PHYSICAL TRAINING OF STUDENTS WITH INTELLECTUAL DISABILITIES

Introduction. Development and implementation of new pedagogical methods, the content of which corresponds to the real state of individual capabilities of young people and has a scientific basis for tools, methods and forms of learning have always been and remain a need not only secondary education but society as a whole. Analyzing the current average data in paediatrics, worldwide and in particular in Ukraine, the negative statistics on the increase in the percentage of children with intellectual disabilities or delays attract attention, due to this factor the education system is experiencing significant difficulties and needs some changes. Purpose. The aim of the article is to theoretically substantiate and experimentally determine the features of physical development and motor training of students with CPD in terms of inclusion in general secondary education. Methods. Theoretical (analysis of scientific literature, pedagogical experience and results activities), empirical (questionnaires, surveys, interviews, experiments) methods were used. Results. After analyzing the methods of different authors, it was selected from all the proposed exercises the most, in our opinion, effective and beneficial to the health of students. The study of this issue was conducted in several stages, which included: analysis of research, obtained and processing of test data of children with CPD, which characterize each unit of observation, tested and proved the effectiveness of the developed program. On the basis of the theoretical analysis of scientific works, the received data of tests of children with ZPR in the program developed by us the general pedagogical and correctional tasks were realized. Methods of physical training for students with mental retardation involve solving health, training, education and correctional tasks. Conclusions. Qualitative changes in the indicators of motor skills and abilities of primary school students with mental retardation during the study show that the proposed corrective physical exercises that were included in the educational process of physical education and methods of their application were effective. Based on these indicators, it can be concluded that education and training are integral parts of a single pedagogical process, in which the basic principles should be followed to achieve the best results, taking into account the individuality and physical capabilities of students.