Adaptive physical culture Designed for elementary and middle school children. Since it is not common to use the phrase Physiotherapy exercises all over the world, so as not to infringe on the rights of children, our program is called Adaptive, adaptation to a healthy lifestyle. The program uses exercises to promote health and prevent deviations in the development of muscle tone in children.
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Educational program
Additional education for children
Adaptive physical culture
Age of children - 7-11 years
Implementation period - 4 years
Nekorkina R.M.
Teacher, Master of Sports of the USSR
Saint Petersburg
2014
Explanatory note 3
Educational and thematic plan 1-4 year of study 7
Methodological support 15
List of used literature 17
Appendix 19
Explanatory note
The name of the program – « Adaptive physical culture »
The focus of the educational program -physical culture and sportsLevel of development- general developmental
Additional educational program"Adaptive physical culture" includes general strengthening exercises for the formation of not only correct posture but also a generally healthy lifestyle. It is believed that adaptive physical education in its action is much more effective than drug therapy. It is clear that adaptive physical education has a strictly individual character. Adaptive PE takes place entirely from start to finish under the guidance of an adaptive PE specialist.
"Adaptive" - this name emphasizes the purpose of physical culture for people with disabilities. This suggests that physical culture in all its manifestations should stimulate positive morpho-functional changes in the body, thereby forming the necessary motor coordination,physical qualities and abilities aimed at life support, development and improvement.
The program allows you to achieve consistency in work, involvement in additional classes, the formation of a positive interest in physical culture.In modern society, the problem of preserving, studying and promoting a healthy lifestyle is of particular relevance. A great responsibility in this matter lies with the institutions that carry out the process of education and upbringing of children and adolescents, especially in the system additional education children. Sports activities serve with children and teenagers integral part their comprehensive development, education and health promotion. In this case, independence, creativity, and initiative, purposefulness, self-discipline, and rejection of bad habits are developed.
Adaptive physical culture. Its attractiveness lies primarily in its versatile health-improving orientation, contributing to an increase in the level of functional capabilities of the body: the development respiratory systems s, the circulatory system, improving the coordination of movements, as well as the development of speed-strength capabilities.
Relevance
Studying at school increases the load on the child's body. Children move less (the effect of physical inactivity), resulting in a deficit muscle activity. The need for assimilation and processing of various information increases, and, consequently, the stay of the body in static postures increases, the visual apparatus is overstrained.
These factors create the prerequisites for the development of deviations in the state of health among students: violations of posture, vision, increased blood pressure, accumulation of excess body weight, which in turn predisposes to various diseases of the cardiovascular, respiratory systems, metabolic disorders, etc. (M. D. Ripa, 1988)
Novelty
The novelty of the program is determined by the preparation for healthy lifestyle life of the student, based on health-saving technologies, which becomes a priority in the activities of each educational institution and is adapted to the conditions that provide the student with the opportunity to maintain health during the period of study at school. The program allows not only to achieve systematic work, attract students to additional classes, form their positive interest in physical culture, but also improve their health. Extracurricular work (extracurricular,) physical education schoolchildren complements the lesson forms of organizing physical education classes, contributes to an increase in the level motor activity children during the school year, contributes to the useful organization of leisure, satisfies individual needs and interests in physical improvement, develops the social activity of schoolchildren.
Target:
Strengthening mental and physical health, increasing motor activity and expanding motor experience, in the process of using a variety of general strengthening exercises with other methods of physical education.
Tasks :
Educational
Formation of the foundations of personal hygiene knowledge, about the impact of physical education on the main body systems.
Master the exercise in compliance with safety regulations.
Educational
To increase level physical fitness taking into account individual characteristics;
Development of coordination and conditioning abilities;
The development of the body's resistance to adverse environmental conditions.
Educational
Education of value orientations for a healthy lifestyle and habits, personal hygiene;
Education of initiative, independence, mutual assistance, sense of responsibility;
To cultivate an emotionally positive attitude and a steady interest in physical education;
Education of a culture of communication of children in a team (team);
Prevention of bad habits;
Education of strong-willed and moral qualities;
Raising a sense of patriotism and responsibility when performing at competitions.
Conditions for the implementation of the program
The program is designed for children from 7 to 11 years old.
Implementation period
The program is designed for a four-year period of study.
Conditions for the formation of groups
The group accepts everyone who has contraindications for medical reasons for playing sports.
Class mode:
Classes in the section are held for boys and girls. Groups can be formed of different ages.
1 year of study - 72 hours a year, working 1 time per week for 1 hour.
Year 2 - 72 hours per year. In the operating mode 1 time per week for 1 hour.
3rd year of study - 72 hours per year. Working 1 time per week for 1 hour
4 year of study - 72 hours per year. In the operating mode 1 time per week for 1 hour.
Forms of organizing the activities of pupils
The main form of organization of training is a training session.
Used in the classroom
Children's organizations:
group,
individual,
By the links
Forms of holding
Conversation,
Story,
A game,
Methods
Verbal (story, conversation, oral presentation)
visual (showing video materials, illustrations, observation, participation in competitions as spectators)
Practical (exercises)
Explanatory-illustrative
Form of summarizing the results of the program implementation.
The system of additional education does not have grades, but control over the assimilation of material by pupils is carried out with the help of an annual three-time control cut of knowledge, skills and abilities (input, boundary, final).
To test the acquired skills and abilities, training sessions are held in a group.
Expected result of mastering the educational program
Upon completion of training in the adaptive physical culture group, the guys became physically stronger, mastered the basics of the technique of general exercise.
Educational and thematic plan 1 year of study
Sections of preparation | 1 year of study |
|||
Total hours | theory | practice |
||
Introductory lesson | ||||
Theoretical training | ||||
general physical preparation | ||||
Special physical training | ||||
Final lesson | ||||
The amount of hours | ||||
1 year of study.
The main principle of the first year of study is the universality of training.
Objectives: health promotion and promotion of proper physical development and versatile physical fitness, strengthening of the musculoskeletal system, development of speed, agility, flexibility, teaching the basics of rowing technique and rowing and canoeing.
Introductory lesson
Safety precautions in the classroom, when performing cross-country, jumping exercises, when playing. Requirements to sportswear. Personal hygiene. Practice mode.
Theoretical preparation.
Brief historical information about the emergence of adaptive physical culture, information about the structure and functions of the human body, hygiene, medical supervision, injury prevention, self-control.
General physical preparation.
Theoretical lessons: the meaning of the general physical training to raise and strengthen the functional capabilities of the body and development physical qualities(speed, endurance, agility, strength, flexibility). Drawing up sets of exercises for warming up (preparatory part of the lesson). Correction of the technique of performing exercises.
Practical lessons:
1. Gymnastic exercises. Exercises without objects: for the muscles of the hands and shoulder girdle. For leg muscles abdominals, hip joint, trunk and neck.
2. Exercises with objects - with jump ropes, rubber balls, stuffed balls (1-2 kg).
3. Exercises on gymnastic equipment. Climbing on the gymnastic wall.
After completing 1 year of study:
- Know and understand:
- about the daily routine, its importance for health promotion and successful work, rules of personal hygiene, a rational mode of work and rest, full and rational nutrition, the basics of hardening;
- about the terminology of the exercises being learned, about their functional meaning and the direction of the impact on the body.
- independently perform a set of exercises of morning hygienic gymnastics;
- observe the rules of personal hygiene;
Logistics
1. study room ( gym)
2. Gymnastic benches - 4 pcs.
3. Gymnastic wall - 8 pcs.
4. Gymnastic mats - 15 pcs.
5. Gymnastic ropes - 15 pcs.
Number of repetitions | Guidelines | ||
Preparatory part - 15 min. Construction. Checking the pulse. Feelings survey. walking with smooth movements hands (wave), walking with a side step, walking in a semi-squat, hands on knees. Running on toes 35 sec., Walking 25 sec., breathing exercises. Construction for exercises with gymnastic sticks. | |||
1. Exercise. Stand legs apart, stick horizontally. Raise the stick horizontally on the chest, then simultaneously bend the back up, lower it, stick in initial position. | 8 times | Inhale Exhale | |
2. Exercise. Basic stance, stick on the chest. Raise the stick horizontally above your head, turn your torso to the left. Return to starting position. Also to the right. | 5 times | Breathing free | |
3. Exercise. Feet shoulder width apart, stick on the shoulder blades. Torso bending down. Straighten up. | 6-8 times | inhale | |
4. Exercise. Main stand. Stick horizontally forward. Raise left leg, bent at the knee, touching the stick with the knee, return to the starting position, the same with the right foot. | 5-8 times | The pace is average. Breathing free | |
5. Exercise. Stand legs apart, stick behind the body at the level of the buttocks horizontally down. Rise on your toes, pull the stick back, bend, then tilt your body forward, bending to straighten up. | 6 times | Exhale Inhale | |
6. Exercise. The main stance is a stick on the shoulder blades. Hands up and at the same time the left leg forward on the toe, springy tilt to the left, return to the starting position. | 6-8 times | Exhale Inhale | |
7. Exercise. Stand with legs apart. Breathing exercises. Raise the stick on your chest, then up - inhale, lower - exhale. Walking with a snake, with a variable step around for exercises on the gymnastic wall. (Before classes on the gymnastic wall, children are recommended to be seated on benches). | |||
Main part - 22 min. 1. Exercise. Sitting on the floor with your hands on the floor behind. Raise straight legs up, lower to starting position. | 6-8 times | Exhale Inhale | |
2. Exercise. Sitting on the floor, emphasis with hands behind. Imitation of cycling. Make quick foot movements. | 8-10 times | Breathing free | |
3. Exercise. Sitting on the floor, hands on the belt. Tilt the torso forward, arms forward until the toes touch, return to the starting position. | 8-10 times | The pace is average. Exhalation. inhale | |
4. Exercise. Sitting on the floor, arms up, legs under the first rail of the gymnastic wall or holding each other's legs. Tilt the body back, return to the starting position. | 8 times | Inhale. Exhalation | |
5. Exercise. Sitting on the floor, hands on the back of the head, turning the torso to the left and right. | Breathing free | ||
6. Exercise. Standing on all fours "cat movement". Arching and arching slowly, trying to involve the entire spine in movement. | 8 - 10 times | Breathing is free Average pace | |
7. Exercise. The starting position is the same. Sit on your heels, then make a movement, as if crawling forward between your hands. Moving forward, do not move your hands. | 8 times | Breathing free | |
8. Exercise. Stand with your right side to the gymnastic wall, take right hand behind the rail at shoulder level, left hand raise the top, make vigorous movements with the left leg, bending it forward at the knee joint and straightening it back. Do the same standing to the wall with your left side. Walking with a soft step (soft roll of the toe on the heel and then stand on the whole foot). | 6 times | Breathing free | |
Building for exercises in balance. 1. Exercise. Walk along the wide area of the bench, hands behind your head on the back of your head to the middle - sit down. Straighten up and go to the end of the bench. | 8 times | ||
2. Exercise. Walking on toes, hands to the side. | 25 sec. | ||
3. Exercise. Walking with a straight leg in front of you, hands on the belt. | 20 sec. | ||
4. Exercise. Walking with a semi-squat, hands on knees. | 20 sec. | ||
Final part | 7 min. | ||
A game. Rope pulling. Waltz walking. Walking is normal. Checking the pulse. Feelings survey. | 2 minutes. |
Methodical literature for children and parents:
- Weinbaum Ya.S. Dosing physical activity schoolchildren, - M.: Education, 1991, - 64 p.
- Gotovets P.I., Dubrovsky V.I. Self-control during physical education, -M: Physical culture and sport, 1984.
- Demyanov I.Ya All about rowing. SPb Limbus Press 2000
- Olympic annals of St. Petersburg. NPK "Vesti" St. Petersburg 2002
Methodical literature for the teacher:
- Kolesov D.V. Physical education and health of schoolchildren,
- Lebedeva N.T. Ways to optimize the motor activity of children and adolescents / Theory and practice of physical culture. 1986, - No. 7.
- Practical training medical supervision/ ed. A.G. Dembo.-
- Rusak N.I., Ivanov O.V. Together we are looking for a path to the leaders. Moscow 2012
REFERENCES
- 1Abralov R.A., Pavlova O.N. Evaluation of the level of physical fitness of schoolchildren of grades 6-11 // physical culture: Education, education, training, -1999, - No. 3-4. S. 24.
- Ashmarin B.A. Theory and methodology of pedagogical research in physical education, - M .: Fizkultura and sport, 1978, - 152 p.
- Balsevich V.K. The concept of alternative forms of organization of physical education of children and youth // Physical culture: Education, education, training, - 1996, - No. 1.- P. 23-25.
- Balsevich V.K. Physical culture for everyone and for everyone, M .: Physical culture and sport, 1988, - 208s.
- Vavilov Yu.N., Vavilov K.Yu. Sports and health program // Theory and practice of physical culture, - 1997, - No. 6. - p. 8-12.
- Volkov L.V. Physical education of students: A guide for the teacher.-
- Kuznetsova Z.I. When and why: Critical periods in the development of schoolchildren's motor qualities // Physical culture at school: - 1975, - No. 1. P. 7-9.
- Lyakh V.I. Motor abilities of schoolchildren: Fundamentals of theory and methods of development. - M.: Terra-Sport, 2000, - 192 p.
- Lyakh V.I. Landmarks for the restructuring of physical education in a general education school // Territory and practice of physical culture. 1990. -№9.-S.10-14. M.: Enlightenment, 1992, - 80 p.
- Mac Robert S. Think! M .: LLC "Strength and Beauty", 2002, - 317 p.
- N.Vorobiev A.N., Sorokin Yu.K. Anatomy of power. -M: Physical culture and sport, 1987, -80 p.
- Naidanov B.N. Features of the organization of classes in physical culture, taking into account the sports interests of students in grades 5-9 of a general education school // Physical culture: Education, education, training. -1996, - No. 1. - S. 53-58.
- Petrov V.K. Your assistant coach, - M.: Soviet sport. 1991, 0 45 p.
- Petrov V.K. Everyone needs strength, - M .: Physical culture and sport. 1984, - 160 p.
- Razumovsky E.A. How to become strong and enduring // Physical culture at school. - 1984, - No. 3. - S. 9-12.
16. Rusak N.I. Together we are looking for a path to the leaders. Information and methodological guide-M.: Federal State Budgetary Institution "Federal Center for the Training of a Sports Reserve" 2012.
17. Smolevsky V.M., Ivshev B.K. Non-traditional types of gymnastics.-
18. Filin V.P., Fomin N.A. Fundamentals of youth sports. - M.: Physical culture and sport. 1980, - 223 p.
19. Yurovsky S.Yu. Athleticism - at home (classes with dumbbells), - M .: Soviet sport, 1989, -48s.
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 series of sports activities that 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 promotion of a healthy lifestyle;
- 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 remedial physical education. 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. Common goals the following:
- 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 in a variety of sports among people with disabilities began to be held in the country. 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 on general, characteristic of the Olympic Games, requirements, and on special ones, 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 the very early age, then when does the need for adaptive sports arise? 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. The development and dissemination of this sports industry in society is an important task for the whole state and each of us in particular.
Methodological aspects of the organization of motor activity in children with amputation and congenital limb defects are determined, firstly, by the age of the child and the characteristics of the defect, and secondly, by the goals and objectives of the rehabilitation stage. In the rehabilitation of children who have undergone amputations or have congenital defects of the limbs, several age periods are distinguished, in accordance with which methodological features of the use of physical exercises have been developed. So, for example, in connection with the solution of problems in the process of prosthetics, the following age periods are distinguished: up to two years, from two to four years, from four to seven years, from seven to twelve years and over twelve years.
The means of motor rehabilitation used for children under the age of 12 are:
1) special exercises for preparing the stump for prosthetics, learning to use the prosthesis, correcting deformities of the musculoskeletal system and preventing their progression;
therapeutic and restorative, corrective and preventive exercises;
gaming exercises and outdoor games;
the main locomotions are walking, running, crawling, climbing, jumping, throwing, moving on a scooter, on two or tricycle, skiing.
Methodological features of the use of physical exercises in early (up to 2 years) and younger preschool age (from 2 to 4 years)
At an early age with congenital or amputation defects lower extremities it is recommended to use exercises that stimulate the transition of children in a sitting position, kneeling. Exercises are used to prevent or correct contractures in hip joints with femoral stumps (especially short ones) or in knee joints at stumps of a shin.
Classes with young children should be held on a special table. Classes are held three to four times a day. Passive, reflex, passive-active and active movements are used.
Passive exercises are performed by a methodologist. When performing a passive movement, at first some resistance of the child is determined, caused by the appearance of a reflex to stretch the muscles, and in the first half of life and residual manifestations of physiological hypertonicity. After the first two or three movements, the resistance decreases. With the next three or four passive movements, the child often begins to actively help their implementation.
To mobilize mobility in preserved joints and develop muscle strength in preserved segments of underdeveloped limbs, the following exercises are used:
alternately and simultaneous flexion legs from a supine position (flexion in the hip joints with the stumps of the thighs and in the hip and knee joints with the stumps of the legs);
alternate and simultaneous lifting of straight legs (with shin stumps) from a supine position;
"gliding steps" in the supine position, performed as a stepping reflex;
circular movements of the legs (thigh stumps) in the supine position;
alternating repulsion of a leather stuffed ball with the right and left legs (stumps) in the supine or sitting position;
from a supine position, the extension of the body with support on the legs (stumps) and head (the child is supported under the pelvis), the feet or ends of the stumps are pressed against the bed;
lifting the stump forward to a visual landmark (hand, stick, flag), performed passively at first, then passive-active, and finally active;
sitting on a chair, straightening the knee joint, touching the end of the stump of the lower leg to the hand of the methodologist;
lifting the stump forward with resistance provided by the hand or lifting the stump of a bag of sand weighing 0.5-1 kg;
lying on the stomach, flexion and extension in the knee joints (with the stumps of the lower leg).
If the movements in the joints of the affected limb are sharply limited, they are first performed as passive, then as movements performed with help, then actively (in a playful way) and, finally, are carried out by the child with little resistance from the methodologist.
At the initial stage, it is put on for a short time when the child is playing. After getting used to, the prosthesis is put on for the duration of therapeutic exercises. In the prosthesis, exercises should be performed in crawling, in the transition to a sitting position, when standing up and walking. At the age approaching 1-1.5 years, the prosthesis is put on not only for therapeutic exercises, but also, as far as possible, for the time of independent games and wakefulness of the child. The walking of the child in the prosthesis is stimulated with the help of adults, while relying on surrounding objects and in the form of free movement.
In the second half of the second year, play situations should be created in the classroom in which the child must overcome various obstacles - climb or step over various toys or other objects, climb or go down a hill, etc.
The first standing up and the first steps on prostheses are carried out with the help of adults. Subsequently, a simulation-game method of teaching walking is used.
As walking on the prosthesis is mastered, the exercises are supplemented by the basic movements appropriate for the age and accessible to the child in climbing, crawling and climbing, etc. Jumps are used only in the form of jumps on a healthy leg.
With congenital and amputation defects upper limbs physical exercises are used to increase the range of motion in the preserved joints of the affected limb, strengthen the muscles of the shoulder girdle, and maximize the involvement of the stump in various movements; formation of compensatory grips and movement of various objects and toys with the help of stumps; improving crawling, changing the position of the body in space. Classes are held individually with each child two or three times a day. The duration of the lesson is up to 15 minutes, 10-12 exercises are performed. First, passive exercises are used, then active-passive ones. Most of the exercises are imitative or playful.
After every two or three exercises, it is advisable to use massage movements (light stroking, kneading) in such a way that by the end of the session, the arms and shoulder girdle, back, legs and stomach of the child are massaged.
The greatest difficulties are the selection and methodology of exercises for children with bilateral disarticulations or high amputations of the shoulders. The main attention in classes with such children is paid to the formation of an independent transition to a sitting position, kneeling, on straightened legs and compensatory grips and actions with various objects. Exercises are used that mobilize mobility and promote the development of muscle strength in the shoulder girdle and stumps. In addition, exercises for the muscles of the body are used.
In addition to gymnastics, games with soft toys, balls of various sizes, cubes are necessarily organized. Games are played two or three times a day. They not only contribute to the improvement of motor skills, but also provide the child with ideas about the shape, rigidity, weight, color and other properties of various objects.
The period of preparation for prosthetics is limited to familiarizing the child with the prosthesis.
During the period of learning to use the prosthesis, the main task is to accustom the child to the prosthesis as an integral part of the body.
Details Category: Physical culture, sportsSubject: Breathing exercises in static and dynamic positions.
Target: familiarization with breathing options.
Tasks.
1) Familiarize yourself with breathing options (thoracic, diaphragmatic, mixed)
2) correct motor actions in combination with breathing exercises in a playful way
3) Develop orientation in space in the game "Soldiers"
Location: sports room.
Inventory: stopwatch, chalk
Running time: 40 minutes.
Course progress.
1 Preparatory part - (3-5 minutes).
Building in one column in the classroom.
Hello guys! Let's see how you've grown. Please put your hands up! Well done, you are getting taller! They dropped their hands. Behind the guide to the sports hall "Step - March!" ".
2 Introductory part - (10-12 minutes).
Building in one line. Reporting lesson tasks. (Tasks to report in an accessible form).
The game "Soldiers". Explanation of the game. At the command "Disperse! "You scatter around the hall, at the command" Get up! » line up in your places.
Conducting the game. Attention guys “Disperse!”, “Become! ". Run 5-6 builds.
Summarizing. “Well done! you can make good soldiers.”
2 Main part (17-20 minutes).
I suggest looking at the various options. A person can breathe with the chest, stomach and mixed (Combine the explanation with the demonstration).
Game exercise for chest breathing "Strongmen". Inhale - the chest rises, the shoulder blades are retracted. Exhale - chest goes down. (Repeat 5-6 times).
Game exercise for diaphragmatic breathing "Ball". Inhale - we stick out the stomach forward, exhale - we retract the stomach. (Repeat 5-6 times).
Game exercise for mixed breathing "Smesharik". Inhale - chest and we stick out the stomach, exhale - we lower the chest, we retract the stomach. (Repeat 6-7 times).
Game "Sunshine"
Explanation of the game.
The driver - "Sunshine" stands in the initial position "wide leg stance apart" facing the players at a distance of 5-6 meters. Players are in the starting position on all fours. At the command of the teacher "The sun is rising!" the driver, while inhaling, raises his hands to the sides. Players one by one, moving on all fours, pass between the legs of the driver and copy the initial position of the driver. The winners are the students who correctly completed
exercise.
Final part (2-3 minutes).
Construction: "In one line - become!". Summing up the lesson: “What games did we play today!”. Organized Care: "Behind the step guiding the class - March!".
Introspection
I planned my lesson with a clear understanding of the learning objectives..(The main goal of each physical education lesson is to promote health.
The theme of my lesson is healthy body- healthy mind
The lesson consists of three parts, each of which has its purpose.
In the introductory part of the lesson, the task was psychological mood for the upcoming work and preparing the body for work. A motivational block was held in the form of a dialogue (question - answer) and the "Health Code" was jointly drawn up, a role-playing warm-up was held. This form of warm-up has a positive effect on the mental development of children, exercises develop inner imagination, students' observation, fantasy, interest in the surrounding reality, receive new theoretical information (types of swimming - breaststroke, crawl), help coordinate general motor skills. To do this, all the exercises that are offered to children must be motivated, have a certain entertaining intrigue. This optimally involves the children in further work, contributes to an increase in interest in all the work performed.
The purpose of the main part of the lesson is the development and improvement of motor abilities not only through physical impact, but also through the psycho-emotional sphere. Influenced by exercise circuit training) the nature of the activity of all organs and systems of the body changes, their structure improves, resistance to diseases and the effects of stressful situations increases, physical and mental health is strengthened. Mobile games have a pronounced game-therapeutic character. They contribute to the formation and development of social and communication skills.
The final part of the lesson is aimed at restoring the body. The game of low mobility and relaxation contribute to calming, relaxing, getting rid of muscle tension. Card work allows students to self-assess their mood, internal and external emotional state.
The lesson is built in a looped form (the end of the lesson is connected with the beginning. The lesson begins with a warm-up in a forest clearing and ends there with relaxation).
The lesson used both a direct method of influencing students and an indirect one.
The main means of physical education in this lesson are: static exercises, physical exercises, most of which are focused on the associated development of not only physical, but also mental qualities, physical exercises of a creative nature, in which students create new combinations of elements of physical activity; mimic, breathing exercises, exercises for muscle tension and relaxation; sketches using both external signs of the depicted and their motor content, games (creative, mobile).
An important factor in the distribution of the volume and intensity of exercises is the individual characteristics of children, mainly in terms of the properties of psychodynamics.
A differentiated approach to work allows each child to determine for himself the pace and volume of the load. The ego allows everyone to practice without any harmful effects on their health.
In the lesson, the word of the teacher has a different informational meaning, but the possibilities of information communicated through the word are limited due to varying degrees of its depth of processing, and therefore the significance of information turns out to be different, and for education it is important not information as such, without regard to this person, but information that has or can acquire personal significance.
Interpersonal relationships during the lesson create a psychological climate, an emotional tone (optimistic, upbeat, major), which contributes to satisfaction in the relationship of students.
In communication, psychological contact is established, information is exchanged, mutual experience, mutual influence, interaction takes place. There's a certain reflection each other. The eye can be: intuitive, concrete-sensory, abstract-logical.
Oral persuasion during psychophysical training is more effective than isolated verbal self-hypnosis.
The use of various methods of conjugated psychophysical influence at physical education lessons creates the conditions for the child to realize the need for sports, himself "came" to the conclusion that only systematic sports will change his life. But for this, in order for the goal to appear, the appearance of desire is necessary. Desire appears when there is interest and faith in success.
Conclusions:
I believe that the teaching methods were applied in the lesson in a logical sequence. The purpose of the lesson set by me is fully achieved. All tasks completed. The children were motivated and involved in activities. Interaction during the work was active and productive. The course of the lesson had a clear structure. The guys showed good results.
The most difficult thing for me at the lesson was to achieve faith in the proposed circumstances.
The concept of "rehabilitation" (from Lat, reabilitatio) is defined in all languages as restoration - restoration of rights, restoration of the professional skills of a disabled person after an illness or injury, restoration of an astronaut's body after a flight in weightlessness, etc., i.e. it has a wide range of applications in the most diverse areas of social life and always refers to a person.
Important tasks of physical culture and sports for persons with disabilities are:
Socialization and integration of this category of the population into society.
Dynamics of individual indicators of physical development of people with disabilities and their quality of life.
In the field of adaptive physical culture, physical rehabilitation is carried out by means of exercise therapy, which is part of a comprehensive medical rehabilitation and performs the main therapeutic function - movement therapy. In domestic and foreign literature, there is a definition of this discipline as kinesitherapy (from the Greek. Kinesis) - movement and tberapeia - care, treatment. The content of adaptive physical rehabilitation is aimed at restoring temporarily lost or impaired functions in disabled people after suffering various diseases, injuries, physical and mental surges arising in the process of any type of activity or certain life circumstances.
The main task of adaptive physical rehabilitation is the formation of adequate mental reactions of disabled people to a particular disease, their orientation towards the use of natural, environmentally justified means that stimulate the speedy recovery of the body; in teaching them the ability to use appropriate sets of physical exercises, methods of hydrovibromassage and self-massage, hardening and thermal procedures and other means.
Therapeutic application of physical exercises is a medical and pedagogical process. Consequently, this is a discipline that is at the junction of different scientific knowledge based on the biological, pedagogical and social significance of the mechanisms of movement as one of the main manifestations of human life. The integration of social, biological, physiological, pedagogical, psychological knowledge is the theoretical basis of exercise therapy (Epifanov V.A. et al., 1987).
On the one hand, exercise therapy specialists should rely on knowledge of general and particular pathology, medical diagnosis, prognosis, indications and contraindications, secondary deviations associated with the underlying disease, physiological patterns of treatment and restoration or compensation of lost or weakened body functions. The medical approach to exercise therapy is based on principles specific to specific nosological forms (Kabanov A.A., Zhukovin P.Yu., 1997; Efimov A.P., 1997; Shats I.K., 1998). Some of them echo the general didactic principles adopted in pedagogy, which emphasizes the relationship of medical and pedagogical knowledge in the treatment of a person by physical exercises. On the other hand, physical exercise is the main specific means of all types of physical culture (including physical rehabilitation) and the central object study in the system of higher education in higher education institutions of physical culture.
Pedagogical and social functions of adaptive physicalculture.
AFC, being a part of physical culture and universal culture, performs important social and pedagogical functions of the spiritual and physical development of people with disabilities and people with limited functionality.
The functions of ROS have a substantive expression in the activity, the essence of which lies in the diverse use of physical exercise - a universal means and method of initiating the motor activity of the disabled. All pedagogical functions are derived from this activity.
Social functions are organically woven into the AFK process, developing the spiritual sphere, intellectual, mental abilities, forming an active attitude towards the values of physical culture, a healthy lifestyle.
The formation of the need for physical activity is one of the urgent problems of AFC, since the ability to be mobile creates conditions for communicative, professional, cultural activities, which facilitates the socialization and integration of a disabled person in society.
It would be a mistake to think that the entire cultural and spiritual life of a disabled person is concentrated on physical culture. The object of interest, like a healthy person, can be a variety of activities related to the profession, education, hobbies (music, literature, art, technical, design creativity, etc.). There is no doubt that these and other activities are also a priority in the cultural growth of a disabled person and contribute to his socialization and integration.
Therefore, such functions of AFC as socializing, communicative, integrative, are classified as social, since they are not “own”, independent, but reflect the integrated participation in these processes of other social institutions, phenomena, and events of the surrounding life.
These mutual influences form stable functional relationships with all types of ROS and characterize the real essence of this phenomenon. A number of authors (Evstafiev B.V., 1985; Vydrin V.M., 1986; Nikolaev Yu.M., 1996, etc.) attribute these functions of physical culture to external ones.
The social functions of AFC also include the spectacular and aesthetic functions of adaptive sports, which reflect the competitive activity of disabled people from the standpoint of society's attitude to this phenomenon as a process of emotional empathy, an incentive motive for changing the consciousness of healthy people to a sports feat of a disabled person.
Thus, these social functions reflect the most important level of AFC activity, which is its resulting link.
Pedagogical functions of AFC are implemented through its structural components (types of AFC): adaptive physical education, adaptive sports, adaptive motor recreation, physical rehabilitation with the help of the main means and method - physical exercise, which has a unique and specific property to solve numerous pedagogical tasks: from teaching elementary movements before the treatment of severe injuries.
Basically, all the functions of AFC coincide with the functions of physical culture, which indicates the methodological unity, continuity and relationship with the content of generic concepts (Vydrin V.M., 1984). The exception is the therapeutic and restorative function, which is characteristic only for physical rehabilitation. The rest of its functions - preventive, corrective-compensatory, vocational training and self-rehabilitation, to varying degrees, are included in the functions of adaptive physical education, sports, motor recreation (Fig. 6).
Pedagogical functions of AFC are implemented through activities and are based on the activity capabilities of those involved, received by them from nature in accordance with the genetic program, but limited by the influence of congenital or acquired pathology - in the sensory, physical or mental spheres.
Social principles of adaptive physical culture and theirimplementation in work with people with disabilities and people with developmental disabilities.
Social principles reflect the pedagogical determinants of the cultural and spiritual development of the individual and society as a whole, including the disabled and persons with limited functionality, as well as existing contradictions. The principle of humanistic orientation
The principle of humanistic orientation in adaptive physical culture means:
Creation of equal conditions for physical exercises; recognition of the value of each individual, regardless of physical and mental abilities, developmental delays, characterological features;
Purely individual bodily improvement, focused on revealing the potential of physical, mental, spiritual development and self-development of the individual;
Freedom to choose the available forms of physical activity in the process of educational, leisure, labor, sports activities in collective, individual, family, independent activities that focus on a healthy lifestyle.
The implementation of this principle is carried out by the following pedagogical approaches:
Orientation towards personal development, i.е. formation of goals, motives of activity, inducing to satisfy the needs of self-realization, cognitive, motor, aesthetic activity, emotional safety during physical exercises;
Ethics of relationships, democratic style of leadership and communication, manifestation of trust, attention, sensitivity, empathy, faith in spiritual and physical strength;
The variability of pedagogical influences in accordance with individual physical and mental capabilities, taking into account the state of the individual "here and now".
The principle of continuity of physical education
In the structure of adaptive physical culture, continuous physical education means maintaining the need for physical activity throughout life: first in the family, then in educational institutions (preschool, school, secondary, higher), in recreational and sports sections, sports teams, rehabilitation and health centers, production teams, family clubs, self-study, etc.
Continuous physical education, involvement in active classes adaptive physical culture of various socio-demographic groups of disabled people and people with health problems solves the most difficult tasks of socialization of the individual, introducing a person to the value-normative system of society, educating the moral qualities of the rational organization of leisure, active rest, communication of people, etc.
The principle of socialization
As applied to persons with disabilities and disabled people, socialization means the process of mastering socio-cultural experience, preparation for independent life in society, active participation in various types useful activity, as well as a system of values, knowledge, skills, attitudes, norms of interpersonal interaction and rules of conduct.
The principle of socialization is closely related to the principle of continuity of physical education and has a common argument: socialization begins at birth and continues throughout life, without bodily health as the main human value, it is impossible to master any other cultural values.
The principle of integration
Social integration involves the active inclusion of disabled people and persons with disabilities in the cultural, social, working life of society, along with healthy people. If people around in the process of labor, cultural or other activities do not notice disability and the disabled person successfully copes with this activity without feeling inferiority, implements a lifestyle that is normative for today's conditions, this person is fully integrated into society.
The principle of the priority role of microsociety
With the advent of a disabled child, family life changes dramatically, ethical, psychological, moral, material problems arise, and the circle of communication narrows. A micro-society is being formed, on which the life and health of the child depends entirely. At the same time, it is the family, being the first instance of the child's socialization, that promotes or hinders its development.
General methodical and special-methodical principles of adaptive physical culture.
General methodological principles:
The principle of science presupposes:
Knowledge of theories, concepts, basic laws, strategic ideas and trends, methodology, AFC problems;
Knowledge of the biological and psychological patterns of the functioning of an organism with pathological disorders, as well as the practice and experience of innovative teachers working with this category of people;
The ability to apply knowledge in practice, providing a reasonable choice of content, forms and methods, based on the laws and principles of training, education and development, achieving the maximum efficiency of the pedagogical process.
The principle of consciousness and activity
When a child with developmental disabilities is born, the implementation of these principles begins with parents as the most interested in the health of their children. Since in infancy and preschool age the child is completely dependent on the parents, the first rule for them is the conscious and active use of physical exercises in the life of a child with developmental disabilities. Pedagogical education of parents is an indirect training in the early rehabilitation of children.
The principle of visualization provides for the complex use of all sense organs and the activation of preserved functions in the process of performing physical exercises. First of all, it relies on visual perception, since 80% of information comes through vision.
The principle of accessibility implies the need to comply with a feasible measure of difficulty in order to avoid physical, moral, emotional overload (V.I. Zagvyazinsky, 1978).
The principle of systematicity and consistency is aimed at the gradual, but systematic formation of motivational beliefs in the need for physical exercise for personal health, self-confidence, self-affirmation. The requirements of systematicity and consistency are maintained at each lesson, which allows you to control and manage the pedagogical process.
The principle of strength means not only the reliable mastering of knowledge, motor skills, the development of physical qualities and abilities, but also the preservation of the acquired motor experience for many years. This is a long process, but these tasks are solved at each lesson with any form of physical activity.
General Methodological and Special Methodological Principles
These principles of adaptive physical culture are based on the integration of the principles of related disciplines and the laws of ontogenetic development. Theoretical concepts of specialists and scientists in the field of special psychology are dominant
The principle of diagnosing for any type of adaptive physical culture means taking into account the main defect, the qualitative originality of its structure, the time of the lesion, medical prognosis, indications and contraindications for physical exercises, as well as taking into account concomitant diseases and secondary deviations.
Principle of differentiation and individualization
A differentiated approach in adaptive physical education means grouping children into relatively homogeneous groups. Primary differentiation is carried out by a medical-psychological-pedagogical commission, which forms typological groups of children similar in age, clinic of the main defect, indicators of somatic development.
The principle of correctional and developmental orientation of the pedagogical process
The essence of the principle is that pedagogical influences should be aimed not only at overcoming, smoothing, leveling, weakening the physical and mental shortcomings of children with abnormal development, but also at the active development of their cognitive activity, mental processes, physical abilities and moral qualities.
The principle of compensatory orientation of pedagogical influences
The principle is to compensate for underdeveloped, impaired or lost functions by restructuring or enhancing the use of preserved functions and the formation of detours.
The principle of taking into account age characteristics
Each specific age in a holistic ontogenetic physical and mental development is uniquely unique: it contains both the leading "points of growth" that determine development as a whole, and the factors that limit it.
The principle of adequacy means the requirement that the choice of means, methods, methodological techniques correspond to the state of those involved. The functional state of the body and the real possibilities of solving specific pedagogical problems are determined by a variety of constantly acting factors that limit physical activity and influence the adaptation process.
The principle of optimality means reasonably balanced values of psychophysical load, appropriate stimulation of adaptive processes, which are determined by the strength and nature of external stimuli.
The principle of variability means an infinite variety of content and possibilities of movement. The meaning of variability is not only to avoid monotony, getting used to a monotonous physical activity.
Forms of organizing classes in adaptive physical culture.
Forms of organizing physical exercises are extremely diverse, they can be systematic (physical education lessons, morning exercises), episodic (country walks, sledding), individual (in a hospital or at home), mass (festivals, holidays), competitive (from group to international), gaming (in the family, health camp). Some forms of classes are organized and conducted by specialists of adaptive physical culture, others - by public and state organizations, others - by parents of disabled children, volunteers, students, and others - independently. The purpose of all forms of organization is to expand the motor activity of children, to introduce them to accessible sports activities, interesting leisure, the development of their own activity and creativity, the formation of a healthy lifestyle, physical education and sports education. The main form of organized classes in all types of adaptive physical culture is the lesson form, historically and empirically justified itself.
Depending on the goals, objectives, program content, lessons are divided
Educational lessons - for the formation of special knowledge, teaching a variety of motor skills;
Lessons of correctional and developmental orientation - for the development and correction of physical qualities and coordination abilities, correction of movements, correction of sensory systems and mental functions through physical exercises;
Health-improving lessons - for posture correction, flat feet, prevention of somatic diseases, sensory system disorders, 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 schools-centers for children with cerebral palsy);
Sports orientation 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.
Extracurricular forms are not regulated by time, place of classes, number of participants, their age. Classes can include children with various motor disabilities, be held separately or together with healthy children, parents, volunteers. Their main goal is to meet the needs of children in emotional motor activity, play activities, communication, self-realization.
In different types of adaptive physical culture, lesson and non-class forms of classes are distributed as follows.
Adaptive physical education in special (correctional)
educational institutions is carried out in the following forms:
Lessons of physical culture;
Rhythm lessons (in elementary grades);
Physical education minutes at general education lessons (for the removal and prevention of
mental fatigue).
Adaptive physical recreation is carried out in the process of extracurricular and extracurricular activities. Recreational activities have two forms: daily and extra-curricular.
In the daily mode, they are presented in the form:
Morning exercises (before lessons);
Organized games at recess;
Sports hour (after school). Extracurricular activities have the following forms:
Recreative and health-improving classes at school (in groups of general physical training, groups of outdoor and sports games and other forms), organized on a voluntary basis in accordance with the capabilities of the institution and the interests of students;
Sports holidays, quizzes, competitions, entertainment, competitions such as "Merry Starts";
Integrated holidays with healthy children;
Walks and excursions;
health days.
During extracurricular time, adaptive physical recreation has the following forms:
Classes in summer and winter health camps;
Activities and games in the family;
Classes in rehabilitation centers;
Classes in family health clubs;
Self-study.
Adaptive sports have two directions: recreational sports and sports highest achievements. The first is implemented at school as extracurricular activities in sections for the chosen sport ( table tennis, gymnastics, aerobics, dancing (including in wheelchairs), floor hockey, basketball, swimming, Athletics etc.) in two forms:
training sessions;
Competitions.
The second direction is implemented in sports and fitness clubs, public associations of the disabled, children's and youth sports schools, combined sports teams in the system of the Special Olympic, Paralympic Movement, the All-Russian Movement of the Deaf.
Classification of methods of education and training in adaptive physical culture
visual demonstration method;
verbal method;
practical teaching method, which is implemented in two main directions;
method of strictly regulated exercises.
Training sessions are held according to the generally accepted scheme, including 3 periods: preparatory, basic and transitional.
Classes begin with a preparatory period. It lasts 3-4 months, depending on general condition child. Its task is to prepare the student in general physical terms for the upcoming loads. In this case, 50% is given to general physical training, 20% of the time is devoted to exercise therapy, 30% to technical training (elements of sports).
Main period: 30% goes to exercise therapy and 60% to special training and 10% to exercise therapy classes with a complete medical examination.
We complete the annual cycle of the transition period. Its task is the gradual reduction of loads, the improvement of technical methods. At this time, 30% of the time is spent on general physical training, 40% on special and 30% on exercise therapy. At this stage, you should involve the child in sports activities.
According to the predominant manifestation of motor qualities, the following should be used:
1) strength exercises
2) speed exercises
3) exercises for the development of general and special endurance
4) flexibility exercises
5) agility exercises
This includes: gymnastic exercises, swimming, sports and outdoor games, excursions, elements of weightlifting, athletics, elements of skiing, cycling, hippotherapy, wheelchair exercises and games. Any other activity that the child is interested in. And be sure to exercise fine motor skills, because hands are the basis of the life of this category of people, regardless of the class of sports and medical classification.
Teaching motor actions of people with limited mobilityopportunities.
Training in motor actions is one of the most important issues of motor adaptation of disabled people to household and industrial activities. Therefore, the program of physical education of the disabled should include the fundamental issues of teaching motor actions. In the light of modern theoretical and practical ideas about the formation of motor actions, the learning process must be considered as an integral pedagogical system, consisting of 3 subsystems that reflect the structure and content of the implementation of the system of pedagogical factors.1. The stage of initial study of a motor action, during the implementation of which the following main tasks are solved for teaching new motor actions to disabled people:
a) to form in disabled people a general "idea of the patterns of the studied motor action;
b) to teach the parts of the technique of the studied motor action;
c) to form the prerequisites for the general rhythm of the studied motor action;
d) eliminate the causes that provoke the occurrence of errors in the technique of the studied motor action.
To solve the tasks set, a set of teaching methods is used:
visual demonstration method;
verbal method;
practical teaching method, which is implemented in two main directions;
the method of strictly regulated exercises, which involves the study of new motor actions in a dissected-constructive way and in a holistic way; the method of partially regulated exercise - the use of various forms of game and competitive motor activity of disabled people. When solving the leading problems of this stage, the methods of a dissected-constructive exercise and visual demonstration are used, while maintaining the dominant value of verbal methods.
2. The stage of in-depth study of motor actions:
a) to deepen the understanding of the biomechanical patterns of the studied motor actions by the disabled;
b) clarify the technique of motor actions studied by disabled people, according to spatial, temporal, spatio-temporal and dynamic characteristics;
c) improve the general rhythm of the studied motor action;
d) to form the prerequisites for the variable performance of the studied motor action.
3. The stage of improvement (fixing the skill of performing
motor action):
a) to consolidate the skill of the technique of the studied motor action;
b) to realize the prerequisites for the individualization of the technique of the studied motor action;
c) expand the range of variative manifestation of the technique of the studied motor action;
d) to form the prerequisites in case of need to restructure the elements of the technique of the action being studied.
To solve the tasks set, a set of teaching methods is used with the primary importance of practical teaching methods. The system of teaching new motor actions to disabled people includes a subsystem for monitoring the quality level of their technique, which includes:
degree of motor action automation;
motor skill stability in conditions of emotional shifts;
the range of variability of manifestation of the technique of the studied motor actions;
the stability of the technique of studying motor actions under conditions of fatigue while maintaining a high result;
the result achieved in the conditions of competitive activity of disabled people.
Basic principles and patterns of development of physicalabilities of persons with disabilities.
The principles are an integral part of the methodology and represent basic theoretical provisions that objectively reflect the essence, fundamental patterns of training, education, comprehensive development of the individual, the attitude of society to the process, the measure of interaction between the teacher and students. The principles serve as a guideline for the design of practice, the professional alignment of technologies in accordance with the goals of the AFC.
1. Social principles reflect the pedagogical determinants of the cultural and spiritual development of the individual and society as a whole, including the disabled and persons with limited functionality, as well as existing contradictions.
· The principle of humanistic orientation;
· The principle of continuity of physical education;
The principle of socialization;
The principle of integration;
· The principle of the priority role of society.
2. General methodological principles. The process of non-special physical education of persons with disabilities and the disabled is subject to general didactic patterns that are equally important for solving problems, education, training, and personal development. The success of pedagogical activity is determined not only by moral, legal, ethical categories, but most importantly - by professional competence, scientific validity of curricula, especially copyright ones, which are often used in the practice of AFC.
The principle of science;
The principle of consciousness and activity;
The principle of visualization;
The principle of systematicity and consistency;
The principle of strength.
3. Special methodological principles are the principles of AFC based on the integration of the principles of related disciplines and the laws of ontogenetic development. The dominant is the theoretical concepts of specialists and scientists in the field of special psychology, special pedagogy and its sections: typhlopedagogy, oligophrenopedagogy, deaf pedagogy, speech therapy.
The principle of diagnosis;
The principle of differentiation and individualization;
· The principle of correctional and developmental orientation of the pedagogical process;
· The principle of compensatory orientation of pedagogical influences;
The principle of taking into account age characteristics;
· The principle of adequacy, optimality and variability of pedagogical influences.
General characteristics of tasks and means of adaptive physicalculture used in working with people with disabilities and people with disabilitiesniyami in development.
The main types and most common tasks of AFK:
The main task of adaptive physical education is to form a conscious attitude to one’s own strengths, firm confidence in them, readiness for bold and decisive actions, overcoming the physical loads necessary for the full functioning of the subject, as well as the need for systematic physical exercises and, in general, for the implementation of a healthy lifestyle in accordance with the recommendations of valeology.
The main task of adaptive sports is to form the sports culture of a disabled person, to introduce him to the socio-historical experience in this area, to master the mobilization, technological, intellectual and other values of physical culture.
The main task of adaptive physical recreation is to inculcate the personality of a disabled person with the historically proven worldview of Epicurus, who preached the philosophy (principle) of hedonism, in mastering the basic techniques and methods of recreation by a disabled person.
The main task of adaptive motor rehabilitation is the formation of adequate mental reactions of disabled people to a particular disease, their orientation towards the use of natural, environmentally justified means that stimulate the speedy recovery of the body; in teaching them the ability to use appropriate sets of physical exercises, hydro-vibro-massage and self-massage techniques, tempering and thermal procedures, and other means (su jock acupuncture, etc.).
Thus, the content and tasks of the main types of adaptive physical culture are considered very briefly. They reveal the potential of the means and methods of adaptive physical culture, each of which, having a specific focus, contributes to one degree or another not only to the maximum possible increase in the viability of a disabled person, but also to the comprehensive development of the personality, gaining independence, social, everyday, mental activity and independence. , improvement in professional activities and, in general, achieving outstanding results in life.
Hippotherapy, as a private method of AFC, includes all the main aspects of adaptive physical culture:
Hippotherapy as an adaptive physical education. The content of adaptive riding (with proper organization of the educational process) and adaptive physical education are identical. They also, of course, have common tasks. In addition, adaptive riding as a particular method of adaptive physical culture has its own highly specialized tasks related to the peculiarities of the educational process.
Hippotherapy as an adaptive sport. In world practice, disabled equestrian sport is considered as the highest form of therapeutic riding. It is "a powerful means of social rehabilitation for people with physical or intellectual disabilities, an inexhaustible source of joy, pride, satisfaction with their achievements, never experienced before, this is the emergence of faith in the ability to overcome fear, improve their skills, win, move forward"
The relationship between hippotherapy techniques allows you to choose the necessary individual program, style and method of work for each client. Also, depending on the possibilities, the client can try his hand at different areas of hippotherapy, under the guidance of an experienced specialist, defining (changing) the goals and objectives of using specific techniques.
The means of adaptive physical culture are physical exercises, natural and environmental forces of nature and hygienic factors. The program material on physical culture includes the following sections: rhythm and rhythmic gymnastics, gymnastics, athletics, ski training, sports and outdoor games, swimming. Each of these sections includes numerous physical exercises that allow you to influence various parts of the musculoskeletal system, muscle groups, vegetative systems, correct shortcomings in physical development, psyche and behavior. The same exercises can be used in physical education and therapeutic physical education classes, in recreational and sports activities. In accordance with pedagogical tasks, they can be combined into the following groups. Exercises related to moving the body in space:
walking, jumping, crawling, swimming, skiing.
General developmental exercises: a) without objects; b) with objects (flags, ribbons, gymnastic sticks, hoops, small and big balls etc.); c) on apparatus (gymnastic wall, rings, gymnastic bench, stairs, simulators).
preschool educational institutions.
Forms of organization of physical exercises are extremely diverse. They can be systematic (physical education, morning exercises), episodic (country walks, sledding), individual (with different specialists), collective (leisure, holidays, entertainment), competitive (from group to international), game (in DU and family). Forms of classes are organized by teachers, specialists, parents, public organizations, etc. The purpose of classes of all forms is to expand the motor activity of children, familiarize them with accessible sports activities, interesting leisure, develop their own activity and creativity, form a healthy lifestyle, physical education and sports upbringing.
Depending on the goals, objectives, program content, focus, classes are divided into types:
educational classes - for the formation of special knowledge, teaching a variety of motor skills;
classes of correctional and developmental orientation - for the development and correction of physical qualities and coordination abilities, correction of movements;
health-improving classes - for posture correction, flat feet, prevention of somatic diseases, respiratory system;
therapeutic classes - for the treatment, restoration and compensation of lost functions ( daily activities exercise therapy);
sports activities - to improve physical, technical, tactical, mental, volitional, theoretical training in the chosen sport;
recreational activities - for organized leisure, recreation, gaming activities.
This division is conditional. In fact, each lesson contains elements of training, development, correction, compensation and prevention. Thus, the most typical for children with disabilities are complex classes.
Depending on the state of health of children, it is necessary to use various means of physical culture and sports, and in case of deviations in the state of health - physiotherapy exercises(LFK).
Organization and forms of adaptive physical education ingeneral education schools.
Forms of organization of employment by adaptive physical exercises of education in comprehensive schools. extremely diverse, they can be systematic (physical education lessons, morning exercises), episodic (country walks, fishing), individual (in a hospital or at home), mass (festivals, holidays), competitive (from group to international), game ( at a summer camp).
Some forms of classes are organized and conducted by AFC specialists, others - by public and state organizations, others - by the parents of disabled children, volunteers, students, and fourth - independently, by the disabled themselves. The purpose of all forms of organization is to expand motor activity through systematic physical exercises, familiarization with affordable sports activities, interesting leisure, development of one's own activity and creativity, and the formation of a healthy lifestyle.
The main form of training in all types of adaptive physical culture is the lesson form, historically and empirically justified itself.
Depending on the goals, objectives, program content, lessons are divided into:
1) lessons of an educational orientation, intended for the formation of special knowledge, teaching a variety of motor skills;
2) lessons of a correctional and developmental orientation, intended for the development and correction of physical qualities and coordination abilities, correction of movements, correction of sensory systems and mental functions with the help of physical exercises;
3) health-improving lessons designed to correct posture, flat feet, prevent somatic diseases, sensory system disorders, strengthen the cardiovascular and respiratory systems;
4) therapeutic lessons designed to treat, restore and compensate for lost or impaired functions in chronic diseases, injuries, etc. (for example, daily exercise therapy lessons in special school centers for children with cerebral palsy);
5) sports-oriented lessons designed to improve physical, technical, tactical, mental, volitional, theoretical training in the chosen sport;
6) recreational lessons designed for organized leisure, recreation, gaming activities.
Such a division is conditional, reflecting only the predominant focus of the lesson. In fact, each lesson contains elements of education, development, correction, compensation and prevention, i.e. the most typical for disabled people and people with limited functionality are complex lessons.
Extracurricular forms may not be regulated by the time, place of classes, the number of participants, their age. Classes may include persons with various motor disabilities and be held separately or jointly with healthy children, parents, volunteers. Their main goal is to meet the needs of children in emotional motor activity, play activities, communication, self-realization.
I. Adaptive physical education - the most organized and regulated type of AFC - is a mandatory discipline in all 8 types of special (correctional) educational institutions. Physical education is carried out in the following forms:
Lessons of physical culture; - rhythm lessons (in elementary grades);
Physical education minutes at general education lessons (for the removal and prevention of mental fatigue).
II. Adaptive physical recreation is carried out in the process of extracurricular and extracurricular activities. Recreational activities have two forms: daily and extra-curricular.
In the daily routine, they are presented in the form of: - morning exercises (before lessons);
Organized games at recess; - sports hour (after lessons). Extra-curricular activities have the following forms: - recreational and recreational activities at school (in groups of general
physical training, groups of mobile and sports games, etc.), organized on a voluntary basis in accordance with the capabilities of the institution and the interests of students;
Sports holidays, quizzes, competitions, entertainment, competitions such as "Merry Starts";
Integrated holidays with healthy children;
Walks and excursions; health days.
During extracurricular time, adaptive physical recreation has the following forms:
Classes in summer and winter health camps;
Activities and games in the family;
Classes in rehabilitation centers;
Classes in family health clubs.
Management, organization and conduct of sports andhealth and sports work clubs for the disabled.
Physical culture and sports are one of the most important areas for the rehabilitation of disabled people and their integration in society, as well as integration through work and education. In many cases, physical education and sports for disabled people can be considered not only as a means of rehabilitation, but also as a permanent form of life activity - social employment and achievements.
the federal law Russian Federation dated April 29, 1999 No. 80-FZ “On physical culture and sports in the Russian Federation”, defining the conditions for the development of mass and individual forms of physical culture and health and sports work in institutions, enterprises, organizations, regardless of their organizational and legal forms, highlights physical culture and sports for disabled people as one of the priority areas of sports and physical culture policy.
This law (Article 13) assumes that state authorities, educational institutions and other organizations, regardless of their form of ownership, with the participation of physical culture and sports, trade unions, youth and other organizations, implement federal programs for the development of physical culture and sports and, on their basis, develop their programs jointly. with local governments. The norm of the law establishes the possibility of participation of organizations of disabled people in the development of regional and local programs for the development of physical culture and sports and, accordingly, suggests the possibility of reflecting the needs of disabled people in specialized and adaptive forms of physical education and sports.
The federal executive body in the field of physical culture and sports, the Russian Olympic Committee, the executive authorities of the constituent entities of the Russian Federation in the field of physical culture and sports, local governments, sports associations, together with sports associations of the disabled, participate in the organization of sports and recreation activities with disabled people, holding physical culture, health and sports events with them, training disabled athletes and ensuring their referral to all-Russian and international sports competitions.
State authorities of the constituent entities of the Russian Federation, as well as local governments, have the right to make decisions on holding classes in regional, municipal sports facilities free of charge or on preferential terms for preschool children, children from low-income and large families, as well as for students in educational institutions, pensioners, persons with disabilities and, if necessary, provide for compensation for the relevant sports facilities at the expense of the constituent entities of the Russian Federation, local budgets or other sources not prohibited by law.
Thus, federal legislation, on the one hand, defines the requirement for the disabled to have access to physical education and sports in order to implement recreational activities, and, on the other hand, focuses on the development of elite sports within the framework of special sports.
The purpose and objectives of the Paralympic Movement, the history of formation and development abroad and in Russia.
Purpose of the Paralympic Games. It consists in creating all the necessary conditions for athletes with disabilities that will allow them to achieve sportsmanship so that they have the opportunity to inspire and delight the inhabitants of our planet.
The main task of the Paralympic Movement is to introduce the idea of “equal opportunities” into society through sports.
The Paralympic Games are becoming increasingly important, becoming, along with the Olympic Games, the world's largest sports forum. The number of participants in the Paralympic Games and the number of countries delegating their representatives to this sports forum. So, if about 400 people took part in the Paralympic Games in Rome (1960), in Heidelberg (1972) - 1000, in Seoul (1988) - 3000, then in the XIII Paralympic Games in Beijing - more than 4000 people. Paralympic sport is an integral part modern sports carrying a huge social significance. In our society, it is customary to consider people with disabilities as people with limited mobility, opportunities. However, the perseverance of disabled athletes can be the envy of healthy athletes.
For more than 15 years, the Paralympic Movement has existed in Russia, the Paralympic Committee and the Federation of Physical Culture and Sports for the Disabled of Russia operate.
Today in Russia there are 688 physical culture and sports clubs for the disabled, the number of those involved in adaptive physical culture and sports in total is more than 95.8 thousand people, 8 children's and youth sports and health schools for the disabled / DYUSOSHI / have been created.
Adaptive physical culture and sports are developing most actively in the republics of Bashkiria, Tataria, and Komi; Krasnoyarsk Territory, Volgograd, Voronezh, Moscow, Omsk, Perm, Rostov, Saratov, Sverdlovsk, Chelyabinsk regions; the cities of Moscow and St. Petersburg. Russian athletes participate in the European and World Championships, Winter and Summer Paralympic Games.
In 1988, Russia took part in the Paralympic Games in Seoul for the first time.
The priority for the State Committee for Sports of Russia is to resolve the issue of equating the status of disabled athletes with the status of healthy athletes, the status of Paralympic athletes with the status of Olympians.
Starting from 2000, the athletes-winners and prize-winners of the Paralympic Games, and since 2003 - the winners and prize-winners of the Deaf-Olympic Games and the coaches who trained them, are allocated monetary rewards.
Special Olympics Movement: Purpose, Objectives and Principles,history of origin and development abroad and in Russia.
The main task of the movement is to spread the principles of movement in Russia and to attract as many people with intellectual disabilities as possible to go in for sports under the Special Olympics program. Here we are sure that regular classes physical culture, participation in competitions help participants acquire the skills of labor and collective conscious actions, teach them to perform purposefully and in an organized manner. This creates opportunities for gradual adaptation to real life conditions and integration into society. The movement is based on the principles of autonomy and ethical management.
Special Olympics was founded by John F. Kennedy's sister Eunice Kennedy Shriver in 1968 and today brings together more than 3 million people from 160 countries. In the summer of 1963, Eunice Kennedy opened a day camp for children with intellectual disabilities on the property behind her Maryland home to evaluate their ability in various sports. This camp started the movement that became known as the Special Olympic Games, which now operate more than 200 programs in 150 countries around the world. The movement currently has nearly 550,000 members in the US and 500,000 in China. Special Olympics is a non-profit enterprise made possible by the help of 700,000 volunteers worldwide. It is they who do everything so that none of the participants in these international competitions did not go unnoticed.
The Special Olympics Movement arose 40 years ago at the initiative of Eunice Kennedy Shriver, the sister of US President John F. Kennedy. In 1957, she took over the foundation named after her brother, Joseph Patrick Kennedy Jr. The Foundation has two main goals: to find protection against mental retardation by identifying its causes, and to improve the way society treats citizens who have intellectual disabilities.
In February 1990, in Sukhumi (Georgia), the first all-Union seminar for specialists in physical culture was held, dedicated to the organization of sports work with mentally retarded people under the Special Olympics program. At this seminar, the public organization "All-Union Committee of Special Olympics" was created, which laid the foundation for the development of this movement in all the republics of the former Soviet Union.
The seminar was attended by Russian (A. A. Dmitriev, V. M. Mozgovoy) and American (Dr. Hieli and Dr. Dolan) scientists in the field of physical education of people with mental retardation, employees of the Ministries of Education, Social Security, Health, physical education teachers, defectologists, as well as specialists from the international organization Special Olympics International, headed by the president of this organization, Mr. Sargent Shriver. It was then that Russian specialists got acquainted with the Special Olympics program for the first time.
In the spring of 1991, in Moscow, on the basis of the GTSOLIFK, an all-Union seminar "Special Olympics" was held, in which well-known athletes in the past took part: Tatyana Sarycheva, Alexander Boloshev, Alzhan Zharmukhamedov, Lyudmila Kondratieva, Galina Prozumenshchikova. After that, the summer All-Union Special Olympic Games were held; they were held in 9 sports in the cities of Russia, Ukraine and Moldova. Athletes with mental retardation from almost all republics took part in them.
In September 1999, the Ministry of Justice of the Russian Federation registered the Russian Special Olympics for the first time - the only organization in our country that represents Russia in SOI, including at international competitions.
The Special Olympics of Russia organizes all-Russian competitions in certain sports and olympiads, completes and sends national teams to European and world competitions, organizes all-Russian seminars, trains coaches and judges, publishes methodological literature. The main objective of the Special Olympics in Russia is to spread the Special Olympics movement in the country and involve more people with mental retardation in sports under the programs of the Special Olympics. To this end, the Directorate is doing a great job of organizing territorial branches and regional centers.
with children with intellectual disabilities.
The means of adaptive physical culture are physical exercises, natural environmental forces of nature and hygiene factors.
The program material on physical culture includes the following sections: rhythm and rhythmic gymnastics, gymnastics, athletics, ski training, sports and outdoor games, swimming. Each of these sections includes numerous physical exercises that allow you to influence various
links of the musculoskeletal system, muscle groups, vegetative systems, to correct the shortcomings of physical development, psyche and behavior.
The same exercises can be used in the lessons of physical education and therapeutic physical culture, in recreational and sports activities. In accordance with pedagogical tasks, they can be grouped into the following groups.
1. Exercises related to the movement of the body in space: walking, jumping, crawling, swimming, skiing. 2. General developmental exercises:
a) no items b) with objects (flags, ribbons, gymnastic sticks, hoops, small and large balls, etc.); c) on apparatuses (gymnastic wall, rings, gymnastic bench, stairs, simulators). 3. Exercises for the development of strength, speed, endurance, flexibility, dexterity.
4. Exercises for the development and correction of coordination abilities: coordination of movements of the arms, legs, head, torso; coordination of movements with breathing, orientation in space, balance, differentiation of efforts, time and space, rhythm of movements, relaxation.
4. Exercises for correcting posture, arches of the foot, physique, strengthening the muscles of the back, abdomen, arms and shoulder girdle, legs. 5. Exercises for therapeutic and prophylactic effects: restoration of the functions of paretic muscles, support ability, mobility in the joints, prevention of visual impairment.
6. Exercises for the development of fine motor skills of the hands and fingers.
7. Artistic and musical exercises: rhythm, dance, elements of choreography and rhythmoplasty.
8. Exercises with recitatives, verses, riddles, counting, etc., activating cognitive activity.
9. Exercises aimed at developing and correcting perception, thinking, imagination, visual and auditory memory, attention and other mental processes. 10. Applied exercises aimed at mastering the craft, labor activity.
11. Exercises acting as independent types of adaptive sports: figure skating, floor hockey, table tennis, basketball, mini-football, horseback riding, etc.
To natural-environmental factors includes the use of water, air and sunbathing in order to promote health, prevent 4 "colds, harden the body. For children with mental retardation - this is bathing, swimming, walking barefoot on a massage path, grass, sand, skiing, boating, moving And sport games in open areas.
A number of authors have found that for children with disabilities since childhood, swimming from the first months of life has not only a beneficial effect on all the functions of the child's body, but is an effective means of correcting motor and mental disorders.
hygiene factors include the rules and norms of public and personal hygiene, the daily routine, the ratio of wakefulness and sleep, study and rest, nutrition, environment, clothes, shoes, sports equipment and equipment. For mentally retarded children, not only knowledge about the influence of natural forces of nature and hygienic factors is important, but also accustoming them to all types of hardening, physical activity regimen and personal hygiene, turning them into a habit. Even children with severe motor disorders in the form of paralysis and paresis, as well as those who often suffer from pneumonia, tonsillitis, bronchitis, need hardening, first local - wiping hands and feet, and then general - dousing with warm water with a gradual decrease in temperature. Teachers, educators, health workers who carry out hardening should carefully monitor the reaction of children to these procedures - behavior, sleep, appetite.
Methodology for conducting training sessions in physical culturewith children with visual impairments.
Adaptive physical education is built taking into account an individual and differentiated approach to the regulation of physical activity, physical fitness and sensory capabilities of children, as well as taking into account emotional richness. , quietly, softly, sternly) taking into account the mental state of students, their rapid fatigue, specific features of the development and perception of educational material orientation, for the purpose of self-control, a silk strip 4-5 cm wide is sewn on the cover along the length of the mattress. , a ball with the smell of vanillin . The use of mattresses with a silk strip for the purpose of self-control is used as an olfactory landmark, pedals for developing balance and forming the skill of correct posture, a cone for developing the vestibular apparatus, and much more.
Children with visual impairments need a careful approach to exercise. When regulating physical activity, it is advisable to adhere to the following recommendations: - use both standard (same in speed, pace and weight) and variable (changing during the lesson) types of load; to vary the forms and conditions for performing motor actions; vary the amount of load depending on the state of health of those involved, the level of their physical fitness; vary physical activity, alternating it with pauses for rest, filled with exercises for visual training, relaxation, breathing regulation, finger gymnastics, etc .; refrain from prolonged static load with weight lifting, high-intensity exercises that can cause an increase in intraocular pressure, a deterioration in the performance of the ciliary muscle, ischemia, especially in children with glaucoma, high myopia and other diseases - take into account sensitive periods in the development of physical qualities; to improve the psychosomatic state, use psycho-gymnastics; monitor the well-being of those involved; moderate fatigue is not a contraindication, however, as a result of irrational organization of labor (physical, mental, visual), overwork may occur;
in the presence of epilepsy syndrome, exclude exercises to stimulate the respiratory system, on increased support, high-intensity games, everything that can provoke an attack;
Mobile and sports games are also a good means of regulating physical activity. For example, the use of low- and medium-intensity games (≪Slower driving - you will continue≫, ≪Border guards≫, ≪Please do it≫, etc.), performing tasks for attention (10 steps forward, 9 back, 9 steps forward, 8 back, etc.) Role-playing and outdoor games with a corrective focus are also used (ball games, games aimed at developing auditory tactile analyzers, at developing spatial orientation skills, etc.).
Methodology for conducting training sessions in physical culturewith children with hearing impairments.
In the process of physical exercises, verbal and non-verbal methods of communication are used. If the speech function is preserved, then verbal communication does not encounter any special obstacles. In the case of speech impairment due to hearing loss or sensorineural hearing loss, special requirements are imposed on the methods of verbal communication of the teacher: when explaining, speech must be clear, legible and understandable with simultaneous demonstration of movement. At the same time, it is important that everyone involved can see the face and lips of the speaker. Sometimes speech is supplemented by facial expressions and gestures.
With intact hearing and speech disorders during physical exercises, favorable conditions are created for speech correction: the formation of phonemic hearing, clear articulation, an increase in vocabulary, etc. (A. I. Makhova, 1997) by selecting special exercises and outdoor games with recitatives , poems, sound imitation, tongue twisters, counting rhymes, etc. (N.A. Baranova, 1993), as well as the purposeful development of the functions of breathing and respiratory muscles, coordination of fine motor skills of the hands, relaxation, initiating the development of speech function (E.Ya. Mikhailova, 2001). Such activities of the AFC teacher should be coordinated with speech therapy programs for speech correction associated with movement. For example, the methodology of speech therapy for dysarthria caused by an organic lesion of the central nervous system of cerebral origin is based on the restoration and development of movements and traditional correction of sound pronunciation (I.A. Smirnova, 2001).
Non-verbal communication is typical for joint motor activity in physical education lessons, in recreational activities, sports training(pair and team exercises, relay races, outdoor and sports games, etc.), when mutual understanding is achieved without words. This does not mean that there is no communication. The very nature of motor activity forms a certain structure of relationships: coordinated in terms of accuracy and coordination of movements, movements in space, support, assistance, tactical actions and others represent non-verbal motor communication. Such communication forms a relationship of trust, respect, sympathy for partners, habits and norms of behavior are assimilated.
Methodology for conducting training sessions in physical culturewith children with mental retardation.
In the concept of special education and upbringing of children with intellectual disabilities, correctional and pedagogical work is defined as a system of special education and upbringing of abnormal children.
The purpose of correctional work is the correction (development) of the mental and physical functions of an abnormal child in the process of his general education, preparation for life and work.
The goals and objectives of teaching and educating mentally retarded children, on the one hand, are common with the tasks of educating all children in general, and on the other, deeply specific.
Common goals and objectives for the education and upbringing of all children - promoting the development and identification positive sides personality, smoothing out negative ones, raising children as the most able-bodied and useful members of society. For children with mental retardation, these goals remain relevant, but in their implementation it is necessary to take into account a significantly lower level of success achieved, to apply special methodological techniques.
The goal of correctional and educational work with children with mental retardation, ultimately, is their social adaptation, employment and further adaptation to life, including in conditions when they are not excluded from the surrounding social environment. It is necessary, using all the cognitive abilities of children, to develop in them vital skills so that, as adults, they can take care of themselves, perform simple work in everyday life and in special production workshops, and live, if possible, in a family and in a work collective.
Correction of the development of children in a special school should be carried out mainly in those types of activities that are characteristic of children with developmental delays. The main method of teaching should be the organization of constant active subject-practical activities of children in all lessons. In subject-practical activities, children of an auxiliary school can acquire knowledge and skills to such an extent that the principles of consciousness and accessibility of education are implemented.
Physical training of children with mental retardation means the formation of motor skills and qualities necessary in various types of labor, in sports, in other forms of socially useful activities.
Also, for children with various degrees of intellectual impairment, physical training affects the restoration of health through physical exercise and an increase in reduced performance.
As a result of physical education, the child becomes stronger, more resilient, acquires the volitional qualities necessary in labor activity. He quickly masters motor skills, is better oriented in any activity. Ceteris paribus, the productivity of labor in children with intellectual disabilities who have received good physical education is significantly higher than in children who are not physically well educated.
Let us consider some fundamental issues of psychomotor correction in the aspect of the level theory of movement construction.
1. Correction of insufficiency of the rubrospinal level of organization of movements consists in developing the skills of holding a certain posture at rest and in motion. Children with mental retardation often have dysregulation of muscle tone. This is expressed in an increase or decrease in muscle tone, which prevents the limbs from being held in a certain position.
2. Insufficiency of the level of synergies is expressed in the poverty of protective, auxiliary, expressive, mimic, plastic movements. The most adequate method of synergistic insufficiency correction is musical-rhythmic exercises.
Musical rhythm changes the activity of the nervous system, causes reflex assimilation of rhythm, disinhibits motor centers, creates a cheerful, joyful mood, fosters active attention and inhibition. Rhythm classes allow you to accurately dose the stimulation in terms of strength and duration, streamline the tempo of movements, which is easily linked with the tempo of the music. Mental processes improve: memorization, automation of motor acts, the number of erroneous answers is reduced.
3. In case of insufficiency of the parieto-premotor level of organization of movements, it is not the implementation of the motor act at the lower levels of the central nervous system that suffers, but its organization at the cortical level. Insufficiency is manifested in the intellectual, based on memory, solution of the motor task.
Correction of the insufficiency of this level of organization of movements is carried out by games according to the rules, with awareness, memorization, retelling of their content. Games and exercises are used to develop attention, intelligence, resourcefulness. Tasks are proposed for memorizing the trajectory of movements, the path of movement in space. These exercises are difficult for children with mental retardation, in which, first of all, there is a lack of verbal organization of movements.
When combining exercises with pronunciation of verses and singing, coordination of movements improves even in children who do not feel the musical rhythm well. Speech-motor and vocal-motor coordination are improved.
With muscle stiffness, a person cannot speak freely, let alone sing. Consequently, when exercises are accompanied by speech or singing, muscle strain (synkinesia) and stiffness of movements are relieved. Meaningful pronunciation of the text, verses loads the consciousness so much that the movements begin to be performed semi-automatically, become plastic.
4. Correction aimed at developing the highest symbolic level of movement organization includes role-playing games, exercises with a certain dramatic situation and real actions (etudes), as well as improvisations on a given topic in stage actions. Improvisations are exercises with a small physiological load. They actively develop imagination, emotionality, dexterity. Etudes and improvisations are best done with musical accompaniment. All instructions must be given verbally, not shown. This contributes to the development of motor representations.
These are the main fundamental issues of correctional and developmental work in physical education classes with children with mental retardation in an auxiliary school
Methodology for conducting training sessions in physical culturewith children with speech disorders.
In all forms of organizing logorhythmic classes, the attention of a speech therapist and musical director is directed to the comprehensive development of the child, to his re-education, the elimination of non-speech disorders in the motor and sensory spheres, to the development or restoration of speech. Attention is drawn to the acquisition of motor skills by adults and children, to the ability to orient in the environment, to understanding the meaning of the proposed tasks, to the ability to actively overcome difficulties, to show the desire for creativity in one's activity.
The development of movements, combined with the word and music, is a holistic educational and correctional process. The re-education of disturbed functions and the further development of preserved functions require the child (adult) to concentrate attention, concreteness of representation, activity of thought, and development of memory.
The means of speech-motor rhythm are walking and marching in various directions; exercises for the development of breathing, voice and articulation; exercises that regulate muscle tone; exercises that activate attention; counting exercises; speech exercises without musical accompaniment; exercises that form a sense of musical time signature or meter; exercises that form a sense of musical tempo; rhythmic exercises; singing; exercises in playing musical instruments; independent musical activity of people with speech disorders; gaming activity; exercises for the development of creative initiative; final exercises. The means of speech-motor rhythm can be represented as a system of rhythmic, logo-rhythmic and musical-rhythmic exercises and tasks that are gradually becoming more complex, underlying the independent motor, musical and speech activity of people with speech pathology.
Exercises for the development of breathing, voice and articulation are designed to develop correct diaphragmatic breathing, the duration of exhalation, its strength and gradualness. They can be combined with movements of the arms (up - down, up - to the sides, up - on the belt, up on the head, etc.), torso (right - left, forward bends, circular rotations), head (to the shoulder, on chest, circular turns).
Exercises for the development of breathing include speech material pronounced on exhalation.
In the work on educating the ability to regulate muscle tone, general developmental and corrective exercises can be distinguished.
General developmental exercises, in addition to a comprehensive impact on the body, develop the muscles of the back, abdomen, shoulder girdle, legs, arms. These exercises are varied. By the nature of their performance, they can be divided into exercises with objects (flags, balls, ribbons, etc.) and without objects. In exercises with objects, the strength of movements, dexterity, clarity, speed of reactions, and the eye are developed. Particular attention should be paid to exercises with balls. Balls of all sizes are used: large (when repelling a suspended ball), medium (when rolling and catching), small (when throwing, passing along a row and transferring). In these movements, tension and relaxation alternate, excessive tension is removed from the muscles when the exercise has already been mastered at the level of a motor skill.
Corrective exercises are used to strengthen the muscles of the feet and torso, to develop and form the correct posture. Pull-up exercises on your hands, lying on your stomach, on a gymnastic bench and an inclined board; climbing on the gymnastic wall; climbing over benches; crawling between the slats of a ladder pyramid or tower strengthens the muscles of the back and shoulder girdle, corrects posture. The sense of balance is developed by walking, running, jumping, throwing and other exercises. These include exercises on a reduced support area (rope track, board); the support can be changed in height (inclined board, bench), mobility (bridge - rocking chair), location in space (horizontal or inclined board or bench). These exercises are performed to calm, moderate music with pronounced accents indicating the beginning and end of the movement. As a special means of training balance, the following is used: circling in place by stepping over, followed by squatting on a sound signal, as well as stopping while walking and running on a sound signal, bouncing on the spot with turns, stepping over objects (cubes, sticks, slats, rope).
The positive features of the use of physical exercises are:
1) universality (there is not a single body in the organization that would not react to the movement).
2) the absence of negative side effects (when using optimal physical activity).
3) the possibility of long-term use, which does not have an organic transition from therapeutic and prophylactic to general health and training.
intellectual development.
Physical education as a complex system is represented by physical education lessons, a system of classes in the mode of the educational process and additional forms after lessons. Its organization is entirely entrusted to the teacher of physical culture. It is on his professional literacy, knowledge of the characteristics of the psychophysical development of students, personal charm that the success of the work will depend. The teacher as a person must meet the requirements of special education.
The main document for the teacher is a comprehensive program of physical education for a correctional school of the VIII type, compiled on the basis of didactic, special correctional and general physical principles, as well as the principles of constructing the program itself (linearity, concentricity and linear-concentricity).
♦ Law of the Russian Federation “On Education”;
♦ Federal Law “On Physical Culture and Sports in the Russian Federation”;
Physical exercises are grouped taking into account the direction and impact on the functional state of students and are presented as a holistic system that allows you to correct physical development disorders, form certain skills and develop motor qualities.
♦ pedagogical process aimed at developing the personality of a mentally retarded student as a subject of the pedagogical process;
♦ physical culture as an academic subject with specific goals, objectives, principles, teaching methods;
♦ the conditions and environment in which a teenager with intellectual disabilities learns, educates and improves as a person.
The school, work, and later social and sports environment have a huge impact on the individual manifestations of personality traits: the assimilation of knowledge, mastery of movements and vital motor actions.
It is in the process of physical education that the assimilation of knowledge takes place, which helps any child, teenager to get involved in physical education, achieve "sports" results, learn to participate in various forms of additional education.
♦ informational means means, methods and forms of organization of motor activity, control over the level of health, physical development and motor readiness;
♦ motivational involves the inclusion of a student in the system of physical exercises in order to meet motor needs;
♦ operational determines the forms of planning physical exercises, regulation of various types of load, taking into account the participation of a particular person in the system of physical education;
♦ correctional-developing contributes to the definition and choice of means of correcting violations of physical development, motor skills, and cognitive activity of students.
In accordance with this, the physical education program highlights the tasks of teaching physical exercises, individual requirements for knowledge, skills and abilities of students, and indicates the main types of physical exercises.
Methodology for conducting additional (correctional) classesty on physical education with children with disabilitiesvision.
TO common tasks adaptive physical education in special (correctional) schools III-IV types include. raising a harmoniously developed child, strengthening health; education of volitional qualities; teaching vital motor skills, skills; development of physical qualities "speed, strength, agility, flexibility, endurance.
TO special (correctional) tasks include: protection and development of residual vision; development of spatial orientation skills; development and use of secure parsers; development of visual perception: colors, shapes, movements (removal, approximation), comparison, generalization, selection; development of the motor function of the eye; strengthening the muscular system of the eye; correction of physical development deficiencies caused by vision deprivation; correction of stiffness and limited movements; correctional-compensatory development and improvement of muscular-articular feeling; activation of the functions of the cardiovascular system; improvement and strengthening of the musculoskeletal system; correction and improvement of coordination abilities, coordination of movements; development of interdisciplinary knowledge; development of communicative and cognitive activity, etc.
In the modern practice of adaptive physical education, there is a rich arsenal of physical exercises to solve both basic and special (correctional) tasks.
1. Movement: walking, running, jumping.2. General developmental exercises: - without objects; - with objects (gymnastic sticks, hoops, voiced balls, balls of different quality, color, weight, hardness, size, sand bags, dumbbells 0.5 kg, etc.); - on apparatuses (gymnastic wall, bench, balance beam, rings, crossbar, ribbed board, exercise equipment - mechanotherapy, etc.). 3. Exercises for the formation of the skill of correct posture. 4. Exercises to strengthen the arches of the foot. 5. Exercises for the development and strengthening of the musculoskeletal system (strengthening the muscles of the back, abdomen, shoulder girdle, lower and upper limbs).
6. Exercises for the development of the respiratory and cardiovascular systems.
7. Exercises for the development of balance, coordination abilities (coordination of movements of arms and legs, training vestibular apparatus etc.). To improve the coordination of movements, unusual or complex combinations of various movements, exercises on simulators are used.
8. Exercises for the development of accuracy of movements and differentiation of efforts. 9. Climbing and climbing (overcoming various obstacles).10. Relaxation exercises (physical and mental), muscle relaxation (muscle relaxation), conscious relaxation various groups muscles. They can be both general and local. eleven. Special exercises on teaching spatial orientation techniques based on the use and development of intact analyzers (residual vision, hearing, smell). 12. Exercises on the development and use of secure parsers.
13. Exercises for the development of fine motor skills of the hand. 14. Special exercises for visual training: to improve the functioning of the muscles of the eye; to improve blood circulation in the tissues of the eye; on the development of the accommodative ability of the eye; on the development of skin-optical sensation; on the development of visual perception of the environment, etc.15. Swimming.16. Ski training.
TO aids physical education include: hygienic factors (hygienic requirements for the learning process, compliance with the daily routine, visual load, etc.); natural forces of nature. Proper use of such natural factors of nature as the sun, air and water, which have a beneficial effect on the physical development, health and hardening of schoolchildren. Hygienic factors include all activities related to the preservation of vision, the health of schoolchildren.
Methodology for conducting additional (correctional) classesty on physical education with children with disabilitieshearing.
The analysis of scientific research, pedagogical observations and surveys of the physical condition of deaf children of preschool age revealed a significant lag in terms of speed-strength qualities and various manifestations of coordination abilities.
Exercises of a speed-strength nature (running, jumping, throwing) in the “Program for the Education and Training of Deaf Children of Preschool Age” (1991) occupy the most part as the main types of movement related to the category of vital motor skills and abilities. It is necessary to teach deaf children to perform these movements correctly and confidently in the changing conditions of everyday life. The expediency of using speed-strength exercises is confirmed by two theoretical provisions: 1) the basic types of coordination abilities include those coordination manifestations that are necessary when performing any actions (walking, running, jumping, educational and everyday activities); 2) an increase in the level of one physical ability entails positive changes in others (≪positive transfer≫) (Shapkova L.V., 2002).
Purposeful use of speed-strength exercises creates favorable conditions both for increasing the level of development of physical qualities and for correcting basic coordination abilities.
It has been established that in preschool age The greatest increase in the indicators of physical qualities in deaf children occurs in the same periods of life as in healthy children - from 4 to 6 years. This is the most favorable age period for the development of all physical qualities of deaf children of preschool age. The methodology of the speed-strength orientation of the educational process is based on the principle of conjugated development of coordination and conditioning physical abilities. To enhance the corrective effect, the technique includes exercises for developing balance, activating mental processes and impaired auditory function. The exercises are performed to the rhythmic beats of a drum, a tambourine. First, the sound is perceived by children auditory-visually, and then only by ear. The means of developing speed-strength qualities in the correctional process at a physical education lesson are various types of running, jumping, throwing, exercises with balls (stuffed, volleyball, tennis). The main methods - gaming and competitive - include relay races, outdoor games, repeated tasks, plot game compositions, a circular form of organizing classes. Each lesson necessarily contains elements of training in program types of physical exercises.
Methodology for conducting additional (correctional) classesty on physical education with children with children's cerebralparalysis (cerebral palsy).
The lesson on physical education in specialized schools is one of the main subjects. At the same time, educational, educational and correctional tasks are solved. The physical education program in special schools has
their own characteristics in comparison with general education schools.
The section of general developmental exercises includes corrective exercises for:
Correction of postural reactions; - relaxation of muscles; - formation of correct posture; - support ability; - formation of balance;
Development of spatial orientation And motion accuracy.
Gymnastics and athletics are not separated into separate sections, but available types of activities 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 types of exercises, applying the principle of scattered load; - exercises should correspond to the abilities of students; - there must be an individual approach; - rationally dose the load, prevent overwork; - provide injury prevention and insurance.
The section "Applied exercises" is aimed at the formation of age-related locomotor-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.
For specialized schools with cerebral palsy, there is a program for physical education only for grades 1-4 (1986). This program is unique for all schools of this type. In the school-center "Dynamics" (St. Petersburg) a group of specialists (Tsvetkova MP, Shchedrina TG and others) developed an author's program on physical education for children with cerebral pathology. All physical education lessons are held with elements of exercise therapy, based on an individual approach and didactic principles. The authors distinguish exercises of the initial stage of physical training, developing and training.
The methodology for conducting additional (correctional) physical education classes with children with combined destruction.
The structure of adaptive physical culture includes adaptive physical education, adaptive motor recreation, adaptive sports and physical rehabilitation. They cover all possible types of physical activity of children with physical and mental disabilities, help them adapt to the world around them, since training in various types of movements is associated with the development of psychophysical abilities, communication, emotions, cognitive and creative activities. Adaptive physical culture not only plays an important role in the formation of a child's physical culture, but also conveys universal cultural values to him.
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, outdoor activities, 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. Each of them has its own functions, tasks, content, degree of emotional and mental stress, methods and forms of organization. At the same time, they are closely interrelated and complement each other.
Adaptive physical education is the most organized type of adaptive physical culture, covering a long period of life (preschool, school, youth), therefore it is the main channel for familiarizing with the values of physical culture. Adaptive physical education (physical culture) is a compulsory discipline in all eight types of educational (correctional) institutions, in which about 600 thousand children study. It is the only school subject that focuses on the child's respect for own body, development of motor abilities, acquiring the necessary knowledge, understanding the need for systematic physical exercises, which serves as the basis for increasing self-confidence, self-esteem, and the formation of positive motivation for a healthy lifestyle.
Forms of organizing physical exercises are extremely diverse, they can be systematic (physical education lessons, morning exercises), episodic (country walks, sledding), individual (in a hospital or at home), mass (festivals, holidays), competitive (from group to international), gaming (in the family, health camp). Some forms of classes are organized and conducted by specialists of adaptive physical culture, others - by public and state organizations, still others - by parents of disabled children, volunteers, students, fourth - independently. leisure, the development of one's own activity and creativity, the formation of a healthy lifestyle, physical culture and sports education.
Methodology for the development of strength abilities in people with limitedopportunities.
To develop muscle strength methods of maximum effort, repeated effort, dynamic effort, isometric effort, isokinetic effort, the "shock" method and the method of electrical stimulation. Muscular strength as a characteristic of a person's physical capabilities is the ability to overcome external resistance or counteract it due to muscle tension.
One of the most significant points defining muscle strength, is the mode of operation of the muscles. In the process of performing motor actions, muscles can show strength:
When reducing its length (overcoming, i.e. myometric mode, for example, bench press lying on a horizontal bench with a medium or wide grip);
When it is lengthened (inferior, i.e. plyometric mode, for example, squatting with a barbell on the shoulders or chest);
Without changing the length (holding, i.e. isometric mode, for example, holding outstretched arms with dumbbells tilted forward for 4-6 s);
When changing both the length and tension of the muscles (mixed, i.e. auxotonic mode, for example, lifting with force at point-blank range on the rings, lowering the arms to the side at point-blank range (“cross”) and holding in the “cross”).
The first two modes are typical for dynamic, the third - for static, the fourth - for static-dynamic muscle work.
These modes of muscle work are denoted by the terms "dynamic strength" and "static strength". The greatest magnitudes of force are manifested with inferior muscle work, sometimes 2 times greater than isometric indicators.
In any mode of muscle work, strength can be manifested slowly and quickly. This is the nature of their work.
The force manifested in the yielding mode in different movements depends on the speed of movement: the greater the speed, the greater the force (Fig. 1).
Under isometric conditions, the speed is zero. The force shown in this case is somewhat less than the force in the plyometric mode. Less force than in the static and yielding modes, the muscles develop in the overcoming mode. With an increase in the speed of movements, the magnitude of the displayed force decreases.
In slow movements, i.e. when the speed of movement approaches zero, the magnitude of the force does not differ significantly from the magnitude of the force in isometric conditions.
In accordance with these modes and the nature of muscle activity, human power abilities are divided into two types:
1) actually power, which manifest themselves in a static regime and slow movements;
2) speed-strength, manifested when performing fast movements of an overcoming and inferior nature or when quickly switching from inferior to overcoming work.
Development methodology speed abilities in people with disabilitiesopportunities.
Repeated performance of physical exercises is accompanied not only by the improvement of the quality of technique, but also by the training effect, the development of adaptive processes, covering all systems and functions of the body. An ordered selection of physical exercises, regulation of their duration and intensity determine the nature and degree of the impact of physical activity on the body of those involved, the development of its individual abilities. For the development of speed qualities (quickness)- repeated, competitive, game, variable (contrast), sensory methods. Speed abilities are understood as the capabilities of a person that provide him with the performance of motor actions in the minimum period of time for these conditions. There are the following types of speed abilities:
Speed of motor reaction;
The speed of a single movement;
Frequency (tempo) of movements.
They are considered to be elementary types (forms) of manifestation of speed abilities. Speed abilities also include the speed of performing integral motor actions, the ability to gain maximum speed as quickly as possible and the ability to maintain it for a long time. These are complex types of speed abilities.
A motor reaction is a response to a suddenly appearing signal with certain movements or actions.
The speed of the motor reaction is estimated by the latent reaction time. The latent period and its time is determined by the fastest response movement to the stimulus, and the movement should be of minimum amplitude. The propagation of a sound wave, the transformation of mechanical vibrations into the first impulse, the search for the address of the command, the conduction of the first impulse and the deployment of the vigorous activity of muscle fibers - such a simplified content of the latent period of a motor reaction.
Studies in various sports show that the latent time of a simple motor reaction is practically not amenable to training, is not associated with sportsmanship and cannot be taken as a characteristic of a person's speed. The speed of a single movement. The possibility of manifestation of the speed of movement is due to a number of factors - morphological, biochemical, physiological.
Methodology for the development of endurance in persons with limited mobilityopportunities.
Endurance is the most important physical quality that manifests itself in professional, sports practice (to one degree or another in each sport) and everyday life. It reflects the overall level of human performance. In the theory of physical education, endurance is understood as the ability of a person to perform work for a considerable time without reducing the power of the load of its intensity or as the body's ability to resist fatigue.
The given definition gives a general idea of endurance, but does not exhaust the variety of its manifestations in practical human activity. In particular, when the intensity of work changes, the time limit for its execution can vary over a wide range. For example, in running at maximum speed already at the 10th - 15th second there is a significant drop in it. At the same time, marathon runners maintain an unlimited running speed for more than two hours. Naturally, the mechanisms of fatigue, and, consequently, endurance in these cases are different and depend on the specifics of the work performed. Depending on the specifics of the work (moderate intensity, speed, strength, coordination), one can speak of the ability to overcome fatigue under loads of moderate intensity of speed, strength or coordination orientation. This gives grounds for distinguishing different types of endurance: general, speed, strength, coordination.
Endurance as a quality manifests itself in two main forms:
in the duration of work without signs of fatigue at a given power level;
in the rate of decline in performance with the onset of fatigue.
To develop endurance uniform, variable, repeated, interval, competitive, game methods.
The methodology for the development of endurance, strength and speed qualities of the disabled and people with disabilities is based on the diagnosis of their health and functional state, the optimal and available modes of training load (duration and intensity of exercises, duration and nature of rest, the amount of physical exercises in one lesson, the feasibility of their alternation , factors of fatigue and recovery of working capacity), taking into account medical contraindications and monitoring the dynamics of the functional, physical, mental state.
Methodology for the development of flexibility in children with developmental disorders.
Aerobics is one of the means of health-improving physical culture (OPC), and, therefore, the main task that classes should be aimed at is the improvement of the body of those involved. It is generally accepted that rational physical training, including that typical of aerobics, allows you to quickly and effectively achieve many signs of health: excellent health, high mental and physical performance, relatively short sleep, easy and pleasant awakening with a sense of optimism and a desire for vigorous activity. The basis of any lesson is made up of various exercises performed in walking, running, jumping, as well as exercises for strength and flexibility, performed from different starting positions.
The choice of exercises for a particular lesson depends primarily on the age and level of preparedness of the students. In aerobics, there are exercises performed with low (shock) load (Low impact or Lo) and high (shock) load (High impact or Hi). In this case, the word "impact" refers to the shock load exerted on the joints and spine when performing various options for walking, running and jumping. In aerobics classes, various combinations of arm and leg movements with different loads are often used. For example: Lo-movements of the legs and Hi-movements of the arms.
When performing exercises with low (impact) load (Lo), one foot must be on the floor. The amplitude of arm movements is limited by the height of the shoulder level (horizontal). When moving with a high (impact) load (Hi), both legs are on a short time may not be in contact with the floor (i.e. the exercise is performed with a flight phase), and the arms may be raised above shoulder level (horizontal).
Aerobics classes with a health-improving orientation are held in the form of a lesson. The advantages of the lesson form of conducting classes are that the educational process is headed by a qualified teacher (teacher), who ensures the solution of problems and the maximum productivity of classes.
When developing training programs, first of all, it is necessary to determine goals, think over the focus and select the content of classes for cycles of various durations (year, half year, quarter, month, daily classes). As in any kind of physical activity, three main types of pedagogical tasks are solved in aerobics classes - (educational, health-improving and educational. Corrective, compensatory and preventive tasks are also solved in adaptive physical education. The amount of funds (content and types of movements) used in specific lessons to solve these problems depends on the main purpose of the classes and the contingent of those involved.
Technology for designing an aerobics program:
the choice of the type of recreational activities, taking into account the interests of those involved and their preparedness; selection of music with a certain number of rhythmic beats per minute for each exercise; recording a soundtrack for the entire lesson (without interruptions in the sound of music); designing exercises and choreographic connections for different parts of the lesson; distributing exercises and connections of different load in the lesson; learning the developed program by the trainer (self-training); teaching those involved in the exercises and choreographic connections of the health program; managing the load in subsequent classes, etc.
Methodology for the development of coordination abilities in children withlimited opportunities.
For the development of coordination abilities a wide range of methodological techniques is used aimed at correcting and improving the coordination of movements of individual parts of the body, differentiation of efforts, space and time, relaxation, balance, fine motor skills, rhythm of movements, etc.
Both simple and complex exercises require coordination: in one case, you need to accurately reproduce any movement or posture, in the other - visually measure the distance and hit the desired target, in the third - calculate the effort, in the fourth - accurately reproduce the given rhythm of movement. The manifestation of coordination is many-sided and is always expressed in the quality of the performance of the exercise, that is, how accurately it corresponds to the task. But the technique of physical exercises has not one, but several characteristics: temporal (reaction time, movement time, pace), spatial (initial position, posture, movement of the body and its links in space, differing in direction, amplitude, trajectory), space-time ( speed, acceleration), dynamic (efforts), rhythmic (proportionality of efforts in time and space).
A person with sensory, motor, intellectual impairments is not able to manage all the characteristics at the same time, since the result of the defect was either a mismatch between various functions, or the absence or lack of sensory information, or discoordination between the regulatory and executive systems of the body. The more severe the violation, the more gross errors in coordination.
The coordination abilities of a person represent a set of many motor coordinations that provide productive motor activity, i.e. the ability to purposefully build a movement, control it and, if necessary, quickly rebuild it.
For their correction and development, the following methodological techniques are used:
Elements of novelty in the studied physical exercise (change of initial position, direction, pace, effort, speed, amplitude, habitual conditions, etc.);
Symmetrical and asymmetrical movements;
Relaxation exercises, change of tension and muscle relaxation;
Exercises for reactive ability (signals of different modality to the auditory and visual apparatus);
Exercises to stimulate the vestibular apparatus (turns, tilts, rotations, sudden stops, exercises on a limited, elevated or mobile support);
Exercises for the accuracy of distinguishing muscle efforts, time intervals and distance (using simulators to “feel” all the parameters of movement, subject or symbolic landmarks,
indicating the direction, amplitude, trajectory, time of movement, length and number of steps);
Exercises to differentiate visual and auditory signals by strength, distance, direction;
Reproduction of a given rhythm of movements (to music, voice, claps, etc.);
Spatial orientation based on kinesthetic, tactile, visual, auditory sensations (depending on the safety of sensory systems);
Exercises for fine motor skills of the hand (juggling with objects, finger gymnastics, etc.);
Pair and group exercises that require coordination of joint actions.
An effective method for the complex development of physical qualities, coordination abilities, emotional-volitional and mental spheres of persons with disabilities is game method. The game as fun, entertainment is characteristic of people in all age periods of life, it satisfies the natural needs of a person in emotional leisure, movement, communication and is a way of self-expression.
Naturally, in groups with different types violations, the content of play activity is not the same and is limited by motor mobility, motor experience, physical capabilities, age. But there is no doubt that, using the emotional basis of the game, it is possible to successfully solve correctional and developmental tasks, as evidenced by numerous publications, scientific studies, physical education programs, and the concept of improving this category of children and adolescents.
