UDC 37.09:796.03-056.2
DOI 10.20339/AM.05-24.071
Natalya V. Gubareva*,
Cand. Sci. (Pedagogy), Associate Professor of the Department theoretical foundations of physical education
Altai State Pedagogical University, Barnaul city
e-mail: n.gubareva@mail.ru
https://orcid.org/0000-0002-3723-2695
Natalya V. Anushkevich,
Cand. Sci. (Pedagogy), Docent, Associate Professor, Department of Sports Disciplines
Altai State Pedagogical University, Barnaul city
e-mail: natapok@yandex.ru
https://orcid.org/0000-0003-2331-5913
In the article, the authors present a study that reveals the details of the physical education of students with sensory impairments. Currently, the number of students in higher educational institutions with hearing and vision impairments tends to increase; in connection with this fact, university teachers need to use various methods and methodological techniques that will ensure quality training within the framework of elective disciplines in adaptive physical culture and sports. The use of differentiated training, taking into account the individual typological characteristics of those engaged in sensory impairments, makes it possible to take into account their level of physical and psychomotor readiness when organizing motor activity in adaptive physical education groups. To assess physical fitness, we used the Cooper test; to assess psychomotor indicators, we used the “Sports Psychophysiologist” hardware-software complex and two tests: the Romberg test and the complex coordination test (CCT). The study was conducted on the basis of the Altai State Pedagogical University, Altai State University in the city of Barnaul, and positive changes were obtained as a result of experimental influence.
Keywords: differentiated learning, physical education, sensory impairments, hearing impaired, visually impaired, anthropologist, tutor support, student
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