Principle and methods of AFK presentation. Presentation "Adaptive physical culture" - project, report. Thank you for your attention

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Correctional goals and objectives of adaptive physical culture Purpose: aimed at restoration, replacement and compensation of impaired functions, improvement of muscular-articular feeling, development of independent and high-quality fulfillment of motor actions, maximum possible decrease in the degree of disabilities, preparation for social integration. Objectives: 1). Achievement of the age-appropriate level of physical fitness, development of physical qualities, orientation in space and coordination of movements, etc.; 2). Application special means and methods to improve functional capabilities, develop vision and visual-motor orientation; 3). Overcoming the shortcomings that arise against the background of visual pathology when mastering movements; 4). Activation and exercise of visual functions in close relationship with therapeutic and restorative work.

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Features of the physical development of children with visual pathology Deviations are expressed in lagging behind in height and body weight, vital capacity of the lungs, chest volume, in a significant weakening of muscles, in violation of posture, posture, curvature of the spine, flat feet. Reduced motor activity, which negatively affects the formation of the motor analyzer. Typical movement disorders are closely related to the peculiarities of their mental and intellectual development. Such deficiencies are most clearly manifested in those motor actions that require significant nervous tension and mental work. Motility disorders are found primarily when differentiated and precise movements are performed. Visual impairments negatively affect the development of speed of movement. A pronounced lag is noted in running, jumping from a spot, coordinating the accuracy of movements, and at all stages of development, which is associated with spatial-orientational insufficiency. Movement in children with visual impairment is slow, angular, awkward and irregular. Facial expressions and gestures are poor, monotonous and inexpressive. Table 3

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Pedagogical features of physical education of children with visual impairment. Physical education of children with visual impairment is also aimed at improving the activity of all organs and systems, strengthening health and developing motor qualities. This is achieved by organizing correctional-directed classes, providing for the development of spatial-orientational activity, the motor sphere, the ability to feel and evaluate the speed of movements, their amplitude, the degree of tension and relaxation of muscles, which is the main part of adaptive physical culture.

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General rehabilitation and pedagogical methods (Becker K.L., 1975) Stimulation is a method of systematic application of forms of activity different from the norm for the all-round development of the personality; compensation is a method of forming substitutes; correction is a method of eliminating violations; activation - a method of eliminating delays and approaching deviations to the norm; reinforcement is a method of maintaining the achieved level. Methods used in type IV preschool educational institutions: supply of material in small portions; maximum dismemberment and development of complex concepts and actions; constant reliance on sensory experience; guidance of the actions of students until they are jointly performed by the teacher and the pupil. In the process of ROS, an individual and differentiated approach to children is required, taking into account the clinical forms and nature of visual impairments, developmental anomalies, the severity of visual pathology, as well as systematic monitoring of the dynamics of physical development and motor abilities of pupils, the degree of correction of motor disorders.

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Training and education of motor qualities is based on a system of methodological principles. The principle of accessibility requires compliance with the following rules: a) know the age characteristics of the children involved; b) study and take into account the individual characteristics of the children involved; c) observe the rule: "from simple to complex, from known to unknown." The principle of clarity is provided by the demonstration of individual exercises with the technique of individual elements in the most perfect execution possible. Rules: a) determine which pedagogical task should be solved by means of visualization; b) organize the perception of movements with the help of different senses; c) using visual means, take into account the visual abilities of children, their previous motor experience and knowledge of those involved in physical exercises; d) use direct and indirect demonstration as a means of correcting motor errors in children. The principle of systematicity. With systematic lessons, children with visual impairments learn skills quite effectively, and also receive optimal, functional training.

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The principle of strength. Rules: a) do not proceed to the study of a new exercise until the old one has been thoroughly mastered; b) include in the lesson previously studied exercises in new combinations and options; c) increase the intensity and duration of the mastered exercises; d) systematically keep records of physical fitness and evaluate the achievements of children, conduct control classes, competitions and performances. The principle of differential-integral optima. The use of physical activity of various contents for preventive and corrective purposes should be based on the in-depth knowledge of a specialist functional state of the visual apparatus, the neuromuscular system, take into account the clinical forms and nature of visual impairments, developmental abnormalities, the severity of visual pathology, as well as the dynamics of physical development and motor abilities of children. Knowledge of the regularities of functioning and development in the conditions of motor activity will ensure the use of optimal, local and integral physical loads.

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“Health is a state of complete physical, spiritual and social well-being” (WHO). In order to reduce morbidity in preschool institutions and preserve the health of children, as priority measures, it is necessary: ​​To improve the qualifications of teachers in matters of health culture. Normalize the training load, taking into account the physiological requirements of SanPin. To more actively involve parents and the public in improving the health of pupils. To increase the physical activity of children in physical education classes and in independent activity... In all classes, carry out physical education minutes, in which the elements of physiotherapy exercises are introduced. It is necessary to lead systematic work for the prevention of myopia. To teach children, teachers, parents a healthy lifestyle. To intensify the work of a kindergarten psychologist. The task of preschool educational institutions is to form a culture of a healthy lifestyle and a harmoniously developed person in children.

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During ophthalmological examination of pupils in order to determine the group of physical fitness: Visual acuity monocular and binocular without correction and with optimal correction. Refraction (in borderline cases under conditions of atropine cycloplegia). The state of binocular vision using a color test. The state of the protective apparatus, media and fundus. If indicated, additional studies are carried out: field of view, biomicroscopy, ultrasound biometry, CFMC, tonometry.

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The use of optical correction in ROS lessons When assessing a child's suitability for physical education, the key issue is the possibility of using optical correction. In most ROS cases, glasses (preferably with plastic lenses, flexible wire temples and an elastic band around the back of the head) or contact lenses may be acceptable. Most often, children with myopia are excluded from general physical fitness, which is unacceptable, since it is ROS that is one of the most powerful factors in the prevention of myopia, its progression and complications. With myopia, the main factor determining the decision not to be admitted to classes is the presence of complications: hemorrhages in the eye, central or peripheral vitreochorioretinal dystrophy, retinal detachment, etc. inflammatory diseases, with a progressive decrease in visual functions, it is necessary to try to find out whether the deterioration is associated with physical education and if there is the slightest suspicion of such an effect, classes should be canceled.

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ZDPO test with "caterpillar-pyramid". In addition, at a preschool educational institution of the IV type, typhlopedagogues conduct a test on ZDPO twice a year (September, May), which allows combining a large number of assessment methods for the development of visual-motor functions and orientation in space. ZDPO is such an orientation in which the functions of vision play an essential role in coordinated movement, which means that during its implementation it is possible to clearly see and reliably state the difficulties of a child's actions in three-dimensional space. This is possible if we combine movement in space and the development of the visual analyzer. on ZDPO with "caterpillar-pyramid".

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Results protocol for ZDPO with "caterpillar-pyramid". GOU No. 724 Group No. 4 (youngest) Children age 3 - 4 years Date ___________

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Adaptive physical education as a means of rehabilitation for children with visual impairment. "... a sighted person is spoiled by sight in the matter of knowing the shape, size, position and movement of objects around him, therefore he does not develop the precious ability of his hand to give him the same readings, and the blind is forced to do this," wrote the great physiologist I.M. ... Sechenov.

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Organizational and methodological recommendations for teaching children preschool age with visual impairment ROS classes are a necessary part of preventive, rehabilitation and therapeutic measures for children with visual impairment. It seems obvious that the importance of physical education for children with visual impairment is even more important and necessary than for people with normal vision. Ophthalmic recommendations for children with visual pathology should orient teachers on the acceptability of certain types of load, and not on any specific type of motor activity, taking into account the orientation of the correctional and educational process. An indispensable condition for physical education for children with visual impairment is a clear definition of contraindications, systematic medical monitoring of the state of the organ of vision.

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Safety precautions in physical education in a preschool educational institution and the organization of medical control 1. REQUIREMENTS FOR THE CONDITIONS OF ORGANIZATION OF LESSONS FOR PRESCHOOLERS 1. Any activity, especially physical, can be carried out only under the direct control and supervision of an adult. 2. In the sports hall and on the sports ground, conditions must be created to ensure the protection of the life and health of children: a) all equipment: a gymnastic wall, complexes, ladders must be securely fixed; all kinds of equipment, manuals, furnishings must be installed and placed taking into account their complete safety and stability, excluding the possibility of falling; b) the equipment used by children must be placed at a height not exceeding the level of their chest. 3. The room in which physical culture activities are organized must be clean, bright, well ventilated. Illumination must comply with the established sanitary and hygienic standards. 4. It is forbidden for children to carry weights weighing more than 2-2.5 kg. (for a senior preschool child). ...

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2. REQUIREMENTS FOR EQUIPMENT AND MATERIALS 1. The equipment used by children must correspond in size to their age. 2. Only functional and safe items are given to children for use. 3. It is prohibited to use equipment and tools intended for adults; it is inappropriate, pedagogically unjustified and dangerous to use objects produced by industry for the play activity of children. 4. All equipment and tools must be neatly, conveniently and rationally placed, kept in a clean, serviceable condition. All piercing, cutting objects should be kept out of the reach of children.

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3. MEDICAL CONTROL OF PHYSICAL EDUCATION IN KINDERGARTEN 1. Medical supervision is carried out by the medical staff of the kindergarten. The main task of medical supervision is to help improve the health of children, improve physical and neuropsychic development. 2. Medical control includes: a) medical examinations, assessment of the state of health, physical development of children in the course of classes; b) medical and pedagogical observations over the conduct of various forms of physical education, control over the content, methods of conducting physical education classes, and compliance with the age-related capabilities of children; c) sanitary supervision over the places where classes are held, hardening events, over the hygienic state of equipment, inventory, as well as the suit and footwear of the trainees; d) sanitary and educational work among the staff and parents of the preschool institution. The organization of medical control provides for the joint work of a nurse, a head, a senior educator. 3. Medical examination and assessment of the state of health of children are carried out by a doctor at annual in-depth medical examinations... For a more accurate assessment, it is necessary to have a characteristic of the development of movements of each child. The assessment of the state of health is given at the time of the examination.

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Health groups FIRST GROUP - unites healthy children who do not have developmental disabilities in all health signs selected for assessment, who did not get sick or rarely got sick during the observation period. SECOND GROUP - healthy children with biological or social analysis, some functional changes. THE THIRD GROUP - unites sick children with chronic diseases. FOURTH GROUP - children with chronic diseases, congenital malformations in a state of subcompensation. FIFTH GROUP - children with severe chronic diseases, with severe congenital malformations.

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Medical and pedagogical observations include an assessment of the conformity of the content and methods of conducting various forms of physical education to the age and functional capabilities of children. Doctor, nurse, the head, the senior educator, exercising medical and pedagogical control, must first get acquainted with the outline drawn up by the educator. To assess the correctness of the construction of physical training, you should use the method of individual timing. During the timing, the motor activity of children, the general and motor density of the lesson are also determined. When determining the total density of the lesson, the time spent on performing movements, showing and explaining the teacher, rebuilding, placing, cleaning sports equipment, minus the time spent on downtime of children, unjustified expectations, restoration of disturbed discipline is taken into account. Total density is the ratio of useful time to the total duration of the entire session, expressed as a percentage. The total density should be at least 80-90%. Motor density is characterized by the ratio of the time directly spent by the child on performing movements to the time of the entire session, expressed as a percentage. With sufficient physical activity, it should be at least 70-85%. During medical and pedagogical control, an important place should be given to observations of the implementation of the general motor regime in a child care institution. The motor regime includes all the dynamic activity of children, both organized forms of work and independent motor activity. The general movement regimen should be a means of strengthening the health of children.

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The motor mode of the GOU d / s No. 724 of the compensating type for all age groups No. Physical culture and recreational activities in the daily regimen II-I junior group Middle group Senior group Preparatory group 1 Independent physical activity in the indoor d / s and during a walk (morning / evening). Daily The nature and duration depends on the individual characteristics and needs of the children. 2 Morning exercises. 6 minutes 8 minutes 10 min. 12 minutes 3 Corrective eye gymnastics (2 times a day). 1 minute. 1.5 minutes 3 min. 3 min. 4 Physical education sessions (3 times a week: 2 sessions in the gym and 1 session on the street). 15 minutes. 20 minutes. 25 minutes 30 minutes. 5 Music lessons (2 lessons per week in the music hall). 15 minutes. 20 minutes. 25 minutes 30 minutes. 6 Motor warm-up (up to 10 min.). Physical education. 1 minute. 2 minutes. 3 min. 3 min. 7 Exercises for the eyes to relieve visual fatigue. 1 minute. 2 minutes. 3 min. 3 min. 8 Outdoor games and physical exercises for a walk. Games and exercises for the development of ZDPO. 6min. 8 minutes 10 min. 12 minutes 9 Exercise after naps. 6 minutes 8 minutes 10 min. 12 minutes 10 Corrective gymnastics for the development of m / m hands and professional flat feet (2 r / day). 1.5 minutes 3 min. 5 minutes. 7 minutes Physical activity of children per week in organizational forms of activity: 4h. 6h 25 minutes 8h 10 min. 9h 50 minutes

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Organization of physical education of children in the family and preschool educational institution The role of a healthy lifestyle in the family is extremely important in the upbringing of children. Elementary knowledge about the components of a healthy lifestyle (rational nutrition, adherence to work and rest, sufficient physical activity, the use of hardening agents, the ability to organize their behavior correctly, without nervous tension) is already available to the youngest children. On the specific examples it is necessary to convince parents that any child, even one born weak, can and must become physically strong, harmoniously developed, if efforts are made to do so. Such a structure of work requires constant self-education and self-improvement from teachers.

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Classification of exercises and games for the correction of visual dysfunctions in children with strabismus and amblyopia Purpose: continuous eye tracking of object movements. Throwing the ball into the ring. Throwing at the target. Watch the pendulum. "Throw the ring up and catch." Tracking the flashing lights on the light linear display (right - left; left - right; bottom - up; top - down). "Table basketball". "Table tennis". Rolling the ball in a confined space. Ring toss. Purpose: to relax the convergence, to develop the direction of the child's gaze into the distance and upward (converging squint). Light up the flashlight. Throw up a balloon. Find the ball (big, small). Toss the ball and catch. Who will throw the subject next. Get the item. Whose ball?

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Purpose: to enhance accommodation, to develop the direction of gaze upward and downward (divergent squint). Build a pyramid. Ball on the floor. Draw a drawing on the floor. Games "Closer - further". Rolling the ball to each other. Move the item. Who will collect the most Goal: to consolidate binocular vision, to develop stereoscopic vision. Hit the gate. Knock down the pin. Throw in a ring. Put the balls on the rod. Small towns. The game "Kolcebros" (floor, table).

INTRODUCTION

CHAPTER 2. PHYSICAL ACTIVITY AMONG THE DISABLED: REALITY AND PROSPECTS

2.1. Reality

2.2. Perspectives

CHAPTER 3. PARALYMPIC SPORT IN RUSSIA

CONCLUSION

BIBLIOGRAPHY

INTRODUCTION

The trouble, when he comes, does not ask for a name, or a surname, or a 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 unhappy 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 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 CULTURE

Adaptive physical culture is a complex of sports and health-improving measures 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 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 in sports teams.

But the main thing is that 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 forces in comparison with the forces of the average healthy person;

the ability to overcome not only physical, but also psychological barriers that prevent a full life;

compensatory skills, that is, allows the use of functions different systems and organs instead of missing or disturbed;

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 your personal qualities;

striving 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, both biological and social factors impact 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 SPORT AMONG THE DISABLED: 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, incl. motivation on the part of 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 in recent times 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 Realization of Equal 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 a variety of programs and systems. social security disabled people, which includes physical education and sports.

In many foreign countries, a system has been developed for attracting people with disabilities to physical culture and sports, which includes a clinic, a rehabilitation center, sports clubs and clubs for the disabled. 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 to reunite with society, participate in socially useful work and rehabilitate their 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 labor 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, this group of the population in Russia 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 "disabled", "physical activity", and, moreover, "sport" 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.

PAGE_BREAK - 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 Physical Transport of Russia on October 31, 1997. considered the issue "On 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 Recreation and Relations with State and Public Organizations of the State Committee for the Federal State Property Fund of Russia is aimed at solving these problems.

These issues are most fully reflected in the Concept of State Policy 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. and others).

2.2 Prospects.

In the Concept of 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 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 disabled people to engage in 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 therefore funding) 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 in any way, tk. even in this crisis situation, society can and must create the conditions necessary for the life of people with disabilities.

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 disabled people;

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 regulatory framework development of physical culture and sports for disabled people.

The undoubted advantage of this concept is the proposals for the delineation of powers and functions in the system of physical rehabilitation of disabled people between federal and regional bodies. government controlled 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. Exactly local authorities the authorities, 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 and 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 involved, their absorption in new impressions, images, activity, immersion 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 your own body.

Specialization of sector employees in different areas science (pedagogy, psychology, medicine, physiology, biomechanics, mathematical statistics, etc.), as well as the accumulation of large practical experience in the field of adaptive physical culture (AFC) and adaptive sports (AS) provide an integrated approach to solving problems associated with:

development of legal and regulatory frameworks for adaptive physical culture and sports;

substantiation of innovative technologies for scientific and methodological support of physical culture and sports activity of people with health disorders;

diagnostics (including computer diagnostics), assessment and control over the state of those engaged in physical and sports exercises;

providing practical assistance in correcting existing functional disorders;

organization and holding of scientific conferences on AFK issues;

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 awards, performing in 10 types of programs out of 20, and took the 14th place in the team.

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 Salt Lake City Winter Paralympics in 2002, 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:

track and field athletics - 23 people;

swimming - 17 people;

football - 14 people;

judo - 13 people;

volleyball (men) - 14 people;

bullet shooting - 8 people;

powerlifting - 11 people;

table tennis- 6 people;

equestrian sports - 6 people;

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 primarily in state support 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.

Continuation
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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. Funding for all-Russian sporting events among disabled people for five years increased from 8 to 60 million rubles.

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 scientific and practical centers of physical rehabilitation.

Annually in the United calendar plan All-Russian and international competitions, a section is envisaged, which includes about 100 All-Russian and 60 international sports events among athletes with impaired hearing, vision, intelligence, 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 Paralympic athletes 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 athletes with disabilities 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, lack of equipment and inventory, underdevelopment of the network of physical culture and sports clubs, children and youth sports schools and departments for disabled people in all types of institutions of additional education of physical culture and 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.

BIBLIOGRAPHY

Vydrin V.M. Methodical problems of the theory of physical culture // Theory and practice of physical culture, 2000, p. 10-12. - No. 6.

B.V. Evstafiev Analysis of basic concepts in the theory of physical culture / Materials for lectures. - L .: VIFK, 2005, p. 133 - No. 5.

Lubysheva L.I. The concept of human physical culture formation. - M .: GTsOLIFK, 2003 .-- 120 s

L.P. Matveev Introduction to the theory of physical culture: Textbook. pos. for in-tov physical. cult. - M .: FiS, 2003 .-- 128 p.

Nikolaev Yu.M. The theory of physical culture: functional, value, activity, effective aspects. SPb., 2000.-156 p.

Collection of materials for lectures on physical culture and sports for disabled people (Ed. And compiled by V.S.Dmitriev, A.V. Sakhno). T I and II. - M .: MOGIFK, VNIIFK, 1993. T I. - 272 p. T. II. - 292 s

Social and biological foundations of physical culture: Tutorial/ Resp. ed. DN Davidenko Publisher: SAINT-PETERSBURG STATE UNIVERSITY, 2001, 208 p.

A.G. Shchedrina Health and mass physical education. Methodological aspects // Theory and practice of physical culture, 1999. - №4.

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Municipal educational institution "Secondary school № 42" Physical education for all compiled by: R.F.Surinova Program for children with disabilities in the state of health of a permanent or temporary nature, Leninsk-Kuznetskiy 2006

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Program objectives Formation of students' personal responsibility for their health; Strengthening health, improving physical development, hardening the body; Increasing the body's defenses and resistance; Mastering basic motor skills and qualities; Education of moral and volitional qualities and interest in regular independent physical education; Explaining the meaning of a healthy lifestyle, the principles of hygiene, the correct mode of work and rest, rational nutrition, staying in the air.

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Structure of the AFC lesson The preparatory stage is carried out in the form of testing. The main stage includes: exercises to improve breathing functions; general developmental exercises (ORU); corrective exercises; training of muscle, respiratory and cardiovascular systems with individual dosing of the load and its further increase. The final stage... The results of the lesson are summed up, recommendations for self-study are given.

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Test exercises to identify changes in the functional state of the body (FSO) The functional state of the cardiovascular system is determined by a functional test, consisting of 20 squats. The assessment of the functional state of the external respiration system is determined by holding the breath (inhalation) for the maximum possible time. Assessment of the state of the neuromuscular system is determined by the ability to maintain balance in the position “standing on one leg, arms to the sides, eyes closed” (“heron” exercise). In this case, any movement is considered a loss of balance. The time until the loss of balance is recorded. The strength of the trunk flexors is measured by the number of leg lifts in 10 seconds while lying on the back. Straight legs rise to an angle of 45º and lower until they touch the carpet. Evaluation of the strength of the extensor muscles of the trunk is determined by the time spent by the subject in the position "lying on his stomach, arms extended forward." The arms and chest do not touch the carpet, the lower back must be bent, and the legs also do not touch the carpet (boat exercise). The assessment of the strength of the muscles of the shoulder girdle is determined by the number of flexions of the arms in the lying position in 10 seconds. The assessment of the mobility of the hip joints and the spine is determined in centimeters in the "fold" exercise. The subject makes a tilt in the position "sitting on the floor, feet shoulder-width apart", with his hands touching the measuring tape. Growth. Weight. Blood pressure, pulse.

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Means of adaptive physical education Movement regime (daily walks) Near and distant tourism Recreational and developing physical exercises Outdoor games Adaptive sports Hardening (air, solar and water procedures).

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Adaptive physical culture - a new direction in the system of rehabilitation of persons with disabilities The work was carried out by the teacher of physical culture MAOU secondary school No. 27, Balakovo, Saratov region Myasnikov Andrey Yurievich 2016

The concept of "HVD" HIA - limited health capabilities. Persons with disabilities are people with disabilities in physical and (or) mental development, that is, deaf, hard of hearing, blind, visually impaired, with severe speech impairments, disorders of the musculoskeletal system and others.

Adaptive physical culture is a part of general culture, a subsystem of physical culture, one of the spheres social activities, aimed at meeting the needs of persons with disabilities in physical activity, restoration, strengthening and maintenance of health, personal development, self-realization of physical and spiritual forces in order to improve the quality of life, socialization of integration in society.

ROS as a means of comprehensive rehabilitation Adaptive physical culture (ROS) is a type of physical culture of a person with disabilities in health (disabled) and society. These are activities and results to create a person's readiness for life; optimization of its condition and development; process and result of human activity

Adaptive - this name emphasizes the purpose of physical education for people with disabilities. This suggests that physical culture in all its manifestations should stimulate positive 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. For the first time in the St. P.F.Lesgafta opened the faculty of adaptive physical culture, the task of which is to prepare highly qualified specialists for work in the field of physical culture

Relevance of the work For disabled children with mental retardation due to irreversible damage to the central nervous system, physical and mental development proceeds on a defective basis, while bone, muscle, endocrine, sensory systems, higher mental functions: speech, thinking, attention, memory, are underdeveloped. emotions and personality in general.

Purpose: to consider adaptive physical culture as a new direction in the rehabilitation system for people with disabilities.

In a person with deviations in physical or mental health, adaptive physical education forms: a conscious attitude to one's own forces in comparison with the forces of an average healthy person; the ability to overcome not only physical, but also psychological barriers that prevent a full life; 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 your personal qualities; striving to improve mental and physical performance. Objectives of the AFK:

is to promote the formation of students' knowledge, abilities and skills in adaptive physical culture. So, in the process of training, it is necessary to inform students about the importance of systematic performance of physical exercises in a person's life (health-improving and applied), what types of exercises are, about the technique of their implementation, about standards, about the hygienic features of performing some of them, and much more. ... The main functions of a teacher of adaptive physical culture are that along with the cognitive abilities of those engaged in this or that kind, it is necessary to develop intellectual abilities that contribute to the speed and accuracy of orientation in the information received is related to the organization of: AFC lessons; physical education minutes (physical training pause) and seminars for their conduct with teachers primary school and subject teachers; outdoor games on dynamic changes; sports watch in extended day groups; sports and physical culture holidays of the school; walking and hiking is aimed at educating personal qualities students These are feelings of collectivism, hard work, courage, dedication, responsibility, discipline, etc. pedagogical excellence AFK teachers: possession of persuasion methods, the ability to use the educational power of personal example, as well as to use the method of practical training, which ensures the development of specific behavioral skills, positive habits in communicating with others Educational Developing Organizational Educational

Basic pedagogical principles of working with children with developmental disorders Unity of diagnosis and correction. The principle of differentiation (uniting children into relatively homogeneous groups) and individualization (taking into account the characteristics inherent in one person) The principle of taking into account age characteristics The principle of the adequacy of pedagogical influences (solving correctional and developmental, treatment and recovery problems, selection of means, methods, methodological techniques) The principle of optimality of pedagogical influences (reasonably balanced value of psychophysical load) The principle of variability (an infinite variety of not only physical exercises, but also the conditions for their implementation, methods of regulating the emotional state)

MEDICAL AND PEDAGOGICAL CONTROL OF THE ORGANIZATION OF PHYSICAL EDUCATION OF STUDENTS WITH DISABLED HEALTH STATES Guidelines Methodological recommendations are recommended expert council Ministry of Education and Science of the Russian Federation to improve the system of physical education in educational institutions of the Russian Federation for use in educational process general educational institutions (2012) For physical education, students are divided into 4 medical groups The main medical group for physical education includes students without deviations or with minor deviations in health The preparatory medical group for physical education includes students: state of health, often ill, after illnesses and injuries. The special medical group "A" (health-improving) and group "B" (rehabilitation) for physical education include students with severe deviations in health.

PEDAGOGICAL CONTROL OF THE ORGANIZATION OF PHYSICAL CULTURE OF STUDENTS WITH DISABILITIES IN THE STATE OF HEALTH Physical culture classes of students of the main medical group are carried out in accordance with the curriculum of physical education in full; allowed to visit sports sections, circles, participation in competitions, preparation and delivery of the standards of the FP according to age, passing the practical part of the exam on the subject "Physical culture". Physical education classes for students of the preparatory medical group are carried out in accordance with the curriculum of physical education, subject to a more gradual mastering of the complex of motor skills and abilities, especially those related to the presentation of increased demands on the body. In the absence of contraindications, with the permission of a doctor, preparation and delivery of FP standards according to age, visits to sports sections with a significant decrease in the intensity and volume of physical activity can be carried out. Physical education classes for students of special medical group "A" are carried out in accordance with physical education programs for students with disabilities. Physical education classes for students of the special medical group "B" are held in medical institution(children's clinic, medical and physical dispensary, etc.).

Features of the psychophysical development of children with disabilities The assessment of physical development is based on: parameters of growth, body weight, proportions of development of individual parts of the body, as well as the degree of development of the functional abilities of his body (vital capacity of the lungs, muscle strength of the hands; development of muscles and muscle tone, condition posture, musculoskeletal system, development of the subcutaneous fat layer), which depend on the differentiation and maturity of cellular elements of organs and tissues, functional abilities nervous system and the endocrine apparatus.

General principles and rules of correctional work: Individual approach to each student. Prevent the onset of fatigue by using a variety of means. The use of methods that activate the cognitive activity of students, develop their oral and written speech and forming the necessary learning skills. Manifestation of pedagogical tact. Constant encouragement for the slightest success, timely and tactical assistance to each child, the development in him of faith in his own strength and capabilities.

Correctional developmental orientation in AFK correction of basic movements in walking, running, swimming, throwing, jumping, skiing, exercises with objects, etc .; correction and development of physical fitness; correction and development of coordination skills; correction and prevention of somatic disorders; prevention, correction and development of mental and sensory-perceptual abilities; development of cognitive activity; the formation of the child's personality.

Methods and forms of conducting AFC; method of forming classes; method of teaching motor activity; method of developing physical abilities; personality education method; the method of organizing the interaction between the teacher and the student; regulation method mental state children.

Rehabilitation and pedagogical include: compensation - a method of forming substitutes, correction - a method of eliminating violations, reinforcement - a method of maintaining the achieved level.

The main functions of a teacher of adaptive physical culture: it is necessary to develop intellectual abilities that contribute to the speed and accuracy of orientation in the information received; connected with the organization of lessons of the AFC; aimed at fostering the personal qualities of students.

Conclusion Along with special exercises, a general motor regimen is required. In all classes, children develop a sense of posture and direction of movement, the position of body parts. When practicing, you need to make good use of sound and speech accompaniments. Words, phrases that normalize the child's psychological activity, improve speech understanding, and enrich his vocabulary are important. It is important to remember that a child with mental retardation usually has a poor idea of ​​the scheme of his body and the scheme of integral movement, so you need to fix his attention on the part of the body that is currently in work, in motion.

Library of International Sports Information

LIST OF USED SOURCES 1. Begidova TP Fundamentals of adaptive physical culture: Textbook. - M .: Physical culture and sport, 2007. 2. Medical and social foundations of the independent life of disabled people: Textbook / V.S. Tkachenko. - M .: Publishing and trade corporation "Dashkov and Co", 2010. 3. Fundamentals of adaptive physical culture: Textbook. Benefit. - M .: Physical culture and sport, 2007. 4. Theory and organization of adaptive physical culture: Textbook. In 2 volumes.Vol. 1. Introduction to the specialty. History and general characteristics adaptive physical culture / Ed. prof. S.P. Evseeva. - M .: Soviet sport, 2003. 5. Theory and organization of adaptive physical culture: textbook. In 2v. Vol.2: Content and methods of adaptive physical culture and characteristics of its main types / Ed. prof. S.P. Evseeva. - M .: Soviet sport, 2005.

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