DEVELOPMENT OF MOTOR ACTIVITY OF CHILDREN WITH INTELLECTUAL DISABILITIES TROUGH ADAPTIVE PHYSICAL EDUCATION

Abstract

The importance of developing motor activity of students with intellectual disabilities by means of adaptive physical culture is considered. The conclusions of studies on the role of physical education in special education institutions and the correction of psychophysical disorders, and the improvement of children's physical development are analyzed. It has been proven that the quality of physical education lessons depends on the professional competence of physical education teachers, teacher trainers, their participation in seminars, webinars, trainings, «Good Practices» and other events. Using the knowledge gained in profession development courses, teachers apply it during lessons, classes in clubs, and sports sections. Organized corrective work contributed to strengthening children's health, improving their motor skills, interpersonal communication, and mutual assistance. The students' motivation increased when performing exercises, their psycho-emotional state improved, which enabled them to achieve high sports results. Thanks to the correct organization of adaptive physical education, the students began to master sports that were previously inaccessible to them: floor ball, cycling, judo, kayaking, and others. As a result of hard work, successful selection of content and organization of activities of the Zhytomyr regional branch of Special Olympics Ukraine and Special Olympics Ukraine, athletes began to win the highest prizes at regional, and later, All-Ukrainian and international competitions. Taking into account the gradualness and effectiveness of the fruitful cooperation between the Zhytomyr Regional Branch of Special Olympics Ukraine and Special Olympics Ukraine through the organization of successful forms and types of activities, athletes show the highest results at All-Ukrainian and international competitions.