Adaptive culture. Adaptive physical education – what it is, where to work. Adaptive physical education: basics, functions, goals

Adaptive Physical Culture - This social phenomenon, the purpose of which is the socialization of people with disabilities.

All over the world, exercise therapy is an integral part complex treatment almost all diseases.

During runtime physical exercise the level of excitation of the motor zones of the central nervous system.

Muscle work helps improve metabolic processes, cardiovascular and respiratory systems, increasing defensive reactions.

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

General tasks for all disorders:

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

Formation of motor skills in children, improved coordination of movements, increased muscle strength and endurance.

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

Adaptive physical education for children with cerebral palsy

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

1. Task: normalization of muscle tone. Training to suppress the increased manifestation of posotonic reactions. Postures are used aimed at developing the skill of regulating the position of body parts in relation to the head in different starting positions, for example, lying on your back - head straight, right, left, bent to the chest, sitting - head straight, to the side, forward, backward and etc. Performed with eyes open and closed, they promote the development of muscle sense, sense of position and movement. Here the problem of normalizing elementary movements is solved.

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

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

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

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

Individual and group lessons

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

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

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

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

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

Music helps to calm and relax, master rhythmic and smooth movements.

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

Forms of adaptive physical education classes

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

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

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

Gymnastic exercises They allow you to accurately dose the load on different segments of the body; they primarily develop muscle strength, joint mobility, and coordination of movements. Gymnastic exercises are performed without objects and with various objects (with a gymnastic stick, hoop, ball), with additional weight, exercises on balls of various diameters, on gymnastic equipment. A separate section includes breathing exercises, exercises for relaxing muscles, for developing the functions of balance, uprightness, for forming the arch and mobility of the feet, as well as exercises for developing spatial orientation and precision of movements.

Among the non-traditional forms of adaptive physical education for cerebral palsy, one can highlight dry pool exercises filled with colorful balls. The child’s body in the pool is safely supported at all times, which is especially important for children with motor impairments. At the same time, you can move in the pool, feeling constant skin contact with the balls filling the pool. Thus, a constant massage of the whole body occurs, sensitivity is stimulated. Classes develop general motor activity, coordination and balance. In a dry pool, you can perform exercises from various starting positions, for example, exercises from the starting position lying on your stomach strengthen the back muscles, develop the support ability of the arms and grasping function of the hands, train hand-eye coordination, and stabilize the correct position of the head.

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

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

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

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

Children with cerebral palsy need adaptive physical education and make great progress with regular and correct use of comprehensive treatment.

Adaptive physical education for children with autism spectrum disorders

It is now recognized that a child with autism needs educational assistance no less, and in many cases even more, than medical assistance.

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

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

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

The motor sphere of children with autism is characterized by the presence of stereotypical movements, difficulties in forming objective actions and everyday skills, and impairments in fine and gross motor skills. Children are characterized, in particular, by disturbances in basic movements: a heavy, jerky gait, impulsive running with a distorted rhythm, unnecessary movements of the arms or absurdly outstretched arms that do not take part in the process of motor activity, single-support push-off when jumping from two legs.

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

Many children in an adaptive physical education lesson exhibit stereotypical movements: rocking the whole body, patting or scratching, monotonous turns of the head, waving movements of the hand and fingers, hand movements similar to flapping wings, walking on tiptoes, circling around its axis and other movements. which are associated with autostimulation and lack of self-control. Students with autism experience dysregulation of muscle activity, control of motor actions is not formed in a timely manner, difficulties arise in developing purposeful movements, and spatial orientation suffers.

Practice shows that decreased voluntariness in autistic children leads primarily to impaired motor coordination. Stability of a vertical posture, maintaining balance and a confident gait, the ability to measure and regulate one’s actions in space, performing them freely, without excessive tension and constraint - all this is necessary for a person to function normally and satisfy personal, everyday and social needs.

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

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

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

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

development of imitation abilities (ability to imitate);

encouragement to follow instructions;

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

nurturing communication functions and the ability to interact in a team.

The curriculum includes the following classes of activities:

actions requiring orientation in body space;

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

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

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

Children's conscious participation in performing movements is both a learning goal and a sign of the successful development of their perception and reproduction skills.

In addition, during adaptive physical education classes, work is being done to form the self-concept in autistic children.

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

This helps children develop self-image, form a body diagram and a physical image of “I”

Education

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

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

perform movements slowly and clearly, commenting on them;

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

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

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

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

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

accompany the movements with a rhythmic poem or counting;

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

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

Children with autism should be taught to perform movements in external space, starting with exercises for moving and then moving on to exercises for overcoming and avoiding external obstacles. These exercises are divided into 4 groups, according to the degree of increasing coordination complexity: exercises in crawling, walking, running and jumping.

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

start training with short movements in a straight line;

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

make it easier to complete tasks by marking the room with solid colored lines or other landmarks, clearly marking the “start” and “finish” lines, as well as the “rest area”;

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

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

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

form a pointing gesture and pointing gaze in the child;

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

own body, dose the load;

move with the child, next to him;

encourage even the slightest successes.

Having taught the child movements to move in external space, you can move on to teaching precise actions in the external spatial field.

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

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

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

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

use various landmarks to facilitate the completion of tasks and clearly designate zones of space, for example, “area for doing exercises,” “area for games,” “area for relaxation,” etc.;

give the child verbal explanations during the movement (or action);

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

correct incorrect movements of the child;

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

In the process of teaching children with autism, it is necessary to observe certain rules:

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

follow the rule “from adult to child”: the adult performs the movement together with the child, commenting on each of his passive or active movements and thus giving him a feel for how to perform the movement correctly and what kind of movement is being performed at the moment;

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

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

observe the proximodistal law: development proceeds in the direction from the torso to the limbs, from the proximal parts of the limbs to the distant ones (the child learns first to lean on his elbows, then on his palms; first to stand on his knees, then on straightened legs, etc.);

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

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

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

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

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

The difference between Adaptive physical education and therapeutic physical education and other disciplines.

The development of scientific and methodological foundations for the comprehensive rehabilitation of disabled people using methods and means of physical culture and sports is a big scientific and socially significant problem. The significant specificity of the motor activity of disabled people has given rise to a special scientific and pedagogical direction, which in international practice is known under the general name “Adaptive Physical Activity” (APA).
In accordance with new goals and approaches, the process of forming a new discipline and profession is taking place, which received the title in 1973. international name"Adaptive physical activity" (APA). The concept of APA stems from aspects of the theory and practice of adapting physical exercise to the specific needs of those who are still classified as disabled. Currently, AFA is a term that unites all types physical activity and sports that correspond to the interests and help expand the capabilities of individuals with various functional limitations, not only disabled people, but also all those who need pedagogical, therapeutic, technical and other (adaptive) support.

As can be seen from the name of the specialty, its core is “Theory and Methods of Adaptive Physical Culture”, which is based on general theory and the methodology of physical culture, which is a generic concept in relation to the new discipline. However, unlike the basic discipline, the object of cognition and transformation in adaptive physical culture is not healthy people, but sick people, including disabled people. The activities of future specialists in adaptive physical culture will be carried out precisely with that category of the population that has lost any functions for quite a long time. long term, and often forever (for example, persons who have undergone amputation of limbs, removal of an affected organ, etc.).

All this requires a significant and sometimes fundamental transformation (adjustment, correction, or, in other words, adaptation) of the tasks, principles, means, methods, organizational forms of the main sections (or types) of the basic discipline in relation to such an unusual category of students in physical culture. Hence the name - “adaptive physical culture”.

It is precisely by its focus on chronically ill and disabled people that adaptive physical culture differs from one of the sections (types) of general physical culture, which is called “health-rehabilitation, or therapeutic physical culture” or “motor rehabilitation.” This section, as noted by B.V. Evstafiev, who dedicated a special monograph to the analysis of the basic concepts in the theory of physical culture, envisages as the main goal "... restoration of temporarily lost functions after illness, injury, etc."

If we turn to the curricula and programs of the disciplines of the specialty "physical education", which is a unique model of the content of knowledge, skills and abilities of graduates of physical education universities and physical education departments of pedagogical institutes and universities, then you can easily be convinced that almost all disciplines, including disciplines both medical-biological and psychological-pedagogical cycles contain information only about a healthy person. The exceptions are two disciplines: therapeutic physical culture and sports medicine, which study mainly diseases and injuries characteristic of sports activities.

In contrast to adaptive physical culture, medical rehabilitation is more aimed at restoring impaired body functions, and not at maximum self-realization of a person in new conditions, which requires much more activity and independence from a sick or disabled person. In addition, the means used in rehabilitation are one way or another focused on the components of traditional medicine: medical equipment, massage, physiotherapy, psychotherapy, pharmacology, etc., and not on natural factors - movement, a healthy lifestyle, balanced nutrition, hardening and etc.

At the same time, adaptive physical culture cannot be reduced only to treatment and medical rehabilitation. It is not only and not so much a means of treating or preventing specific diseases, but one of the forms that make up a person’s full life in his new state, formed as a result of injury or illness. Adaptive sports, adaptive motor recreation and other types of adaptive physical culture precisely set the task of maximum distraction from one’s illnesses and problems in the process of competitive or recreational activity, which involves communication, entertainment, active recreation and other forms of normal human life.

In contrast to preventive medicine, adaptive physical culture involves a much wider involvement of means and methods of this type of culture, which is the base, the basis for the socialization of the disabled person’s personality, his adaptation to work or retraining and, in general, self-development, self-expression and self-realization.

Some private tasks of APA have common points of contact with exercise therapy techniques that serve to improve the functioning of individual systems and organs, as well as the state of health in general as a result of the use certain types physical exercise. However, AFA is more of a philosophy of life and an active lifestyle, rather than, as in the case of exercise therapy, an addition to other medical procedures. For AFA, exercise therapy is a means to solve broader problems of improving the quality of life (rather than individual health indicators) and increasing the adaptive potential in general through expanding the functional capabilities of the body through physical activity.

The goal of adaptive physical culture as a type of physical culture can be defined as follows: the maximum possible development of the vitality of a person who has stable deviations in health, by ensuring the optimal mode of functioning of his motor capabilities and spiritual forces provided by nature and available (remaining in the process of life) , their harmonization for maximum self-realization as a socially and individually significant subject.

The increase in disability of the population in most countries of the world, which is associated with the complication production processes, an increase in traffic flows, the emergence of military conflicts, deterioration of the environmental situation and other reasons, led to the emergence of new areas of human knowledge, educational and scientific disciplines, and new specialties in the system of higher professional education. Thus, in accordance with the decision of the Interdepartmental Expert Council on State Educational Standards of the State Committee for Higher Education of Russia dated June 13, 1996, a new specialty N 022500 was opened and included in the Classifier of directions and specialties of higher professional education - “Physical education for persons with health problems (Adaptive physical education )" (order No. 1309 dated July 24, 1996).

The solution to this issue was preceded by the opening in St. Petersburg State Academy physical culture named after. P.F. Lesgaft of a new specialization - "Physical culture for the disabled" (1993) and a new department - "Theory and methodology of adaptive physical culture" (1995).

These circumstances predetermined the purpose of this publication - to highlight the leading discipline that forms the core of the new specialty (022500), and to consider its philosophy, content, main tasks, differences from related educational and scientific disciplines.

As can be seen from the name of the specialty, its core is “Theory and Methodology of Adaptive Physical Culture,” which is based on the general theory and methodology of physical culture, which is a generic concept in relation to the new one. However, unlike the basic discipline, the object of cognition and transformation in adaptive physical culture is not healthy people, but sick people, including disabled people. It is necessary to emphasize once again that the activities of future specialists in adaptive physical culture will be carried out precisely with that category of the population that has lost any functions for a fairly long period of time, and often forever (for example, people who have undergone amputation of limbs, removal of an affected organ, etc. ).

According to the system of ideological views that has developed in our society, representatives of health care, social security, education, but not physical education, should deal with people with disabilities and people with persistent health problems.

It was aimed at healthy people or (as an exception) at those who have temporarily lost certain functions, and as for the most developed in both theoretical and practical aspect section of this type of culture - sports, then it generally provides for vigorous activity with people who are not just healthy, but also motorically gifted. Moreover, it was extremely difficult to become one of the latter, since each sport had a rather strict system for selecting promising athletes.

In this regard, let us pay attention to another fact that very clearly confirms the priorities of physical culture in relation to one or another category of the population. Leading Russian physical culture theorist L.P. Even in its health and rehabilitation section, Matveev calls the second subsection (by the way, consisting of only two) sports rehabilitation, which “promotes the restoration of the functional and adaptive capabilities of the body (reduced as a result of overtraining, fatigue and other reasons).” That is, here we are talking about the rehabilitation of athletes who have temporarily lost their conditioning.

If we turn to the curricula and programs of disciplines of the specialty "physical education", which are a unique model of the content of knowledge, skills and abilities of graduates of physical education universities and physical education departments of pedagogical institutes and universities, then it will be easy to see that almost all disciplines, including disciplines both medical-biological and psychological-pedagogical cycles contain information only about a healthy person. The exceptions are two disciplines: therapeutic physical culture and sports medicine, which study mainly diseases and injuries characteristic of sports activities.

It would be appropriate to recall the list of medical contraindications for applicants to physical education universities, which determines significantly higher health requirements for future students of universities of this profile compared to all other educational institutions. This list, in essence, blocked the path to physical education universities for people with disabilities and people with limited physical and mental capabilities, and the very content of education, consisting of information almost exclusively about healthy and motor-gifted people, significantly reduced the motivation for those who would like to receive it. dedicate your life to working with people with disabilities.

The above allows us to conclude that in Russia higher professional education in the field of physical education, the vast majority received only healthy people, as a rule, former and current athletes, and it was focused on the work of specialists with healthy and motor-gifted children and adults.

The author of the article is not inclined to believe that such inattention to the problems of people with disabilities is entirely due to the position of representatives of the sphere of physical culture, although, obviously, they should be the main initiators of expanding the sphere of influence in the society of physical culture, substantiating and proving its truly social significance 1. However, The matter here is much more complicated than it might seem at first glance. An important role in the current situation is played by the insufficient development of theoretical and conceptual problems of physical culture of disabled people. Conducted by A.V. Sakhno’s analysis of domestic and foreign literature devoted to the problem of health, the definition of its qualitative and quantitative parameters, allowed him to argue that an impenetrable wall was erected between the concepts of “human health” and “human disability” and that these concepts were interpreted as mutually exclusive. In particular, the concept of “health”, set out in the charter of the World Health Organization as “a state of complete physical, spiritual and social well-being, and not just the absence of disease and physical defects”, is actually identified with “absolute health” and, naturally, does not allow thoughts about the possibility of a disabled person having health, since he has one or another defect (physical or mental). This formulation of the question, in essence, denied a huge group of people - disabled people - health and a healthy lifestyle, the core of which is the rational physical activity of a person or, more generally, physical culture. To be convinced of this, it is enough to remember that admission to physical education classes at school, technical school, university, in one or another sports section, and especially to participate in competitions, is issued by a doctor who must ascertain the appropriate level of health of those wishing to participate in physical education and sports. activities.

Thus, due to a number of objective conditions and subjective factors, disabled people found themselves in the field of medicine, in which an independent direction, rehabilitation, arose relatively recently. IN Encyclopedic Dictionary In medical terms, it is defined as “a set of medical, pedagogical and social measures aimed at restoring (or compensating) impaired body functions, also social functions and the ability to work of sick and disabled people." As can be seen from the definition, the concept of "rehabilitation" includes functional restoration or compensation for what cannot be restored, adaptation to Everyday life and inclusion of a sick or disabled person in the labor process. Accordingly, there are three main types of rehabilitation: medical, social, (domestic) and professional (labor).

It is important to note that medical rehabilitation includes therapeutic measures aimed at restoring the patient’s health and mental preparation of the victim for the necessary adaptation, readaptation or retraining. At the same time, to this day there are differences in the understanding of the essence of rehabilitation by certain medical specialists. Thus, in neurology, therapy, cardiology, rehabilitation primarily means various procedures (massage, psychotherapy, physiotherapy etc.); in traumatology and orthopedics - prosthetics: in physiotherapy - physical treatment; in psychiatry - psycho- and occupational therapy.

All these provisions, taking into account one or another medical specialty, are quite understandable. However, on the one hand, they narrow the goals, objectives, means, methods, organizational forms of rehabilitation, orient them, depending on the profile of the disease or disability, to the means and methods generally accepted in official medicine and clearly underestimate the role of movement and, in general, the physical culture of the individual involved in this process; and on the other hand, they once again confirm that medical rehabilitation is only on the way out of the framework of the medical-hospital paradigm. In accordance with the latter, by the way, which has been repeatedly criticized, the main goal of medicine is the cure of specific diseases in hospitals, clinics, sanatoriums, rehabilitation centers with the help of drugs and medical equipment under the guidance and supervision of medical specialists, and not the maximum possible development of human vitality ( healthy, sick, disabled), his bodily-motor and mental potencies, released by nature and available (remaining) available in the process of life.

Thus, in contrast to adaptive physical culture, medical rehabilitation is more aimed at restoring impaired body functions, and not at maximum self-realization of a person in new conditions, which requires much more activity and independence from the sick or disabled person. In addition, the means used in rehabilitation are one way or another focused on the components of traditional medicine: medical equipment, massage, physiotherapy, psychotherapy, pharmacology, etc., and not on natural factors - movement, a healthy lifestyle, balanced nutrition, hardening, etc. .

True, the latest guide for doctors on therapeutic physical culture (PT) in the medical rehabilitation system recognizes that movement is the most important natural biological stimulator of the body, which has become the primary need modern man. However, it is immediately emphasized that exercise therapy is a method of complex treatment, that it uses a nosological principle for the most important diseases, an organ-system approach in differentiating specific issues and reflects the tasks of specific areas in domestic medicine 2. Moreover, as the authors of this manual believe, even physical culture and sports are an organized form of secondary prevention, necessary to maintain the results achieved in the process of treating patients (emphasized by me - S.E.).

The position of the author of the manual is that adaptive physical culture cannot be reduced only to treatment and medical rehabilitation. It is not only and not so much a means of treating or preventing specific diseases, but one of the forms that make up a person’s full life in his new state, formed as a result of injury or illness. Adaptive sports, adaptive motor recreation and other types of adaptive physical culture precisely set the task of maximum distraction from one’s illnesses and problems in the process of competitive or recreational activity, which involves communication, entertainment, active recreation and other forms of normal human life.

Its “branches” such as valeology and preventive medicine are aimed at a significant expansion of the sphere of traditional medicine, “intoxicated” by successes in treating previously incurable diseases and saving the dying and “seeing” only this as the main task of serving people.

The main goal of valeology is to implement the “direct path” to health, to preserve, strengthen and “reproduce” it. Unlike medicine, the main means of valeology are the components of a healthy lifestyle:

1) consciousness, a reasonable attitude towards one’s health, the correct regime of work and rest, brought up from childhood;
2) movement (physical training and hardening of the body);
3) rational nutrition;
4) used prophylactically medications(medicines for healthy people).

However, emphasizing that, unlike medicine that deals with patients, valeology is the science of the health of healthy people, as well as those in a state of pre-illness or those with risk factors, I.I. Brekhman, one of the authors and initiators of its appearance, essentially, as if by inertia, excludes the chronically ill and disabled from among those for whom it is intended. Although, of course, he, rather according to established tradition, forgets this category of the population, rather than believing that they do not need valeology and the valeological approach to life in general. Paradoxical as it may seem, the situation that has developed in the field of physical culture is repeated here. Those people for whom both valeology and physical culture are needed more than anyone else find themselves “overboard” from their conceptual schemes.

As for preventive medicine, then, of course, recognizing its enormous role in improving the health of the Russian population, especially taking into account its current state, it is necessary to draw the attention of readers to the fact that this is still medicine:

1) for the main goal - the prevention of specific diseases;
2) regarding staffing - medical workers;
3) by means - various medications, recreational and rehabilitation complexes, etc.

If we analyze the modern technologies of the Russian Institute of Preventive Medicine - one of the leaders in this area: inhalation of various medicinal and herbal preparations, halo-, aerophyto-, aeroiono-, phytotherapy; music, audiovisual therapy; diet therapy; bio saunas; hydromassage; solarium and others, then their ecological and medical orientation will become quite obvious.

However, we must pay tribute to the director of this institute, Dr. medical sciences, Professor P.P. Gorbenko, who, unlike many medical workers, in his concept of prevention pays great attention to the physical activity of patients (work on universal exercise machines, treadmills, bicycle ergometers, step machines, etc.) and in general the formation of their physical culture in the most modern understanding of this words. Of course, the physical activity offered in the technologies of the Institute of Preventive Medicine represents the implementation of a largely recreational direction of physical culture, main idea which consists of activating, maintaining or restoring physical and spiritual strength, preventing fatigue and generally improving health through pleasure.

Thus, noting the undoubted benefits of modern technologies of preventive medicine for people with disabilities, we emphasize that adaptive physical culture involves a much wider involvement of the means and methods of this type of culture, which is the base, the basis for the socialization of the personality of a disabled person, his adaptation to work or retraining and, in general, self-development, self-expression and self-realization.

This is the place of adaptive physical culture among disciplines that actively use movement in working with various populations.

As for other disciplines dealing with the problems of people with health problems and people with disabilities (typhlo-, deaf-, oligophrenopedagogy, speech therapy, etc.), they practically do not use certain components of physical education and sports activities. This is explained by the subject of these disciplines, specific goals, objectives, means and methods.

The same can be said about a number of disciplines that examine individual components of health and a healthy lifestyle. For example, hygiene studies mainly the living environment, nutrition - mainly therapeutic nutrition etc.

Returning to the problem of training specialists to work with people with disabilities in the field of physical education, it is necessary to state that the first steps have already been taken here, there is a certain, albeit small, experience, scientific articles and educational materials have been published.

At the same time, special mention should be made of the selfless activity of defectologists from the former Academy of Pedagogical Sciences of the USSR, Odessa, Slavyansk and Krasnoyarsk State Pedagogical Institutes, MOGIFK and VNIIFK. Representatives of the last two organizations - A.V. Sakhno and V.S. Dmitriev - prepared for publication a two-volume collection of materials for lectures on physical culture and sports for people with disabilities, which is a landmark work in this direction.

The approval by the State Committee for Higher Education of Russia of a new specialty - "Adaptive physical culture" will serve to intensify the activities of universities in training personnel for this noble cause.

Let's consider the main provisions of the concept of adaptive physical culture.

The slogans: “Sport is health” or “Movement is life” are probably familiar to every active member of our society. Regardless of race, gender, social status and religion, people are united in the common opinion that human health is the highest value. Unfortunately, in the age of modern electronic technology, the younger generation underestimates the importance of their own physical capabilities that nature has provided them. Sitting in front of gadget screens for days on end, children weaken their bodies and endanger their health. This behavior increases the level of morbidity and general weakness of the generation and, as a result, the entire nation. Developed countries have begun to allocate more and more resources and material costs to health programs. Adaptive physical culture is also spreading and developing. In our article we will consider in detail this type of active activity: what it is, its goals, functions, theory and implementation in practice.

Health-improving physical education: characteristics

Each of us has encountered the concept of health-improving physical education at least once in our lives. Starting from infancy, mothers or foster nurses conduct special general strengthening and developmental gymnastics for newborns, then children become familiar with exercises, various types sports And the private industry even offers a variety of forms of health-improving physical education: from yoga to step aerobics.

What is health-improving physical education? This is a series of sporting events that are aimed at generally strengthening the body and activating its immune forces. Health-improving and adaptive physical culture are similar concepts, but have different goals and methods of implementation. The concept of health-improving physical education should not be confused with therapeutic, rehabilitation gymnastics.

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

Goals and functions of health-improving physical education

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

provision and preservation high level public health;
improvement of physical skills;
increasing immunity;
psychological realization of the needs for physical activity, competition, achieving goals;
regulation of normal body weight and proportions;
active recreation, communication.

Adaptive physical education pursues other goals, therefore it is used only for people with persistent health problems.

The methodology identifies the following main functions of general developmental physical education:

health: a set of exercises is selected taking into account the individual capabilities of the human body, age and other factors;
educational: implemented in the dissemination and promotion of a healthy lifestyle;
The educational function is to present theoretical and practical material for a health-improving physical education course by professional trainers based on proven methodological and experimental data.

Types of health-improving physical education

Health-improving physical education is classified depending on the age of the wards: children, teenagers, youth, for the elderly. There are health systems of various nationalities, for example, yoga and Ayurveda. Author's methods are being developed, for example, according to Ivanov or Strelnikova. There are complex health measures or those with a specific direction. As well as well-known modern trends: aerobics, fitness and others.

What is adaptive physical education?

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

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

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

Goals and objectives

Often adaptive physical education becomes the only opportunity for a person with a disability to become a member of society. By exercising and competing with people with similar physical abilities, a person is able to realize himself as an individual, develop, achieve success, and learn to interact in society. Therefore, the main goal of special physical education is the adaptation of a person with limited abilities in society and work.

Based on the individual physical capabilities of a person, the level of equipment with professional personnel and materials, different tasks of adaptive physical culture are set. But the main activities remain unchanged. The general goals are:

Corrective and compensatory work on identified physical deviations. In most cases, such activities are carried out both on the main disease and on related problems. For example, with cerebral palsy, attention is paid not only to the development of muscles, joints, and coordination of movement, but also to vision, speech and other detected health problems.
The preventive task is to carry out measures aimed at generally improving a person’s well-being, increasing strength and capabilities, and strengthening the immune system.
Educational, educational and developmental tasks of adaptive physical culture are also important. The goal is to instill in people with disabilities the concept of physical activity as a daily integral part of life, to teach the culture of sports, the rules of behavior in a team and during competitions.
Psychological tasks are important components of physical education for people with disabilities. It is not uncommon to experience asocialization of a person not so much due to any deviation in health, but due to lack of confidence in one’s own abilities, inability to interact with other people, and lack of understanding of one’s place in society.

Kinds

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

Special education involves teaching people with disabilities the theoretical and practical foundations of physical education.
The rehabilitation direction includes the development of integrated sets of sports exercises aimed at socializing a person with disabilities by developing and improving physical skills.
Adaptive physical education classes can be extreme. They carry a subjective or objective danger.
Special mention should be made of adaptive sports. Every year the development of this direction is significantly accelerated and improved. There are Paralympic, special and Deaflympic disciplines. Thanks to the advent of disability sports, tens of thousands of people with disabilities around the world have been able to realize their potential and become socially active members of society.

Adaptive Sports

The concept of adaptive sports is not new. It is reliably known that back in the 19th century, special educational organizations for the blind were created on the territory of modern Russia. Their program, in addition to general intellectual knowledge, included special gymnastics. In 1914, football competitions for people suffering from deafness were held for the first time. And already in 1932, the country began to hold competitions in the most different types sports among people with disabilities. All kinds of associations and organizations aimed at developing adaptive physical culture began to be actively created.

Subsequently, sports for people with disabilities experienced different stages: from recession to revival and the emergence of new directions. Since 2000, adaptive sports began a new round of its formation and development. The direction is being popularized and spread. Coaches gain experience, athletes achieve high results at the international level.

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

Paralympic sports are competitions for people with musculoskeletal and visual impairments.
Deaflympic sport is for people with hearing impairments.
Special - with intellectual disabilities.

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

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

The relevant specialized organization should develop competition evaluation criteria. Adaptive physical culture is not only sports performance, but also the athlete’s fortitude, his personal achievements in the fight against illness.

Implementation methods

The goals of adaptive physical culture and sports are clear. How to implement them in practice? To do this, it is necessary to master special pedagogical techniques. The following methods are effectively used in physical education work with disabled people:

Knowledge generation. In addition to assimilation of the required amount of information, this method includes the development of motivation, determination of values and incentives. They use verbal and figurative-visual methods of transmitting information. Depending on the type of disease of the student, you should choose the most effective method or combine in doses and reinforce verbal information with a clear example. The means of adaptive physical culture are chosen differently. So, for example, a blind person can be offered, as a visual method of gaining knowledge, to tactilely familiarize themselves with the model of the human skeleton or individual muscles, thereby teaching the basics of anatomy and physiology. And the verbal method for deaf people is carried out together with an audiologist or by showing tables.
Method for developing practical skills. Both standardized approaches and proprietary private methods of adaptive physical education, designed for people with certain disabilities, are used. More details about private methods are described below.

Techniques

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

visual impairment;
intellectual impairment;
hearing impairment;
disruption of the musculoskeletal system: amputation, spinal and cerebral.

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

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

It is worth noting the research of such a teacher as L.N. Rostomashvili on the method of adaptive physical education for people with visual impairments. The problem of physical activity for people with disabilities was dealt with by N. G. Baykina, L. D. Khoda, Y. V. Kret, A. Ya. Smekalov. The method of adaptive physical education for cerebral palsy was developed by A. A. Potapchuk. For amputees and congenital anomalies A. I. Malyshev and S. F. Kurdybaylo were engaged in a complex of special physical education.

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

Adapted physical education for children

If children engage in health-improving physical education from the very beginning early age, then when does the need for adaptive sports arise? Unfortunately, medical statistics are disappointing - every year the cases of children being born with physical pathologies are increasing, and the leader in this ranking is cerebral palsy. For such children, adaptive physical education is an integral and mandatory part of general rehabilitation and socialization. The earlier the diagnosis is made and measures are taken to implement specially targeted physical activity for the child, the higher the likelihood of favorable adaptation in the surrounding society.

Our country practices the creation of separate “special groups” and classes in general preschool and school educational institutions. In addition, there are special organizations for children with persistent health problems, where private methods of adaptive physical education are implemented.

The prognosis for disabled children who undergo adaptive physical education is positive. For the majority, physical indicators significantly improve, a correct psychological assessment of themselves and others develops, communication and self-realization are formed.

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

Adaptive physical education (AFK) is essentially physical education for people with disabilities, for people with various problems with health, or those who, due to sedentary work, need to increase the level of their physical condition.

People with disabilities doing physical activity may have a variety of pathologies– from amputations and cerebral palsy to poor vision.

It is a specialist in adaptive physical culture, based on medical reports, recommendations of psychologists and defectologists has the opportunity, using special techniques, take an individual approach to everyone who engages in such physical education.

For example, he can focus on the development of hand motor skills, or general strengthening exercises. Thus, a physical education specialist is not just a physical education teacher for people with health problems, he is a person whose responsibilities include helping such people adapt and improving their psychological state.

AFK specialist must be a good psychologist, must be able to competently influence the wards, choose an approach to each. First of all, he is not a coach, but a teacher who not only selects physical activity taking into account the characteristics of the body, but also helps guide the student towards self-development.

Of course, he is not a doctor, although related to medicine After all, he must understand diseases in order to choose the load correctly and not cause harm. First of all, its tasks include correcting the condition of the student, improving the physical and psychological state.

AFC coach must be correct towards his wards, patient and able to express respect, because only the strong in spirit are ready to work through pain and strive for success. Take, for example, the Paralympians, who prove that with the help of such physical education a person becomes capable of much, and not only in sports, because physical education can become an impetus for achievements in all areas of life.

Where do they train to become an AFK specialist?

In universities of physical education, medical universities and some pedagogical institutes, as a rule, there are departments involved in the training of such specialists. The duration of training is four years, and the range of disciplines is quite wide.

This is due to the need to obtain a knowledge base, including safety precautions, therapeutic massage, the ability to conduct an examination of performance, psychological interaction, and building an individual approach to the student in physical fitness classes.

Of course, they are studying general disciplines, such as the theory of physical education, developmental psychology, physiology, private pathology, pedagogy, various techniques and others. Naturally, the humanities and socio-economic subjects are not ignored.

Who should go into this profession?

For young people who decide to associate themselves with activities in the field of physical fitness, there is no need at all to have sporting achievements, they just need to believe that physical education can be one of the sources of the health of the body and allows a person to improve himself. In order to become a specialist, you must have decent physical shape, good knowledge of biology and social studies. And, of course, be stress-resistant and patient.

During training, students practiced in leading rehabilitation and correctional institutions of various types. Thus, theoretical knowledge and practice are combined, experience is gained. Often, those who have shown themselves well will subsequently be invited to work in these institutions.

Where do AFK specialists work?

As a rule, institutions send requests for such specialists to territorial government agencies of education and healthcare, as well as to the universities themselves that train these specialists.

In AFC specialists many educational institutions need, in particular, educational institutions for children with special needs. Their skills are needed in psychoneurological, kindergartens, and sports schools. Of course, they are in demand in various institutions involved in health improvement and rehabilitation, sanatoriums and rest homes.

An AFC specialist can work as a coach with a special group or individually, as well as as a methodologist or teacher.

Graduates often find jobs in fitness centers, professional sports clubs, hospitals and clinics, physical therapy rooms. Some go into private practice, providing services as a massage therapist or preparing tourists for hiking trips with increased physical activity. Also, one of the areas of activity available to them is the governing bodies of physical education and sports.

So the specialist will find use for his knowledge, because in our time, physically weakened people want to improve their health and look equal to others, acquire new skills and be useful to society.