Adaptive physical education. Presentation "Adaptive physical culture" - project, report Adaptive physical culture presentation

Yakovleva Elena

The work presents the goals, objectives, forms and means of adaptive physical culture.

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Adaptive physical culture The presentation was prepared by a student of grade 11 "B": MAOU Secondary School No. 15 Yakovleva Elena. Naberezhnye Chelny-2014.

The concept of Adaptive Physical Culture Adaptive physical culture (abbreviated AFC) is a complex of sports and health-improving measures aimed at rehabilitation and adaptation to the 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 own personal contribution to the social development of society.

Purpose: The purpose of adaptive physical culture as a type of physical culture can be defined as follows: 1. The maximum possible development of the viability of a person with stable deviations in health, due to the provision of an optimal mode of functioning of his bodily-motor characteristics and spiritual forces, their harmonization for maximum self-realization as a socially and individually significant subject.

2. The goal should be filled with internal content, in understanding corporeality as an external form of internal content, which creates the preconditions for the formation of a person's physical culture, its maximum self-disclosure and self-realization.

Tasks: a conscious attitude to one's own strengths in comparison with the strengths of an average healthy person; the ability to overcome not only physical, but also psychological barriers that prevent a full life; compensatory skills, that is, it allows you to use the functions of different systems and organs instead of missing or impaired ones; the ability to overcome the physical stress necessary for full functioning in society;

the need to be as healthy as possible and to lead a healthy lifestyle; awareness of the need for their personal contribution to the life of society; desire to improve your personal qualities; striving to improve mental and physical performance

Means of ROS: In the modern practice of adaptive physical culture for solving both basic and special (correctional) tasks, there is a rich arsenal of means of physical exercises: 1. Movement: walking, running, jumping. 2. General developmental exercises: 3. Without objects. 4. With objects (gymnastic sticks, hoops, sounded balls, balls of different quality, color, weight, hardness, size, sandbags, dumbbells 0.5 kg, etc.); 5. On apparatus (gymnastic wall, bench, log, rings, crossbar, ribbed board, simulators - mechanotherapy, etc.)

6. Exercises to form the skill of correct posture 7. Exercises to strengthen the arches of the foot. 8 Exercises for the development of the respiratory and cardiovascular systems 9. Exercises for relaxation (physical and mental), muscle relaxation (muscle relaxation), a conscious decrease in the tone of various muscle groups. 10. Special exercises for visual training: to improve the functioning of the eye muscles; to improve blood circulation in the tissues of the eye; on the development of the accommodating ability of the eye; on the development of skin-optic sensation;

The auxiliary means of physical education include: 1. Hygienic factors (hygienic requirements for the learning process, compliance with the daily routine, visual load, etc.); 2. Natural forces of nature. Proper use of such natural factors of nature as the sun, air and water, which have a beneficial effect on the physical development, health and hardening of schoolchildren. The hygienic factors include all measures related to the preservation of vision and the health of schoolchildren.

AFK methods: 1. The method of practical exercises - based on the motor activity of students. In working with these categories of children, all teaching methods are used, however, given the peculiarities of their perception of educational material, there are some differences in techniques. They change depending on the physical capabilities of the child, the stock of knowledge and skills, the presence of previous visual and motor experience, the skill of spatial orientation, the ability to use residual vision.

3. The method of clarity. Visibility is one of the specific features of the use of teaching methods in the process of familiarization with objects and actions. When considering objects (sports equipment), first, it is proposed to consider the object in parts, the task is to determine its shape, surface, quality, color, and then an attempt is made to perceive the whole object or action. 2. Method remote control also refers to the method of the word, it involves controlling the actions of the student at a distance through the following commands: "turn right", "turn left", "go forward", "three steps forward", etc.

4. The method of stimulating physical activity. It is necessary to encourage children as often as possible, make them feel the joy of movement, help get rid of an inferiority complex, from a sense of fear of space, lack of confidence in their abilities. If possible, create conditions for success.

Functions: Adaptive motor recreation functions Pedagogical functions Social functions Hedonistic Health-improving and restorative Developing Value-orientation Creative Self-education Communicative Integrative Socializing Functional connections with other social institutions

Principles of adaptive physical culture Social Specifically methodological humanistic orientation of the continuity of physical education socialization of the integration of the priority role of the micro-society

Types of adaptive physical culture Adaptive physical culture Adaptive physical education Adaptive sports Adaptive physical rehabilitation Adaptive motor recreation

Conclusion: Thus, the content and tasks of the main types of adaptive physical culture are very briefly considered. They reveal the potential of the capabilities of the means and methods of adaptive physical culture, each of which, having a specific focus, contributes to one degree or another not only to the maximum possible increase in the viability of a disabled person, but also to the all-round development of the personality, gaining independence, social, everyday, mental activity and independence. , improvement in professional activity and, in general, the achievement of outstanding results in life.

Used literature: V.P. Petlenko Actual problems of valeology / Bulletin of the Baltic Academy, 1966, vol. 9, p. 7-15. 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 p. A.G. Shchedrina Health and mass physical education. Methodological aspects // Theory and practice of physical culture, 1989. N 4. Physiotherapy in the system of medical rehabilitation: A guide for doctors / Ed. A.F. Kaptelina, I.P. Lebedeva. - M .: Medicine, 1995 .-- 400 p. Brekhman I.I. Valeology - the science of health / 2nd ed., Add., Revised. - M .: FiS, 1990 .-- 208 p. Evseev S.P., Shapkova L.V., Adaptive physical culture: Tutorial... - M .: Soviet sport, 2000 Litosh N.L., Adaptive physical culture: Psychological and pedagogical characteristics of children with developmental disabilities: Textbook.-M .: SportAkademPress, 2002.- 140 p.

Principles are the integral base of the methodology, which is the basic theoretical provisions that reflect the essence and patterns of education, upbringing, all-round development of the individual, the attitude of society to this process.

There are three types of AFK principles: social, general methodical and social - methodical.

1. Social principles - reflect the determination of the cultural and spiritual development of the individual, including the patient with disabilities.

2. General methodological principles - features of the implementation of didactic principles: consciousness, activity, visibility, accessibility, systematicity, strength in the formation of knowledge, motor skills, development of physical qualities and abilities in patients with mental, sensory and motor disorders.

3. Socio - methodological principles - built on the basis of the integration of the principles of related disciplines and

laws of ontogonistic development, the dominant features are biological, mental characteristics of the object of pedagogical influences, which are interconnected with the motor sphere and significantly affect its development.

Social principles of the AFK

1. The principle of a humanistic orientation - modern trends in the humanization of physical culture education imply a change in the guidelines of state policy from “training a healthy and physically developed population” to training an individual. The humanistic attitude of society towards the person of a disabled person is in a transitional stage.

This applies to education, employment, socialization, the creation of conditions for an equal personality, economic independence.

2. The principle of continuity of physical education

- maintaining the need for physical activity throughout life, which is the key to continuous physical education.

3. The principle of socialization is the process of assimilating social and cultural experience, preparation for independent life in society, active participation in useful activities. Socialization begins at birth and continues throughout life.

4. Integration principle: a) social integration - active inclusion of people with disabilities and persons with disabilities in the life of society;

b) pedagogical integration - teaching children and adults with disabilities in educational institutions together with healthy ones.

The goal of integrating learning is to prepare people with disabilities to this convergence, and healthy people to accept them.

5. The principle of the priority role of the micro-society - a defect in its essence - is a biological phenomenon, but its result is always social, since it affects not only the fate of the person himself, but also the fate of his loved ones. Educational work is needed, the creation of correctional and health programs and guidelines, parenting training, consulting assistance to families with problem children.

General methodological principles of ROS

1. The scientific principle presupposes knowledge of problems, theory, concepts, basic laws, strategic ideas and trends, AFK methodology:

a) knowledge of biological and psychological patterns the functioning of the body with pathological disorders;

b) the ability to apply knowledge in practice, providing a reasonable choice of content, forms and methods, relying on the laws and principles of teaching, education and development, achieving the effectiveness of the pedagogical process.

2. The principle of conscientiousness and activity - persons who have acquired a disability during their life have the opportunity to consciously and actively use the means of ROS.

3. The principle of visibility - the complex use of all senses in the perception of physical exercises and the activation of intact functions in the process of their implementation.

4. The principle of accessibility - compliance with a feasible measure of difficulty in order to avoid physical, moral, emotional overload.

Accessibility depends on the difficulties in the process of completing tasks: coordination complexity, duration and intensity of physical exercises, methods used, communication difficulties, environmental conditions, fitness of sports facilities, inventory, equipment, outfit. Everything should be applied taking into account the motor abilities of the trainees.

5. The principle of systematicity and consistency

– gradual and systematic formation of motivational beliefs in the need for physical exercise for health, self-confidence, self-affirmation. The requirements for systematicity and consistency are preserved in each lesson, allowing you to control pedagogical process and manage it - timely start and duration

Specially - methodical principles of AFK

1. The principle of diagnosis - for any type of ROS, it means taking into account the main defect, time of injury, medical prognosis, indications and contraindications to physical exercise, as well as taking into account concomitant diseases and secondary deviations.

2. The principle of differentiation and individualization

– differentiated and individual

the approach means taking into account the characteristics inherent in a person (gender, age, physique, motor experience, character traits, temperament, volitional qualities, the state of preserved functions - motor, sensory, mental and intellectual).

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The presentation on the topic "Adaptive physical culture" can be downloaded absolutely free of charge on our website. Project subject: Physical culture. Colorful slides and illustrations will help you engage your classmates or audience. To view the content, use the player, or if you want to download the report, click on the corresponding text under the player. The presentation contains 18 slide (s).

Presentation slides

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Federal Law "On Physical Culture and Sports in Russian Federation"

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Article 28. Physical culture and sports in the education system Educational institutions taking into account local conditions and interests of students, they independently determine the forms of physical education, means of physical education, types of sports and physical activity, methods and duration of classes. The organization of physical education in educational institutions includes: 1) conducting compulsory physical education classes within the main educational programs in the amount established by state educational standards, as well as additional physical exercises and sports within the framework of additional educational programs; 2) creation of conditions, including provision of sports equipment and equipment.

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3) the formation of students' physical culture skills, taking into account individual abilities and health conditions, the creation of conditions for the involvement of students in physical culture and sports; 4) the implementation of physical education activities during training sessions; 5) carrying out medical control over the organization of physical education; 6) the formation of a responsible attitude of parents (persons replacing them) to the health of children and their physical education; 7) conducting annual monitoring of physical fitness and physical development of students; 8) assistance in organizing and conducting sporting events with the participation of students.

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1. Physical rehabilitation and social adaptation of disabled people and persons with disabilities using the methods of adaptive physical culture and adaptive sports are carried out in rehabilitation centers, sports clubs for disabled people, sports organizations. 2. Adaptive physical culture is a part of physical culture, using a complex of effective means of physical rehabilitation of disabled people and people with disabilities. 3. Sports of disabled people (adaptive sports) is aimed at social adaptation and physical rehabilitation of disabled people and people with disabilities. 4. The development of sports for people with disabilities is based on the principles of priority, mass distribution and availability of sports. 5. For persons with disabilities studying at the appropriate educational institutions, classes are organized using the means of adaptive physical culture and adaptive sports, taking into account individual abilities and health. 6. The federal executive body in the field of physical culture and sports, executive bodies of the constituent entities of the Russian Federation, local self-government bodies, together with public associations of disabled people, promote the integration of disabled people and persons with disabilities. 7. Educational institutions have the right to create branches, departments, structural divisions for adaptive sports.

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a conscious attitude to one's own strengths in comparison with the strengths of an average healthy person; the ability to overcome not only physical, but also psychological barriers that prevent a full life; compensatory skills, that is, it allows you to use the functions of different systems and organs instead of missing or impaired ones; the ability to overcome the physical stress necessary for full functioning in society; the need to be as healthy as possible and to lead a healthy lifestyle; awareness of the need for their personal contribution to the life of society; desire to improve your personal qualities; striving to improve mental and physical performance.

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Statistical data on the health of Russian schoolchildren.

5% of graduates are healthy. 50% have chronic diseases. 70% - neuropsychiatric disorders. 98% of children are born with a congenital pathology.

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Factors affecting health.

20% gene pool. 20% ecology. 10% medical service. 50% -administration of healthy lifestyle.

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The most important factor in the social integration of schoolchildren with different structures of defects is adaptive physical education, which contributes to the spiritual development of the personality, a healthy lifestyle, the formation of a value attitude of a disabled person to his bodily health, the ability to overcome emerging difficulties, an increase in personality activity, self-regulation and self-defense.

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 his first name, surname, or year of birth. Misfortune can happen to anyone. I don't even want to think about the fact that a healthy child who is born in one terrible moment will turn into a person, as they say, with disabilities. And in principle, not worth it.

In reality, there are hundreds, thousands of 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 the social protection of disabled people, its active forms are becoming increasingly important, the most effective of which is rehabilitation and social adaptation by means of physical culture and sports. The integration of persons with disabilities into the life of society today is unthinkable without their physical rehabilitation. The latter is not only part of professional and social rehabilitation of disabled people, but also lies at their basis.

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 strengths in comparison with the strengths of an average healthy person;

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

compensatory skills, that is, it allows you to use the functions of different systems and organs instead of missing or impaired ones;

the ability to overcome the physical stress necessary for full functioning in society;

the need to be as healthy as possible and to lead a healthy lifestyle;

awareness of the need for their personal contribution to the life of society;

desire to improve 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 motor activity as biological and social factors of influence on the human body and personality. Cognition of the essence of this phenomenon is the methodological foundation of adaptive physical culture. At the St. Petersburg Academy of Physical Culture. P.F. Lesgaft opened the faculty of adaptive physical education, the task of which is to prepare highly qualified specialists for work in the field of physical education for the disabled.

CHAPTER 2. PHYSICAL ACTIVITY AND 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 recently, as a result of the gradual humanization of society, the Universal Declaration of Human Rights, the World Program of Action for Persons with Disabilities and the UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities were adopted. In many countries, legislation has been adopted, which also reflects the problems of persons with disabilities.

Currently, most 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 the lost contact with the outside world, create the necessary conditions for reuniting with society, participating in socially useful work and rehabilitating one's health. In addition, physical culture and sports help the mental and physical improvement of this category of the population, contributing to their social integration and physical rehabilitation.

In foreign countries, physical activity is very popular among disabled people for the purpose of rest, entertainment, communication, maintaining or acquiring good physical shape, the required level of physical fitness. People with disabilities, as a rule, are deprived of the possibility of free movement, therefore, they often have disorders of the cardiovascular and respiratory systems.

Physical culture and health-improving activity in such cases is an effective means of preventing and restoring the normal functioning of the body, and also contributes to the acquisition of the level of physical fitness that is necessary, for example, for a disabled person so that he can use a wheelchair, prosthesis or orthosis. Moreover, we are talking not just about 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 in public places special devices 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 question "About the system government measures on the development of physical culture and sports of 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. It is at the solution of these problems that the program of priority measures prepared by the Department of Physical Culture and Health Work and on Relations with State and Public Organizations of the GKFG of Russia is aimed.

These issues are most fully reflected in the Concept of the state policy of the Russian Federation in the field of physical rehabilitation and social adaptation of disabled people by means of physical culture and sports for 1999-2004, developed on behalf of the Council for Disabled People under the President of the Russian Federation by scientists of VNIIFK, employees of the State Committee for Physical Culture of Russia and others public organizations(Tsarik A.V., Neverkovich S.D., Dmitriev V.S., Seleznev L.N., Chepik V.D. and others).

2.2 Perspectives.

In the Concept of the state policy of the Russian Federation in the field of physical rehabilitation and social adaptation of disabled people by means of physical culture and sports for 1999-2004, among the main goals and objectives of the State policy in the field of rehabilitation and social adaptation of disabled people by means of physical culture and sports, in the first place is the creation of conditions for physical education and sports for people with disabilities, the formation of their need for these activities.

And yet, naming the ways to achieve the main goals in working with people with disabilities, the developers note: "to create 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 areas of activity for the development of adaptive physical culture, the developers of the Concept rightly name:

involvement of as many people with disabilities as possible in physical culture and sports;

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

The undoubted advantage of this concept is the proposals for the delimitation of powers and functions in the system of physical rehabilitation of disabled people between federal and regional government bodies in the field of physical culture and sports.

In this regard, it should be emphasized that the center of gravity in the work moves to places. It is the local authorities that, first of all, must create equal conditions for physical culture and sports among all categories of the population.

Adaptive physical education is being intensively researched in last years and involves the scientific substantiation of a wide range of problems: regulatory and legal support of educational and training and competitive activities; load and rest management; pharmacological support of athletes with disabilities during periods of extreme and near-limit physical and mental stress; non-traditional means and methods of recovery; socialization and communication; technical and design training as a new type of sports training and many others.

The most effective ways of using physical exercises for organizing active rest of disabled people and persons with disabilities, switching them to another type of activity, enjoying physical activity, etc. are being studied.

In physical rehabilitation of adaptive physical culture, the emphasis is on the search for non-traditional systems of health improvement for persons with disabilities, focusing primarily on technologies that combine the physical (bodily) and mental (spiritual) beginnings of a person and focus on the independent activity of those involved (various methods of psychosomatic self-regulation , psychotherapeutic techniques, etc.).

The biological and socio-psychological effects of the use of motor actions associated with subjective risk, but with guaranteed safety for those involved and performed in order to prevent depression, frustration, various socially unacceptable types of addictions (from alcohol, psychoactive substances, gambling, etc.) ...

They find a scientific substantiation of technologies based on the integration of motor activity with the means and methods of art (music, choreography, pantomime, drawing, modeling, etc.) and suggesting the displacement of the previous picture of the world from the consciousness of those engaged in activity that stimulates the work of the resting areas of the brain (its both hemispheres), all spheres of human perception. Creative types of adaptive physical culture enable trainees to process their negative states (aggression, fear, alienation, anxiety, etc.), to better know themselves; experiment with your body and movement; to receive sensory satisfaction and joy of the sensations of your own body.

Specialization of the sector employees in various fields of science (pedagogy, psychology, medicine, physiology, biomechanics, mathematical statistics, etc.) is carried out, as well as the accumulation of extensive practical experience in the field of adaptive physical culture (AFC) and adaptive sports (AS) provide A complex approach in solving problems related to:

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

justification innovative technologies 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 involved 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 precisely 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 medals, 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 Athens Paralympic Games were fifth in a row 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, first of all, in the state support for sports among people with disabilities; financing of the training system for athletes with disabilities; the formation social policy in the field of sports for disabled people, in particular, social protection of athletes, coaches, specialists.

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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. The amount of funding for all-Russian sports events among disabled people has grown from 8 to 60 million rubles over the past five years.

Within the framework of the subprogram "Physical education and health improvement of children, adolescents and youth in the Russian Federation / 2002-2005 /" federal target program"Youth of Russia" / 2001-2005 / provided for the allocation of 4.3 million rubles to strengthen the material and technical base of scientific and practical centers 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, intellect, and musculoskeletal disorders.

The priority for the Goskomsport of Russia is to resolve the issue of equating the status of disabled athletes with the status of healthy athletes, the status of Paralympians - with the status of Olympians.

Since 2000, the athletes-winners and prize-winners of the Paralympic Games, and since 2003 - the winners and prize-winners of the Deaf-Olympic Games and the coaches who carried out their preparation, have been allocated monetary rewards.

Together with the Paralympic and Deaf Olympic Committees of Russia, lists of leading disabled athletes of candidates for presidential scholarships have been prepared. On December 4, 2003, a decree of the President of the Russian Federation was issued on the establishment of scholarships for disabled athletes who are members of the Russian national teams in 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 population group, and thus has a large social significance.

It must be admitted that the problems of physical rehabilitation and social integration of disabled people by means of physical culture and sports are being solved slowly. The main reasons for the poor development of physical culture and sports among the disabled are the practical absence of specialized physical culture and recreation and sports facilities, the lack of equipment and inventory, the underdevelopment of the network of physical culture and sports clubs, children's and youth sports schools and departments for the disabled in all types of institutions of additional education. sports orientation. There is a lack of professional staff. The need for physical improvement among the disabled themselves is not sufficiently expressed, which is due to the lack of specialized propaganda that encourages them to engage in physical culture and sports.

In the field of physical rehabilitation of disabled people, there is still an underestimation of the fact that physical education and sports are much more important for a person with disabilities than for people who are well-off in this respect. Active physical culture and sports activities, participation in sports competitions are a form of so urgently needed communication, restore mental balance, relieve the feeling of isolation, return a sense of confidence and self-respect, and give an opportunity 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. 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: Textbook / Otv. 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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Presentation on the topic: Adaptive physical education

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Slide No. 2

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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). The use of special means and methods to improve functional capabilities, develop vision and visual-motor orientation; 3). Overcoming the deficiencies arising against the background of visual pathology in 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 in growth and body weight, vital capacity of the lungs, chest volume, in significant weakening of muscles, in violation of posture, posture, curvature of the spine, flat feet. Reduced motor activity, which negatively affects the formation of motor analyzer. Typical movement disorders are closely related to the characteristics 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 standstill, coordination of the accuracy of movements, and at all stages of development, which is associated with spatial-orientational insufficiency. Movement in children with visual impairment is slowed down, angular, awkward and irregular. Facial expressions and gestures are poor, monotonous and inexpressive.

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Pedagogical features of physical education of children with visual impairment. Physical education of children with visual impairments is also aimed at improving the activity of all organs and systems, health promotion and the formation of motor qualities. This is achieved by organizing corrective-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 a personality; compensation is a method of forming substitutes; correction is a method of eliminating violations; activation is a method of eliminating delays and approaching deviations to norm; reinforcement is a method of maintaining the achieved level. Methods used in type IV preschool educational institutions: presentation of material in small portions; maximum dismemberment and development of complex concepts and actions; constant reliance on sensory experience; guidance of students' actions until they are jointly performed by the teacher and 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 visual means; 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 previously studied exercises in new combinations and variants; 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 loads of various contents for preventive and corrective purposes should be based on the specialist's deep knowledge of the functional state of the visual apparatus, the neuromuscular system, take into account the clinical forms and nature of visual impairment, developmental anomalies, the severity of visual pathology, as well as the dynamics of physical development and motor abilities. 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 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 elements of physiotherapy exercises are introduced. It is necessary to carry out systematic work to prevent myopia. To teach children, teachers, parents a healthy lifestyle. To intensify the work of a psychologist kindergarten... The task of preschool educational institutions is to form a culture of a healthy lifestyle and a harmoniously developed person in children.

Slide No. 9

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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 in 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, CFFSM, 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 cases, ROS glasses can be tolerated (preferably with plastic lenses, flexible wire temples and an elastic band around the back of the head) or contact lenses... 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 admit to classes is the presence of complications: hemorrhages in the eye, central or peripheral vitreochorioretinal dystrophy, retinal detachment, etc. and if there is the slightest suspicion of such an influence, classes should be canceled.

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Test on ZDPO with a "caterpillar-pyramid". In addition, in preschool educational institutions 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.

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Adaptive physical culture as a means of rehabilitation of children with visual impairment. "... a sighted person is spoiled with vision 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, but the blind to this compelled ", - wrote the great physiologist I.М. 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 impairments 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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1. Any activity, especially physical activity, 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, benefits, 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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1. Equipment used by children must be appropriate for their age. 2. Children are given only serviceable and safe items for use. 3. It is forbidden 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.

Slide No. 17

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1. Medical supervision is carried out by the medical staff of the kindergarten. The main task of medical supervision is to promote 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 of various forms of physical education, control over the content, methods of conducting physical training, compliance with the age capabilities of children; c) sanitary supervision over the places where classes, hardening activities are held, over the hygienic state of equipment, inventory, as well as the suit and footwear of those involved; d) sanitary and educational work among the staff and parents of the preschool institution. Organization of medical control provides for the joint work of a nurse, head, senior educator. 3. Medical examination and assessment of the state of health of children are carried out by a doctor with 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.

Slide No. 18

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THE FIRST GROUP - unites healthy children who do not have developmental disabilities in all the signs of health selected for assessment, who did not get sick or rarely got sick during the observation period. The SECOND GROUP - healthy children who have a biological or social analysis, some functional changes; THE THIRD GROUP - unites patients 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.

Slide No. 19

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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. The doctor, nurse, head, 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 education, you should use the method of individual timing. During the timing, the motor activity of children, the general and motor density of the lesson is 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 children's 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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Slide No. 21

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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. Using specific examples, parents must be convinced 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.

Slide No. 22

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Classification of exercises and games for the correction of visual impairment 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." light linear scoreboard (right - left; left - right; bottom - up; top - down). "Table basketball." "Table tennis". Rolling the ball in a confined space. Purpose: to relax the convergence, develop the direction of the child's gaze into the distance and upward (converging squint). Light the flashlight. Throw up the balloon. Find the balloon (large, small). Throw the ball and catch. Who will throw the object next. Reach the object. Whose ball? "

Slide No. 23

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Purpose: to enhance accommodation, develop the direction of gaze upward and downward (diverging squint). Build a pyramid. Ball on the floor. Draw a pattern on the floor. Games "Closer - further". Roll the ball to each other. Move the object. Who will collect more. , develop stereoscopic vision. Hit the gate. Knock the pin. Throw the ring. Put the balls on the rod. Gorodki. The game "Ring throw" (floor, table).