A.D. Shaymieva
Volga Region State University of Physical Culture, Sport and Tourism, Kazan

Keywords: adaptive physical education (APE), dance exercises (DE), children with intellectual disabilities (ID).

Introduction. Traditional approaches to APE of children with intellectual disabilities often do not provide the necessary effect in the correction of psychophysical development and the formation of socio-adaptive skills. At the same time, the potential of extracurricular activities aimed at the complex development of cognitive, emotional, communicative and motor abilities is not fully realized [1].
The aim of the study is to provide a theoretical and experimental substantiation of the pedagogical technology of extracurricular adaptive physical education for children with intellectual disabilities based on dance exercises.
Methodology and organization of the study. A pedagogical experiment was conducted with the participation of 60 children with intellectual disabilities of varying severity: EG-1 (mild degree, n-20), EG-2 (moderate degree and Down syndrome, n-18), and KG (mild degree, n-22).
Research results and their discussion. The developed technology is a comprehensive structure that combines the goal and objectives, principles, pedagogical approaches, dance, general physical, and cognitive means, teaching methods, thematic forms of physical activity, and the planned result of extracurricular AFV. The key features of AFV technology include a differentiated approach to teaching dance techniques (elements, exercises, and combinations), taking into account the severity of the impairments; adapted terminology – the use of names of dance movements (basic steps and figures) based on visual images and associations that are easy to understand; thematic integration (inclusion of TU in thematic motor tasks); special methods and techniques; adaptation of diagnostic tools; and family inclusion. The experimental validation of the developed innovations showed significant positive changes in all the studied parameters of physical and functional development, coordination abilities (CA), and cognitive activity (CA). The greatest increase was observed in the development of KS: fine motor accuracy (EG‑2 – 32.4%, EG‑1 – 22.6%, CG – 9.4%) and the ability to learn motor rhythm (EG‑1 – 20%, EG‑2 – 18%, CG – 5.5%). The girls showed a positive trend in the differentiation of time effort (EG‑2 – 57.1%, EG‑1 – 22%, CG – 8%). The importance of improving PD indicators is due to the specifics of the psychophysical development of the studied group of children. The most significant differences in EG were the distribution and volume of attention (EG‑2 – 68.4%, EG‑1 – 61.5%, KG – 7.4%), visual and effective thinking in boys (EG-1 and EG‑2 ‑ 21.1%, KG – 14.3%), the ability to determine emotional states (EG‑2 – 41.1%, EG‑1 – 31%, KG – 7.9%), and the ability to qualify (EG‑2 – 86.6%, EG‑1 – 68.4%, KG – 11.7%).
Conclusion. The results of the pedagogical experiment convincingly prove the effectiveness of using dance exercises in the AFS of children with IN.

Literature

1. Parfenova L.A., Timoshina I.N., Burtseva E.V. Realizaciya individualno-lichnostnogo potenciala razvitiya detey s intellektualnymi narusheniyami v processe adaptivnogo fizicheskogo vospitaniya [Realization of individual-personal development potential of children with intellectual disabilities in the process of adaptive physical education]. Teoriya i praktika fizicheskoy kultury. 2024. No. 8. Pp. 90-92.