Рroblems of Teaching Motor Activities and Optimization of Motor Activity of Students with Disabilities During the Lessons of Physical Education

Abstract

The article provides analysis of recent publications on the learning of motor actions and optimization of motor activity of students with disabilities, which indicates the necessity of using different theoretical and methodological concepts and technologies; priorities for training purposes; conditions that limit or stimulate the activity and others that the number and variety of factors that must be considered in physical education, significantly exceed those that occur when working with healthy people.

Scientists identified three groups of factors that determine the strategy of learning the movements and increase physical activity. The first group of factors depends on, meeting the needs which are trained musculoskeletal actions and increasing physical activity. In this process the process of self-determination, realization of their creative potential, with specific independent value is the most important part.  The second group of factors include the characteristics themselves of motor actions. There are several of them. The main feature of motor actions is the requirement of the accuracy of execution time, power, spatial characteristics and their components: speed, acceleration of the individual chains of the whole body, tempo, rhythm, pulse strength, and therefore a different course of execution of motor actions. The third group of factors are the characteristics of a person with health problems. For example, impaired sensory systems, especially vision, musculoskeletal (amputations, spinal injuries, cerebral palsy, acquired in consequence of the underdevelopment of the limbs) require a considerable limitation of possible deviations from the learning outcomes and the means to achieve it, which rearranges priorities learning objectives of motor actions in the direction of its result.