THE DEVELOPMENT OF COORDINATION ABILITIES OF MENTALLY RETARDED CHILDREN 9-11 YEARS OLD BY MEANS OF PHYSICAL EDUCATION

At the present time, in the era of automation, people’s motor activity has significantly decreased. In a constantly deteriorating environment, this leads to a significant deterioration in physical development and various diseases. This especially affects children with disabilities. According to the statistics of the Ministry of Health, in our country now up to 70% of children with disabilities in the state of health are born. Therefore, special attention deserves the physical education of children of primary school age, when the motor base is laid, the motivation for practicing physical culture and sports is formed. Junior school age is the period in which the future member of society learns basic motor skills and skills, in the formation of which a significant role is played by coordination abilities. The development of coordination abilities in junior school age is an important part of the process of physical education in school. Developing the coordination abilities of children of different nosological groups, we form a “school of movements”, which in the future will help with less effort to learn complex motor actions and learn new skills. Well-developed coordination capabilities are a fertile ground for the development of other physical qualities (strength, speed, endurance, etc.). An important factor is a properly constructed educational process for physical education for children of younger school age with mental or physical disabilities, restrictions. Teachers for physical education should take into account the methodical recommendations on sex, age, severity of the disease, the peculiarities of the psychic and emotional-volitional sphere of children. Formation of the need for motor activity, systematic training by physical education (exercises) and the implementation of a healthy lifestyle is one of the main tasks of adaptive physical education. In the process of physical education in primary school children of different nosological groups, primary attention is paid to the problems of correction of the primary defect, concomitant diseases and secondary deviations, the development of compensatory mechanisms for the realization of vital activity. The above provisions became real prerequisites, in which the method of developing the coordination abilities of mentally retarded children of primary school age by means of physical education was subsequently developed theoretically and experimentally. Various physical exercises included in the experimental method, variation of methods, methodological methods, and conditions for organizing classes are aimed at correcting the mentally retarded child and his potential opportunities. The appropriate selection of physical exercises allows you to selectively address both general and specific problems. Such natural kinds of exercises such as walking, running, jumping, throwing, ball exercises and others contribute to the development of motor qualities and the prevention of secondary disorders, correction of sensory and mental disorders.

coordination ability, mentally retarded children, mental disorders, physical education, exercises, tests, possibility of movement