
Annex 33
Introduction
In recent decades, in many countries of the world, including Russia, there has been an increase in the incidence of childhood cerebral palsy(ICP).
Creation optimal conditions for life, restoration of lost contact with the outside world, successful treatment, psychological and pedagogical rehabilitation, social and labor adaptation and integration of people with cerebral palsy into society are among the primary educational tasks today.
Practice shows that if physical activity is a common need for healthy people, realized on a daily basis, then for students with cerebral palsy, physical culture is vital, since it is effective tool and the method of mental and social adaptation. deficit motor activity becomes a threat to their somatic health and physical development.
The tasks, means and forms of work on the physical education of children, as well as the principles of constructing lessons, the methodology for conducting them, and the practical material for educational work are common to all schools.
The peculiarity of educational work in boarding school № 4 in physical education is the need to organize lessons for children with various pathologies of the motor sphere. Despite this, physical culture solves health-improving, educational, educational and correctional tasks in the same way as in a mass school. All physical culture activities are strictly subject to the tasks of improving the health and adapting children to society. Therefore, in the selection of practical material and in the methodology for its implementation, individual diagnoses of children, their motor pathology, and the possibilities of motor development are taken into account.
Physical education lessons are attended by all students of the school, regardless of the diagnosis, form and degree of damage to the motor sphere. The specific features of students' diseases, their emotional mood make it difficult to conduct physical education lessons according to the traditional scheme, a differentiated approach to each is needed to complete exercise. Students with the most severe motor impairments take part in the work of the class to the best of their ability and, in agreement with the doctor, perform individual tasks in the lesson from the relevant sections of the curriculum.
In order to successfully conduct physical education lessons at a school for students with developmental disabilities, the following requirements must be met:
1. For any pathology of students educational material must be programmatic for this class.
2. It is necessary to apply as widely as possible various methods of conducting a lesson, depending on specific conditions.
3. It is necessary to differentiate exercises for students according to the conditions for their implementation, according to dosage and requirements for the quality of performance.
4. It is necessary to skillfully use the positive experience that children have more preserved in the motor plan in the performance of exercises and game actions, as an example for students with severe pathology to follow.
1. The concept of cerebral palsy, forms of cerebral palsy
The term cerebral palsy (infantile cerebral palsy) refers to a group of movement disorders that occur when the brain is damaged and manifested in a lack or absence of control from the outside. nervous system muscle function, cerebral palsy occurs during fetal development, in childbirth or in the neonatal period and is accompanied by motor, speech and mental disorders.
Motor disorders are observed in 100% of children, speech disorders in 75 and mental disorders in 50% of children.
Movement disorders are manifested in the form of paresis, paralysis, violent movements. Particularly significant and complex are violations of the regulation of tone, which can occur according to the type of spasticity, rigidity, hypotension, dystonia. Violations of the regulation of tone are closely related to the delay of pathological tonic reflexes and the lack of formation of chain adjusting rectifying reflexes. Based on these disorders, secondary changes in muscles, bones and joints (contractures and deformities) are formed.
Speech disorders are characterized by lexical, grammatical and phonetic-phonemic disorders.
Mental disorders manifest themselves as mental retardation or mental retardation of all degrees of severity. In addition, there are often changes in vision, hearing, vegetative-vascular disorders, convulsive manifestations, etc. Motor, speech and mental disorders can be of varying severity - from minimal to maximum.
In our country, they use the classification of K.A. Semenova (1978); the following forms are distinguished:
- spastic diplegia;
- double hemiplegia;
- hyperkinetic form;
- hemiparetic form;
- atonic-astatic form.
Spastic diplegia is the most common form of cerebral palsy. This is usually tetraparesis, but the legs are more affected than the arms. Prognostically favorable form in terms of overcoming speech and mental disorders and less favorable in motor terms. 20% of children move independently, 50% - with help, but they can serve themselves, write, manipulate their hands.
Double hemiplegia is the most severe form of cerebral palsy with total damage to the cerebral hemispheres. It is also a tetraparesis with severe lesions in both the upper and lower extremities, but the arms "suffer" more than the legs. Chain installation rectifying reflexes may not develop at all. Voluntary motor skills sharply disturbed, children do not sit, do not stand, do not walk, the function of the hands is not developed. Speech disorders are gross, according to the principle of anarthria, 90% mental retardation, 60% convulsions, children are unteachable. The prognosis of motor, speech and mental development is unfavorable.
Hyperkinetic form - associated with damage to the subcortical parts of the brain. The cause is bilirubin encephalopathy (incompatibility of the blood of the mother and fetus according to the Rh factor). Movement disorders are manifested in the form of hyperkinesis (violent movements), which occur involuntarily, aggravated by excitement and fatigue. Arbitrary movements are sweeping, discoordinated, the skill of writing and speech is impaired. Hearing is affected in 20-25%, convulsions are possible in 10%. The prognosis depends on the nature and intensity of hyperkinesis.
Hemiparetic form - arms and legs are affected on one side. This is due to damage to the cerebral hemisphere (with right-sided hemiparesis, the function of the left hemisphere is impaired, with the left-sided - the right one). The prognosis of motor development with adequate treatment is favorable. Children walk on their own, learning depends on mental and speech disorders.
Atonic-astatic form occurs when the function of the cerebellum is impaired. At the same time, there is a low muscle tone, imbalance at rest and walking, impaired coordination of movements. Movements are disproportionate, non-rhythmic, self-service and writing are disturbed. In 50%, speech and mental disorders of varying severity are noted.
2. Adaptive physical education of children with cerebral palsy
The structure of adaptive physical culture includes adaptive physical education, adaptive motor recreation, adaptive sports and physical rehabilitation. Each type of adaptive physical education has its own purpose: adaptive physical education is designed to form the basic foundations of physical education; adaptive motor recreation - for healthy leisure, active rest, games, communication; adaptive sport - for the improvement and implementation of physical, mental, emotional and volitional abilities; physical rehabilitation - for the treatment, restoration and compensation of lost abilities.
Physical education is the most important part of the overall system of education, training and treatment of children with musculoskeletal disorders.
main form organized classes in all types of adaptive physical culture is a lesson form, historically and empirically justified itself.
Depending on the goals, objectives, program content, lessons are divided into:
. educational lessons - for the formation of special knowledge, teaching a variety of motor skills;
. lessons of correctional and developmental orientation - for development and correction physical qualities and coordination abilities, correction of movements, correction of sensory systems and mental functions through physical exercises;
. lessons health-improving orientation- for posture correction, flat feet, prevention of somatic diseases, disorders of sensory systems, strengthening of the cardiovascular and respiratory systems;
. therapeutic lessons - for the treatment, restoration and compensation of lost or impaired functions in chronic diseases, injuries, etc. (for example, daily exercise therapy lessons in special school centers for children with cerebral palsy);
. sports-oriented lessons - to improve physical, technical, tactical, mental, volitional, theoretical training in the chosen sport;
. recreational lessons - for organized leisure, recreation, gaming activities.
This division is conditional, reflecting only the predominant focus of the lesson. In fact, each lesson contains elements of training, development, correction, compensation and prevention. Thus, the most typical for children with disabilities are complex lessons.
Physical education of children with cerebral pathology can be divided into 3 periods:
1) preverbal and early age— from 0 to 3 years;
2) preschool age— from 3 to 7 years;
3) school age - over 7 years.
Adaptive physical education at school age
Tasks:
1. Development of motor skills.
2. Development of mental processes and speech.
3. Development of cognitive activity.
4. Professional orientation.
Principles of work with children with cerebral palsy:
1. Create motivation. Best result can be obtained with optimal motivation, desire and need to work. Teachers need to create situations in which the child can be active - reach for a toy, turn around, sit down, stand up, participate in the game. The formation of interest, motivation is possible with the correct organization of classes: the use of game moments, especially for preschool and younger children school age, right choice complexity and pace of the exercises, selection various exercises and funds.
Children with cerebral palsy, like all children, love to play. In a game, especially a collective game, they often perform movements, actions that they do not perform in another situation. Therapeutic games include the correction of motor, kinesthetic, visual-spatial, speech and other disorders. There should be a lot of games, varied and interesting for the child, but always focused. If the games are very difficult, then the child refuses to work, if they are too easy, he is not interested.
2. Consistency of active work and rest. High fatigue during physical and mental stress requires the coordination of active work and rest, a timely transition to another activity, before fatigue, satiety, you need to “not finish the game” a little so as not to extinguish the desire to act.
3. Continuity of the process. Classes cannot be held in courses. They should be regular, systematic, adequate, practically constant both at school and at home.
4. The need for encouragement. Children with cerebral palsy, like all children, need encouragement, and if in the lesson today the child was more active, inventive, did something better, then this should be noted, praise him, sum up at the end of the lesson, but in no case compare children's progress.
5. Social orientation of classes. Work on socially significant motor acts (reach out, take a mug, bring it to your mouth, shift toys), and not on individual movements (flexion or extension in elbow joint).
6. The need to activate all disturbed functions. At each lesson, activate the largest number of affected analyzers (motor, kinesthetic, speech, visual, auditory)
7. Cooperation with parents. Be sure to cooperate with parents so that an adequate impact continues at home. Use the healing power of movements in simple and varied household chores - brush your teeth, make the bed, wash the dishes, sweep the floor. Do not discourage children from doing something themselves, encourage them to do this, in no case do for children what they can do for themselves.
8. Educational work. It is necessary to cultivate mutual assistance, independence, a sense of responsibility. An important role is played by the family in which the child spends most of the time, the approach and attitude of parents to solving the problems of the child. Parents should create conditions for the formation of maximum independence and motor activity of the child, the possibility of its comprehensive development. The family should not close in on itself, avoid contacts, wide communication. This is harmful for both the child and the parents.
The lesson on physical education in schools is one of the main subjects. At the same time, educational, educational and correctional tasks are solved.
The physical education program for children with cerebral palsy has its own characteristics.
The section of general developmental exercises includes corrective exercises for:
— correction of postural reactions;
- muscle relaxation;
— formations correct posture;
- supportability;
- formation of balance;
- development of spatial orientation and accuracy of movements.
Gymnastics and Athletics are not allocated to separate sections, but available types of classes are used. Each lesson includes general developmental, corrective, applied exercises and games according to simplified rules. An individual approach is used to children, taking into account their mental development.
The work of a physical education teacher is carried out in close contact with a doctor.
Requirements for physical education lessons:
- gradually increase the load and complicate the exercises;
- alternate different kinds exercises, applying the principle
scattered load;
- exercises should correspond to the abilities of the students;
- there should be an individual approach;
- rationally dose the load, avoid overwork;
- provide injury prevention and insurance.
The section "Applied exercises" is aimed at the formation of agelocomotor-static functions necessary in everyday life, study and work. It has subsections: building and rebuilding, walking and running, jumping, climbing and climbing, rhythmic and dance exercises, exercises with objects (gymnastic sticks, large and small balls, with flags, with hoops). Of the outdoor games, the program includes the most common games, which must be played according to simplified rules.
Children must wear sportswear and sports shoes. The question of the use of orthopedic shoes and devices during classes is decided by the doctor.
Evaluation of progress is carried out in the form of current accounting. There are no standards; when assessing the success of students, motor abilities and the nature of the defect are taken into account.
2.1 Exercises of the initial stage of physical training.
IN starting position lying on your back (sitting, standing) develop diaphragmatic breathing, with an emphasis on exhalation. Perform an elongated, in-depth exhalation while pronouncing the sounds: “x-x-ho” (how warm hands are), “ff-fu” (how tea is cold), “choo-choo-choo” (engine), “sh-sh- sh "(cars)," woo "(airplane)," f-zh-zh "(beetle), blow out the candle, inflate the balloon. Sound gymnastics, a combination of breathing with movements.
Basic starting positions and isolated movements of the head, hands. legs, torso.
Starting position: lying, sitting, standing. Head movements in different directions. Simultaneous movements of the arms forward, backward, sideways, up, down. Flexion and extension of the forearms and hands. Alternate and simultaneous flexion fingers into a fist and extension with a change in the pace of movement. Contrasting the first finger with the others with and without visual control. Separation of the fingers. In the starting positions, lying on your back, on your stomach, on your side, alternately raising and abducting straight lines or bent legs, flexion, extension, as well as circular movements by them. Squatting on the entire foot, standing at the support. Tilts of the body forward, backward, to the sides. Acrobatic groupings: sitting, lying, on the back, in the squat. The simplest combinations of the studied movements.
Exercises for the formation of the arch of the feet, their mobility and support.
In the starting position: sitting (standing at the support) flexion and extension of the toes: dorsal and plantar flexion of the foot with alternately touching the floor with the heel, toe; closing and opening of the feet. Rolling rope feet. Grabbing the ball with the feet, grabbing the sandbag with the feet, then throwing it into the hoop and passing it to the neighbor in the row. Walking on a ribbed board, massage mat, gymnastic wall slats.
Movement of the head while sitting, kneeling, standing at the support. Tilts forward-backward, to the right, to the left; turns left and right. From the starting position lying on the back (on the stomach), a quick transition to the main stance, taking as few intermediate starting positions as possible. Circling in place by stepping over. Holding various starting positions on a swinging plane. Walking along the drawn corridor, along the board lying on the floor, along the board with a raised edge (up and down), along the gymnastic bench (25-30 cm high). Stepping over a rope lying on the floor, over bars, gymnastic sticks lying on the floor at a distance of 1 m. Walking from object to object.
Exercises for the formation of correct posture.
Stand at the vertical plane while maintaining the correct posture when moving the head, arms, eyes in different starting positions and with the movements of the hands. Maintaining stability in the "one foot in front of the other" stance with eyes open and closed. Stand on toes, stand on one leg, the other to the side, forward, back. Change of starting positions at the expense of the teacher with open and closed eyes. Holding various starting positions on a swinging plane with hand movements. Circling in place by stepping over, followed by exercises with arms with tilts, squats and lunges forward, to the side. Walking on a board lying on the floor, on an inclined board, on a gymnastic bench, on a beam with hand movements and with an object in hands (a flag, a gymnastic stick, a sandbag, a ball, a hoop). Walking on a gymnastic bench with squats, with a turn (stepping over), side steps, variable steps forward, backward, sideways. Walking on a gymnastic bench with stepping over stuffed balls, a rope stretched at a height of 20-25 cm.
Applied exercises.
Buildings and rebuildings. Alignment in the line and in the column. Rebuilding from a line and a column into a circle. Turns on the spot to the right, to the left, around. Execution of combatant commands: “equal”, “attention”, “at ease”, “to the right”, “to the left”.
Climbing and climbing.
Climbing the gymnastic wall up and down in different ways. Climbing on all fours on an inclined bench set at an angle of 30 ° with the transition to the gymnastic wall and vice versa. Climbing over an obstacle up to 1 m high. Climbing through the hoop without touching it with your feet, holding it horizontally and vertically to the floor. Crawling between the slats of the inclined messenger from top to bottom and from bottom to top. Hanging on a rope with the help of arms and legs, climbing to a height of 1 m.
Throwing and catching a stick, changing the grip. Balancing a stick while standing in one place. Holding the stick in front of you (on the shoulder blades, behind your back), change the starting position, for example: stand on one knee, on both knees, sit down and rise to the main stance, without releasing the stick from your hands and without changing your grip.
Exercises with a big ball.
Shifting the ball from hand to hand with rotation around itself. Dribbling. Hitting the ball on the floor in front of you while bouncing on two legs at the same time. Rolling the ball, throwing forward, to the side with measured efforts.
Exercise with small balls.
"School of the ball" with complicated throws in various starting positions. Throwing the ball from the side with one hand. Throwing tennis ball for a distance. Throw with two hands from below through a hill (height 2 m). Hitting the ball with an object (large ball, cube, etc.).
Games
Outdoor games:
“Comrade commander”, “Hit the target”, “Race of balls in columns”, “Karasi and pike”, “Day and night”, “Invisible”, “Moving target”. Relay races with climbing and climbing and games with special tasks for posture and walking, including throwing and exercises that develop spatial representations.
Preparatory games for basketball:
"Hunters and ducks", "Race balls in ranks", "Dodge the ball", "Race balls in a circle", "Ball in a circle".
Winter outdoor games:
"Snowballs on the ball", "Who is next", " fast skier”, “Follow me”, “Who is faster”, “Ski relay”, “Taking the fortress”.
2.2 Exercises of the developing stage of physical training
General developmental and corrective exercises
Breathing exercises.
In various starting positions, train all types of breathing. Breathing exercises with hands on the belt, behind the head. Develop mobility chest when performing enhanced breathing (while inhaling, raise the shoulder girdle, while exhaling, press with your palms on the side surfaces of the chest). Changing the rate of inhalation and exhalation (by imitation, by clapping, by counting). Rhythmic breathing when performing movements: inhale when raising the arms, moving them to the side, straightening the torso, extending the legs: when lowering the head down, when bending the torso and squats.
Basic positions and movements of the head, hands. legs, torso.
Main stance, stance - feet shoulder width apart. Head movements while maintaining a given position of the trunk and limbs. The main positions of the hands: down, to the side, forward, behind the back, on the belt, on the head, to the shoulders. Sequential movement of the arms (and legs) according to imitation and according to instructions. The movement of the hands and forearms in different directions. Opposition of one finger to the rest, opposition of the fingers of one hand to the fingers of the other, selection of the fingers, alternate flexion and extension of the fingers. From the starting position, sitting on the floor, on a gymnastic bench, standing at the support, performing alternately circular movements, lifting, abducting and adducting the legs. Tilts and turns of the body with the hands behind the head, up, to the side, on the belt. Grouping sitting, lying on your back, in a squat. Roll back from the stop crouching and roll forward, grouping while sitting. A combination of learned movements.
Exercises for the formation of the arch of the feet, their mobility and support.
Flexion and extension of the toes, dorsal and plantar flexion of the feet, Roundabout Circulation, closing and opening of socks with support on the heel. Sitting on the floor with support from behind with your hands, on a gymnastic bench, grab the rope with your toes, lift it above the floor, pull it towards you; roll the ball with your feet, grab the ball, grab the ball and throw it up, forward, pass it to a neighbor in a row, roll the ball with the soles of your feet. Standing facing the gymnastic wall, feet foot-width apart, feet in step, in a deep squat, and holding the rail at chest level with your hands, walk along the bottom, roll from toe to heel (sitting, standing).
Exercises for the formation of balance.
Movement of the head in different initial positions and during hand movements; twists, turns, rotations. Change of initial positions without support by hands; from the main rack - to the rack on one knee, on two knees and vice versa; to the semi-squat and back. Circling in place by stepping over, arms to the sides. Walking along a drawn line, along a board lying on the floor, along an inclined board (up and down) along a gymnastic bench, along a swinging plane. Stepping over bars, gymnastic sticks, hoops lying on the floor at a distance of 50 cm. Stepping over a gymnastic ladder laid on the floor (height 30-40 cm). Racks: on a reduced support, on a raised support, on a support of various shapes, on one leg.
Exercises for the development of spatial orientation and accuracy of movements.
Movement to landmarks (flag or ball). Performing the initial positions of the hands according to the instructions of the teacher: down, up, forward, backward, with open and closed eyes. Walking with a change of direction along the landmarks drawn on the floor.
Climbing and climbing.
Climbing up and down the gymnastic wall without touching the rails. Climbing on all fours on a carpet path, on a gymnastic bench, an inclined board, an inclined ladder. Climbing over an obstacle 50-60 cm high (gymnastic bench). Crawling under an obstacle 40-50 cm high (under a stretched rope). Climbing through a hoop held by a teacher (another student) with an edge to the floor vertically.
Exercises with gymnastic sticks.
Holding the stick with different grips (top, bottom, side) with individual correction of grip defects. Shifting the stick from hand to hand, changing grip methods. By imitation, take various starting positions with a stick in your hands: a stick below in front of you, a stick behind your head. Performing turns and tilts of the body, holding the stick in front of you, at the top. Kneeling, stick overhead, twists and turns of the torso
Take various starting positions while holding the ball in your hands. Rolling the ball for a distance by extending the arm (hand on top). Rolling the ball with the push of one hand (two), lying on the stomach. Kneeling, roll the ball around yourself, to each other. Sitting on the floor, legs crossed (legs straightened) - rolling the ball around you. Passing the ball to each other (in pairs, in a circle, in a row with two hands from above at chest level, from above, from the side, from a step forward). Rolling the ball in front of you as you advance through the hall. Throwing the ball through the rope, lying on the stomach. Throws the ball forward, to the side from below, from the chest, from behind the head. Throwing the ball in front of you and catching.
Exercises with small balls.
Flexion, extension, rotation of the hand, forearm and whole arm; holding the ball. Shifting the ball from hand to hand in front of you, over your head, behind your back in the main stance and changing the starting position. Tossing the ball in front of you and catching.
Outdoor games:
"Owl", "Two Frosts", "Wolf in the Ditch", "Blind Fox", "Mousetrap", "Talk", "Fifteen", "Ball to the Neighbor", "Geese Swans", "To Your Flags", " Accurately on target”, “Who will throw more”, “Bring the balls”, “Catch the ball”.The simplest relay games
with special tasks for posture, including walking on all fours, kneeling, getting up from a kneeling position, rolling and throwing the ball
2.3 Exercises of the training stage of physical training
General developmental and corrective exercises
Breathing exercises.
Coordination of breathing with the performance of movements of various tempos.
Basic positions and movements of the head, hands. legs, torso.
Head movements: tilts, turns, circling in starting positions, standing hands on the belt, behind the back, behind the head. Flexion and extension of the arms from the position of the arm forward, to the sides, up (head straight). Flexion, extension, rotation of the hands, selection of fingers. Flexion and extension of the fingers with a dosed effort. Performing strictly isolated movements. Exercise in I.P. on all fours (turns, tilts of the head without changing the support of the hands, crawling with strict observance of the synergy of movements). Tilts, turns of the body in combination with the movements of the arms forward, up, sideways, down. Movement with a straight leg forward, backward, to the side, standing at the support, sitting, lying down. Half squats with different hand positions. Transition to kneeling from a squat. Roll back. Roll to the side.
Exercises for the formation of the arch of the feet, their mobility andsupportability. Movement of the toes and foot with the help, freely, overcoming resistance in the starting position sitting on the gymnastic bench, putting one foot on the knee of the other. Capturing the feet of the ball, mace, sandbags. Sitting on a gymnastic bench, pushing the ball away from each other with the outer edges of the feet. Squats from I.P. standing at the support on toes, on heels.
Exercise for the formation of balance.
Movement of the head with closed eyes in the initial position sitting, kneeling, standing at the support, standing with feet shoulder-width apart, feet in step. Maintaining stability in a stance with spread and closed socks with open and closed eyes. Stand on one leg with support by hands. Change of starting positions at the expense of the teacher. Holding various starting positions on a swinging plane with hands on the belt, forward, to the sides. Circling in place by stepping over (360 °) and then walking in a straight line (5-6 m). Walking along the drawn corridor, along a board lying on the floor, along an inclined board, along a gymnastic bench, a log (height 30-60 cm), along a swaying plane with different positions of the hands. Stepping over bars, stuffed balls lying on the floor at a distance of 20-30 cm.
Exercise for the development of spatial orientation and accuracy of movements.
Building in a line, in a column in different parts of the hall according to orientation. Turns around, to the right, to the left according to the landmarks. Step forward, backward, right, left to the indicated place with open and closed eyes. Raising straight arms forward, to the sides to a certain height and reproducing movements without visual control. Crawling on all fours along the drawn corridor with closed eyes.
Climbing and climbing.
Climbing on the gymnastic wall in an arbitrary way.
Exercises for the development of spatial orientation and accuracy of movement.
Performing general developmental exercises according to the instructions with eyes closed. Step back, forward, to the side, without disturbing the construction with open and closed eyes. Movement in a column with a change in direction according to landmarks. Walking in circles along landmarks.
Climbing and climbing.
Climbing up and down the gymnastic wall without skipping the rails, without stepping on one rail with both feet and without grasping one rail with both hands. Climbing on all fours on an inclined bench up and down, on a ladder laid on the floor, on an inclined ladder Climbing over an obstacle up to 70 cm high. Climbing under an obstacle 30-40 cm high. Climbing through a hoop in a given sequence, from the initial positions lying, sitting standing.
Exercises with gymnastic sticks.
According to the instructions, holding the stick with different grips, changing the initial position of the arms (up, forward, down, to the side) and torso (turns, tilts, rotations). Change of supination and pronation of the forearms, holding the stick with different grips. Rotation of the stick, holding it with one and two hands. Walking in formation with a stick in hand.
Exercises with big balls.
Rolling the ball sitting in pairs, sitting in a circle, kneeling. Rolling the ball along the rope, along the corridor of ropes. Rolling the ball forward. Rolling the ball along the landmarks (knock down pins, knock down another ball). Rolling the ball with the advancement of the hall with the rounding of objects. Passing the ball from one hand to the other. Passing the ball from one hand to the other. Passing the ball to each other in various formations (in pairs from a distance of 60-100 cm, in a line, in a column, in a circle). Throwing the ball forward to the side, back from below, from the chest, from behind the head Throwing the ball in front of you, to the right, to the left and catching. Catching the ball thrown by the teacher.
Exercises with small balls.
Performing general developmental exercises (hold the ball correctly and shift from hand to hand). Throwing the ball up, hitting the ball on the floor, throwing the ball into the wall with the right, left hand and catching it with both hands. Alternately catching the ball with one hand at the waist and releasing it at chest level to the starting position, standing and sitting.
Games
“The guys have a strict order”, “Owl”, “We are funny guys”, “Salki” (with a task for posture), “At the bear in the forest”, “Nimble guys”, “To our flags”, “Two frosts” , "Wolf in the ditch", "Passing balls", "Hit the target", "Throwing balls over the net", "Counting to five". The simplest relay games with a special posture task, including walking, throwing, passing and throwing balls, overcoming obstacles
2.4 Non-traditional forms of employment
Almost the most common form of training with children suffering from cerebral palsy today is fitball-gymnastics on large elastic balls. Fitballs can be of different sizes depending on the age and height of those involved. So, for example, for children 3-5 years old, the diameter of the ball should be 45 cm, from 6 to 10 years old - 55 cm, for children with a height of 150 to 165 cm, the diameter of the ball should be 65 cm, for children and adults, having a height of 170 to 190 cm - 75 cm. The ball is picked up correctly if, when landing on it, the angle between the thigh and lower leg is equal to or slightly more than 90 °. acute angle in knee joints dangerous, as it creates an additional load on the ligaments when performing exercises while sitting on the ball.
Fitballs have a complex of beneficial effects on the human body. So, for example, vibration on the ball activates regenerative processes, promotes better blood circulation and lymphatic drainage, and increases muscle contractility. This improves the function of cardio-vascular system, external respiration, metabolism, the intensity of digestion processes, the body's defenses and resistance increase.
With an optimal and systematic load, a strong muscular corset is created, the function of internal organs improves, nervous processes are balanced, all physical qualities are developed and motor skills are formed, there is a tremendous positive impact on the psycho-emotional sphere.
The conditions for performing exercises on the ball are much more difficult than on a rigid stable support (on the floor), since the exercises are performed in constant balancing, and in order not to fall, it is necessary to combine the center of gravity of the body with the center of the ball. Complicated working conditions allow you to get fast results for a short time.
Fitball contributes to good muscle relaxation, and the natural bulge of the ball can be used to correct various spinal deformities. In addition to the health-improving, undoubtedly, also the educational, pedagogical and psychological impact of the fitball on the body of the practitioner.
Before you start learning, you should familiarize yourself with somerecommendations:
1. Correct fit on the fitball provides for the optimal relative position of all parts of the body. Landing on the ball is considered correct if the angle between the torso and thigh, thigh and lower leg, lower leg and foot is 90 °, the head is raised, the back is straightened, the hands fix the ball with their palms behind, the legs are shoulder width apart, the feet are parallel to each other. This position on the ball contributes to stability and symmetry, the main conditions for maintaining the correct posture.
2. It is necessary to correctly and timely use insurance, self-insurance and assistance for the prevention of injuries. In addition, there should not be any sharp objects on the floor and clothes of those involved, so as not to damage the ball. Wear comfortable clothing and non-slip shoes for class.
3. Start with simple exercises and lightweight starting positions, gradually moving to more complex ones.
4. No exercise should cause pain or discomfort.
5. Avoid fast and abrupt movements, twisting in the neck and lumbar regions spine, intense tension in the muscles of the neck and back. Sharp turns, twists, load along the axis damage the intervertebral discs, increase the instability of the spinal motion segments, disrupt vertebrobasilar circulation.
6. When performing exercises while lying on the ball, do not hold your breath, especially in the initial position lying on your stomach on the ball, since prolonged squeezing of the diaphragm makes breathing difficult.
7. When performing exercises lying on your back on the ball and lying on your chest on the ball, do not throw your head back, the back of the head and spine should be in one straight line.
8. When performing exercises, the ball should not move.
9. When performing exercises lying on your stomach on the ball with your hands resting on the floor, your palms should be parallel to each other and placed on / even shoulder joints.
10. Strength exercises should alternate with stretching and relaxation exercises.
11. At each lesson, strive to create a positive emotional background, a cheerful, joyful mood. The aesthetics of the exercises are also important.
12. Classes on fitball can be held every other day or twice a week. The duration of classes for children under 5 years old is 15-20 minutes, for children 6-7 years old - 25-30 minutes, at an older age - up to 40-45 minutes.
13. Repeat each exercise, starting with 3-4 times, gradually increasing to 6-8 repetitions. Perform exercises based on the principle of load dissipation in different starting positions on different groups muscles. At the end of the session, exercises are used to restore breathing and relaxation.
Fitball-gymnastics allows you to solve the followingtasks:
- development of motor qualities (speed, endurance, flexibility, strength, dexterity);
- training in basic motor actions;
- development and improvement of coordination of movements and balance;
- strengthening muscle corset, creating the right skill
posture and development of an optimal motor stereotype;
- improving the functioning of the cardiovascular and respiratory
systems;
- normalization of the nervous system, stimulation of neuropsychic development;
– improvement of blood supply to the spine, joints and internal organs, elimination of venous congestion;
– improvement of the communicative and emotional-volitional sphere;
- stimulation of the development of analyzer systems, proprioceptive sensitivity;
- development of fine motor skills and speech;
- adaptation of the body to physical activity.
With cerebral palsy on fitballs, you can practice in various starting positions, depending on the tasks. So, for example, exercises on a fitball lying on the stomach and lying on the back with the rotation of the ball in different planes reduce the force of gravity, having an anti-gravity effect that allows the child to raise his head and shoulders from the support. Rocking and vibration on the fitball reduce pathological muscle tone and reduce hyperkinesis.
Exercises in the initial position lying on the stomach on the fitball contribute to extension in thoracic region spine and lower extremity elevation.
Exercises in the starting position lying on your back on a fitball help stretch the spastic large chest muscle and strengthening the rectus and oblique abdominal muscles.
Exercises, standing on all fours with a fitball under the chest, develop support on the upper and lower limbs, train balance and coordination of movements strengthen the muscles of the back, abdominals, shoulder girdle.
Exercises sitting on a fitball contribute to the development of the skill of correct posture, form the optimal relative position of the femoral head and acetabulum, reduce spasticity of the adductor muscles of the thighs.
To train the support ability of the arms and legs, exercises are used lying on the stomach on a fitball with rolling the ball back and forth.
3. Evaluation of the effectiveness of adaptive physical education classes in cerebral palsy
A special category of students are children with disabilities (HIA). For them, educational institutions create special conditions for passing the program in physical culture and special conditions for evaluating their activities.
Control standards and tests on physical culture of students with disabilities (grades 1-4) in comprehensive programs for educating students V.I. Lyakha, A.A. Zdanevich, A.P. Matveev for this group of students with developmental disabilities are absent.
For the purpose of control physical fitness at different stages of education, it is necessary to select special tests that would not be contraindicated for this category of students.
Testing helps to solve a number of pedagogical tasks:
1) identify the levels of development of conditioning and coordination abilities;
2) evaluate the quality of physical fitness of students.
Based on the test results, it is possible to compare the readiness of both individual students and entire groups; identify the advantages and disadvantages of the means used, teaching methods and forms of organizing classes; exercise largely objective control over training; finally, to substantiate the norms (age, individual) of the physical fitness of children and adolescents.
In MBOU boarding school No. 4 of Chelyabinsk (director A.S. Zakharenko), in agreement with the medical service (head physician G.A. Kazakova), the following educational standards (tests) were allowed to be used:
1. Push-ups, lying down.
2. Raising the body (once in 30 seconds).
3. Run 30 m (sec).
4. Fine motor skills.
5. Standing long jump (cm).
6. Throwing the ball (m).
7. Shuttle run (sec).
Control tests are called "Win yourself!" (Appendix 1), are held at the beginning and at the end school year within the lesson, in order to identify the dynamics, assess the physical development of students and more correctly distribute the load in the lessons.
Instead, a test is used - fine motor skills of the hands (lifting a load away from oneself, sec.). The development of fine motor skills is one of the most difficult movements, as a huge number of muscles are involved.
The tasks of improving the coordination of limb movements are solved in parallel, with the help of simple movements carried out in various combinations, with different speed, with voltage change.
Automation of the developed hand movements is one of the positive aspects of the physical education of children, so the test is one of the most effective.
In the future, in order to develop educational standards for the physical fitness of students with disabilities, it is necessary to differentiate students into groups according to the structure of the disease.
In cerebral palsy, there are 5 forms of the disease:
1) spastic diplegia;
2) atonic-atactic form;
3) hyperkinetic;
4) hemiparetic form;
5) tetraparesis.
Each form of cerebral palsy disease has 3 degrees of severity of the disease:
1) light;
2) average degree;
3) heavy.
Students with a severe pathology of the disease do not pass educational standards, since instead of a physical education lesson they attend only exercise therapy classes. Students with an easy and intermediate degree are allowed to take the tests.
The methodological association of physical education teachers together with the medical service, taking into account the severity of the disease, came to the division of students into 8 groups, these groups will subsequently be divided by gender.
As a result of this work, with the help of mathematical processing and analysis, the norms for evaluating the indicators of physical fitness of "special" groups of students will be approved.
Thus, educational standards for students with disabilities must meet the requirements of:
1) must be natural and accessible to schoolchildren of all age and sex groups;
2) did not express complex motor skills that require long-term special training;
3) did not require complex equipment and fixtures, and were relatively simple in terms of organization and conduct;
4) gave a fairly complete picture of the dynamics of changes in physical abilities.
5) educational standards for these groups should not adversely affect the motor apparatus.
The results of the level of physical fitness of students are summarized in tables, where symbol levels: B - high, C - medium, H - low. At the end of the tables, the development of each physical quality and level is shown in percentage terms.
Table 1 - The level of physical development of the 1st grade, 2015-2016 academic year
| Class | Qty students | long jump | Shuttle run 3x10m | Run 30m | ball throwing | Push-ups in an emphasis lying (times) | Fine motor skills of hands |
||||||||||||||||||||
| Level | IN | WITH | H | IN | WITH | H | IN | WITH | H | IN | WITH | H | IN | WITH | H | IN | WITH | H | IN | WITH | H |
||||||
| 1g | |||||||||||||||||||||||||||
| 1e | |||||||||||||||||||||||||||
Table 2 - The level of physical development of the 2nd grade, 2016-2017 academic year
| Class | Qty students | long jump | Shuttle run 3x10m | Run 30m | ball throwing | Push-ups in an emphasis lying (times) | Trunk lift (abdominal) | Fine motor skills of hands |
|||||||||||||||||||
| Level | IN | WITH | H | IN | WITH | H | IN | WITH | H | IN | WITH | H | IN | WITH | H | IN | WITH | H | IN | WITH | H |
||||||
| 2g | |||||||||||||||||||||||||||
Analyzing indicators 2 classes it can be concluded that the development of physical qualities, such as speed, endurance, remained good as before.
Table 3 - The level of physical development of the 4th grade, 2016-2017 academic year
| Class | Qty students | long jump | Shuttle run 3x10m | Run 30m | ball throwing | Push-ups in an emphasis lying (times) | Trunk lift (abdominal) | Fine motor skills of hands |
|||||||||||||||||||
| Level | IN | WITH | H | IN | WITH | H | IN | WITH | H | IN | WITH | H | IN | WITH | H | IN | WITH | H | IN | WITH | H |
||||||
| 4 a | |||||||||||||||||||||||||||
| 4 b | |||||||||||||||||||||||||||
| 4c | |||||||||||||||||||||||||||
| 4g | |||||||||||||||||||||||||||
| 4d | |||||||||||||||||||||||||||
| 4th | |||||||||||||||||||||||||||
In conclusion, we can say that the data obtained allow us to determine the level of physical development and physical fitness, which can be measured by such categories as "high", "medium" and "low". The lower level of development shows that when the results deteriorate, the number of health disorders increases, and exceeding the upper level does not lead to an improvement in health, but is an indicator of the child's ability to this species activities.
Conclusion.
This work is a description of the daily work of a physical education teacher of the MBSKOU boarding school No. 4 with a special contingent of children. For students suffering from cerebral palsy and other diseases, the proposed experience in physical education creates the prerequisites for the development of compensatory mechanisms of the body.
It has a positive effect on the formation of the musculoskeletal system, the physical development of the student, his mental state. Through physical culture, schoolchildren come to adequate self-esteem, increase their understanding of their own capabilities, open up the ability to sports activities increases the motivation to work.
Thus, physical education as a whole contributes to the effective social rehabilitation of the child.
Bibliography
1.
Efimenko N.N., Sermeev B.V.The content and methodology of physical education with children suffering from cerebral palsy. - M., 2001
2.
Mastyukova EM. Physical education of children with cerebral palsy. - M., 1991
3.
Potapchuk A.A., Didur M.D.Posture and physical development children. - SPb., 1999.
4.
Private methodsadaptive physical culture: Textbook / Ed. L. V. Shapkova. — M.: Soviet sport, 2003.
Annex 1
Test exercises.
1. Long jump from a place. Designed to determine the speed-strength abilities. The participant stands in front of the start line (without touching it with socks). Then he takes his hands back, bending his knees and takes the position of the start of the swimmer. The jump is performed by an active swing of the arms forward and upward and a push of both legs. jump distance is measured from the start line to the back of the heel standing foot. The measurement is made with an accuracy of 1 cm. Each participant is given three attempts. The result of the best attempt is recorded in the protocol.
2. Lifting the torso from a position lying on your back. Designed to determine the strength and strength endurance muscles - flexors of the body. It is performed in the supine position (on a gymnastic mat). The legs are fixed with socks under the lower rail of the gymnastic wall (or the partner presses the feet to the floor), the knees are bent, the hands are behind the head, the fingers are clasped into the lock. At the command "Exercise start!" turn on the stopwatch. The participant rises to a sitting position (vertical), touches the elbows to the knees (or thighs) and returns to the starting position. The number of torso lifts in 30 seconds is determined. Only correctly completed attempts are counted. Possible mistakes: the participant does not touch the gymnastic mat with his elbows (knees) or shoulder blades.
3. Flexion and extension of the arms in support, lying on the floor. Designed to determine the strength and strength endurance of the muscles of the hands. Starting position - lying on the floor, arms bent, hands in emphasis at shoulder width, torso straight, socks touching the floor. At the command "Start!" the participant extends her arms to the position of emphasis on her arms and toes (knees do not touch the floor), then bends her arms and returns to her original position, etc. quantity proper push-ups recorded in the protocol.
4. Run for 30m. Designed to determine speed abilities. It is performed from a high or low start position. At least two people take part in the race. At the command "Start!" participants approach the start line and take their starting position so that the strongest (jerk) leg is at the start line, and the other is set aside half a step back. At the command "Attention!" runners lean forward, hands take up a running position: the hand opposite to the exposed leg is brought forward and at the command “March!” run to the finish line each in their own lane. Time is determined by a stopwatch with an accuracy of 0.1 sec.
5. Shuttle run 3 X10m. Allows you to evaluate the speed and agility associated with changing direction and alternating acceleration and deceleration. At the command "Start!" the participant approaches the start line and puts forward the strongest foot. At the command "Attention!" the participant takes the position of a low start. At the command "March!" he runs to the end of the 10m and touches the finish line, comes back and touches the start line, turns and runs to the finish line. The stopwatch is activated by the command "March!" and turns off at the moment of crossing the finish line. The time is fixed, with an accuracy of 0.1 sec.
6. Lifting the weight. Designed for the development of fine motor skills of the hands. An exercise is performed with the help of a load suspended from a stick. Starting position - grip with both hands on a round stick, arms slightly bent at the elbow joint, in front of the chest. At the command "March!" by rotating with both hands, the weight is wound away from you. Time stops when the student lifts the load on the sticks. The faster the better.
7. Throwing the ball for a distance, from a place . In the initial position, the legs are set slightly wider than the shoulders, the right one is set back, right hand along the body (with the ball). When swinging, the right hand is moved up and back, then it is directed forward and the ball is thrown at a distance with a brush, 3 attempts are given.
Due to the fact that not all students can perform for health reasons, such standards as:
1) 1000m run. and endurance (running 6 min.) - because. many children have a weak cardiovascular and respiratory system.
2) leaning forward from a sitting position, a reliable measurement is impossible due to muscle spasticity, and this is, first of all, a motor disorder, which is accompanied by an increase in muscle tone.
Instead, a test is used - fine motor skills of the hands (lifting a load away from oneself, sec.). The development of fine motor skills is one of the most difficult movements, as a huge number of arm muscles are involved.
