An analytical generalization of the problem on the formation and improvement of the coordination abilities of schoolchildren with deprivation of sensory systems in the process of physical education
Child's health is a serious problem. According to official statistics, the number of healthy children is declining in all age and gender groups. Impairment in the system of analyzers entails not only an isolated "exclusion" of one sense organ, but also a defect in the entire course of child’s development. Coordination abilities is the most impaired of all types of motor abilities, since their development is carried out on the basis of insufficient functional formation of sensory systems involved in motion control. It is important to note that disorders in the development of coordination abilities in child with sensory deprivation are most pronounced in preschool and primary school age. Impairments of all types of coordination abilities in child with sensory deprivation are almost inevitable, but they can and must be corrected and developed in the process of adaptive physical education. Means of adaptive physical education for solving correction problems are selected in accordance with the student’s motor and sensory capabilities. The pedagogical impact in order to restore the impaired motor functions and to develop the motor functions that were not formed yet, involves the use of a special system of physical exercises in the training, education and development process of children with health problems. If the physical exercises are a way of active development for a healthy person, then physical education is one of the main means of eliminating disorders in the motor system for a child with developmental impairments. Therefore, the involvement of children with sensory systems deprivation in active physical education should be considered as an important link in the physical education process.
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