Features of conducting physical education classes with disabled children
Every year the number of children with various physiological and psychological disabilities increases. Therefore, the problem is that with the help of physical exercises to try to help the child live in the modern world.
Working hypothesis: it was assumed that the introduction of corrective exercises into the practice of physical education teachers will increase the effectiveness of correcting defects in the child's health.
The purpose of the study: the place of physical education in the lives of disabled children.
The object of the study: the current state of physical education of children with health deviations.
The subject of the study: children with physical disabilities.
Research objectives:
To form an idea of the meaning and role of physical education in the lives of disabled people;
To study the use of means and methods of the physical education system in working with disabled people;
To find out the need to create special physical education institutions for disabled people and to hold mass sports events for disabled people;
To consider the features of conducting physical education classes for children with health disabilities.
Research methods:
Analysis of scientific and scientific-methodical literature.
Analysis of pedagogical experience.
Pedagogical observation
Scientific novelty: generalized modern scientific data on some ways to increase the effective correction of physical health defects in children using various exercises and participation in mass events.
Practical significance: in the process of physical education, the features of conducting physical education classes with disabled children were established. When evaluating the means of physical education of the named category of children, it is necessary, first of all, to eliminate those exercises that are contraindicated for certain diseases. Usually, training in rational breathing and correction of posture (appropriate exercises) acquire important importance. An individual approach and systematic monitoring of the body's condition are mandatory.
With visual and auditory defects and an affected nervous system, the child's body develops in unfavorable conditions not only due to the violation of these functions, but also due to forced hypokinesia. This is especially noticeable in the blind and patients with cerebral palsy. Hypokinesia worsens the condition of the body and contributes to the progression of the disease. A vicious circle is formed: the disease leads to a restriction of mobility, and this, accordingly, worsens the course of the disease. The pathological condition can be opened only by timely and systematic application of justified loads.
The place of physical education in the rehabilitation of the disabled. The role and significance of physical education in the lives of the disabled
One of the ways to involve the disabled in active social life and professional activities, to create favorable conditions for their physical, psychological and social rehabilitation is physical education and sports activities.
Among the most common limitations of life in the disabled is the limitation of the ability to move. Due to the pathology of the musculoskeletal system or other organs and systems, a deficit of motor activity occurs, which ultimately leads to the so-called hypokinetic disease. It is based on hypokinesia and hypodynamia, their cumulative effect.
Hypodynamia means an absolute and relative decrease in the volume and intensity of a person's motor activity, which is accompanied by small muscle efforts. Hypokinesia is characterized by a low level of energy expenditure for muscle work, the local nature of muscle work, prolonged fixation of a forced posture, simplification and impoverishment of coordination activity.
The cumulative effect of hypodynamia and hypokinesia leads to negative consequences, which are manifested in the following:
1) trophic and degenerative changes in the musculoskeletal system, its neuromuscular and bone components;
2) decreased muscle tone, impaired stability and reliability of coordination of motor acts;
3) joint contractures, prerequisites for the abnormal mutual arrangement of skeletal bones;
4) impaired metabolic processes, which leads to an increase in the volume of adipose tissue;
5) detraining of the abdominal muscles, which negatively affects digestive functions (intestinal atony);
6) impaired cardiac activity and the force of contraction of the heart muscle;
7) change in breathing, characterized by a decrease in vital capacity of the lungs and pulmonary ventilation;
8) decrease in the volume of circulating blood due to its deposition in the organs, which is accompanied by a weakening of vascular tone and deterioration of tissue oxygen supply.
Hypodynamia and hypokinesia are the cause not only of a decrease in the functional capabilities of the body and a reduction in the terms of professional fitness, but also affect the duration of life.
Taking into account the described circumstances, the prevention of hypodynamia disease, in particular in disabled people, is of particular importance. Among a number of factors, one of the main places is occupied by health-improving physical culture due to the influence of physical exercises not only on the musculoskeletal system, but also on the psychological state of disabled people. Physical education and sports are considered as a means of physical, psychological and socio-environmental rehabilitation.
It is physical education and sports, due to the impact that actively acts on the body, on increasing the level of physical fitness, expanding the circle of communication, stimulating the "spirit of competition", that are considered as a health-improving environment.
Physical education as a health-improving environment consists of a number of successive stages, the change of which will not necessarily be carried out in each specific case. This depends on the physical and psychological predispositions and the degree of expressiveness of the rehabilitation potential.
It is recognized that one of the first stages, and at the same time the necessary components of physical culture is physical education, which performs the function of systematic physical training, in particular, of disabled people from childhood to practical life. In the course of physical education, the personal qualities of a disabled person, will, and ability to overcome difficulties are formed.
The underdevelopment of physical education and sports for disabled people in our country is due to a number of reasons: the lack of a conceptual approach, the lack of specialized sports facilities and equipment, the lack of training of professional organizers and trainers for disabled people, the low motivation of disabled people for self-improvement,
It should be noted that physical education as a special method of improving the physical and moral potential of a disabled person in itself does not yet represent an environment from the point of view of socio-environmental rehabilitation. The rehabilitation of a disabled person using morning exercises, industrial exercises, therapeutic physical education and other individual methods of influence does not yet create a health-improving environment. This requires the introduction, "inclusion" of many other factors of a competitive, game nature, which, in addition to the development and improvement of motor skills, must be created by the environment itself. Its health-improving effect will also affect the psychological state of disabled people in this case. During the competition, the possibility of self-realization, self-affirmation of disabled people will be revealed, which creates the prerequisites for their social integration.
In the process of physical education, motor functions are formed and improved, especially those that are impaired as a result of a pathological process. In the course of physical education, compensation for the main defect and correction of secondary disorders that have arisen in connection with the main disease occur. Motor exercises develop muscle-joint sensation, spatial orientation, train memory for the sequence of movements, improve the ability to perform movements according to verbal instructions, help strengthen the cardiovascular system, activate metabolism, stimulate the intellectual abilities of disabled people, and improve the overall tone of the body. The goal of physical education is to enable the disabled person to correct and compensate for his or her shortcomings.
Physical education is based on corrective and compensatory techniques. Regardless of the category of disabled people and the type of defects, general health-improving tasks are solved, which involve organizing work in such a way as to influence not only the general condition, but also restore certain functions of the body that are impaired by the disease. These tasks include physical rehabilitation, creating conditions for proper physical development, hardening, and correcting the features of the somatic state (correction of the act of breathing, disorders of the cardiovascular system).
Educational tasks involve the development of certain character traits (will, perseverance, a sense of collectivism, organization, activity, courage, etc.), provide stimulation of mental development. Attention, memory, agility are developed, orientation is improved, and intelligence is developed.
The education of basic physical qualities (strength, agility, speed, endurance) of disabled people was until recently considered inexpedient due to the complex damage to the body and the idea of the impossibility of their full adaptation to independent life.
The solution of educational tasks for the formation of motor skills and abilities in working with disabled people involves, first of all, assistance to the natural process of formation of age-related motor functions. In addition, it is necessary to form those motor skills and abilities that the disabled person cannot master independently due to pathological changes in the motor sphere, which are often found in all categories of disabled people.
With repeated repetition of exercises, the improvement of motor and sensory orientation, diffuse disturbance gradually turns into a strictly differentiated impulse, as well as an unformed, generalized motor reaction.
In the physical education of the disabled, a number of special correctional tasks are solved, which have independent significance, but are closely interrelated. These are, first of all, tasks included in the compensation of the main defect and in the correction of secondary disorders caused by the main disease, the performance of such motor tasks that develop muscle-joint sense, orientation in space and time, the degree of tension and relaxation of muscles, memory for the sequence of movements by the quality of their execution. Correctly selected and dosed, they are powerful afferents addressed to various parts of the central nervous system, which change the ratio of excitatory and inhibitory processes in the cortex of the cerebral hemispheres and can be aimed at restructuring pathological, conditioned reflexes that have arisen in the course of the disease.
Use of means and methods of the physical education system in working with the disabled
In the physical education of the disabled, all means of the physical education system should be widely used. At the same time, they must be developed in strict accordance with the correctional and compensatory tasks, taking into account the person being trained.
Thus, in working with healthy people, special exercises for inclusion in movement, for coordination, which affect the vestibular apparatus, are not distinguished. It is believed that any physical exercise is used to some extent for these purposes. But disabled people have such significant defects in the inclusion in movement of coordination of movements and maintaining balance that it is impossible to restore them with general exercises. Special exercises are necessary to correct and compensate for these violations.
In physical education for disabled people, two groups of exercises are distinguished; general preparatory (generally developing exercises used in small forms of physical education, exercises, physical education minutes, etc.) and special (walking, running, swimming, etc.).
The main forms of physical education for disabled people are:
- independent physical exercises (morning hygienic gymnastics, walks, local tourism, corrective classes using methodological materials);
- organized group and sectional physical education and sports classes (physical education and correction classes in medical and sanatorium institutions and rehabilitation centers, classes in accessible sports in groups and sections of public physical education organizations, industrial gymnastics for persons "employed in the field of material production and household services, etc.);
- invasport (organization and holding of competitions in accessible sports).
Morning hygienic gymnastics is carried out daily before breakfast for 10-20 minutes, depending on the nature, degree and level of pathology, functional state and age of disabled people. The purpose of morning hygienic gymnastics is to prepare the body for the transition from a state of physiological rest to everyday physical activity associated with household and work activities. Morning hygienic gymnastics is usually carried out in wards, halls, physical education halls, on sports grounds under the guidance of an physical education instructor. group method in special medical and sanatorium-resort institutions, as well as at home with the help of relatives or independently.
Classes are conducted sitting on a chair, in a wheelchair or standing in fixing devices. The dosage of exercises depends on the degree and level of damage, age, functional state of the body of those involved or on the level of their physical fitness.
Therapeutic physical education is one of the main forms of organizing physical exercise classes for disabled people. This is determined, on the one hand, by the breadth of the impact of therapeutic physical exercises on various functional systems of the body - cardiovascular, respiratory, musculoskeletal, nervous, endocrine, and on the other hand - by the training and restorative effect of these exercises in the case of insufficiency of various body functions. It is only necessary to highlight the main principles that reflect the specifics of the use of exercise therapy:
1. Clear differentiation of the goals and objectives of exercise therapy based on the analysis of the possibilities that ensure the restoration of muscle strength and coordination of movements, the prevention and elimination of contractures, the development of independent movement, development of manipulative abilities, acquisition of household self-service skills, normalization of metabolism, breathing, establishment of controlled basics of urination and defecation, acquisition of new professional skills.
2. Interactive use of various techniques in the complex of exercise therapy.
3. Differentiation of the technique with the use of gymnastic exercises, sports and outdoor games, and applied exercises.
4. Gymnastic exercises included in the complex should be determined by the clinical syndrome of motor disorders, the type of muscle tone disorder, and the state of coordination. It is advisable to perform active, passive, and active-passive exercises with the help of a methodologist, from optimal starting positions, using rubber bandages, and exercise systems.
Exercises to restore hand functions and the ability to perform manipulative actions are especially important.
5. Clear differentiation of the use of different types of massage - classical segmental, acupressure, their combination, vibration, hydro, and self-massage, electrical, and vibration stimulation of affected muscles.
6. Applied exercises should include a comprehensive system of development and training in walking as a method of independent movement. The most effective is the sequential use of exercises:
in bed with a variable angle of the bed;
with the use of shortened crutches;
with the use of suspensions and rubber bandages;
walking between parallel bars in the hall and in the pool;
moving with the help of a monorail, crutches;
walking up stairs with stepping, with a load, in the dark, falling and getting up.
7. It is effective to include in the complex of sports games and competitions. Individual and group physical therapy classes are held for 10-30 minutes. once or twice a day in the physical therapy rooms of stationary medical and sanatorium-resort institutions, clinics, on sports grounds, in swimming pools, etc.
Industrial gymnastics as independent physical exercise classes in everyday life should be included daily in the motor activity regimen of disabled people. During the day, it is advisable to conduct 3-4 classes lasting 1:5-30 minutes. In order to increase the effectiveness of physical exercises on the functional development of the body and the level of physical fitness, it is recommended to use various training systems, devices and equipment in individual classes (dumbbells, elastic, rubber bandages, expanders, block systems, etc.), which will facilitate the task of normalizing physical activity, creating programs of local influence on individual muscle groups and body systems.
Corrective exercises should be included in the weekly motor regimen through daily exercises lasting 15-30 minutes.
Walks, local tourism - forms of physical education that do not require long-term preparation and the use of complex equipment and devices. Walks are included in the daily motor regimen: at all stages of rehabilitation. The duration of walks depends on the ambient temperature, the functional state of the disabled, the possibility of using this type of independent training at home. Local tourism can be organized by a group of disabled people engaged in one section or association on a territorial basis (special areas, homes for the disabled, sanatorium-type medical institutions), and can also be carried out independently, as a rule, within one day. Inclusion of local tourism in the weekly motor regimen of disabled people, which allows for a combination of active perception of the environment with dosed physical activity, helps reduce nervous system tension, improve the functional state of the main body systems, and increase the level of physical fitness of disabled people.
The following organizational methods can be used when training with disabled people:
1. Individual, i.e. a method that determines the possibility of organizing a session by a trainer with one disabled person. In this case, the technique is selected strictly individually, taking into account the characteristics of the pathology of the disabled athlete, his functional capabilities and fitness.
The individual method of organizing classes is the most effective.
2. Group, i.e. a method in which the coach works with a group of disabled people up to 10 people. As a rule, in this case, the presence of assistants is advisable, who perform mainly purely auxiliary functions in organizing classes and installing equipment and inventory.
3. Individual-group, i.e. a method in which the coach organizes and conducts classes methodically, and assistants work individually with athletes under the guidance of the coach.
The effectiveness of this method is also very high. In addition, in this case, several disabled people participate in the class at once, which increases emotional tone, forms communication skills in the team. The participation of healthy assistants is especially important, which is a powerful factor in the social adaptation of disabled people.
4. The method of independent classes implies organizing classes on the recommendation of a coach or independently, the use of this method allows you to increase the effectiveness of classes due to the continuity of influence regardless of external factors.
With systematic classes, disabled people quite effectively master skills, and also receive optimal functional training. Along with the gradual complication of tasks from class to class, physical activity also increases. Therefore, the specialist must regulate the amount of physical activity by changing the intensity of the exercises performed, the pace of their execution, the duration of rest between exercises, etc.
Thus, the use of physical activity of various content for preventive, corrective and training purposes of the motor sphere of disabled people should be implemented by a specialist based on the guidance of the following laws: deep knowledge of the functional state of the nervous system of disabled people; physical loads of various nature, applied locally and integrally in the prevention and correction of the motor sphere of disabled people, at each moment of the classes should be optimal "taking into account the functional state of their neuromuscular system and the system of internal organs.
In the organizational plan, it is recommended to create schools (on the basis of municipal social service centers) for the implementation of the program of socio-environmental rehabilitation, which includes gymnastics, physiotherapy, aerobics, etc.
Creation of special institutions for disabled people
It is necessary to especially note the significance of the social and health rehabilitation environment, physical culture and sports in the rehabilitation system of mentally ill people who are in stationary psychoneurological social service institutions.
Endogenous mental pathologies are often accompanied by motor inhibition, which is due to both neurophysiological causes and oppression of motivational motives. As a result, hypodynamia (hypokinesia), in turn, creates a negative impact on the functions of various organs and systems.
The motor activity of patients with severe mental retardation is also detrimental. In the process of ontogenesis, the development of motor functions and cognitive activity is interdependent, and therefore the delay in mental functions is accompanied by motor disorders in the form of torpidity, inhibition of movements, as well as disorders of fine motor skills of the fingers of the hands.
Hypodynamia and hypokinesia as a manifestation of a low level of motor activity as a result of the cumulative effect lead to negative changes in the body, which are manifested in a decrease in the functional activity of organs and systems, in disorders of regulatory mechanisms.
The hypodynamia of mentally ill people in psychoneurological boarding schools is also situational in nature: overcrowding, insufficient sanitary areas, the presence of "borders" of the territory of the institution, the frequent absence of sports halls and playgrounds - all this determines the limited possibilities for the development of physical culture in these institutions. The existing sports halls in psychoneurological boarding schools do not meet architectural and construction requirements, are not sufficiently equipped with sports equipment and inventory, which would allow for the widespread organization of physical culture and health work.
Meanwhile, the need for the use of physical culture is obvious. Currently, the positive therapeutic effect of motor activity, including physical culture and sports on the mental and somatic state of human health is generally recognized. Adequate in terms of loads, rationally selected physical activity for mentally ill people contributes to the stimulation of the activity of the patient's central nervous system, the de-actualization of pathological experiences of patients, the increase of their social activity and communicative abilities.
The use of physical education for the purpose of medical rehabilitation allows to reduce the number and frequency of exacerbations of chronic diseases. The preventive and therapeutic effect of physical education in preventing pathological reactions in stressful situations on the development and course of the atherosclerotic process has been noted.
In the process of physical education, based on repeated repetition of movements, the formation and improvement of motor and sensory orientation, training of the neuromuscular apparatus are taking place. Muscular and joint feeling, orientation in space and time, memory for the sequence of movements, the ability to perform movements according to verbal instructions, analysis of movements by the quality of their execution are developed.
Physical exercises, correctly selected and dosed, are powerful afferents addressed to various parts of the central nervous system, responsible for the ratio of excitatory and inhibitory processes in the cerebral cortex. They can be aimed at restructuring pathological, conditioned reflexes" that have arisen in the course of the disease.
Physical culture as a health-improving environment is a component of rehabilitation measures of a comprehensive impact on patients and disabled people.
Social protection bodies, managers and specialists of stationary psychoneurological institutions face an important task of defining and developing fundamentally new, until recently unconventional, forms and methods of patient rehabilitation, namely, the broad involvement of patients in physical education and sports, taking into account medical, primarily psychiatric, indications and contraindications.
Practical experience in organizing measures to involve patients living in stationary psychoneurological social service institutions in physical education indicates the need for a certain systematization and establishment of stages in the use of physical education and sports facilities within the framework of measures to rehabilitate patients.
To prescribe certain forms and types of physical education classes to a patient, doctors of psychoneurological boarding schools must have certain training and knowledge in physical education. It is necessary to provide institutions with methodological assistance on these issues: methods of dosing physical activity, indications and contraindications for engaging in certain types of physical culture and sports, a system for monitoring physical culture and sports activities of patients with mental disorders, criteria for assessing the impact of physical activity in certain types of sports and physical culture on the psychosomatic state of health, etc. The institution's doctor must, with the participation of specialists in sports medicine and medical control, decide on the issue of including physical culture and sports as an independent specific type of rehabilitation in the patient's rehabilitation program. Specialists in therapeutic physical culture, physical culture teachers of institutions, who have special, professional knowledge and practical experience, should be entrusted with the responsibility of organizing physical culture classes for patients. At the same time, methodological guidance for conducting health-improving activities using physical culture and sports should be carried out by territorial medical and physical culture dispensaries, which, like other medical and preventive institutions of health care bodies, should be established by order of the territorial health care management body. attached to a stationary psychoneurological social service institution. Such an organization of medical control with the participation of patients and disabled people in physical education and sports will allow the most complete realization of the capabilities of each institution to involve patients in physical education as a specific form of rehabilitation.
The second component - the second stage of the physical education and health environment - mass sports for disabled people. If physical education creates the initial basis for the development of physical abilities and motor skills, forms the prerequisites for their development, then mass sports contribute to the full disclosure of these opportunities, allows you to experience the pleasure of owning your body, from overcoming certain difficulties. Sports make it possible to establish contacts with other people, interact with public organizations.
Holding sports events for the disabled
To implement the provisions on mass sports for the disabled, it is necessary to train special personnel, create a material and technical base, create production facilities for the manufacture of special sports equipment and equipment, and organize scientific research.
Among the deaf, competitions are held in football, skiing, ice skating, shooting, cycling, gymnastics, tennis, chess, rowing, boxing and swimming, and athletics.
Blind disabled people participate in competitions in athletics, gymnastics, swimming, wrestling, rowing, tourism, skiing, and ice skating. A new sports game for the blind has been mastered - rollinsball (a team game with a sounding ball).
Special requirements have been developed for sports activities for the blind:
- in sports halls, the surface of the floor covering of playgrounds and areas for people with complete or partial loss of vision must be even and smooth;
- in sports halls intended for people with complete or partial loss of vision, it is necessary to provide sound-absorbing acoustic ceilings, as well as in the walls of the halls - sheathing with soft and elastic materials to a height of at least 2 m from the floor and installation of horizontal handrails;
- it is not allowed for this category of disabled persons to use separate areas and zones separated in multi-section halls by partitions that do not provide acoustic insulation.
Special playgrounds for blind disabled people are equipped with safety strips (1 m) along the perimeter and along running tracks.
Orientation during sports for the disabled with complete or partial loss of vision is provided by using sound beacons as guides for the direction of movement, a device along the running tracks or running before the jump, orientation strips with a textured surface and bright contrasting painting with a width of at least 1.5 m, located between the edge of the site and the safety strip, highlighting the surface of the turns of the running tracks, areas starts and finishes, pushing zones during jumps.
An example of mass sports for the disabled is the program of the international sports organization "Special Olympics International", whose main task is to introduce physical education and sports into the lives of people with intellectual disabilities. Originating in the USA in 1963, this movement has acquired an international character. The philosophy of the movement is based on the fact that people with intellectual disabilities, with appropriate training, can participate in individual and team sports, benefit physically, socially and psychologically. Families, social protection agencies, society as a whole help them in this.
This movement unites 250 million people, 145 countries of the world participate in it. For the organization of all work, manuals on sports art, methods for coaches with 22 official sports have been issued. All competitions are held under the motto: "Let me win, but if I can't, then let me be brave in the attempt."
Year-round training for athletes with intellectual disabilities, as well as the annual Summer and Winter Olympic Games at the local, regional and national levels in participants.
The purpose of the Special Olympic Games is to promote the Olympic Movement, to draw public attention to the problems of mentally retarded persons, to activate the activities of state, public and other organizations in solving the problems of improving the health and adaptation to life in society of people with intellectual disabilities.
The Special Olympic Games are held in several stages (4 stages). Competitions at all stages are held according to the rules of "Special Olympic International".
At the 1st stage, competitions must be held in institutions for mentally retarded persons; collectives of auxiliary schools" auxiliary boarding schools, orphanages and psychoneurological boarding schools
The teams or participants who won the competitions of the 1st stage receive the right to participate in the regional "Special Olympics" competitions corresponding to the 2nd stage of the Special Olympic Games.
The winners of the II stage get the right to participate in the interregional competitions "Special Olympics", which are the competitions of the III stage.
Only the winners of the interregional competitions (Stage III) can participate in the Special Olympic Games of Russia, which gives the opportunity to participate in the international (summer or winter) Special Olympic Games.
Possibilities of wide communication with other disabled people and a healthy environment, the spirit of competition, positive emotions in a situation of success, expansion of social experience - all this creates a rehabilitation (physical culture and health) environment for people with mental retardation. A particularly positive rehabilitation effect is achieved in relation to disabled people who are at home, to some extent deprived of the opportunity to communicate with peers. Participation in mass sports for this kind of disabled person is a sincere rehabilitation situation.
Special equipment of sports halls, swimming pools, sports grounds, equipping these premises with special equipment and specific devices - all this will contribute to more effective social integration of disabled people by influencing various spheres of their life activities.
Features of conducting classes with disabled children. Use of a complex differentiated preventive program
Children who are classified by doctors as having the second health group due to their health status require special attention from doctors and teachers. Compliance with hygiene recommendations for increasing the body's resistance by non-specific means: optimal physical activity. hardening by natural factors;: natural factors;, rational daily regimen. additional vitaminization of food products in modern conditions are determined by the economic capabilities of preschool institutions. Timely implementation of a complex of health measures will be more effective in preventing the development of chronic pathology in childhood and adolescence.
Practical recommendations for the improvement of children with posture defects, vision, obesity, foot disorders, developed by specialists, concern children of a special medical group - with significant deviations in health. The practical use of the recommended complexes in the physical education of children of the second health group is also complicated by the fact that most of them were developed without taking into account the features of a number of indicators of children with various deviations in health.
In this regard, we conducted a ascertaining pedagogical experiment aimed at studying the features of physical development indicators, functional indicators of senior preschoolers with deviations in health. Based on the results obtained, an experimental program for physical education of preschoolers in the conditions of preschool institutions was formed.
The goal is to experimentally substantiate the provisions of a comprehensive differentiated preventive and corrective program for physical education of preschoolers with deviations in health.
The complex differentiated preventive and corrective program, developed on the basis of the results of the ascertaining stage of the pedagogical experiment, provided for the widespread use of special health-improving measures in the process of conducting all forms of physical education classes for children with health abnormalities.
As we can see, air baths, sun baths (diffuse radiation in air baths and direct radiation in solar baths) were used in the course of conducting all forms of physical education for preschoolers. Wet wiping of the child's body with a towel, pouring water over the hands and feet were carried out after physical education classes and the completion of hygienic gymnastics after a daytime nap, in accordance with the recommendations. In case of excessive excitement of children after the end of physical education classes, elements of myorelaxation and autogenic training were carried out. Aromatherapeutic measures provided for the performance of breathing exercises by children in a coniferous forest during a walk. Psycho-corrective motor studies involved performing imitation movements in combination with psychological images of animals, for inhibited children - a bunny, for excitable children - the image of a teddy bear, which contributed to the child's mental development, concentrated attention, developed and strengthened the mental sphere.
Considering that emotional children are characterized by initial sympathicotonia every day, during the exercise of complexes of physical minutes or physical pauses, other activities, quiet, lyrical music was included. In working with children with reduced reactivity during music therapy, cheerful march melodies were more often used.
During physical therapy classes, we taught children to perform basic self-massage techniques for the face, auricles, and feet, and recommended using the skills learned at home. Facial massage helps reduce swelling of the nasopharyngeal mucosa, cleanse the paranasal sinuses (maxillary, ethmoid, and frontal) of pathological contents, and normalize breathing. The objects of massage were the wings of the nose, the area under the eyes (from the nose to the ears), and the forehead. Massage of the auricles and feet also contains elements of acupuncture. We also used elements of acupuncture when children walked along paths made of cereals (peas, buckwheat, etc.) at the end of morning hygienic exercises, and barefoot on grass or sand during pedestrian crossings.
In those preschools that do not have conditions for swimming, experts recommend conducting classes in the hall with children barefoot: with open windows throughout the year, followed (after the lesson) by pouring water at room temperature on the feet and rubbing them with a towel. Such activities help strengthen the muscles of the foot and prevent flat feet; they will ensure that children are instilled with hygienic habits and have a great hardening effect.
Features of conducting corrective classes
Remedial classes were sometimes held in the form of rhythmic gymnastics classes. Rhythmic gymnastics exercises are easily dosed, action-oriented, very simple to perform and accessible to study. They included various types of running, jumping, hopping, and dance elements combined in a series, which are performed at a fast pace. In addition, rhythmic gymnastics exercises were performed to music and, remaining essentially gymnastic exercises, had a dance character, formed a sense of rhythm, musicality, the ability to coordinate one's movements with music. The effect of rhythmic gymnastics on the child's body is expressed, first of all, by a positive effect on the cardiovascular and respiratory systems. Because of this, corrective rhythmic gymnastics complexes were recommended for the prevention of posture disorders in children with visual impairments, and the development of respiratory muscles in children with speech impairments. When conducting corrective rhythmic gymnastics, we used the following methodological recommendations. Thus, the corrective rhythmic gymnastics complex included 4 parts: exercises with a small amplitude in order to prepare the body for active work; exercises with a large amplitude; exercises to strengthen the muscles of the front and back of the trunk, oblique muscles, muscles of the upper shoulder girdle, etc.; jumping exercises. Classes were held twice a week in the 1st and three times a week - in the 2nd and 3rd stages. At the end of the class, exercises for relaxation and calming the nervous system were necessarily given. In the conditions of preschool institutions, the use of autogenic training is considered appropriate.
During physical education classes, as well as corrective gymnastics classes, we used individual yoga poses. It is known that yoga asanas can be used to treat a wide variety of diseases. By changing the external structure of the position, you can purposefully influence certain vegetative functions. 23 asanas were used to improve posture: embryo pose, angle, right angle, bridge, child pose, kind cat pose, angry cat pose, gentle cat pose, diamond pose, mountain pose, divine pose, snake pose, cricket pose, twisting pose, stork pose, head-knee pose, boomerang pose, birch pose, plow pose, swan pose, fish pose, camel pose, throne pose. Recommendations were taken into account for the use of such non-traditional hatha yoga exercises as shoulder blade pose. It is believed that such exercises lead to improved blood supply to the eyeballs, and, as research results have shown, do not cause pathological changes in heart function during short-term performance. Therefore, shoulder blade pose was also used by us for a short time in working with children with strabismus.
Exercises to relieve the spine
Exercises to relieve the spine should be used during each physical education and choreography class. It is recommended to include them in the complexes of independent exercises at home. It has been established that these simple exercises lead to the restoration (increase) of the thickness of the intervertebral discs, an increase in the elasticity of the ligaments, a decrease in the likelihood of pinching nerves, the restoration of normal blood and lymph circulation in the spine area, an increase in the flexibility of the spine and an improvement in overall health. In the preparatory part of the lesson, together with general developmental exercises, in the main part of the lesson - after general developmental exercises, and also for homework, we used exercises for the prevention of posture disorders.
During classes on speech development, mathematics, etc., emotional children were more often given the opportunity to take a motor break, for example, in the form of distributing and collecting didactic material, performing other tasks related to changing posture, etc. The increase in the motor component also contributed to the emotional relief of children. The introduction of a comprehensive differentiated preventive and corrective program into the educational process of preschool institutions reduced the number of days missed by children due to illness from 16.47 to 5.41 per year, increased the number of children with harmonious physical development from 59.83% to 75.16%, and indicators of physical condition, the level of physical readiness of children for school, and psychophysiological condition reached a qualitatively higher level.
Organizational and methodological foundations of swimming lessons with visually impaired adolescents
Disability prevention is considered in a complex of social, medical and individual measures aimed at preventing the occurrence of physical, mental, sensory defects. To prevent the defect from becoming a permanent, pronounced functional limitation of a person's capabilities in labor or everyday activities to such an extent and under such conditions that are considered normal.
The formation of ideas in the visually impaired occurs in the process of direct perception of objects, perceptual actions.
Visually impaired adolescents do not possess the techniques of tactile examination. They experience difficulties in locating the main parts.
The medical and pedagogical aspect of the problem of rehabilitation and correction of developmental deviations is revealed when approaching the phenomena under study as a system of interdependent and interdependent external (pedagogical) and internal (psychophysiological) factors with the leading importance of the former.
The problem of social and physical rehabilitation of disabled people with visual impairments is of important national importance, because it ensures the return to work and active life of people who suffer because of their inferior position.
The tasks of recreational swimming classes are strengthening children's health, versatile physical training, eliminating deficiencies in the level of physical development, teaching the technique of the chosen sport and the technique of various auxiliary and special preparatory exercises.
In the field of technical improvement, it is worth focusing on the need to master a variety of preparatory exercises. In the process of technical improvement, in no case should one try to stabilize the technique of movements, achieve a stable motor skill that allows achieving certain sports results. At this time, a versatile technical base is laid in the young athlete, which involves mastering a wide range of various motor actions. Such an approach is the basis for further technical improvement. This provision also applies to the next two stages of long-term training, however, it should be especially taken into account in the period of initial training.
The training of novice swimmers is characterized by a variety of means and methods, the wide use of material from various sports and outdoor games, as well as the game method.
When teaching swimming technique, they must master a variety preparatory exercises. And in no case should one strive for stable motor skills. A young athlete should develop a versatile technical base, which involves mastering a wide range of various motor actions. This is the basis for subsequent effective technical improvement. The appropriate approach to a certain extent also extends to the next two stages of long-term training.
Training sessions lasting 45 - 90 minutes at this stage should be held no more than 2 - 3 times a week.
It is noteworthy that the most experienced and far-sighted specialists from different countries increasingly emphasize that the game method is most justified in working with young athletes and that its effectiveness is closely related to the constant search for ways to create a positive emotional background during classes.
In visually impaired swimmers, the game orientation of initial training was usually combined with a small total amount of work. At the initial stage, they work less intensively than their peers, but later achieve high results.
Studies have determined the therapeutic effect of swimming on physiological indicators in children with respiratory disorders.
Staying in the water of visually impaired adolescents and performing dosed exercises led to the normalization of the most important biochemical indicators of blood properties and improvement of the cardiovascular system in patients suffering from ischemic heart disease.
Studies have noted positive changes in the central nervous system in visually impaired swimmers, which was manifested in the improvement of its adaptation under the influence of the aquatic environment, which can manifest itself in a state of rest and during muscle activity.
When performing physical activity in an aquatic environment, the processes of food absorption in the gastrointestinal tract change significantly.
In the conditions of an aquatic environment, performing short-term physical activity of maximum intensity creates a positive psycho-hygienic effect, it is recommended to use them in the mode of the school and work day. Thus, the effect of swimming lessons on the body of adolescents who are engaged in it is diverse: from the hardening effect, hygienic effect, improvement of the activity of organs and systems to the negative effect due to specific diseases of the ENT organs, as well as the use of its therapeutic properties for the correction of posture, curvature of the spine, in improving a number of psycho-hygienic processes. All of the above indicates the expediency of further accumulation of experimental material on the effect of systematic swimming lessons on the body and vision of visually impaired children and adolescents.
Studies by a number of authors have shown the physiological and psychological patterns of the formation of compensation processes, the structure and stages of its development [2]. However, in these works, the problem of correcting partial vision loss is considered mainly in physical education. In this regard, there is a need to study the effect of systematic swimming lessons on the correction of physical development, motor qualities and functional state of the body.
The pedagogical aspect of the problem of correction of deviations in development is revealed when approaching the studied phenomena as a system of interdependent and interdependent external (pedagogical) and internal (psychophysiological) factors with the leading importance of the former. Therefore, it is legitimate to set the task of optimizing the interaction of these factors in the conditions of special correctional, educational and training and sports swimming classes. Studying the ratio of means of ZFP in the process of preliminary basic sports training in visually impaired adolescents is a priority in the system of Paralympic training of visually impaired people.
Creating opportunities for physical education classes instills optimism in the child, contributes to the overall development of the child. It is physical education and sports, due to the influence that actively act on the body, on increasing the level of physical training, expanding the circle of communication, stimulating the "spirit of competition", that are considered as a health-improving environment.
In physical education of the disabled, all means of the physical education system should be widely used. At the same time, they should be developed in strict accordance with the correctional and compensatory tasks, taking into account the number of people involved. The use of physical education facilities for the purpose of medical rehabilitation allows you to reduce the number and frequency of exacerbations of chronic diseases.
For the development of physical education for disabled people, it is necessary to constantly promote the creation of special institutions of physical education. To implement the provisions on mass sports for disabled people, it is necessary to train special personnel, create a material and technical base, create production facilities for the manufacture of special sports equipment and equipment, and organize scientific research.
The rationality of the following provisions of the program for physical education for children with health deviations has been proven: the use of air and sun baths during all organizational forms of physical education for preschoolers; wet wiping of the child's body with a towel, pouring water on hands and feet after physical education classes, hygienic gymnastics after a daytime nap; creating opportunities for peculiar motor breaks during classes on speech development, mathematics, etc. for emotional children; conducting exercises to unload the spine, prevent posture disorders in preschool institutions and at home; conducting elements of muscle relaxation and autogenic training after the end of physical education classes; using aromatherapy, music therapy. Self-massage and acupuncture, elements of hatha yoga, psycho-corrective studies.
Using data from typhlopedagogy and psychology, theory and methods of sports training, their synthesis must be carried out taking into account the basic pattern of the influence of visual impairment on human development: disruption of connections and relationships between the subject and objects of cognition.
Preparing visually impaired children for independent life and activity requires them to have a fairly high level of health. The focus of the training process should be associated with the optimization and interaction of the visually impaired child with the environment and ensuring the normalization of various mental functions.