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Introduction. The timeliness of the issue under discussion is not in doubt, since today the number of children with limited health abilities has increased, and a modern correctional school with today's set of techniques, models, methods and learning conditions does not adequately help the formation of intellectual, motor, communicative skills.
One of the important factors that impede the formation of motor skills in mentally retarded children is motor impairment, which negatively affects not only physical and intellectual development, but also subsequent social and professional adaptation. The purpose of the study is to justify the appropriateness of the use of rhythmoplasty in the classes of physiotherapy for children of primary school age with impaired intelligence.
Materials and methods. Theoretical research methods are applied ¾ an analysis of psychological and pedagogical literature devoted
to the scientific description of rhythmic and musical effects on a person; study and generalization of pedagogical and medical experiments on the development of motor skills of primary school children with intellectual disabilities; as well as empirical research methods ¾ peda-gogical experiment, observation, survey, motor (motor) tests and mathematical methods of statistical data processing.
Results. An experimental teaching methodology was developed and tested using rhythmoplasty, which is used in physical therapy classes with children with intellectual disabilities; the authors determined the distinctive features of the formation of the motor sphere of elementary schoolchildren with total intellectual underdevelopment; rhythmoplasty elements have been identified that contribute to the effective formation of intellectual, motor, communicative skills and favorably affect the processes of social rehabilitation and adaptation of children with intellectual disabilities.
Discussion. It is emphasized that, on the basis of the studied theoretical data, an independent practical analysis of the level of formation of the motor sphere of primary schoolchildren with intellectual impairment in the educational institution of Magnitogorsk was carried out, and on its basis a technique was developed using rhythmoplasty in the medical-physical education classes for this category of children.
Conclusion. The use of rhythmoplasty in the classes of physical therapy for elementary school students with intellectual disabilities contributes to the formation of static and dynamic coordination, improves the rhythm of the body, develops randomness, helps to focus. The rationale for the use of rhythmoplasty in the physical development and effective adaptation of children with intellectual disabilities can become the basis for the introduction of rhythmoplasty elements in the educational system of institutions of various types.
Impaired intelligence; motor sphere; rhythmoplasty; static and dynamic coordination; coordination of movements; switchability; pace; rhythm
A theoretical analysis of the features of the formation of the motor sphere of primary schoolchildren with impaired intelligence;
During an empirical study, the level of development of motor skills was revealed, both in the experimental and in the control groups. In children with intellectual impairment, the following were detected: low motor activity, weakened muscle “corset”, low level, strength and endurance;
A technique was developed using rhythmoplasty at the lessons of physiotherapy in primary school students with impaired intelligence. This technique was tested in an experimental group of children;
Tested in practice the effectiveness of the method using rhythmoplasty in the lessons of physical therapy for this category of children.
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