CHARACTERISTICS OF TEACHING MOTOR ACTIONS TO CHILDREN WITH INTELLECTUAL DEVELOPMENT PECULIARITIES

The purpose of the research is to determine the effectiveness of the developed algorithm for teaching motor actions of children with intellectual disabilities in the practice of adaptive physical education.

Methods and organization of research. The study involved 20 primary school children with Down syndrome, divided into control (CG) and experimental (EG) groups. The scientific work was carried out on the basis of modeling methods, logical interpretation, expert assessment of the quality of movement on a five-point scale, pedagogical experiment, mathematical statistics. 

The research results and their discussion. The developed algorithm for teaching motor actions of children with intellectual disabilities is presented by three stages, each of which has a description of the methods used for showing, telling, passive-active performance, the number of repetitions, additional methods for stimulating children's activity. Its use causes high rates of formation of motor actions in the subjects. When teaching simple locomotion, a statistically significant superiority of EG over СG is observed at all stages of the formation of motor action (0.05) (2.8 points vs. 1.2 points at the first stage; 3.5 points vs. 2.1 points; 4.1 points vs. 3.1 points). When teaching complex motor actions, statistically significant superiority is observed at all stages of motor action formation (0.05) (2.3 points vs. 0.9 points at the first stage; 3.3 points vs. 1.3 points; 3.8 points vs. 1.3 points).

Conclusion. The process of teaching motor actions of children with intellectual disabilities should have its own specific characteristics. These include: increased intervals of training stages, the presence of a passive-active method of reproduction at each stage, public praise of the results of performance, an increased number of repe­titions of tasks.

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