<p>The purpose of this work was to determine the effect of rock climbing as a means of adaptive physical education on behavior, emotional state, coordination of movements and quality of life of children with autism spectrum disorders (ASD). Material and methods: Five children aged 8-9 with ASD participated in the experiment. All children who were involved in rock climbing had the same name. low-function autism (disability of subgroup A). They did not speak, they could neither read nor write, had problematic behavior, stereotyped movements, a large number of inappropriate movements, impaired coordination of movements, aggression and autoaggression. The children attended classes on rock climbing 2 times a week for 40 minutes. on a rock climbing bridge in Lviv from September 1, 2017 to June 30, 2018. Classes were individual. Each of them started with warm-up (5 minutes), in the main part of the children were taught Bouldering (10 min.) And worked on high tracks up to 14 m (25 min.). Prior to the beginning of classes (August 2017), parents' questionnaires were conducted concerning the psychophysical status of children who were included in the experiment. The questionnaire was filled up by parents every three months during the experiment, which led to changes in the psychophysical state of their children. Results: Based on the results of an expert assessment of the psychophysical condition of children with RAS attending climbing classes, it can be argued that, against the backdrop of growth in the results of the skills of movements, the logic of passing the distance, the speed of solving motor tasks, a significant increase in positive emotions, there is a significant decrease in problem behavior. Climbing activities contribute to a significant increase in the quality of life of both children from the ASD and their parents. The results of the influence of the duration of classes on the components of the behavior of the children under study by multidimensional dispersion analysis showed a significant impact on the duration of occupations on various components of child behavior (p <0.001). Conclusions The obtained results testify to the high efficiency of the use of rock climbing as a means of socialization of children with autism. Climbing is a powerful sensory stimulus for children with PAC. It is possible to recommend individual climbing exercises for children with ASD as an effective means of adaptive physical education.</p>
<p><strong>Aim: </strong>to establish the influence of swimming as a means of adaptive physical education on behavior, emotional state, sensory, motor coordination and quality of life of children with autism spectrum disorders (ASD).</p><p><strong>Material and methods</strong>. Three children with autism who were swimming were examined. Research methods: pedagogical observations, pedagogical experiment, method of expert evaluations, questionnaires.</p><p><strong>Results</strong>. There is a significant improvement in the behavior of children with ASD: reducing aggression and autoaggression, reducing the frequency of stereotyped movements, reducing opposition, improving emotional state, improving willpower, improving coordination and dexterity. According to the results of expert assessment, against the background of increasing the results of dexterity, the formation of swimming skills, a significant increase in positive emotions, the acquisition of communication skills there is a significant reduction in problem behavior. Swimming is a powerful sensory stimulus for children with ASD, they improve their sensory profile by promoting proper sensory responses. Swimming contributes to a significant increase in the quality of life of both children and their parents.</p><p><strong>Conclusions:</strong> Swimming is a powerful sensory stimulus for children with ASD. As a result of swimming lessons in children with ASD there is an improvement in behavior, development of communication skills, development of smooth movements, growth of positive emotions, development of swimming skills. Swimming also helps to improve the quality of life of children with ASD and their parents. In children with ASD, swimming helps to improve certain indicators of the sensory profile. Individual swimming lessons can be recommended for children with ASD as an effective means of adaptive physical education.</p>
<p><strong>The </strong><strong>aim</strong> of the work is to establish the impact of adaptive physical education classes according to our proposed method on the motor abilities and behavior of children with autism spectrum disorders and on the quality of life of their families.</p><p><strong>Material and methods</strong>. Analysis and generalization of literature data on the peculiarities of psycho-motor development of children with autism, their behavior. Development of methods of adaptive physical education of children with autism, which includes exercises for the development of general and fine motor skills, imitation, coordination of movements and the development of physical qualities such as strength, agility, flexibility. Expert assessment of test exercises. Questionnaire of parents about the psychophysical condition of their children and the quality of life of families raising a child with autism. Methods of mathematical statistics.</p><p><strong>Results</strong>. It has been established that children with autism have significant impairments of motor activity and psychophysical condition, which significantly affects the quality of life of children and their families. There is a very low level of development of motor skills. Parents of children in the experimental group noted that from now on their children began to have fewer problems with movement, their movements became more coordinated and it became easier to move. In terms of self-care and self-care, the difficulties became less significant (average level), the usual daily activities also became easier, the phenomena of discomfort and anxiety decreased.</p><p><strong>Conclusions</strong>. Children with autism have significant deviations in motor development, arbitrariness of movements, understanding of expediency of movements, general motility of the body. Classes in adaptive physical education according to our proposed method allowed children with autism to overcome most motor disorders, which was a prerequisite for improving higher nervous activity and behavior. Significant improvement of psychophysical condition of children as a result of employment, and also growth of quality of life is established.</p>
Мета дослідження – виявити і апробувати педагогічні умови, що сприяють формуванню ціннісних засад професійної самосвідомості студентів інституту фізичної культури. Матеріал і методи: на базі Дрогобицького державного педагогічного університету було проведено дослідження, в якому взяли участь 273 студенти двох академічних груп (експериментальної і контрольної) на кожному з чотирьох курсів бакалаврату і першого курсу магістратури інституту фізичної культури і здоров’я Дрогобицького державного педагогічного університету ім. І. Франка. Методи дослідження: теоретичні (аналіз літератури, науково-методичних і програмних документів), емпіричні (педагогічний експеримент, анкетування, опитування, аналіз результатів освітньої діяльності), методи статистичної обробки даних. Результати. Зміст планованих для засвоєння тем дисципліни було зібрано в шість модулів. Технологія проведення занять передбачала поєднання реферативного методу з фронтальним обговоренням основних теоретичних положень теми, аналіз виконання практичних завдань, вирішення педагогічних ситуацій, завдань, проведення дискусій, ділових ігор, складання тезауруса, евристичні питання, презентацію проектів школи майбутнього з урахуванням сучасних тенденцій аксіологізації освіти, дискусії та ін. Основу практичних занять склали завдання по типу завдання-спостереження, навчально-тренувальні завдання, завдання творчого характеру, завдання на рефлексію особистісно-професійних якостей. Виявлено та апробовано педагогічні умови, що сприяють формуванню ціннісних засад професійної самосвідомості студентів факультету фізичної культури, а саме: актуалізацію аксіологічного потенціалу дисциплін спеціальної підготовки; реалізацію аксіологічного підходу в педагогічній практиці. Висновок. Отримані дані свідчать про ефективність педагогічних умов, які сприяють формуванню професійної самосвідомості майбутніх вчителів фізичної культури на ціннісній основі.
The motor sphere of children with autism is characterized by the presence of stereotyped movements, difficulties in the formation of objective actions and household skills, and violations of fine and gross motor skills. The aim of the work was to establish the influence of adaptive training with elements of free-fight on the development of motor skills, sensory profile and quality of life of a child with autism. A 12-year-old boy A. with a diagnosis of childhood autism, social maladaptation (disability subgroup A) was chosen for the experiment. The child does not speak, cannot read or write, has impaired coordination of movements (walking on tiptoes, motor stereotypies, motor disinhibition), insufficient understanding of language. Somatically, the boy is healthy, loves motor activity. An assessment of the child's sensory functioning was carried out according to the Short Sensory Profile method, developed and recognized by The Psychological Corporation (USA), a survey of parents about the child's quality of life before the start of training and after a forced break in training, in addition, an assessment of the quality of direct blows with the hand and foot was carried out punching bags at each session. During the research period, the boy A. performed, under the guidance of a coach, exercises for coordination of movements ("obstacle course"), interaction with the coach (gymnastic exercises, various available games with a ball), exercises for developing the strength of various muscle groups (work with "Bulgarian bag", dumbbells) and special free-fight exercises (hits with hands and feet on punching bags and a dummy). A significant improvement of the child's sensory functioning was established, namely all types of sensitivity, except auditory filtering and sensitivity to taste and smell. The child's parents noted a significant increase in the quality of life of both the boy himself and the entire family. Significant progress was observed in learning the technique and the success of the boy's performance of special free-fight exercises. Adaptive training with elements of free fight served as a significant sensory stimulus for a child with autism, contributed to the learning of motor skills, and improved the quality of life of the family.
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