Methodological vector of the study of physical-healthy work with children with complex deficiency development

In this study the essence of the concept "methodology" is defined and the own definition is proposed. In our opinion, the methodology of pedagogical research should be understood as a collection of pedagogical laws, regularities, principles and approaches, which is the scientific basis of any pedagogical research. Pedagogical laws are found out, on the basis of which the researcher determines pedagogical patterns, principles and approaches of organization of scientific research. The essence of pedagogical principles and regularities is revealed. In particular, pedagogical laws are understood as objective, established, essential and necessary connections between the components, components, pedagogical conditions of the pedagogical phenomenon being investigated, and the research result; if the variable of some phenomena, respectively, causes the change of others and these changes are repeated. While pedagogical principles, in our opinion, should be considered as rules, initial provisions, regulatory requirements to the process and results of activities, which are determined by the pedagogical laws and conditions of the organization of activities. Any pedagogical research is constructed in accordance with methodological approaches that reflect the content and essence of experimental work in accordance with the chosen theme, purpose, tasks of the study. It was found out that studies of physical culture and health work with children with complex developmental disorders are based on the following methodological approaches: activity-personal, systemic, culturological and analyzed the peculiarities of application of each of them in the subject under study.