N.G. Georgieva¹
Dr.Biol., Professor Y.A. Bukov¹
PhD, Associate Professor T.A. Zhmurova¹
V.V. Chigidina¹
PhD, Associate Professor Y.I. Shramko^1
1V.I. Vernadsky Crimean Federal University, Simferopol

Keywords: didactic technology, corporeality centered methods, special health groups, physical education.

Background. It is common knowledge that one of the key prerequisites for success of the social and economic development policies in our country is the efficient health protection and improvement technologies that need to be implemented in the school educational system. In view of the concerning trends in the children’s and adolescents health standards with the growing numbers of special health groups in the national education system, a special priority shall be given to a variety of innovative physical education models and tools to facilitate health protection, correction and disease prevention policies and practices. Furthermore, a success of the initiatives will largely depend on the efficiency and focused nature of educational technologies that should be based on the core provisions of the modern training models duly customizable to age-, mentality- and physiology-specific needs of handicapped children [4].

In addition, the diagnose-specific correction course will offer a set of special methods and tools as required by the actual diagnosed pathologies and health disorders. As reported by the Health Ministry of Russia, the musculoskeletal system disorders are dominating (more than 50%) in the underage special health groups [6]; with the rest of the diagnoses very often complicated by a variety of motor system disorders [6]. This means that the modern health improvement and disease prevention efforts shall make a special emphasis on the musculoskeletal system disorder correction methods and tools.

Objective of the study was to analyze benefits of the ‘Conscientious Corporality’ didactic technology designed on a differentiated basis i.e. customizable to the actual needs and capacities of children with health limitations.

Study findings and discussion. The ‘Conscientious Corporality’ didactic technology was designed on a differentiated basis i.e. customizable to the actual needs and capacities of handicapped children. The didactic technology offers creative adaptive physical education elements to help the trainees realize their negative conditions (aggression, fears, anxiety etc.) that hamper their progress, analyze own movements and bodily capacities, develop sensor satisfactions and minimize energy costs [4]. The technology was developed with contribution from the theoretical and practical provisions by M. Feldenkrais and Joseph Pilates, with each training method under the model implying a combination of intelligent bodily controls including the relevant cognitive elements on the one hand and sensor capacities on the other hand.

The training techniques offered by the new technology are structured so as to satisfy by the controlled limb/ neck/ trunk movements the actual individual physical training needs with account of the individual body anthropometric characteristics and physical capacities – to have the practices effectively customized to the trainees’ individual traits and capacities and secure their physical development and functional progress as required by the relevant age- and gender-specific development standards. With this purpose in mind, the exercises were intended to develop efficient muscle control abilities with due sensitivity to gravitation, with the relevant postural control habits. The trainees are expected to be able to effectively control the body masses and move in an energy-efficient manner with due progress in the working capacity based on the growing understanding on the body movement biomechanics.

For the purposes of the training process efficiency, the curriculum gives a special attention to the systemic progress analysis to secure that the exercises are mastered in a step-by-step manner. This was the reason for the reason for the ‘Conscientious Corporality’ didactic technology being staged and timed to the academic semesters as follows.

Background Training Semester I was geared to improve the trainees’ sensitivity in the kinesthetic domain by the relevant techniques and tools to help them feel and detect the key working muscle groups; and master the excessive tension removal/ relaxation exercises generally designed to tense and relax specific muscle groups; and

Core Training Semester II was intended to help the trainees master the attention focusing skills with due feel of the gravity forces to develop the body movement and balance control skills. The lessons included a set of corrective practices to effectively straighten the critical bodily elements. Some exercises were applied and mastered for the whole academic year to provide against any potential regress in the earlier mastered skills and healthy habits.

Furthermore, the practices implied the focus being gradually shifted from the unspecific body conditioning practices to the target/ specific actions to secure progress in the trainees’ health. With this purpose the training course was staged and harmonized with the yearly school curricula as follows. The first training stage (September through October) took 400 min being dominated by the background/ introductory practices with a phased difficulty management/ phasing system. The second training stage (November through December) took 300 min, with the training process giving a special priority to the movement rhythm structure and execution technique variations. The third training stage (January through March) took 800 min, with the training process further individualized to secure progress in the working capacity above all. And the fourth training stage (April through May) took 313 min and was geared to consolidate the acquired skills.

It should be mentioned that the special health group practices were formed on an integrated basis, with the core phase generally including three successive elements. In the phased transition from the background/ introductory element to the core one, the key process goals may be revised and adapted to purposefully increase the workloads and expand the range of the training tools.

The staged attention focusing ability build-up process with the growing ability to control specific bodily parts is normally associated with progress in the movement control quality and working capacity to secure the specific health improvement goals being attained and associated with the growing working capacity (viewed as an integrated health rating criterion).

The first phase of every lesson was designed to attain the specific health building goals by the body conditioning practices including the body control/ straightening, body mass center sensitivity (versus the vertical axes and pressure centers) and hip flexibility improvement Pilates-driven practices. The second phase of every lesson was geared to master new exercises and motor skills including body mass control (versus the relevant planes) to ensure the trainees’ progress as required by the education curricula with a special focus on the tendons and musculoskeletal system development practices. The third phase of every lesson was intended to secure progress in physical qualities, strengthen the tendons, musculoskeletal system and lower limbs and master special tendons workouts [2].

Thus the health improvement/ correction practices with the corporality-focused tools were generally timed to the special introductory sub-phase and core phase of every lesson – to give a special priority to the controlled attention-focusing ability so as to make the trainees feel the bodily processes and reasonably control the execution. Second, the trainees were expected to keep up the high working capacity and attention till the natural fatigue of the central nervous system, since growing fatigue makes it difficult to detect the movement triggers and control responses. 

Conclusion. The Physical Perfection module of the new didactic technology includes two semesters with a special emphasis on the educational process goals including the trainees’ mental condition, somatic health and physical fitness improvements. The new didactic technology was found beneficial for the mental and somatic health and physical development of the special health groups. 

References

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Abstract

The study analyzes the ‘Conscientious Corporality’ didactic technology designed on a differentiated basis i.e. customizable to the actual needs and capacities of children with health limitations. The creative adaptive physical education elements of the new didactic technology are designed to help the trainees realize their negative conditions (aggression, fears, anxiety etc.), analyze own movements and bodily capacities, develop sensor satisfactions and manage the energy costs. The technology was designed with application of the theoretical and practical provisions by M. Feldenkrais and Joseph Pilates. The physical education module of the new didactic technology includes two semesters with a special emphasis on the educational process goals including the trainees’ mental condition, somatic health and physical fitness improvements. The new didactic technology was found beneficial for the mental and somatic health and physical develoment of special underage health groups.