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0ADAPTIVE PHYSICAL CULTURE
The use of floorball in adaptive physical education of schoolchildren with intellectual
disabilities
UDC 796.08
E.A. Gerasimov
Volga Region State University of Physical Culture, Sports and Tourism, Kazan
Corresponding author: [email protected]
Received by the editorial office on 26.08.2024
Abstract
The purpose of the study. To determine the composition of the funds and establish a rational sequence of teaching basic technical elements of floorball to children with intellectual disabilities (IN).
Methodology and organization of the study. The means and a specific procedure for teaching the basic elements of the floorball technique to children with intellectual disabilities are proposed. An experimental approbation was carried out with the participation of four groups of schoolchildren who studied using different methods.
The results of the study and conclusions. The effectiveness of the author's approach in teaching basic techniques in floorball to students with intellectual disabilities is scientifically substantiated.
Keywords: adaptive physical education (AFV), floorball, children with intellectual disabilities, learning sequence.
Introduction. The introduction of sports technologies into the process of adaptive physical education should provide a corrective and developmental effect on the psychophysical and social characteristics of schoolchildren with intellectual disabilities [6]. Floor-ball potentially has many properties of a complex effect on the body and personality of those involved, which is due to the team nature of the game, emotionality, frequent change of game situations, a large arsenal of coordination and technical and tactical means [1, 2]. The expediency of the accentuated use of floorball products in the AFV of schoolchildren with intellectual disabilities is determined by the following factors:
- a public order for the popularization and development of floorball included in the program of the Special Olympics [4];
- the material and technical accessibility and attractiveness of the sport;
- the need for an alternative replacement of the "hockey on the floor" section of the school Physical education curriculum for students with mental retardation (intellectual disabilities);
- the need to take into account the interests and leading motives of physical education and sports activities of schoolchildren with IN, ensuring the continuity of basic and additional education, regular and extracurricular forms of the physical education process [2, 3, 5, 6].
To date, in the theory and practice of adaptive physical education, there is no method of using floorball in people with IN [2, 5].
The purpose of the study. To determine the composition of the funds and establish a rational sequence of teaching basic technical elements of floorball to children with intellectual disabilities.
Methodology and organization of the study. The biomechanical structure of motor actions in floorball is characterized by complexity and diversity. For the effective application of techniques and methods of the game, it is necessary to adapt them taking into account the psychophysical characteristics of persons with intellectual disabilities [2]. We have identified those elements of the technique that are most applicable and necessary in the gam-
ADAPTIVE PHYSICAL CULTURE
Table 1 - Composition of floorball products for teaching students with intellectual disabilities
Goal attack (throw/ Keeping the ball Passing the ball Receiving and stop- Hitting the ball
short stroke) ping the ball
- a sweeping throw -holding the club - with a push - by stopping the stick - «convenient» strokes
with eyeliner with one (two) hands - by throwing with the inside or out- with the open side of
- long throw - moving face for- - putting the stick in side of the hook the stick (sweeping,
- short wrist throw ward, running one touch - stopping the ball with pressing, kick-click,
- a throw from the spot - with a change in - overboard the shin hooking).
- throw from different direction of move- - "with a broom" - stopping a flying ball - «uncomfortable»
angles ment - from a U-turn with the sole strokes with the closed
- roll over throw - a -short jerks in a - a foundling - receiving a flying ball side of the stick (click-
throw from the wrong straight line with ac- on a hook «in the grip» kick, click-kick with
side celeration, - stopping the ball with summer pressure,
- a throw in motion - running backwards your chest touch-up)
- short stroke with different turns
- sideways
-«snake»
- in an arc
ing activities of people with IN (goal attack (throw/ short stroke), keeping the ball, passing the ball, receiving and stopping the ball, hitting the ball). Table 1 systematizes the types and methods of technical techniques that are most accessible for mastering this contingent of children (Table 1).
At the same time, we found that the authors' recommendations on the sequence of mastering the basic elements of floorball are fundamentally different and there is no consensus. The author's methodology has been developed, the key idea of which is that it is necessary to start training with the technical technique "gate attack", performed in order to hit the opponents' gates. This approach helps to initially create in children an idea of the essence and result of the game.
We compared four versions of the training to determine the most optimal option for people with intellectual disabilities, taking into account their psychophysical and functional characteristics:
- classic: passing, receiving and stopping, throwing, hitting, keeping the ball;
- according to A.V. Bykov: keeping the ball, throwing, passing, receiving and stopping, hitting
- proposed by Special Olympics International (SOI): reception and transmission, impact, stroke;
- author's: goal attack (throw/ short stroke), keeping the ball, passing the ball, receiving and stopping the ball, hitting the ball.
Each of the four equally numbered groups of schoolchildren (n-21) was engaged in different methods during 9 months of the academic year.
The results of the study. The success of mastering the floorball technique was determined by 5 tests (driving the ball with a stick, passing the ball, throwing the ball for accuracy, throwing the ball at the goal, protecting the goal). The results were recorded every three months (Figures 1-5).
Figure 1
Figure 2
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ADAPTIVE PHYSICAL CULTURE
Protectingthegoal
20 19 IS 17 Ï 16 a 15 i 1+ 13 12 11 10
—'
------------
--------
1 2 3
Classic 11,33 11,81 12,47
According to Bykov 12,44 12,72 13,15
SOI 13,32 14,12 15,08
The author's 14,41 16,23 18,76
Figure 3
Throwing the ball at the goal
21 20 19 18 M v 17 LU ' a is 15 14 13 12
----------
-——---'-
_—
1 2 3
Classic 13,02 13,48 13,99
According to Bykov 14,02 14,21 15,01
SOI 15,12 15,34 15,94
The author's 16,1 17,57 20,33
Figure 4
Figure 5
The figures show that the author's approach is the most effective, since it differs in the most significant reliable dynamics (growth rate according to S. Brody) of all the studied indicators.
Conclusions. The sequence of teaching the basic elements of the floorball technique developed by
us is the most optimal for children with intellectual disabilities, since it is based on accounting:
- the peculiarities of the course of mental processes (low attention span, rapid distraction, distraction and the inability to concentrate for a long time, a significant violation of spatial perception, orientation in space, narrow thinking, inability to quickly assess the situation and make a rational decision, etc.);
- difficulties and opportunities for mastering complex coordination motor actions, which are widely represented in floorball.
References
1. Bykov, A.V. Methodological features of primary education in floorball: abstract of the dissertation for the degree of candidate of pedagogical Sciences - 13.00.04. St. Petersburg Scientific Research Institute of Physical Culture. St. Petersburg, 2007. 23 p.
2. Gerasimov E.A., Parfenova L.A., Tsukhlov N.A. Influence of floorball on the development of the mental sphere of children with intellectual disorders. Fizicheskaya kultura: vospitanie, obrazo-vanie, trenirovka. No. 6. pp. 72-73.
3. Glazkova G.B., Parfenova L.A., Efremova N.G., Cherenshchikov A.G. Methodological features of the organization of physical culture and sports activities of children with intellectual disabilities. Physical culture and health. 2021. No. 4 (80). pp. 130-134.
4. Lebedev E.V., Parfenova L.A. The role of the special olympiad in training personnel for the rehabilitation of persons with intellectual development peculiarities. Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka. 2022. No. 6. pp. 66-68.
5. Parfenova L.A., Grasimov E.A., Makarova E.V. Floorball training model for schoolchildren with intellectual retardations to qualify for adaptive GTO complex tests. Teoriya i praktika fizicheskoy kultury. 2019. No. 4. pp. 59-61.
6. Parfenova L.A., Timoshina I.N., Burtseva E.V. Realization of individual-personal development potential of children with intellectual disabilities in the process of adaptive physical education. Teoriya i praktika fizicheskoy kultury. 2024. No. 8. pp.90-92.
