PHYSICAL RECREATION IN THE CONTEXT OF AN INCLUSIVE ENVIRONMENT OF GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The article provides a comprehensive theoretical analysis of the problem of organizing physical recreation in the context of inclusive education in general secondary education institutions as an important component of the modern system of physical education. The relevance of implementing physical culture and recreational activities in an inclusive educational environment is substantiated, taking into account the diversity of educational needs, functional capacities, and psycho-emotional states of students. It is demonstrated that physical recreation functions not only as a means of health promotion but also as an effective pedagogical tool for socialization, integration, and the formation of a positive attitude toward physical activity among children with special educational needs. The study substantiates the expediency of applying a structural-functional approach to the organization of physical recreation, which ensures integrity, systematic character, and coherence of all components of recreational activity under conditions of inclusive education. The main structural components of physical recreation (goal-oriented, content-related, organizational-activity-based, and result-oriented) are identified, and their functional content is revealed from the perspectives of health-promoting, psycho-emotional, socializing, and integrative effects. A generalized structural-functional model of physical recreation is presented, which takes into account interdisciplinary interaction among participants in the educational process. It is shown that the systematic organization of physical recreation contributes to an increase in the level of physical activity, improvement of psycho-emotional state, growth of social inclusion and quality of life of students with special educational needs, as well as to the formation of an effective inclusive educational environment in general secondary education institutions.