adaptive culture. Physical Education Teacher and Adaptive Physical Education. AFC as an independent discipline

Trouble, coming, does not ask for a name, or a surname, or a year of birth. Bad luck can happen to anyone. I don’t even want to think about the fact that a child born healthy at one terrible moment will turn into a person, as they say, with limited physical abilities. And basically, it's not worth it.
In reality, hundreds, thousands of unfortunate children and adults live, deprived of the opportunity to lead a full life. It is impossible to lock such a person within four walls, supposedly protecting him from the dangers and difficulties that lie in wait on the street. The computer and books are good friends in solitude. But does everyone need solitude? And how does it feel to be "cut off" from the rest of the world?
In the system of measures of social protection of disabled people, its active forms are becoming increasingly important, the most effective of which is rehabilitation and social adaptation by means of physical culture and sports. Integration into society of people with disabilities today is unthinkable without their physical rehabilitation. The latter is not only an integral part of the professional and social rehabilitation of the disabled, but also underlies them.

Chapter 1. Adaptive physical culture

Adaptive physical culture is a set of measures of a sports and recreational nature aimed at rehabilitation and adaptation to a normal social environment of people with disabilities, overcoming psychological barriers that prevent the feeling of a full life, as well as the awareness of the need for one's personal contribution to the social development of society.
Of course, its scope is comprehensive, especially in the current conditions of life, when the health of the population as a whole and especially of young people is deteriorating catastrophically. And not only in our country. Adaptive physical education has already become widespread in many foreign countries. Well-trained professionals in this field are expected in clinics and hospitals, sanatoriums and rest homes, health and rehabilitation centers, educational institutions, especially specialized ones, in sports teams.
But most importantly, adaptive physical education allows solving the problem of integrating a disabled person into society. How?
In a person with disabilities in physical or mental health, adaptive physical education forms:
· a conscious attitude to one's own strengths in comparison with the strengths of an average healthy person;
the ability to overcome not only physical, but also psychological barriers that impede a full life;
compensatory skills, that is, it allows you to use the functions of different systems and organs instead of missing or impaired ones;
the ability to overcome the physical loads necessary for the full functioning in society;
the need to be as healthy as possible and lead a healthy lifestyle;
awareness of the need for one's personal contribution to the life of society;
desire to improve their personal qualities;
The desire to improve mental and physical performance.
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 of the body.
The main direction of adaptive physical culture is the formation of motor activity as a biological and social factor of influence on the body and personality of a person. Knowledge of the essence of this phenomenon is the methodological foundation of adaptive physical culture. At the St. Petersburg Academy of Physical Culture. P.F. Lesgaft, the faculty of adaptive physical culture was opened, the task of which is to train highly qualified specialists to work in the field of physical culture of the disabled.

Chapter 2. Physical activity and sport among the disabled: reality and perspectives

The point of view, according to which the concern of society for its fellow citizens with disabilities, is a measure of its cultural and social development, has a universal distribution. One of the indicators of a civilized society is its attitude towards the disabled, - says Professor P.A. Vinogradov.
In a UN resolution adopted on December 9, 1975. not only the rights of the disabled, but also the conditions that should be created for them by state and public structures are set out in sufficient detail. These conditions include the conditions of the employment environment, including motivation from society, the provision of medical care, psychological adaptation and the creation of social conditions, including individual transport, as well as methodological, technical and professional support.

2.1. Reality

According to the World Health Organization, people with disabilities make up about 10% of the world's population. This statistic is also typical for Russia (15 million people with disabilities). Despite advances in medicine, their number is slowly but steadily increasing, especially among children and adolescents. Until recently, the problems of this rather large category of the population were ignored, and yet, as a result of the gradual humanization of society, the Universal Declaration of Human Rights, the World Program of Action for Persons with Disabilities and the UN Standard Rules for the Realization of Equal Opportunities for Persons with Disabilities have recently been adopted. In many countries, legislative acts have been adopted that also reflect the problems of persons with disabilities.
At present, most economically developed countries, and, first of all, the USA, Great Britain, Germany, etc., have various programs and social security systems for the disabled, which include physical education and sports.
In many foreign countries, a system has been developed to involve disabled people in physical culture and sports, which includes a clinic, a rehabilitation center, sports sections and clubs for the disabled. But the most important thing is to create conditions for these classes.
The main goal of attracting people with disabilities to regular physical culture and sports is to restore lost contact with the outside world, create the necessary conditions for reunification with society, participation in socially useful work and rehabilitation of one's health. In addition, physical culture and sports help the mental and physical improvement of this category of the population, contributing to their social integration and physical rehabilitation.
In foreign countries, physical activity is very popular among the disabled for the purpose of recreation, entertainment, communication, maintaining or acquiring good physical shape, the required level of physical fitness. Disabled people, as a rule, are deprived of the possibility of free movement, so they often have disorders of the cardiovascular and respiratory systems.
Physical culture and health-improving activity in such cases is an effective means of preventing and restoring the normal functioning of the body, and also contributes to the acquisition of the level of physical fitness that is necessary, for example, for a disabled person so that he can use a wheelchair, prosthesis or orthosis. Moreover, we are talking not just about restoring normal body functions, but also about restoring working capacity and acquiring labor skills. For example, in the United States, 10 million disabled people, representing 5% of the population, receive government assistance in the amount of 7% of the total national income.
One can argue with the assertion that it was the sports movement of the disabled in the West that stimulated the legislative recognition of their civil rights, but the fact that the wheelchair sports movement in the 50s and 60s was undeniable is undeniable. in many countries has drawn attention to their capabilities and potential.
With this in mind, the World Program of Action for Persons with Disabilities notes: There is increasing recognition of the importance of sport for persons with disabilities. Therefore, Member States should encourage all sports activities of persons with disabilities, in particular by providing adequate facilities and proper organization of these activities. Creating equal conditions for disabled people in the issue of their involvement in physical culture and sports is the main achievement of developed countries.
Until recently, in Russia, this group of the population was among those actually excluded from the normal life of society. Their problems were not accepted to be discussed publicly. The practice of urban planning did not provide for special devices in public places that would facilitate movement for the disabled. Many areas of public life were closed to the disabled, - wrote in 1996. the authors of the book Fundamentals of Physical Culture and a Healthy Lifestyle P.A. Vinogradov, A.P. Dushanin and V.I. Zholdak.
For many years, we have had the opinion that the concepts of a disabled person, physical activity, and, moreover, sports are incompatible, and physical culture was recommended only to individual disabled people as a short-term measure that complements physiotherapy and medication prescriptions. Physical culture and sports were not considered as an effective means of rehabilitating the disabled, maintaining their physical capabilities and improving their health.
The 1990s brought about major changes in the attitude of society towards the disabled in Russia. And, although for the most part these changes were only proclaimed, they nevertheless played their positive role.
Board of the SCFT of Russia October 31, 1997 considered the question On the system of state measures for the development of physical culture and sports for the disabled. In its resolution on this issue, the board noted serious shortcomings in the rehabilitation of disabled people by means of physical culture and sports and the emergence of a bias towards elite sports to the detriment of mass recreational work among this group of the population.
Among the main reasons for the existing shortcomings in the work in the first place is the lack of a regulatory framework. Paramount, as noted above, is the lack of socio-economic conditions in Russia for solving this problem, but the misunderstanding by many state political and public figures of the importance of solving this problem and overcoming the old stereotype about people with disabilities as people who are unnecessary to society. It is to solve these problems that the program of priority measures is aimed, prepared by the Department of Sports and Health Work and Relations with State and Public Organizations of the SCCF of Russia.
These issues are most fully reflected in the Concept of the state policy of the Russian Federation in the field of physical rehabilitation and social adaptation of disabled people by means of physical culture and sports for 1999-2004, developed on behalf of the Council for the Disabled under the President of the Russian Federation other public organizations (Tsarik A.V., Neverkovich S.D., Dmitriev V.S., Seleznev L.N., Chepik V.D., etc.).

2.2 Perspectives

In the Concept of the state policy of the Russian Federation in the field of physical rehabilitation and social adaptation of disabled people by means of physical culture and sports for 1999-2004, among the main goals and objectives of the State policy in the field of rehabilitation and social adaptation of disabled people by means of physical culture and sports, in the first place is the creation disabled conditions for physical culture and sports, the formation of their need for these activities.
And yet, naming the ways to achieve the main goals in working with people with disabilities, the developers note: to create an adequate structure of state and public administration (and hence funding - the author) of physical culture and sports for people with disabilities, adequate to the prevailing socio-economic conditions.
Such a record involuntarily leads to the idea that the current crisis socio-economic situation in Russia requires adequate management and financing of this important area. It is impossible to agree with this, because even in this crisis situation, society can and must create the conditions necessary for the life of disabled people.
Among the priority areas of activity for the development of adaptive physical culture, the developers of the Concept rightly name:
Involvement of as many people with disabilities as possible in physical culture and sports;
· physical education and outreach support for the development of physical culture and mass sports among the disabled;
· Ensuring accessibility for the disabled of the existing physical culture and health and sports facilities;
· training, advanced training and retraining of specialists for physical culture, rehabilitation and sports work with disabled people;
· Creation of a legal framework for the development of physical culture and sports for the disabled.
The undoubted advantage of this concept is the proposals for the delimitation of powers and functions in the system of physical rehabilitation of the disabled between federal and regional government bodies in the field of physical culture and sports.
In this regard, it should be emphasized that the center of gravity in the work moves to the ground. It is local authorities, first of all, who should create equal conditions for physical culture and sports among all categories of the population.
Adaptive physical culture has been intensively studied in recent years and involves the scientific substantiation of a wide range of problems: legal support of educational, training and competitive activities; load and rest management; pharmacological support for disabled athletes during periods of extreme and near-limit physical and mental stress; non-traditional means and methods of recovery; socialization and communicative activity; technical and design training as a new type of sports training and many others.
The most effective ways of using physical exercises for organizing active recreation for disabled people and people with health problems, switching them to another type of activity, enjoying physical activity, etc. are being studied.
In the physical rehabilitation of adaptive physical culture, the emphasis is on the search for non-traditional systems for improving the health of people with disabilities, focusing primarily on technologies that combine the physical (bodily) and mental (spiritual) principles of a person and focus on the independent activity of those involved (various methods of psychosomatic self-regulation). , psychotherapeutic techniques, etc.).
The biological and socio-psychological effects of the use of motor actions associated with subjective risk, but with guaranteed safety for those involved and performed in order to prevent depression, frustration, various socially unacceptable types of addictions (alcohol, psychoactive substances, gambling, etc.) .
They find a scientific justification for technologies based on the integration of motor activity with the means and methods of art (music, choreography, pantomime, drawing, modeling, etc.) activity that stimulates the work of the resting parts of the brain (its both hemispheres), all spheres of human perception. Creative types of adaptive physical culture enable those involved to process their negative states (aggression, fear, alienation, anxiety, etc.), to better know themselves; experiment with your body and movement; experience sensory satisfaction and joy in the sensations of one's own body.
Specialization of sector employees in various fields of science (pedagogy, psychology, medicine, physiology, biomechanics, mathematical statistics, etc.), as well as the accumulation of extensive practical experience in the field of adaptive physical culture (AFC) and adaptive sports (AS), provide a comprehensive approach to solving problems related to:
1. development of regulatory and legal framework for adaptive physical culture and sports;
2. substantiation of innovative technologies of scientific and methodological support of physical culture and sports activities of people with health disorders;
3. diagnostics (including computer), assessment and control over the state of those involved in physical and sports exercises;
4. providing practical assistance in the correction of existing functional disorders;
5. organization and holding of scientific conferences on AFC issues;
6. training of highly qualified personnel in the field of AFC (postgraduate studies, dissertation research and dissertation defense).

Chapter 3. Paralympic sport in Russia.

There are more than 10 million disabled people in Russia, and not all of them are passive; many of them need rehabilitation measures precisely by means of physical culture and sports.
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. At the X Paralympic Games in Atlanta in 1996, the Russian team won 27 medals, including 9 gold, 7 silver and 11 bronze, and took 16th place. In total, 52 disabled athletes from 13 regions of Russia won medals (including team events). 85 Russian athletes showed results that exceeded personal achievements.
The performance of the Russian national teams at the XI Paralympic Games in 2000 in Sydney (Australia) showed some progress in preparing disabled athletes for competitions of the highest rank. The sports delegation of Russia, represented by 90 athletes, won 35 medals, including 12 gold, 11 silver and 12 bronze medals, performing in 10 out of 20 events of the program, and took the 14th team place.
The age range of Russian athletes at the Paralympic Games in Sydney ranged from 17 to 53 years. Currently, there is a significant “rejuvenation” of the composition associated with the intensive renewal of most of the Russian national teams in the period 2003-2004.
At the Winter Paralympic Games in Salt Lake City in 2002, the Russians won 7 gold, 9 silver and 5 bronze medals. The Russian team became world champions in football.
On March 26, 2003, the order of the President of the Russian Federation on preparations for the 2004 Olympic Games in Athens and the 2006 Winter Games in Turin was issued, which for the first time included issues of preparation for the Paralympic Games.
The 2004 Paralympic Games in Athens were the fifth summer Games in which Russians participated - 113 athletes with musculoskeletal disorders and visual impairment in 10 sports:
1) athletics - 23 people;
2) swimming - 17 people;
3) football - 14 people;
4) judo - 13 people;
5) volleyball (male) - 14 people;
6) bullet shooting - 8 people;
7) powerlifting - 11 people;
8) table tennis - 6 people;
9) equestrian sport - 6 people;
10) tennis - 1 person.
Currently, in the development of sports among the disabled in Russia, there is an increase in the role of the state. This is manifested, first of all, in state support for sports among people with disabilities; financing the training system for athletes with disabilities; formation of social policy in the field of sports for the disabled, in particular, social security of athletes, coaches, specialists.
Funding for the participation of Russian athletes with disabilities in official international competitions, including the Paralympic and Deaf Olympic Games, has increased more than 10 times since 1998. The volume of funding for all-Russian sports events among the disabled has grown from 8 to 60 million rubles over the past five years.
Within the framework of the subprogram Physical Education and Health Improvement of Children, Adolescents and Youth in the Russian Federation /2002-2005/ of the federal target program Youth of Russia /2001-2005/ provided for the allocation of 4.3 million rubles to strengthen the material and technical base of scientific and practical centers physical rehabilitation.
Every year, the Unified calendar plan of all-Russian and international competitions provides for a section that includes about 100 all-Russian and 60 international sports events among athletes with hearing, vision, intellect, and musculoskeletal disorders.
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.
Together with the Paralympic and Deaf-Olympic Committees of Russia, lists of leading disabled athletes candidates for presidential scholarships have been prepared. On December 4, 2003, the Decree of the President of the Russian Federation was issued on the establishment of scholarships for disabled athletes who are members of the Russian national teams in Paralympic and Deaf-Olympic sports. The decree provides for the establishment of up to 100 scholarships annually for disabled athletes - members of the Russian national teams in Paralympic and Deaf-Olympic sports in the amount of 15 thousand rubles. (Taken from RIA Novosti materials)

Conclusion

The intensification of work with disabled people in the field of physical culture and sports undoubtedly contributes to the humanization of the society itself, changing its attitude towards this group of the population, and thus is of great social importance.
It must be admitted that the problems of physical rehabilitation and social integration of disabled people by means of physical culture and sports are being solved slowly. The main reasons for the poor development of physical culture and sports among the disabled are the virtual absence of specialized sports and recreation facilities, lack of equipment and inventory, underdevelopment of the network of sports clubs, youth sports schools and departments for the disabled in all types of institutions of additional education of sports and sports orientation. There is a shortage of professional staff. The need for physical improvement among the disabled themselves is not sufficiently expressed, which is due to the lack of specialized propaganda that encourages them to engage in physical culture and sports.
In the field of physical rehabilitation of the disabled, there is still an underestimation of the fact that physical education and sports are much more important for a person with disabilities than for people who are prosperous in this respect. Active physical culture and sports activities, participation in sports competitions are a form of so urgently needed communication, they restore mental balance, remove the feeling of isolation, restore a sense of confidence and self-respect, and make it possible to return to an active life. The main task still remains to involve as many disabled people as possible in intensive sports in order to use physical education and sports as one of the most important means for their adaptation and integration into society, since these activities create mental attitudes that are essential for the successful reunification of a disabled person with society and participation in useful work. The use of means of physical culture and sports is an effective, and in some cases the only method of physical rehabilitation and social adaptation.

Adaptive physical culture is a social phenomenon, the purpose of which is the socialization of people with disabilities.

Throughout the world, exercise therapy is an integral part of the complex treatment of almost all diseases.

During exercise, the level of excitation of the motor zones of the central nervous system increases significantly.

Muscle work helps to improve metabolic processes, the activity of the cardiovascular and respiratory systems, and increase protective reactions.

Target: the child receiving comprehensive assistance aimed at the individual development and successful adaptation of the child in society.

General tasks for all violations:

Creating a comfortable environment in physical education classes for the development of children and compensating for existing shortcomings.

Formation of motor skills in children, improvement of coordination of movements, increase in strength and endurance of muscles.

Development and improvement of communicative functions, emotional-volitional regulation and behavior

Adaptive physical education for children with cerebral palsy

Despite the extreme diversity of pathology in the motor sphere in children with cerebral palsy, clinicians have identified common causes of motor disorders that determine the tasks and specifics of physical exercises.

1. Task: normalization of muscle tone. Training to suppress the increased manifestation of postural reactions. Postures are used aimed at developing the skill of regulating the position of body parts in relation to the head in different initial positions, for example, lying on the back - head - straight, right, left, bent to the chest, sitting - head - straight, sideways, forward, backward and etc. Performed with open and closed eyes, promote the development of muscular sense, sense of position and movement. The problem of normalization of elementary motions is also solved here.

2. Task: promoting the formation and optimal manifestation of statokinetic reflexes. The balance function is important here, which is achieved by using exercises to maintain balance while overcoming opposition, trampoline jumping, exercises on a swinging plane, on a reduced support area.

3. Task: restoration of muscle feeling, stabilization of the correct position of the body, consolidation of the skill of independent standing, walking. Exercises are used to develop and train age-related motor skills: crawling, climbing on a bench, throwing. A mirror is used in front of which the child takes the position of correct posture at the support.

4. Task: systematic training of body balance, limb support, development of coordination of elementary movements in complex motor complexes. The child tries to stand and walk straight, the correct motor skills are developed in self-service, learning, play and the labor process. Together with parents, the child masters the main types of household activities (taking into account mental development). Game exercises are used: “how I dress”, “how I comb my hair”. The formation of movements should be carried out in a strictly defined sequence, starting with the head, then arms, torso, legs and joint motor actions. The volume of daily activity of children gradually increases as they grow and develop.

A two-year-old child should use various forms of motor activity in the amount of 2 hours and 30 minutes. per day, and at the age of 3-7 years - 6 hours.

Individual and group lessons

Individual classes are mainly aimed at normalizing the coordination of movements, balance, muscle strength.

The duration of an individual lesson is usually 35-45 minutes.

Group classes are aimed not only at normalizing motor activity, but also at accelerating the social rehabilitation of children, maintaining confidence that they are useful members of society. Groups are usually formed without taking into account the age, severity and homogeneity of movement disorders.

The optimal number of children in a group is no more than 5-8 people. At the end of the lessons, a summing up is carried out, which develops in children a responsible attitude towards completing tasks.

In group lessons, children, thanks to their tendency to imitate, quickly master individual movements and skills, learning and copying each other. The emotional background of the lesson is very important. For this purpose, musical accompaniment is often used.

Music promotes calm and relaxation, the development of rhythmic and smooth movements.

When children play together, against the background of a positive emotional state and a competitive moment, they often perform movements that are inaccessible to them under normal conditions.

Forms of adaptive physical culture classes

The optimal age-related development of the musculoskeletal system, cardiovascular, respiratory and other systems and organs of the child is carried out thanks to a set of various activities with him.

sedentary games for children with cerebral palsy should be targeted, for example, on the table in front of the child, the methodologist lays out multi-colored cubes of different sizes and asks what he would like to do with them. The child decides to build a tower. And then he says all the actions: “I take a big blue cube with my right hand - this is the beginning of the house. I take a large white cube and put it on top - this is the first floor. This simple example shows that the motor, kinesthetic, visual, auditory, speech zones are simultaneously activated. Visual-spatial perception, a body scheme and a movement scheme are formed. Sedentary games (for example, chess) are used to train attention and coordination.

Outdoor games aimed at improving motor skills in changing conditions, at improving the functions of various analyzers, have a powerful general tonic and emotional impact. These are games with elements of crawling, walking, running, throwing, overcoming various obstacles.

Gymnastic exercises allow you to accurately dose the load on various segments of the body, they primarily develop muscle strength, mobility in the joints, and coordination of movements. Gymnastic exercises are performed without objects and with various objects (with a gymnastic stick, hoop, ball), with additional weight, exercises on balls of various diameters, on gymnastic equipment. A separate section includes breathing exercises, exercises for muscle relaxation, for the formation of balance functions, erection, for the formation of the arch and mobility of the feet, as well as exercises for the development of spatial orientation and accuracy of movements.

Among the non-traditional forms of adaptive physical education in cerebral palsy, one can single out dry pool training filled with colorful balls. The body of a child in the pool is always in a safe support, which is especially important for children with movement disorders. At the same time, you can move in the pool, feeling the constant contact of the skin with the balls filling the pool. Thus, there is a constant massage of the whole body., Sensitivity is stimulated. Classes develop general motor activity, coordination of movements and balance. In a dry pool, exercises can be performed from various starting positions, for example, exercises from the starting position lying on the stomach strengthen the back muscles, develop arm support and grasping function of the hands, train visual-motor coordination, and stabilize the correct position of the head.

Another form of training with children with cerebral palsy is fitball - gymnastics - gymnastics on large elastic balls. For the first time, fitballs began to be used for medicinal purposes from the mid-50s of the 20th century in Switzerland for patients with cerebral palsy. Physiorolls are also used - two interconnected balls, chair balls (balls with four small legs), balls with handles (claps), transparent balls with ringing bells inside, large massage balls. Vibration sitting on the ball in its physiological effect is similar to hippotherapy (horseback riding treatment). With optimal and systematic load, a strong muscle corset is created, the function of internal organs improves, nervous processes are balanced, all physical qualities develop and motor skills are formed, there is a positive effect on the psycho - emotional sphere

The development of spatial relationships occurs through the training of the vestibular analyzer through the use of exercises on mats and trampolines. This includes exercises for orientation in space, such as jumping with a turn, with a change in body position, etc. In a wide variety of options, somersaults, rolls, and groupings are used.

Improving the rhythm of movements is carried out thanks to musical accompaniment. You can use a tambourine, drum, spoons, tape recorder. Collectively or individually apply clapping, punching, stomping. The teacher, together with the children, makes claps, and then stops them. Children must continue on their own in the same rhythm. You can read poetry or sing, accompanying the text with certain movements. To the dance melody, children can perform free movements with their arms and legs in a given rhythm, sitting or lying down. You can pass objects in a line or in pairs while maintaining a given rhythm. It is ideal to conduct classes with "live sound", that is, with an accompanist (piano or button accordion).

Adaptation of children with cerebral palsy requires taking into account all the characteristics of the child. It is necessary to work with him in accordance with the existing violations and simultaneously in all directions. It is wrong to think that first you need to work with movement disorders, and then, when the child starts walking, with speech, visual and other problems. The sooner adequate regular treatment is started, the better the result. A unified network of therapeutic effects and environment is being created, where everything is aimed at stimulating activity and feasible independence both in the motor and psychological spheres.

Children with cerebral palsy need adaptive physical education and make great strides with the regular and correct use of complex treatment.

Adaptive physical education for children with autism spectrum disorders

It is now recognized that educational assistance is required for a child with autism as much as, and in many cases even more than, medical assistance.

On the other hand, it is not enough for an autistic child to simply teach: even the successful accumulation of knowledge and the development of skills by themselves do not solve his problems.

It is known that the development of an autistic child is not just delayed, it is distorted: the system of meanings that support the activity of the child, guide and organize his relationship with the world is disrupted. That is why it is difficult for a child with autism to apply the knowledge and skills he has in real life.

All children with autism spectrum disorders, with a significant heterogeneity of this group in terms of composition, need medical education, the task of which is, first of all, the development of meaningful interaction with the outside world (O.S. Nikolskaya, E.R. Baenskaya, M.M. Liebling, 2000).

The motor sphere of children with autism is characterized by the presence of stereotyped movements, difficulties in the formation of objective actions and everyday skills, violations of fine and gross motor skills. Children are characterized, in particular, by violations in the basic movements: a heavy, choppy gait, impulsive running with a distorted rhythm, extra hand movements or ridiculously outstretched arms that do not take part in the process of motor activity, single-support repulsion when jumping from two legs.

The movements of children can be sluggish or, on the contrary, tensely constrained and mechanistic, with a lack of plasticity. For children, exercises and actions with the ball are difficult, which is associated with impaired sensorimotor coordination and fine motor skills of the hands.

Many children in the lesson of adaptive physical education show stereotypical movements: swinging the whole body, patting or scratching, monotonous head turns, waving movements of the hand and fingers, hand movements similar to flapping wings, walking on tiptoe, circling around its axis and other movements, associated with autostimulation and lack of self-control. Students with autism have disorders in the regulation of muscle activity, control over motor actions is not formed in a timely manner, difficulties arise in the development of purposeful movements, and spatial orientation suffers.

Practice shows that reduced arbitrariness in autistic children leads primarily to impaired coordination of movements. The stability of the vertical posture, maintaining balance and confident gait, the ability to measure and regulate one's actions in space, performing them freely, without excessive tension and stiffness - all this is necessary for a person to live normally, to satisfy personal, domestic and social needs.

Most often, the insufficiency of these characteristics limits motor activity.

Physical education, adapted to the characteristics of children with autism, is not only a necessary means of correcting motor disorders, stimulating physical and motor development, but also a powerful "agent of socialization" of the individual.

For the development of the motor sphere of autistic children, the conscious nature of motor learning is important. It is difficult for an autistic child to regulate voluntary motor responses in accordance with verbal instructions. He finds it difficult to control the movement according to the instructions of another person and is not able to completely subordinate the movements to his own speech commands.

Therefore, the main goals of teaching autistic children in the lessons of adaptive physical education are:

development of imitation abilities (ability to imitate);

encouragement to follow instructions;

formation of skills of arbitrary organization of movements (in the space of one's own body and in external space);

education of communication functions and the ability to interact in a team.

The curriculum includes the following classes of activities:

actions that require orientation in body space;

actions that provide various types of movements of the child in the external spatial field - crawling, walking, running, jumping;

precise actions in the spatial field without objects and with various objects.

It is important to develop motor reflexivity autistic children: the ability to be aware of the actions performed, in particular, to name the movements performed, to talk about the purpose, how and in what sequence various motor actions are performed, etc.

The conscious participation of children in the performance of movements is both a learning goal and a sign of the successful development of their perception and reproduction skills.

In addition, in the course of adaptive physical education, work is underway to form the I-concept in autistic children.

To do this, the movements and actions performed are pronounced in the 1st person (for example, "I am crawling", "I am marching", "I am running").

This helps to develop in children ideas about themselves, to form a body scheme and a physical image of "I"

Education

During the motor and emotional toning of the child, after bodily oriented games or during exercises for tonic stimulation, the child often sets a direct gaze, he begins to look at the teacher and the world around him (E.V. Maksimova, 2008).

To encourage a child to observe movements, to recognize, feel and name them, it is necessary:

slowly and clearly perform movements, commenting on them;

describe the exercises performed simply, but figuratively, using the same terminology for repetitive movements;

pronounce the movements performed, including with the child, and invite him to name them;

start the exercises with the simplest movements (rubbing the palms and clapping; rubbing the hands and moving the arms forward, up, down;

rubbing the legs, tilting the body, various movements of the legs, etc.);

simultaneously work on a small number of exercises, repeating them;

accompany the movements with a rhythmic poem or score;

help the child and encourage him, correct wrong movements, encourage even the slightest success.

If the child demonstrates fear of physical contact or refuses it, and any attempt to force him to do this entails a manifestation of anxiety and aggression, then you can help to perform the exercises while sitting or standing behind the child, since approaching from the back is experienced by him as less intrusion, and therefore less danger. You can also use sports equipment, for example, a gymnastic stick, for which the child holds and performs all the necessary movements.

Teaching children with autism to perform movements in external space should begin with exercises for moving and moving on to exercises for overcoming and avoiding external obstacles. These exercises are divided into 4 groups, according to the degree of increase in coordination complexity: exercises in crawling, walking, running and jumping.

To teach a child various types of movements and movements in an external spatial field, it is necessary:

start training with short movements in a straight line;

gradually move to moving over longer distances and moving with a change in direction of movement: in a circle, arc, zigzag, etc .;

facilitate the performance of tasks by marking the room with solid colored lines or other landmarks, clearly marking the start and finish lines, as well as the "rest area";

formulate tasks accurately and in such a way that they encourage the child to act, for example: "Crawl next to me", "Run along the line";

show and name unfamiliar movements using step-by-step instructions;

accompany the movements performed with rhythmic words, clapping, etc., which is a significant help to the child;

to form a pointing gesture and a pointing look in a child;

do not tire the child, alternate exercises in the outer space with exercises in space;

own body, dose the load;

move with the child, next to him;

encourage even the smallest success.

Having taught a child to move in external space, one can proceed to teaching precise actions in an external spatial field.

It is recommended to develop the ability to perform precise actions in a spatial field using, firstly, exercises for the accuracy of movements in an external spatial field and, secondly, exercises for developing the ability to perform precise actions in a spatial field with objects.

To teach a child to perform precise actions in a spatial field, it is necessary:

accompany the movement patterns with a short but figurative explanation relating to only one of the aspects of the movement or to one action;

perform a movement (or action) together with the child (at least partially), be sure to accompany the movement (action) with instructions, including step-by-step instructions;

use various landmarks to facilitate the completion of tasks and clearly designate areas of space, for example, "area for performing exercises", "area for games", "area for relaxation", etc.;

give the child verbal explanations in the course of movement (or action);

create interesting situations and encourage the child to realize them, for example: "This ball has a bell inside; hit it with another ball and it will ring";

correct the wrong movements of the child;

to rejoice with the child in his successes, to help him overcome the feeling of fear of unfamiliar objects or movements.

In the process of teaching children with autism, certain rules must be observed:

present educational material in accordance with the individual characteristics of the perception of an autistic child (performing exercises with the help of an adult, imitating an adult, following instructions and showing);

observe the rule "from adult to child": an adult performs a movement with the child, commenting on each of his passive or active movements and thus giving a sense of how to correctly perform the movement and what kind of movement is being performed at the moment;

observe the rule "from simple to complex": start with simple movements in body space and gradually move to movements of the external spatial field (various types of movements), thus gradually complicating the motor repertoire and achieving automation of basic movements;

observe the cephalocaudal law, the essence of which lies in the fact that the development of movements in ontogenesis occurs from the head to the feet: first, the child masters control over the muscles of the neck, arms, then the back and legs;

observe the proximodistal law: development proceeds in the direction from the trunk to the limbs, from the near parts of the limbs to the far ones (the child learns first to lean on his elbows, then on his palms; first, kneel, then on straightened legs, etc.);

ensure the child's consistent mastering of various levels of space - lower (lying on his back, on his stomach), middle (sitting), upper (standing);

correlate the degree of assistance with the stage of development at which the child is currently located. In particular, exercises can be performed by the child passively or passively-actively, initially with maximum assistance, and later with gradual minimization of assistance and stimulation of independent movement.

One of the ultimate goals of an adaptive physical education program for children with autism is to teach an autistic child to perform exercises without the help of adults. Regular exercises help speed up this process. A consistent structured monotonous order should be followed, and various types of exercises should be included in the curriculum, since autistic children are only able to concentrate for a short period of time.

Normalization of the physical condition and psychophysical tone is one of the important aspects of the socialization of children with autism spectrum disorders.

Therefore, these children need constant physical activity to maintain psychophysical tone and relieve emotional stress.

Adaptive physical culture (hereinafter - AFC) is designed to help in the integration into society and the rehabilitation of children with disabilities. In her arsenal is a complex of sports and recreational measures that are aimed at helping those who have undergone surgery, loss of vision or hearing, removal of individual organs, have lost the ability to move independently.

Adaptive physical education varies from:

physical culture, focused on the preservation and promotion of health, in that it does not use only physical exercises and loads;
medical rehabilitation in that it is aimed not only at restoring body functions, based on the principles of medical massage, pharmacology and medical equipment;
physical therapy, since it is not aimed at general improvement, but at the socialization of children with serious health disorders.

Thus, ROS allows the child to realize his potential using a complex of natural factors: hardening, physical activity, proper nutrition and daily routine.

SAVE THIS FOR YOURSELF SO YOU DON'T LOSE:

In the journals "Handbook of the Head of a Preschool Institution" and "Handbook of the Senior Educator of a Preschool Institution" important materials for the leaders of the preschool educational institution were published:

- Municipal project for the improvement of preschool children - Social partnership of preschool educational institutions and families: we form the foundations of physical culture and health in children

Adaptive physical education: what is it?

Preserving the health of children is of strategic importance in the context of disappointing statistics: 60-75% of preschoolers suffer from postural disorders, 40% have flat feet, 50% are diagnosed with visual anomalies, and 70% have impaired skeletal maturation. Consequently, they need a set of measures to help them overcome psychological barriers, adapt to the social environment, and contribute to the development of society. Therefore, in the wording of the law "On Education" of 1996, a course was taken to introduce measures into educational institutions that would allow children to fully develop adequately to their age. Particular attention should be paid to children with anomalies in mental and physical development.

To briefly convey what adaptive physical culture is, this is a term that was introduced into Russian science in 1995 along with the opening of the Theory and Methods of Adaptive Physical Education department at the St. Petersburg State University of Physical Culture. The massive deterioration in the health of Russians was provoked by the fact that before the introduction of the concept of AFC in an educational institution, enthusiastic students and teachers developed physical culture and sports programs to work with people with disabilities. Three editions of specialists working with people with disabilities showed that the country needs a new direction of activity for people with health disabilities - adaptive physical education.

Over the years, university researchers have done a lot for the development of adaptive physical education in Russia:

Documents were developed that substantiated the practical and scientific significance of the new direction, described the distinctive features of the specialty, the prospects for its development and demand, an exemplary curriculum and a state standard project.
In 1997, the first state standard for this specialty was approved, and three years later it was supplemented so that in 2009 the third generation state standard was introduced. So, today more than 80 secondary and higher educational institutions graduate specialists in adaptive physical education.
Scientific-methodical and informational-methodical manuals, textbooks on adaptive physical education, standard programs for the discipline were prepared. Teachers take an active part in advanced training programs, transferring knowledge to colleagues from other cities and regions, courses were held in large cities of Russia and the CIS countries.

Today, AFC is an integrated science that combines a number of educational areas, combining not only physical education for the disabled, but also psychology, correctional pedagogy and medicine. It is designed to restore the child's social roles, to help him restore his psychological state.

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In preschool educational institutions for children with disabilities and preschoolers with disabilities, a correctional-developing and health-saving environment should be created, which implies a number of requirements:

Hygienic - observance of visual load, proper nutrition and daily routine, the use of soothing light shades in objects surrounding the child, sports equipment, interior spaces should be painted with a matte paint texture; adequate lighting of the sports hall, playground.
Pedagogical - systematic control over the well-being of children, when calculating physical activity, differentiated and individual approaches are taken into account. To prevent new and correct existing deviations in the health status of pupils, traditional and non-traditional means of AFC are used. In his work he uses interesting sports equipment, olfactory, visual, vibrational, sound and tactile landmarks that contribute to auditory and visual perception. Varieties of yoga, rhythm, exercise therapy methods are used.
Psychological - a psychologically favorable microclimate should be created in groups, it is important for the pupil to encourage, create situations of success, regularly talk about successful athletes and those who, through their work and diligence, managed to overcome the consequences of injuries or congenital ailments, in order to form a desire for physical exercises and care for children through them. your health.

Adaptive physical education: problems of direction development

The introduction of adaptive physical education in Russia has passed a difficult path of development. To successfully implement the concept, it is necessary to overcome a set of problems:

Specialists in the social sphere pay insufficient attention to the methods of adaptive physical education, underestimate their role in the overall rehabilitation program and the integration of children with disabilities into society.
Representatives of physical culture and sports are more focused on sports achievements and competitive results than on their rehabilitation, therefore they pay little attention to the development of life competence among those involved.
In the “Model Regulations on an Educational Institution for Additional Education of Children”, adaptive sports are largely limited for preschoolers, since, according to the document, disabled children can only practice at their place of residence, therefore, competitions and trips to competition places that go beyond location of the child's residence.
In Russian preschool educational institutions, there is an acute shortage of trainers-teachers of adaptive physical education and sports, since this specialty turned out to be unclaimed in universities. However, there is a lack of interest in adaptive sports and any events related to it in the media. At the same time, the vast majority of sports infrastructure facilities are not intended for disabled children.
In the field of adaptive physical education at the state level, there is no regulatory framework for the state system of additional education (the composition and number of groups, maximum occupancy, the working hours of educational and training institutions and the remuneration of their employees are not regulated).
Difficulties in motivating children with disabilities are due to the fact that competitions for children with disabilities are not included in the Unified calendar plan of international and all-Russian sports events. And in the Unified All-Russian Sports Classification there are no digit norms for assigning youth sports categories to minors with disabilities.

Types of adaptive physical culture

Adaptive physical education is applicable to preschoolers with persistent health disorders. It acts as a part of the general culture and is included in the system of physical education as one of the areas of social activity. All her efforts are concentrated around the formation of the right habits, healing the body, strengthening and maintaining health, self-realization of abilities, spiritual and physical guidelines.

AFK is divided into several areas that can be used in combination or separately.

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1	Normalization of muscle tone.	It is necessary to suppress postural reactions; for this, exercises are used that form the skill of maintaining the position of the body and adjusting parts of the body. Movements are performed with open and closed eyes, the formation of muscle feelings, the normalization of basic movements.
2	Help in the formation of statokinetic reflexes	Exercises to overcome opposition and maintain balance, movement on a swinging plane, jumping on a trampoline.
3	Stabilization of body position, restoration of muscle sensations, strengthening the skill of independent walking and standing	Exercises to acquire motor skills: running, walking, climbing, crawling, jumping, throwing. Looking at himself in the mirror, the child sees his mistakes and takes the correct position of the body.
4	Support training, body balance, coordination of elementary and complex movements	Sedentary games activate all types of activity: speech, auditory, visual, kinesthetic and motor. In babies, visual-spatial perception, a pattern of movements and a pattern of the body are formed, coordination and attention are trained.
5	Outdoor games	Outdoor games are focused on the development of motor skills, improving the functions of analyzers. They use games with overcoming obstacles, with elements of throwing, jumping, running and crawling.
6	Gymnastic exercises	Gymnastic exercises on different parts of the body with a dosed load to develop muscle strength, coordination of movements and mobility in the joints. They are held with or without apparatus, with balls, gymnastic equipment or additional weight.
7	Muscle relaxation exercises	Exercises for relaxing muscles and breathing, orientation in space, maintaining an upright position, balance, accuracy of movements.

Regardless of the form of activity, two-year-olds should spend up to two and a half hours a day in motion, and three to seven-year-old preschoolers - up to 6 hours.

With children suffering from cerebral palsy, classes are held in an unconventional form. Among the various types in demand:

Exercise in a dry pool filled with colorful balls. Children during classes have a safe support, but they can move freely and feel contact with the balls, which have a stimulating and massage effect. Thus, coordination of movements, motor activity and balance develop. In the pool with balls, you can do any exercises to strengthen the muscles of the back, the functions of the arms and hands, hand-eye coordination.
Gymnastics on a fitball or a physioroll (gymnastic balls interconnected), special balls with handles, chair balls and transparent balls with bells inside. Such exercises improve the muscular corset, the functions of the nervous system and internal organs, motor skills, and have a positive effect on the psycho-emotional state.
Exercises on a trampoline or mats allow you to develop spatial relationships and the vestibular apparatus. Jumps are used with a change in body position, with a turn, rolls, somersaults and groupings.

Musical accompaniment allows children with cerebral palsy to improve their sense of rhythm. The instructor may use audio recordings, traditional and non-traditional musical instruments (such as a drum, tambourine or spoons), collective clapping or stomping. Suitable rhythmic reading of poetry, singing. Arbitrary movements of preschool children can be performed in a lying or sitting position.

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 strong people are engaged in general physical education to maintain and strengthen physical fitness and health.

Goals and functions of recreational physical education

The main goals of health-improving physical culture are the following:

ensuring and maintaining a high level of 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 those with 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.

Targets and goals

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 of adaptive physical culture are set. But the main activities remain unchanged. The general goals are:

Corrective and compensatory work on the identified physical deviation. In most cases, such activities are carried out both for the underlying disease and for related problems. For example, with cerebral palsy, attention is paid not only to the development of muscles, joints, coordination of movement, but also to vision, speech, and other discovered health problems.
The preventive task is to carry out measures aimed at the overall improvement of a person's well-being, increasing strength and capabilities, and strengthening immunity.
Educational, upbringing and developing tasks of adaptive physical culture are also important. The goal is to instill in people with disabilities the concept of physical activity as a daily integral part of life, to teach the culture of sports, the rules of conduct in a team and during competitions.
Psychological tasks are important components of the direction of physical education for people with disabilities. Often there is asocialization of a person, not so much because of any deviation in health, but because of lack of confidence in one's own abilities, inability to interact with other people, misunderstanding of one's place in society.

Kinds

It is customary to distinguish the following types of adaptive physical culture:

Special education involves teaching people with disabilities the theoretical and practical foundations of physical culture.
The rehabilitation direction includes the development of integrated sets of 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 in the 19th century, special educational organizations for the blind were created on the territory of modern Russia. Their program, in addition to general intellectual knowledge, 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 required 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 the student's disease, one should choose the most effective method or combine dosed 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 get acquainted with the model of the human skeleton or individual muscles, thereby teaching the basics of anatomy and physiology. And the verbal method for deaf people is carried out together with an audiologist or by showing tables.
Method of development of practical skills. Both standardized approaches and author's private methods of adaptive physical culture are used, designed for people with certain disabilities. More details about private methods are described below.

Techniques

Different deviations from health require an individual approach. What is recommended for one group of people with disabilities is a contraindication for others. In this regard, depending on the pathology, private methods of adaptive physical culture are being developed. Health deviations are classified into such large groups:

visual impairment;
intellectual impairment;
hearing impairment;
violation in the work of the musculoskeletal system: amputation, spinal and cerebral nature.

Thus, for each type of disease, complex methods of adaptive physical culture have been developed. They indicate the goals and objectives, methods and techniques, recommendations, contraindications, necessary skills and abilities of a certain area of physical education for the disabled.

The greatest contribution to the development of private methods in this area was made by such a teacher as Shapkova L. V. In her works, adaptive physical culture is considered as a social phenomenon that requires a multilateral approach from professionals working with people with disabilities.

It should be noted the research of such a teacher as L. N. Rostomashvili, according to the method of adaptive physical education for people with visual impairments. The problem of physical activity for people with disabilities was dealt with by N. G. Baikina, L. D. Hoda, Ya. V. Kret, A. Ya. Smekalov. The method of adaptive physical education in cerebral palsy was developed by A. A. Potapchuk. For people with amputated limbs and congenital anomalies, A. I. Malyshev and S. F. Kurdybaylo were engaged in a complex of special physical education.

A handbook for students of pedagogical universities in sports specialties is a textbook authored by such a teacher as L.P. Evseev. Adaptive physical culture is considered from the point of view of practical implementation. The book reveals the basics of adaptive physical education for people with various disabilities: goals, objectives, principles, concepts, types, methodology, content, and other recommendations.

Adapted physical education for children

If children are engaged in recreational physical education from a very early age, then when does the need for adaptive sports appear? Unfortunately, medical statistics are disappointing - every year the number of births of children with physical pathologies increases, and the leader of this rating is cerebral palsy. For such children, adaptive physical culture is an integral and mandatory part of general rehabilitation and socialization. The earlier the diagnosis is established and measures are taken to implement specially directed physical activity of the child, the higher the likelihood of favorable adaptation in the surrounding society.

In our country, the creation of separate "special groups" and classes in general preschool and school educational institutions is practiced. In addition, there are special organizations for children with persistent health disorders, where private methods of adaptive physical education are implemented.

The prognosis for disabled children with whom adaptive physical education is carried out is positive. For the majority, physical indicators are significantly improved, a 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.