Adaptive culture. Physical education teacher and Adaptive physical education. AFC as an independent discipline

The trouble, when he comes, does not ask for his first name, last name, or year of birth. Misfortune can happen to anyone. I don't even want to think about the fact that a healthy child who is born in one terrible moment will turn into a person, as they say, with disabilities. And in principle, not worth it.
In reality, there are hundreds, thousands of unfortunate children and adults who are deprived of the opportunity to lead a full life. You cannot lock such a person in four walls, supposedly protecting him from the dangers and difficulties that lie in wait on the street. A computer and books are good friends on their own. But does everyone need loneliness? And how does it feel to be “cut off” from the rest of the world?
In the system of measures for the 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. The integration of persons with disabilities into the life of society today is unthinkable without their physical rehabilitation. The latter is not only an integral part of the professional and social rehabilitation of disabled people, but also underlies them.

Chapter 1. Adaptive physical education

Adaptive physical culture is a complex 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 impede the feeling of a full life, as well as the consciousness of the need for their personal contribution to the social development of society.
Of course, the scope of its application is all-encompassing, especially in the current conditions of life, when the health of the population in general, 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 polyclinics and hospitals, sanatoriums and rest homes, health and rehabilitation centers, in educational institutions, especially specialized ones, in sports teams.
But the main thing is that adaptive physical education allows you to solve 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 prevent 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 stress necessary for full functioning in society;
· The need to be as healthy as possible and to lead a healthy lifestyle;
• awareness of the need for their 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 exercise in its action is much more effective than drug therapy. It is clear that adaptive physical education has a strictly individual character. Adaptive physical education takes place completely from start to finish under the guidance of an adaptive physical education 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 shifts 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 physical activity as biological and social factors of influence on the human body and personality. Cognition 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 opened the faculty of adaptive physical education, the task of which is to prepare highly qualified specialists for work in the field of physical education for the disabled.

Chapter 2. Physical activity and sports among people with disabilities: reality and prospects

The point of view is widespread, according to which society's concern for its fellow citizens with disabilities is a measure of its cultural and social development. One of the indicators of a civilized society is its attitude towards disabled people, says Professor P.A. Vinogradov.
In the UN resolution adopted on December 9, 1975. not only the rights of persons with disabilities, but also the conditions that should be created for them by state and public structures, are set out in a rather detailed way. These conditions include the conditions of the employment environment, including motivation from society, 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, disabled people make up about 10% of the world's population. This statistic is also typical for Russia (15 million people with disabilities). Despite the advances in medicine, their number is slowly but steadily growing, especially among children and adolescents. Until recently, the problems of this rather large category of the population were ignored, and yet recently, 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 on the Equalization of Opportunities for Persons with Disabilities were adopted. In many countries, legislative acts have been adopted, which also reflect the problems of persons with disabilities.
Currently, most of the economically developed countries, and, first of all, the USA, Great Britain, Germany, etc. have various programs and systems of social security for disabled people, which includes physical education and sports.
In many foreign countries, a system has been worked out for attracting people with disabilities to physical culture and sports, which includes a clinic, a rehabilitation center, sports clubs and clubs for people with disabilities. But the most important thing is to create conditions for these activities.
The main goal of attracting disabled people to regular physical education and sports is to restore lost contact with the outside world, create the necessary conditions for reuniting with society, participating in socially useful work and rehabilitating 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 disabled people for the purpose of rest, entertainment, communication, maintaining or acquiring good physical shape, the required level of physical fitness. People with disabilities, as a rule, are deprived of the possibility of free movement, therefore, they often have violations 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 the restoration of normal body functions, but also about the restoration of working capacity and the acquisition of work skills. For example, in the United States, 10 million people with disabilities, representing 5% of the population, receive aid from the state in the amount of 7% of the total national income.
One can argue with the assertion that it was the sports movement of disabled people in the West that stimulated the legislative recognition of their civil rights, but there is no doubt that the sports movement of wheelchair users in the 50s - 60s. in many countries drew attention to their capabilities and potential.
In view of the above, the World Program of Action for Persons with Disabilities states: The importance of sport for persons with disabilities is increasingly recognized. Therefore, Member States should encourage all sports activities for persons with disabilities, in particular through the provision of adequate facilities and proper organization of these activities. Creation of equal conditions for disabled people in terms 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 one of those who were actually excluded from the normal life of society. It was not customary to discuss their problems publicly. The practice of urban planning did not provide for special devices in public places to facilitate movement for disabled people. Many spheres of public life were closed to disabled people, they wrote in 1996. authors of the book Fundamentals of Physical Culture and Healthy Lifestyle P.A. Vinogradov, A.P. Dushanin and V.I. Zholdak.
For many years, we had the opinion that the concepts of a disabled person, physical activity, and, moreover, sports are incompatible and the means of physical culture were recommended only to individual disabled people as a short-term event that complements physiotherapy and medication. Physical culture and sports were not considered as an effective means of rehabilitation of disabled people, maintaining their physical capabilities and health promotion.
The 90s brought about serious changes in the attitude of society towards disabled people in Russia. And, although for the most part these changes were only proclaimed, they still played a positive role.
Collegium of the State Committee for Trade and Technology of Russia on October 31, 1997. considered the issue of the system of state measures for the development of physical culture and sports for disabled people. In its resolution on this issue, the collegium noted serious shortcomings in improving the health of disabled people by means of physical culture and sports and the emergence of a bias towards high-performance sports to the detriment of mass health-improving work among this population group.
Among the main reasons for the existing shortcomings in work in the first place is the lack of a regulatory framework. The paramount, as noted above, is the absence of socio-economic conditions in Russia for solving this problem, and the lack of understanding by many state political and public figures of the importance of solving this problem and overcoming the old stereotype of disabled people as people unnecessary to society. The program of priority measures prepared by the Department of Physical Culture and Health Work and Relations with State and Public Organizations of the GKFG of Russia is aimed at solving these problems.
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 Disabled Persons under the President of the Russian Federation by scientists of VNIIFK, employees of the State Committee for Physical Culture of Russia and other public organizations (Tsarik A.V., Neverkovich S.D., Dmitriev V.S., Seleznev L.N., Chepik V.D., etc.).

2.2 Outlook

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 of conditions for physical education and sports for people with disabilities, 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 a structure of state and public administration (and hence funding - the author) of physical culture and sports for people with disabilities that is 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 in any way, because even in this crisis situation society can and must create the conditions necessary for the life of disabled people.
Among the priority directions of activities 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 information and propaganda support for the development of physical culture and mass sports among the disabled;
· Ensuring accessibility for disabled people of existing physical culture and health and sports facilities;
· Training, advanced training and retraining of specialists for physical culture, rehabilitation and sports work with people with disabilities;
· Creation of a regulatory framework for the development of physical culture and sports for disabled people.
The undoubted advantage of this concept is the proposal for the delimitation of powers and functions in the system of physical rehabilitation of disabled people 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 places. It is the local authorities that, first of all, must 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: regulatory and legal support of educational, training and competitive activity; load and rest management; pharmacological support of athletes with disabilities during periods of extreme and near-limit physical and mental stress; non-traditional means and methods of recovery; socialization and communication; 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 rest of disabled people and persons with disabilities, switching them to another type of activity, enjoying physical activity, etc. are being studied.
In physical rehabilitation of adaptive physical culture, the emphasis is on the search for non-traditional systems of health improvement for persons with disabilities, focusing primarily on technologies that combine the physical (bodily) and mental (spiritual) beginnings 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 (from alcohol, psychoactive substances, gambling, etc.) ...
They find a scientific substantiation of technologies based on the integration of motor activity with the means and methods of art (music, choreography, pantomime, drawing, modeling, etc.) and suggesting the displacement of the previous picture of the world from the consciousness of those engaged in activity that stimulates the work of the resting areas of the brain (its both hemispheres), all spheres of human perception. Creative types of adaptive physical culture enable trainees to process their negative states (aggression, fear, alienation, anxiety, etc.), to know themselves better; experiment with your body and movement; to receive sensory satisfaction and joy of the sensations of one's own body.
Specialization of the sector employees in various fields of science (pedagogy, psychology, medicine, physiology, biomechanics, mathematical statistics, etc.) is carried out, 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 frameworks for adaptive physical culture and sports;
2. substantiation of innovative technologies for scientific and methodological support of physical culture and sports activity of people with health disorders;
3. diagnostics (including computer diagnostics), assessment and control over the state of those who go in for physical and sports exercises;
4. providing practical assistance in correcting existing functional disorders;
5. organization and holding of scientific conferences on AFK issues;
6. training of highly qualified personnel in the field of AFC (postgraduate studies, conducting a dissertation research and defending a dissertation).

Chapter 3. Paralympic sport in Russia.

There are more than 10 million people with disabilities in Russia, and not all of them are passive; very many need rehabilitation measures by means of physical culture and sports.
The Paralympic Movement has existed in Russia for more than 15 years, the Paralympic Committee and the Federation of Physical Culture and Sports of Disabled People of Russia operate.
Today in Russia there are 688 physical culture and sports clubs for the disabled, the number of people involved in adaptive physical culture and sports in total is more than 95.8 thousand people, 8 children and youth sports and health schools for the disabled have been created / DYUSOSHI /.
Adaptive physical education and sports are developing most actively in the republics of Bashkiria, Tataria, Komi; Krasnoyarsk Territory, Volgograd, Voronezh, Moscow, Omsk, Perm, Rostov, Saratov, Sverdlovsk, Chelyabinsk regions; cities of Moscow and St. Petersburg.
Russian athletes participate in the European, World, Winter and Summer Paralympic Games. In 1988, Russia took part in the Seoul Paralympic Games 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 exceeding 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 types of programs out of 20, and took the 14th team place.
The age range of Russian athletes at the Sydney Paralympic Games ranged from 17 to 53 years old. Currently, there is a significant "rejuvenation" of the composition, associated with the intensive renewal of most of the national teams of Russia in the period 2003-2004.
At the 2002 Salt Lake City Winter Paralympics, the Russians won 7 gold, 9 silver and 5 bronze medals. The Russian national team became the world champions in football.
On March 26, 2003, the President of the Russian Federation issued an order on preparations for the 2004 Olympic Games in Athens and the 2006 Winter Games in Turin, 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 the Russians participated - 113 athletes with musculoskeletal disorders and visual impairments in 10 sports:
1) athletics - 23 people;
2) swimming - 17 people;
3) football - 14 people;
4) judo - 13 people;
5) volleyball (men) - 14 people;
6) bullet shooting - 8 people;
7) powerlifting - 11 people;
8) table tennis - 6 people;
9) equestrian sports - 6 people;
10) tennis - 1 person.
At present, the role of the state is increasing in the development of sports among disabled people in Russia. This is manifested, first of all, in the state support for sports among people with disabilities; financing of the training system for athletes with disabilities; the formation of social policy in the field of sports for disabled people, in particular, social protection 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 amount of funding for all-Russian sports events among disabled people 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.
Annually, the Unified Schedule 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 impairments, vision impairments, intellectual impairments, and musculoskeletal disorders.
The priority for the State Sports Committee of Russia is to resolve the issue of equating the status of disabled athletes with the status of healthy athletes, and the status of Paralympians with the status of Olympians.
Since 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 carried out their preparation, have been allocated monetary rewards.
Together with the Paralympic and Deaf Olympic Committees of Russia, lists of leading disabled athletes of candidates for presidential scholarships have been prepared. On December 4, 2003, the President of the Russian Federation issued a decree on the establishment of scholarships for disabled athletes who are members of the Russian national teams in the Paralympic and Deaf-Olympic sports. The decree provides for the establishment of up to 100 scholarships annually for athletes with disabilities - members of the Russian national teams in the Paralympic and Deaf-Olympic sports in the amount of 15 thousand rubles. (Taken from the materials of RIA Novosti)

Conclusion

The intensification of work with people with disabilities in the field of physical culture and sports, undoubtedly, contributes to the humanization of society itself, a change in its attitude towards this group of the population, and thus has great social significance.
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 practical absence of specialized physical culture and recreation and sports facilities, the lack of equipment and inventory, the underdevelopment of the network of physical culture and sports clubs, children's and youth sports schools and departments for the disabled in all types of institutions of additional education. sports orientation. There is a lack 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 disabled people, 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 well-off in this respect. Active physical culture and sports activities, participation in sports competitions are a form of so urgently needed communication, restore mental balance, relieve the feeling of isolation, return 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 people with disabilities in intensive sports as possible 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 extremely necessary for the successful reunification of a disabled person with society. and participation in useful work. The use of physical culture and sports means is effective, and in some cases the only method of physical rehabilitation and social adaptation.

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

All over 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 significantly increases.

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

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

Common tasks for all violations:

Creation of a comfortable environment in physical education classes for the development of children and compensation 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 variety of pathology in the motor sphere in infantile cerebral palsy, clinicians have identified common causes of motor disorders that determine the tasks and specificity of physical exercises.

1. Objective: normalization of muscle tone. Learning to suppress the increased manifestation of posotonic reactions. Poses are used to form 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, to the side, forward, back and etc. Performed with eyes open and closed, they contribute to the development of muscle sense, a sense of position and movement. Here the problem of normalizing elementary movements is solved.

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

3. Objective: restoration of muscular feeling, stabilization of the correct position of the body, consolidation of the skill of independent standing and 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 assumes the position of the correct posture at the support.

4. Objective: systematic training of body balance, limb support ability, development of coordination of elementary movements in complex motor complexes. The child tries to stand upright and walk, develop the correct motor skills in self-care, learning, play and work. Together with the parents, the child masters the basic types of everyday 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 with growth and development.

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

Individual and group lessons

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

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

Group lessons are aimed not only at normalizing motor activity, but also accelerating the social rehabilitation of children, maintaining confidence that they are useful members of society. Usually, groups are formed without regard to 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, the results are summed up, which develops in children a responsible attitude to completing assignments.

In group lessons, children, thanks to their inclination 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 calming and relaxation, mastering 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 not available to them under normal conditions.

Forms of practicing adaptive physical culture

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, they should be focused, for example, on the table in front of the child, the methodologist lays out colorful 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 large blue cube with my right hand - this is the beginning of the house. I take a big white cube and put it on top - this is the first floor. " This simple example shows that the motor, kinesthetic, visual, auditory, and speech zones are simultaneously activated. Visual-spatial perception, body pattern and movement pattern are formed. Sedentary games (such as chess) are used to train attention and coordination.

Outdoor games are 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, joint mobility, and coordination of movements. Gymnastic exercises are performed without objects and with various objects (with a gymnastic stick, hoop, ball), with an additional weight, exercises on balls of various diameters, on gymnastic equipment. Breathing exercises, exercises for muscle relaxation, for the formation of the functions of balance, upright standing, 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 are included in an independent section.

Among the non-traditional forms of adaptive physical culture classes with cerebral palsy, one can single out classes in a dry pool filled with colorful balls. The child's body in the pool is always in a safe support, which is especially important for children with motor impairments. 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 continuous massage of the whole body. Sensitivity is stimulated. Classes develop general motor activity, coordination of movements and balance. In a dry pool, you can perform exercises from various starting positions, for example, exercises from the starting position, lying on your stomach, strengthen the back muscles, develop the support ability of the hands and grasping function of the hands, train visual-motor coordination, and stabilize the correct position of the head.

Another form of classes 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 since the mid-50s of the 20th century in Switzerland for patients with cerebral palsy. Fiziorolls are also used - two interconnected balls, balls-chairs (balls with four small legs), balls with handles (claps), transparent balls with jingling bells inside, large massage balls. Vibration sitting on a ball is similar in its physiological effect to hippotherapy (horse 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, a positive effect on psycho - emotional sphere

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

The improvement of the rhythm of movements is carried out thanks to musical accompaniment. You can use a tambourine, drum, spoons, tape recorder. Apply collectively or individually claps, punches, stomping. The teacher makes claps with the children 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 a dance melody, children can perform free movements with their arms and legs in a given rhythm, sitting or lying down. You can transfer items 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 (with a 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 begins to walk, with speech, visual and other problems. The sooner adequate regular treatment is started, the better the result. A unified network of therapeutic effects and an environment is being created, where everything is aimed at stimulating activity and feasible independence in both the motor and psychological spheres.

Children with cerebral palsy need adaptive physical education and make great strides with the regular and correct application 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 no less, 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 development of skills by themselves does 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 child's activity, direct and organize his relationship with the world is disrupted. That is why it is difficult for a child with autism to apply his knowledge and skills in real life.

All children with autism spectrum disorders, with a significant heterogeneity of this group in composition, need therapeutic 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 object actions and everyday skills, and disorders of fine and gross motor skills. Children are characterized, in particular, by violations in the basic movements: a heavy, jerky gait, impulsive running with a distorted rhythm, unnecessary hand movements or absurdly outstretched arms that do not take part in the process of motor activity, one-support repulsion when jumping from two legs.

Children's movements can be sluggish or, conversely, tensely constrained and mechanistic, with a lack of plasticity. Exercises and actions with a ball are difficult for children, which is associated with impaired sensorimotor coordination and fine motor skills of the hands.

Many children in the adaptive physical education lesson show stereotypical movements: rocking the whole body, patting or scratching, monotonous turns of the head, flapping movements with the hand and fingers, hand movements similar to flapping wings, walking on tiptoes, spinning around its axis and other movements, which are associated with autostimulation and lack of self-control. Pupils with autism have disturbances in the regulation of muscular activity, control over motor actions is not formed in a timely manner, difficulties arise in the formation of purposeful movements, and spatial orientation suffers.

Practice shows that decreased voluntariness in autistic children leads, first of all, to impaired coordination of movements. Stability of an upright posture, maintaining balance and confident gait, the ability to measure and regulate one's actions in space, performing them freely, without undue stress and stiffness - all this is necessary for a person for normal life, satisfaction of personal, household and social needs.

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

Physical culture, 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 a person.

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 adaptive physical education lessons are:

the development of imitative abilities (the ability to imitate);

incentives to follow instructions;

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

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

The lesson program includes the following classes of activities:

actions requiring 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 a spatial field without objects and with various objects.

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

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

In addition, in the course of adaptive physical education classes, work is being carried out to form the self-concept in autistic children.

For this, the movements and actions performed are spoken from the first person (for example, "I am crawling", "I am marching", "I am running").

It helps to develop children's ideas about themselves, to form a body scheme and a physical image of "I"

Education

During motor and emotional toning of the child, after body-oriented games or during exercises on 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, recognize, feel and name movements, it is necessary to:

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

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

work on a small number of exercises at the same time, repeating them;

accompany movements with a rhythmic poem or score;

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

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

Teaching children with autism how to perform external movements should begin with movement exercises and then move on to exercises to overcome and bypass 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 the external spatial field, it is necessary:

start learning with short movements in a straight line;

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

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

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

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

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

to form a pointing gesture and a pointing gaze in the child;

not to tire the child, alternate the exercise in the external space with exercises in the space;

own body, dose the load;

move with the child, next to him;

encourage even the smallest successes.

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

It is recommended to develop the ability to perform precise actions in a spatial field with the help of, firstly, exercises for the accuracy of movements in an external spatial field and, secondly, exercises to develop 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 only to one aspect of the movement or to one action;

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

use various landmarks to facilitate the performance of tasks and clearly identify areas of space, for example, "an area for doing exercises", "an area for games", "a recreation area", etc .;

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

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

correct the child's wrong movements;

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

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

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, according to instructions and demonstration);

observe the rule "from adult to child": an adult performs a movement together with a child, commenting on each of his passive or active movements and thus making it possible to feel how the movement should be performed correctly 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 on 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 is that the development of movements in ontogenesis occurs from head to feet: first, the child masters control of the muscles of the neck, arms, then the back and legs;

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

to ensure the consistent mastering by the child 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 at the moment. In particular, exercises can be performed by a child passively or passively-actively, initially with maximum help, and later with a gradual minimization of help and stimulation of independent performance of the movement.

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

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

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

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

Adaptive physical education ranges from:

physical culture, focused on maintaining and strengthening health, so that it does not exclusively use physical exercises and loads;
medical rehabilitation in that it is aimed not only at restoring body functions, relying on the principles of medical massage, pharmacology and medical technology;
physiotherapy exercises, since the goal is not general health improvement, but the socialization of children with serious health problems.

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

SAVE THIS TO YOURSELF SO YOU DO NOT LOSE:

The magazines "Handbook of the head of a preschool institution" and "Handbook of a senior teacher of a preschool institution" published important materials for heads of preschool educational institutions:

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

Adaptive physical education: what is it?

The preservation of children's health acquires strategic importance in the context of disappointing statistics: 60-75% of preschoolers suffer from impaired posture, 40% have flat feet, 50% are diagnosed with visual abnormalities, 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 edition of the Law "On Education" of 1996, a course was taken to introduce measures into educational institutions that allowed children to fully develop adequately to their age. Particular attention should be paid to children with abnormalities in mental and physical development.

In order to briefly convey what adaptive physical culture is - this is a term that was introduced into Russian science in 1995 together with the opening of the Department of Theory and Methods of Adaptive Physical Education 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 programs of physical culture and sports to work with people with disabilities. Three graduations of specialists working with people with disabilities showed that the country needs a new direction of activity for people with 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 in which the practical and scientific significance of the new direction was justified, the distinctive features of the specialty, the prospects for its development and in demand, an approximate curriculum and a draft state standard were described.
In 1997, the first state standard for this specialty was approved, and three years later it was supplemented so that in 2009 the state standard of the third generation was presented. So, today more than 80 secondary and higher educational institutions graduate specialists in adaptive physical education.
Scientific-methodological and information-methodical manuals, textbooks on adaptive physical education, standard programs for the discipline were prepared. Teachers take an active part in professional development programs, transferring knowledge to colleagues from other cities and regions, courses were held in large cities of Russia and the CIS countries.

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

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In preschool education for disabled children and preschoolers with disabilities, a correctional, developmental and health-preserving environment should be created, which implies a number of requirements:

Hygienic - compliance with visual stress, proper nutrition and daily regimen, the use of soothing light shades in the objects surrounding the child, sports equipment, the interior 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. For prevention of new and correction of existing deviations in the state of health of pupils, traditional and non-traditional means of ROS are used. In her work she uses interesting sports equipment, olfactory, visual, vibration, sound and tactile landmarks that contribute to auditory and visual perception. Varieties of yoga, rhythmics, exercise therapy methods are used.
Psychological - in groups, a psychologically favorable microclimate should be created, it is important for the pupil to encourage, create situations of success, regularly talk about successful athletes and those who, with their work and diligence, managed to overcome the consequences of injuries or congenital ailments, in order to form through them a desire for physical exercise and caring for your health.

Adaptive physical education: problems of direction development

The introduction of adaptive physical education in Russia has gone through a difficult path of development. For the successful implementation of 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 general 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 in those who go in for it.
In the "Model Regulations on the Educational Institution of Additional Education for Children", adaptive sports are largely limited for preschoolers, since children with disabilities, according to the document, can only practice at their place of residence, therefore, competitions and trips to places of competitions that go beyond location of the child's residence.
In Russian preschool educational institutions, there is an acute shortage of coaches and teachers of adaptive physical education and sports, since this specialty was not in demand in universities. At the same time, there is a lack of interest in the media in adaptive sports and any events related to it. At the same time, the overwhelming 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 mode of operation 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 presented in the Unified Schedule of International and All-Russian Sports Events. And in the Unified All-Russian Sports Classification there are no category norms for assigning juvenile sports categories to minors with disabilities.

Types of adaptive physical culture

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

AFK is divided into several areas, which 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 regulating 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 development of statokinetic reflexes	Exercises to overcome opposition and maintain balance, movements on a swinging plane, jumping on a trampoline.
3	Stabilization of body position, restoration of muscle feelings, consolidation of the skill of independent walking and standing	Exercises for acquiring motor skills: running, walking, climbing, crawling, jumping, throwing. Looking at himself in the mirror, the child sees his mistakes and takes the correct body position.
4	Training of support ability, body balance, coordination of elementary and complex movements	Sedentary games activate all types of activity: speech, auditory, visual, kinesthetic and motor. Babies develop visual-spatial perception, movement patterns and body patterns, train coordination and attention.
5	Outdoor games	Outdoor games are focused on the development of motor skills, improving the functions of analyzers. Games with overcoming obstacles, with elements of throwing, jumping, running and crawling are used.
6	Gymnastic exercises	Gymnastic exercises on different parts of the body with a dosed load to develop muscle strength, coordination of movements and joint mobility. Conducted with or without apparatus, balls, gymnastic equipment or additional weights.
7	Muscle Relaxation Exercises	Exercises for muscle relaxation and breathing, orientation in space, keeping an erect position, balance, accuracy of movements.

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

Children with cerebral palsy are taught in an unconventional form. Among the various types are in demand:

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

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 drum, tambourine, or spoons), clap or stomp. Rhythmic poetry reading and singing are suitable. Preschool children can perform arbitrary movements 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 a common opinion that human health is the highest value. Unfortunately, in the age of modern electronic technologies, the younger generation underestimates the importance of their own physical capabilities that nature has provided them. Sitting in front of gadget screens for days on end, children weaken their bodies and endanger their health. This behavior increases the incidence and general weakness of a generation and, as a consequence, of an entire nation. Developed countries began to allocate more and more resources and material costs to health programs. Including adaptive physical culture also spreads and develops. In our article, we will consider in detail this type of active activity: what it is, its goals, functions, theory and implementation in practice.

Recreational physical education: characteristics

Each of us at least once in our life has come across the concept of health-improving physical education. Starting from infancy, mothers or visiting nurses conduct special restorative and developmental gymnastics for newborns, then children get acquainted with exercises and various sports. And the private industry does offer a variety of forms of health-improving physical education: from yoga to step aerobics.

What is health improving physical education? This is a series of sports activities that are aimed at general strengthening of the body, activation of its immune forces. Wellness and adaptive physical culture are similar concepts, but they have different goals and methods of implementation. The concept of health-improving physical education should not be confused with medical, rehabilitation gymnastics.

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

The goals and functions of health-improving physical education

The main goals of health related physical culture are as follows:

ensuring and maintaining a high level of health of the population;
improving 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 education pursues different goals, therefore it is used only for people with persistent health problems.

In the methodology, the following main functions of general developmental physical education are distinguished:

wellness: 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 of the course of health related physical education by professional trainers on the basis of proven methodological and experimental data.

Types of health-improving physical education

Health-improving physical education is classified depending on the age of the wards: children, adolescents, youth, for the elderly. There are wellness systems of various nationalities, for example, yoga and ayuverda. 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 exercise?

Back in 1996, physical education for persons with disabilities was included in the state register-classifier of specialties for higher education. Today this specialization is called “adaptive physical culture”. The emergence of this trend is associated with a massive deterioration in the health of the country's population, an increase in the level of disability.

Adaptive physical education differs in theory and implementation in practice from health-improving or physiotherapy exercises. If the first is aimed at general improvement, and the goal of the other is to restore the impaired functions of the body, then the adaptive system is designed for the socialization of people who have serious health disorders that affect the adaptation and self-realization of disabled people in society.

Adaptive physical education is an integrated science. This means that it combines several independent directions. Physical education for disabled people combines knowledge from such areas as general physical education, medicine and correctional pedagogy, psychology. The adaptive system aims not so much to improve the health of a person with disabilities, but to restore his social functions, to correct the psychological state.

Targets and goals

Often, adaptive physical education becomes the only opportunity for a person with disabilities to become a member of society. Studying and competing with people with similar physical capabilities, 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 disabilities in society, work.

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 posed. But the main areas of activity remain unchanged. The general goals are as follows:

Correctional and compensatory work on the identified physical deviation. In most cases, such activities are carried out both for the underlying disease and 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 identified health problems.
The preventive task is to take measures aimed at improving the overall well-being of a person, increasing strength and capabilities, and strengthening immunity.
Educational, upbringing and developmental 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 behavior in a team and during competitions.
Psychological tasks are important components of the direction of physical education for people with disabilities. Often there is a person's asocialization, not so much because of any deviation in health, but because of lack of confidence in their own strengths, inability to interact with other people, and a lack of understanding of their place in society.

Views

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 of sports exercises aimed at socializing a person with disabilities by revealing and improving physical skills.
Adaptive physical education is of extreme nature. They carry a subjective or objective danger.
Directly adaptive sports should be noted separately. Every year the development of this direction is significantly accelerated and improved. There are Paralympic, special and deaflympics directions. Thanks to the emergence of sports for people with disabilities, 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

Adaptive sports are not new. It is reliably known that back in the 19th century, special educational organizations for the blind were created on the territory of modern Russia. In addition to general intellectual knowledge, their program included special gymnastics. In 1914, the first football competition was held for people with 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 recession to rebirth and the emergence of new directions. Since 2000, adaptive sport has begun a new round of its formation and development. The direction is popularized and distributed. Coaches gain experience, athletes achieve high results at the international level.

Today, there are different classifications of areas of adaptive sports. Initially, only a few major large groups were identified. Then new types appeared in connection with the division according to the type of deviation in health. However, the main and most widespread are 3 branches:

Paralympic sport is a competition for people with musculoskeletal and visual impairments.
Deaflympics are for people with hearing impairments.
Special - with intellectual disabilities.

In turn, each of the above directions is divided into sublevels. For example, in Paralympic sports, competitions are distinguished between people with amputated limbs, paralysis, and spinal cord injury.

In addition, competitions are organized both on general, typical for the Olympic Games, requirements, and on special ones, adapted to the capabilities of a specific group of people with disabilities in physical health.

The relevant specialized organization should develop the criteria for evaluating the competition. 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 disabled people:

Knowledge formation. In addition to assimilating 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 transferring information. Depending on the type of the trainee's disease, the most effective method should be chosen or dosed to combine and consolidate verbal information with a visual 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, tactilely familiarize themselves 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.
A method of developing practical skills. Both standardized approaches and the author's private methods of adaptive physical culture are used, designed for people with certain disabilities. More details about private techniques are described below.

Methodology

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. Deviations in health are classified into such large groups:

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

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

The greatest contribution to the development of private methods of this direction was made by such a teacher as L.V. Shapkova. Adaptive physical culture in her works is considered as a social phenomenon that requires a multilateral approach on the part of professionals working with disabled people.

It should be noted the research of such a teacher as L.N. Rostomashvili on the method of adaptive physical education for people with visual impairments. N. G. Baikina, L. D. Khoda, Ya. V. Kret, A. Ya. Smekalov dealt with the problem of physical activity for people with disabilities. The method of adaptive physical education for cerebral palsy was developed by A.A. Potapchuk. For people with amputated limbs and congenital anomalies, A.I. Malyshev and S.F. Kurdybailo 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 different disabilities: goals, objectives, principles, concepts, types, methodology, content, and other recommendations.

Adapted physical education for children

If children are engaged in health-improving physical education from an 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 such a rating is cerebral palsy. For such children, adaptive physical education is an integral and obligatory part of general rehabilitation and socialization. The earlier the diagnosis is made and measures are taken to implement a specially targeted physical activity of the child, the higher the likelihood of favorable adaptation in the surrounding society.

In our country, the practice of creating separate "special groups" and classes in general preschool and school educational institutions. 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. The majority of them significantly improve their physical performance, develop a correct psychological assessment of themselves and those around them, form communication and self-realization.

Our article deals with the theory and organization of adaptive physical culture. This direction is an important part of general physical education and sports. The development and spread of this sports industry in society is an important task for the whole state and each of us in particular.