scholarly journals CORRECTIONAL STRATEGY AND TACTICS OF EQUILIBRIUM DISORDERS OVERCOMING OF PRESCHOOLERS

2020 ◽  
Vol 5 ◽  
pp. 64-71
Author(s):  
Pavel Bochkov ◽  
Nikolay Moga
Keyword(s):  
Preschool Children ◽  
Physical Education ◽  
Musculoskeletal System ◽  
Planning System ◽  
Balance Function ◽  
Education Planning ◽  
Equilibrium Function ◽  
Adaptive Physical Education ◽  
Corrective Actions ◽  
Planning Approaches

The article describes planning system features of corrective actions for the balance function formation in preschool children with musculoskeletal system disorders. The analysis of the existing planning approaches of physical education and physical rehabilitation is made: the insufficiency of the substantiated scientific methodological bases in planning of corrective actions for balance function improvement in preschool children with musculoskeletal system disorders is found out. The general principles of adaptive physical education planning of preschoolers with musculoskeletal disorders are considered. On this basis, a method of step-by-step planning of equilibrium function purposeful formation was developed, which reflects the logic of five channels stimulating of the postural aplomb system and takes into account the peculiarities of postural deficit in each case. Conclusions present the algorithm of corrective actions planning system, which improves balance function of the specified children category. Research prospects of effective ways of postural deficit overcoming of preschool children with musculoskeletal system disorders are briefly marked.

scholarly journals CORRECTIVE STRATEGY AND TACTICS OF OVERCOMING IMPAIRED BALANCE IN PRESCHOOLERS.

2020 ◽  
pp. 155-163
Author(s):  
Pavel Bochkov
Keyword(s):  
Preschool Children ◽  
Physical Education ◽  
Musculoskeletal System ◽  
Balance Function ◽  
Corrective Measures ◽  
Equilibrium Function ◽  
Adaptive Physical Education ◽  
Impaired Balance ◽  
Planning Concept

The article reveals the system features of planning corrective measures for the formation of the balance function of preschool children with musculoskeletal system disorders. The innovative planning concept implies a harmonious combination of a correction strategy, that should be responsible for the long-term vector of achieving the desired target result, with the corrective tactics of overcoming specific children’s disorders. The strategy reflects a constant component of the correction process and is relatively unchanged, whereas the corrective tactic is based on the variability of individual planning, followed by appropriate methodological support for the implementation of this program for a particular child. The author analyzes the existing approaches in the planning physical education and physical rehabilitation. The analysis revealed the insufficient methodological foundations for the planning of corrective measures to improve the balance function in preschool children with musculoskeletal system disorders. The general principles of planning adaptive physical education for preschool children with musculoskeletal system disorders are considered. The general planning principles (phylogenetic principle, age, calendar, intra-cycle, repetition, the principle of "steps") of adaptive physical education for preschool children with musculoskeletal system disorders were revealed, they were proposed in the technique of N.Efimenko and P.Bochkov. On this basis, a methodology for the phased planning of the targeted formation of the equilibrium function was developed, which reflects the logic of stimulating the five channels of the postural aplomb system and takes into account the peculiarities of postural deficiency in each case. In the conclusions the algorithm of the system for planning correctivee measures to improve the balance function in this category of children is presented. The prospects for research of effective ways of overcoming the postural deficiency in children with musculoskeletal disorders is outlined.

Arnaıy dárіgerlіk top stýdentterіne arnalǵan beıіmdіk dene tárbıesіnіń modelі [Model of Adaptive Physical Education for Students of Special Medical Groups]

2020 ◽  
Vol 3 (117) ◽  
pp. 224-234
Author(s):  
J.M. Esіrkepov ◽  
◽  
O. Dúısenov ◽  
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Students With Disabilities ◽  
Musculoskeletal System ◽  
Point Of View ◽  
Skeletal System ◽  
Medical Groups ◽  
Adaptive Physical Education ◽  
Education Of Students ◽  
The University

In this article the actual questions arising at the organization and carrying out of discipline of physical education of students of special medical groups in higher education institutions are considered. The authors, based on many years of experience in the University, propose to develop and implement a model of formation of the profile-developing environment for students of special medical groups. Ways to increase the interest of students with disabilities (with diseases of the musculoskeletal system) to systematic physical education are divided into blocks and studied from a scientific point of view. The General model consists of three blocks. In each block, the issues of rehabilitation of students with diseases of the musculo-skeletal system are comprehensively studied. Бұл мақалада жоғары оқу орындарында арнайы дәрігерлік топ студенттеріне дене тәрбиесі пәнін жүргізіп, ұйымдастыру барысында кездесетін өзекті мәселелер қарастырылады. Авторлар ЖОО-дағы көпжылдық тәжірибелеріне сүйене отырып, арнайы дәрігерлік топ студенттеріне арналған бейімдік дене тәрбиесінің моделін жасап, тәжірибеге енгізуді ұсынады. Дене мүмкіндіктері шектеулі студенттерді (тірек-қимыл аппараты зақымданған) дене тәрбиесі жаттығуларына жүйелі түрде қатыстыру арқылы қызығушылықтарын арттыру жолдары блоктарға бөлініп, ғылыми тұрғыдан зерттеледі. Жалпы модель үш блоктан тұрады. Әр блокта тірек-қимыл аппараты ауыратын студенттерді сауықтыру мәселелері жан-жақты зерделенеді.

scholarly journals Methodological features of the use of hand motor actions in the correction of preschool children’s hand disorders ("Ant" stand)

2020 ◽  
Vol 2020 (4 (133)) ◽  
pp. 101-108
Author(s):  
Vitaliy Kantarzhi
Keyword(s):  
Preschool Children ◽  
Physical Education ◽  
Musculoskeletal System ◽  
Preschool Education ◽  
Motor Disorders ◽  
New Work ◽  
Hand Functions ◽  
Hand Eye Coordination ◽  
Motor Actions ◽  
Effective Use

Craft therapy (or ergotherapy) in a physical rehabilitation of children with musculoskeletal system disorders has a great importance both as a method of overcoming existing motor disorders and as the basis for the future successful socialization of these children. In the available literature, the issues of craft therapy use in combination with physical education of pre-schoolers in various institutions of preschool education are insufficiently and non-systematically covered. This makes this article relevant. The article discusses the methodological possibilities of using the author's work simulator the "Ant" for the correction of hand dysfunctions of pre-schoolers by means of physical education and craft therapy. The main technical characteristics of the simulator and the features of its manufacture are presented. The characteristics of the "Ant" versatility and its multifunctionality are given, which ensures the success of its use in a kindergarten of any kind. The properties of the "Ant" stand for improving the psychophysical development of pre-schoolers are listed. The formulated methods of using the “Ant” simulator and the methodological techniques for correcting the main hand functions of the pre-schoolers (tested in the process of the ascertaining experiment) have a particular value. The main methods included the ones as follows: game stimulation, objectivity (subject-manipulative activity), instrumental logic, hand-eye coordination, an individually differentiated approach to the correction of hand disorders of children by means of physical education and craft therapy. Each of the listed methods includes a number of methodological techniques that increase the effectiveness of corrective instrumental-subject manipulations. The prospects of further research in this area are seen in the elaboration of new work simulators for preschool children suffering from disorders of the musculoskeletal system alongside the creation of the necessary methodological support for their effective use.

scholarly journals METHOD OF CORRECTION OF THE PSYCHOPHYSICAL CONDITION OF PRESCHOOL CHILDREN WITH FREQUENT RESPIRATORY DISEASES BY ADAPTIVE PHYSICAL TRAINING

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Nataliia Saiko ◽  
Keyword(s):  
Preschool Children ◽  
Physical Education ◽  
Physical Training ◽  
Respiratory Diseases ◽  
Educational Games ◽  
The Body ◽  
Moderate Intensity ◽  
Health Improvement ◽  
Breathing Exercises ◽  
Adaptive Physical Education

The article considers the possibilities of using the method of adaptive physical training in preschool education to correct the psychophysical condition of children with frequent respiratory diseases. The main directions of implementation of the method psychophysical condition correction for preschool children with frequent respiratory diseases by means of adaptive physical education were identified. The health improvement direction has the purpose to increase the optimization of all body systems. The forming direction aims to form such social qualities as perseverance, patience, courage, determination and strong-willed qualities. Educational direction provides the acquisition of systematic knowledge about the methods and techniques of strengthening the body, the timely development of motor skills and abilities, the rules of a healthy lifestyle. The main means of implementing this technique were identified among the following means of adaptive physical education: hyperventilation training, exercises on breathing simulators, exercises with a moderate load on the upper extremities, educational games-exercises, games-travel, dosed walking. Appropriate methods of work with preschool children who often suffer from respiratory diseases, such as doing of cyclic exercises; performing short-term dynamic loads at short intervals; filling in intervals with relaxation exercises or breathing exercises; use of dynamic and static breathing exercises of moderate intensity; application of speed and strength exercises are presented in the article. The effectiveness of the proposed method of correction of psychophysical condition for preschool children was determined by noticing of physical indicators during the performance of various tasks and psychological test methods.

scholarly journals Features of the influence of playing activities on preschool children with a spectrum of autistic disorders in the process of adaptive physical education

2020 ◽  
pp. 53-59
Author(s):  
L. Kuznetsova ◽  
M. Brychuk ◽  
L. Pogasiy ◽  
K. Zhizhkun
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Physical Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Psychomotor Development ◽  
Adaptive Physical Education ◽  
Spectrum Disorders ◽  
Definition Of ◽  
Autistic Disorders

The article deals with the peculiarities of the mental development of children with autism spectrum disorders, their psychophysical abilities, the formation of cognitive functions, the means of communication, the development of the emotional-volitional sphere, behavior in society. Features  of correctional and pedagogical work with autistic children at the present stage are considered. A detailed definition of the definition of "autism", a modern classification of autism, the main features of autistic disorders in all its clinical variants are presented. Statistics on the incidence of autism in the world are provided. The characteristics and peculiarities of psychomotor development in preschool children with autism spectrum disorders and the logic of psychomotor development, the features of psychomotor development, the offered educational and correction tasks are presented. Importance and place of mobile games as the main means of adaptive physical education of preschool children with this nosology have been determined. Mobility games are distributed in the focus on the development of motor skills of preschool children with autism spectrum disorders. A modified classification of mobile games, entertainment, and entertainment that can be used in adaptive physical education and extracurricular forms of preschool-age  children with autism spectrum disorders is presented.

Adaptive motor recreation in the structure of vacation training camps for goalball players

2021 ◽  
pp. 60-66
Author(s):  
Viktoriia L. Lerner ◽  
Pavel A. Khlystov
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Visual Impairments ◽  
Initial Training ◽  
Warm Up ◽  
Training Stage ◽  
Adaptive Physical Education ◽  
Game Practice ◽  
Active Recreation ◽  
Individual Training

The training macrocycle of goalball players includes 52 weeks and in addition to group and individual training, theoretical classes, sports competitions, etc. implies training camps. This needs to achieve continuity of the educational and training process, preparation for competitions, active recreation and recovery of disabled athletes. At the initial training stage, only summer and winter training camps are organized for goalball players twice a year. Summer three-week training camps include morning and evening classes. Morning training sessions following the goals of the initial training stage were mainly aimed at developing physical fitness and developing the game practice of goalball players. Evening training sessions were recreational, the orientation of which was determined by the goals of this type of adaptive physical education. In the introductory part there are construction, greeting, warm-up (varieties of walking and running, jumping, complexes of general developmental exercises with synchronized eye movement), in the main part – specially selected outdoor games for children with visual deprivation aimed at correcting and developing coordination abilities and improving game actions in goalball, in the final part – exercises to prevent the progression of visual impairments. We believe that the inclusion of recreational activities in the structure of the summer training camps of goalball players will contribute to the improvement of technical and tactical game actions, improve their physical fitness in general, correct and develop certain types of coordination abilities, prevent visual impairments, as well as implement the socializing and integrative function of adaptive physical education following the principle of hedonism.

FEATURES OF PHYSICAL EDUCATION OF CHILDREN WITH DISABILITIES

2020 ◽  
Author(s):  
Ekaterina Olegovna Tumanovskaya ◽  
Keyword(s):  
Physical Education ◽  
Children With Disabilities ◽  
Social Processes ◽  
Adaptive Physical Education ◽  
Relationship Of ◽  
The Relationship

The article considers the relationship of physical education of children with disabilities to the degree of socialization in social processes, describes the features of adaptive physical education, describes the game method as the most used in the physical education of children with disabilities

An Activity-Based Approach to Physical Education for Preschool Children with Disabilities

1996 ◽  
Vol 13 (3) ◽  
pp. 230-246 ◽  
Author(s):  
Martin E. Block ◽  
Timothy D. Davis
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Physical Education ◽  
Motor Development ◽  
Best Practice ◽  
Children With Disabilities ◽  
Developmentally Appropriate ◽  
Time On Task ◽  
Development Programs ◽  
Goals And Objectives

Traditional motor development programs for preschool children with disabilities usually utilize a behavior-analytic approach in which children are given specific training and instruction on identified IEP objectives. While this approach has its merits in terms of time-on-task and focus on critical IEP objectives, it is not consistent with current developmentally appropriate philosophies in early childhood education. One of the newer techniques suggested by early childhood educators as a “best practice” in educating young children is an activity-based or play-based approach. Children still have individually determined goals and objectives, but these goals and objectives are “embedded” in a variety of child-directed play activities. The teacher acts as a facilitator, encouraging the child to practice individual goals while exploring the environment. The purpose of this article is to introduce the concept of activity-based intervention and provide examples of how it can be implemented within a motor development/physical education context for preschool children with disabilities.

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