PhD, Associate Professor L.A. Parfenova¹
E.V. Lebedev², N.A. Tsukhlov^1
1Volga Region State University of Physical Culture, Sport and Tourism, Kazan
²Special Olympics Russia

Keywords: Special Olympics of Russia (SOR), additional educational program (DOP), intellectual disabilities (IN), advanced training courses (CPC).

Introduction. World Winter Games of the Special Olympics (CO) 2022 in Kazan (to be held in January 2023) rightly caused an increased interest in this phenomenal sports movement and identified the need for systematic training of specialized specialists. To this end, the concept of the educational strategy of the SOE was developed, which assumes already at the first stage (2021-2024) the training of almost 2,500 professional personnel according to a specially developed DOP, reflecting the issues of organizing and implementing sports and social programs of the SO. Taking into account the SOR's targeted focus on the development of inclusive culture in society [1], this initiative was supported by the Vladimir Potanin Charitable Foundation within the framework of the three-year grant project "Inclusive Sport for All".
The purpose of the study is to identify the social structure of CPC listeners and determine their motivational prerequisites for learning.
Methodology and organization of the study. An online survey (30 questions) was conducted in the Google form of 282 listeners from 47 regions of Russia.
The results of the study and their discussion. The survey data made it possible to establish the gender-age composition and social status of the participants. The majority (86%) have a higher education. The fact that 36% of the listeners have more than five years of experience in the SOR speaks about the attractiveness of the content of the program, and the fact that 32% of respondents intend to study in order to start participating in the Special Olympic Movement (SOD) indicates an increased professional and public interest in it. Among the motives for learning (no more than three from the proposed list), the following prevailed: the desire to learn more about SOD - 64.4%, to learn something new - 59.2% and to get an education document - 38.7%, to become a participant in SOD - 32.5%. The level of initial knowledge demonstrated a general understanding of AFC and the features of psychological and pedagogical support of physical culture and sports activities of persons with IN. 240 people (85%) expressed their intention to get acquainted with correctional and developmental sports and social methods, 210 (74.3%) expressed their intention to get acquainted with functional diagnostic methods (88.9%) and anti-doping policy in adaptive sports.
Conclusion. The educational project, unique in its scale and content, is aimed at improving the professional competence of SOR specialists, popularizing SOD, drawing public attention to the problems of people with IN, demonstrating ways of their physical and social rehabilitation and, most importantly, promoting and replicating the philosophy of inclusion.

Literature

1. Parfenova L.A., Gerasimov E.A. Inclusive technologies of physical culture and sports activity of students with intellectual disabilities // Theory and practice of physics . culture. 2019. No. 1. p. 13.