CONTEMPORARY APPROACHES TO THE DEVELOPMENT OF PSYCHOMOTOR SKILLS IN CHILDREN WITH INTELLECTUAL DISABILITIES THROUGH ADAPTIVE PHYSICAL EDUCATION

Abstract

This article examines contemporary approaches to the development of psychomotor skills in children with intellectual disabilities through adaptive physical education, as an important area of remedial and developmental work within the special education system. The essence of the concept of “psychomotor skills” is revealed as an integrative characteristic of a child’s development that combines the motor, sensory, and mental spheres, and determines the level of development of coordination abilities, motor control, and the ability to regulate motor activity. The features of psychomotor development in children with intellectual disabilities are analyzed; a decrease in the level of physical qualities and coordination abilities, disturbances in the spatio-temporal organization of motor actions, and insufficient development of fine motor skills and sensory integration are noted. It has been determined that these characteristics complicate the learning process, reduce the level of adaptation, and limit the possibilities for social integration of children. Particular attention is paid to the potential of adaptive physical education as an effective means of correcting psychomotor disorders. It has been established that the systematic use of specially selected physical exercises, active games, exercises to develop coordination, balance, rhythm, as well as sensorimotor competencies contributes to the activation of the body’s functional capabilities, the formation of basic motor skills, and the improvement of the psychomotor sphere in children with intellectual disabilities. Modern methodological approaches to organizing adaptive physical education classes have been summarized, which involve individualization, a step-by-step approach, a comprehensive impact, and the use of innovative pedagogical technologies. The necessity of integrating physical, mental, and sensory development into the process of corrective and developmental work has been emphasized. It is concluded that adaptive physical education is an effective means of developing psychomotor skills in children with intellectual disabilities, contributes to improving their physical fitness, developing motor activity, and forming essential life skills, and provides the prerequisites for their further successful socialization.