Развитие адаптивной физической культуры и спорта: организация и управление (на примере ГБУ РС (Я) «Республиканский центр адаптивной физической культуры и спорта»)

In modern society, tourism is of great socio-cultural importance of forming new behavior algorithms of various categories of the population. The flow of tourists increases, more people appear with disabilities who remain limited mobility due to the presence of numerous social barriers that need to be adaptive conditions of consumption of tourist services in the framework of tourism, accessible to all. Involvement of disabled people in the tourism industry remains an unsolved problem. Persons with special needs in tourist services are among the switched off from society. Issues related to the provision of tourist services are resolved not to the full extent without the conditions for such activities. Information about opportunities for persons with disabilities in Russian is very limited. Use of tourism in the system of social protection remains the least affordable and little studied. At the same time, tourists with special needs in the travel services are potential customers for businesses, they can participate in the economic development, to make a profit. We believe that to a certain degree this is connected with insufficient development of theoretical and conceptual issues of adaptive tourism, which affects in particular the question of society´s attitude to such concepts as "human health" and "disability". Considering tourism as a complex adaptive relationship, social, psychological, medical, sports and recreation and other measures which are included in the content of tourism activities in providing tourism services for persons with special needs, the priority is allocated in a specific form of psychosocial work at all levels of the tourism industry. Adaptive tourism is focused on the study and implementation of subject-subject relationship that accompany the promotion tour. And it´s not only the elimination of barriers to the movement of the mechanical traveling. The question is about a particular way of working with people with special needs in tourist services. lack of attention to categories of people requiring special conditions in tourism, underdevelopment of appropriate infrastructure reduce the motivation for learning by those who in their professional activities would like to have specific tourist services to persons with disabilities. Adaptive tourism is based, on the one hand, on the general theory and methodology of social work, and on the other- on the technology of the organization of tourist activity and the concept of adaptive physical training (adaptive physical education, adaptive sports, adaptive motor recreation). Our research has allowed developing the scientific and theoretical basis of the concept of model-specific tourism activities and offers a training profile for psychosocial workers capable of organizational and managerial activities with persons with special needs in tourist services.

This article presents a comprehensive examination of the methodological foundations of teaching adaptive physical education as a critical component of professional training for future specialists in physical education and sports. It highlights the theoretical basis of the discipline, its role within educational and professional programs, and its functional and axiological significance in shaping both professional and general cultural competencies of students. The interdisciplinary nature of adaptive physical education is emphasized, integrating knowledge from physical rehabilitation, pedagogy, medicine, psychology, and social work. The discipline also carries a humanistic mission by promoting the social inclusion of individuals with special needs through structured physical activity. The article analyzes the current state of methodological support for the discipline, identifying its key structural components, including curricula, methodological recommendations, electronic learning resources, and practical manuals. The relevance of incorporating innovative educational technologies – such as project-based learning, case studies, situational modeling, digital platforms, and virtual simulators – is substantiated. These tools enhance critical thinking, communicative flexibility, emotional intelligence, and preparedness for work in inclusive educational settings. Special attention is given to interactive learning methods, which foster sustainable professional motivation, improve decision-making abilities, and support the personalization of the educational process. The article also outlines promising directions for enhancing the methodological framework of adaptive physical education in response to contemporary challenges in higher education, digital transformation, increased social mobility, and the internationalization of pedagogical practices. The theoretical positions presented may serve as a foundation for further empirical research and practical implementation within faculties of physical education. Key words: adaptive physical education, methodological support, professional training, inclusive education, competency-based approach, innovative technologies, interactive learning, project-based activity, professional competencies.

The article illustrates the role and place of adaptive physical education and adaptive sports within the system for mental health care of the disabled and in the improvement of their quality of life.

Purpose: To reveal the reliability of the author's innovative method effectiveness of the 3-5 years old children speech correction with 3rd level of speech underdevelopment using adaptive physical education. 93 children of younger (3-4 years old) and middle (4-5 years old) preschool age with 3rd level of speech underdevelopment took part in the study. They were divided into two groups: experimental (48 children) and control (45 children). The formative pedagogical experiment was performed during 2022 - 2023. The research took place in specialized preschool education institutions, as well as kindergartens of the combined type in Odessa city, as well as in Dnipro city. In addition, the own experience of correctional work with such children in the Movement Rehabilitation Center (Odesa) was analyzed. According to the dynamics of general and manual praxis in the context of the 3-5 years old children speech correction with general speech underdevelopment using adaptive physical education, it can be stated that almost all indicators from the experimental groups had a statistically (P<0.05) confirmed results (improvement). Peers from control groups also had progress in indicators, but it was not statistically confirmed (P>0.05). The conducted formative pedagogical experiment made it possible to prove the innovative method effectiveness of younger and middle preschool age children speech correction with 3rd level of speech underdevelopment using adaptive physical education.

To determine the influence of historical development on modern fitness technologies of motor activity, aquafitness, and personal training in adaptive sports. Methods. To address the research tasks, the following methods were used: theoretical analysis of scientific and methodological literature, and pedagogical observation. Results. Turning to the history of physical culture allowed tracing the evolution of ideas about physical activity as a means not only of preparation for work or competition, but also of restoring health in general. Traditional gymnastic systems gradually evolved into comprehensive programs that take into account movement biomechanics, the functional state of the body, and psychoemotional factors. Analysis of the historical development of adaptive sports in combination with modern general fitness technologies makes it possible to substantiate the effectiveness of their use for increasing motor activity, physical fitness, and the quality of life of people with disabilities. In this context, it is relevant to generalize historical experience and contemporary scientific and methodological approaches to the use of fitness technologies within the adaptive sports system. Adaptive sport is an important socio-pedagogical phenomenon aimed at involving people with various health impairments in systematic motor activity, physical rehabilitation, and social integration. Its development is closely linked to historical processes in the evolution of physical culture, medicine, and inclusive education, which led to the formation of specialized approaches to physical education and sports. Throughout the 20th and 21st centuries, adaptive sport has evolved from rehabilitation practices into an independent field with its own scientific and methodological foundation and international recognition.Conclusions. The analysis of historical development shows that modern adaptive sports are a logical continuation of the evolution of health and rehabilitation practices.

The article examines the theoretical and methodological aspects of developing technical and tactical skills in young basketball players at the initial stage of training, particularly within the framework of adaptive physical education and sports. Special attention is given to defining pedagogical and training principles for forming basic technical skills, developing game thinking, and enhancing decision-making abilities during gameplay. The authors emphasize that the initial stage of training, which typically corresponds to early school age, is characterized by heightened sensitivity of children to pedagogical influences and shapes foundational attitudes toward physical activity, positive sports motivation, and self-confidence. The article provides an analysis of contemporary scientific approaches to organizing the training process using game-based methods, which ensure natural activity, stimulate interest in physical activity, and develop fundamental motor skills. Specific exercises for improving ball handling, passing, shooting, movement in the game space, and teamwork skills are presented. It is demonstrated that the gradual complication of exercises, rule variations, and adaptation of loads to the individual psychophysical characteristics of children are crucial for ensuring safe and effective learning. The authors highlight the importance of developing pedagogical skills in young athletes as a set of organizational, communicative, analytical, and constructive actions, which contribute not only to deeper mastery of technical and tactical elements but also to the development of independence, critical thinking, and increased motivation for sports participation. Emphasis is placed on the need to individualize the training process, taking into account age and functional capabilities, which is especially relevant in adaptive physical education for children with limited functional abilities. The article also addresses practical aspects of training young basketball players in terms of developing technical and tactical skills: step-by-step teaching of technical techniques combined with simple tactical actions, the use of game-based and didactic exercises, and the integration of pedagogical tools into the training process. Examples of exercises are aimed at improving coordination, attention, spatial orientation, decision-making speed, as well as stimulating social interaction and teamwork among children of varying skill levels. The authors conclude that the comprehensive combination of game-based methods, individualized training, and the development of pedagogical skills ensures harmonious physical, psychological, and social development of children, forms a positive attitude toward sports, promotes independence and responsibility, and lays the foundation for further improvement of technical and tactical skills. The materials of the article can be applied in pedagogical practice, methodological support of adaptive physical education, and the training of young basketball players and other sports disciplines.

Physical Education, Exercise, Fitness and Sports: Early PM&R Leaders Build a Strong Foundation

This study analyses the commitment and behaviour of physical education teachers to continuing education around six dimensions, including pedagogical training, with the aim of developing an action plan based on the commitment of physical education teachers to continuing education and the profession in the areas of pedagogical training, sport-specific certification, adapted physical education, and technological integration. This study used quantitative research methods to explore the commitment to continuing education and professional action plans of these teachers. The results of the study revealed that physical education teachers' active participation in activities such as continuing education is a commitment to their professional development. The enhancement of these behaviours can better serve students; PE teachers' attitudes and subjective norms help to promote continuous learning and improvement; through participation in activities such as adaptive physical education and technology integration access, they can better apply theoretical knowledge to practical teaching and learning, and enhance the teaching effectiveness and student experience; PE teachers' commitment and behaviours to CPD is not only a responsibility, but also a mission, which is important for the teacher individuals, students and society as a whole have a positive and far-reaching impact.

Purpose of the article is to identify changes in the indicators of physical development of students classified by health status to the special medical group under the influence of physical education and fitness complex with the elements of soft fitness. To solve the tasks the following research methods were used: analysis of modern scientific and methodical literature; method of pedagogical observation; pedagogical experiment with the use of a complex with elements of soft fitness; testing of physical development; statistical processing of the material. The question of the use of a sports and recreation complex with elements of soft fitness and its impact on the physical development of students of special medical groups is presented. A comparative analysis of the indicators of physical development of students participating in the experiment is presented. The methods used allowed us to determine the level of physical performance, the functional capabilities of the cardiovascular system, the stability and adaptation to hypoxia of students assigned to a special medical group for health reasons. In the course of the study, it was possible to trace significant changes in the level of physical development of students of a special medical group assigned to the experimental group, who were engaged in a sports and recreation complex with elements of soft fitness. The main results of the study are verification and substantiation of the assumption that the use of physical fitness complex with the elements of soft fitness in physical education classes with students of the special medical group will improve the physical development indicators of the subjects. The materials of this article may be useful to specialists in the field of recreational and adaptive physical education, as well as teachers and students of secondary and higher educational institutions in the field of physical education and adaptive physical education.

The issue of determining the characteristics of adaptive physical culture using physical and sports rehabilitation for persons injured as a result of war is updated in the context of the current Russian-Ukrainian war. The study established that a component of medical rehabilitation is physical rehabilitation, which mobilizes the functional reserves of the body. The special importance of adaptive physical culture in this process has been revealed. It has been determined that medical rehabilitation includes a complex system of therapeutic, pedagogical, social, psychological and physical activities. Attention is focused on the role and physical rehabilitation. It occupies one of the main places in the complex of rehabilitation methods. The study considers therapeutic physical culture as one of the main and widespread means of physical rehabilitation. Modern Ukrainian scientists distinguish between different types of adaptive physical culture. The article provides characteristics of adaptive physical education, adaptive physical rehabilitation and adaptive sports. It has been established that for effective physical rehabilitation a number of psychocorrectional methods for regulating post-traumatic conditions can be used. In particular, we are talking about the method of rational psychocorrection and debriefing of the stress of critical situations. The main tasks of debriefing are identified. Methods of mental self-regulation and methods of personality-oriented psychotherapy are specified. In the context of a review of current publications on the research topic, it was found that the topic of providing psychological and correctional assistance to former combatants for their adaptation and rehabilitation in everyday life is increasingly relevant. According to the study results, it is summarized that rehabilitation can have temporary but significant success, resulting in dramatic improvements in quality of life. The identified personality traits of people who saw and participated in hostilities and maladaptive manifestations of their behavior and reasons should be taken into account when organizing rehabilitation activities with her.

Concerns to children with disabilities in terms of their needs for moving and level of physical activity have not been supported by a teacher supply system that is appropriate for their field of study, namely adaptive physical education teachers. This study is aimed at portraying teachers’ profiles of Adaptive Physical Education in special schools in Indonesia. The data collection was carried out by means of questionnaires and articulated with the descriptive approach. The result of the study reveals that the number of specialist teachers with physical education backgrounds is still meager, which is only around 38 percent, compared to those who graduated from Special Education Program, which more than 60.5 percent. The majority of the teachers have never been given a chance to improve their PE teaching competency in the form of training (86,4 percent). It is recommended that there should be an openness from those working in special schools and the Ministry of Education and Culture of the urgent need for this adaptive physical education teacher. The statement will encourage the evolve of national urgency and drive all the stakeholders to respond to it institutionally, for instance by opening the program for adaptive physical education or at least to pave the way with initially offering concentration for this adaptive PE under the generic PE program.

To study the effectiveness of kinesiotherapy in medical rehabilitation of patients with isolated fractures of the forearm bones.The aim of the study. The study was conducted in 44 patients aged 19-85 years with isolated fractures of the forearm bones, who underwent surgical treatment with osteosynthesis. In the control group (n=21), a standard course of medical rehabilitation was conducted in the postoperative period, which included massage, physiotherapy exercises and magneototherahy. In the main group (n=23), in the postoperative period, the kinesiotherapy of the shoulder and forearm was performed against the background of a standard course of medical rehabilitation. Kinesio tapes were used on the 2nd day after the operation and applied for 72 hours, after which they were changed to new ones. The duration of the study was 12 months. The severity of the pain syndrome, the amplitude of the movement of the wrist joint and the rotational movements of the forearm, the strength of the fist grasp, the function of the upper limb, the quality of life of the patients were evaluated. Results of the research. The use of kinesiotherapy in the period from 1 month after the operation significantly reduced the subjective severity of the pain syndrome by an average of 22.7 %, reduced the number of patients with persistent edema by 1.75 times and increased the number of patients without edema by 2.3 times compared with application of a standard course of medical rehabilitation. The parameters of the amplitude of motion in the wrist joint, rotational movements, and the dynamometry of the fist grasp in patients of the main group were slightly higher than those in the control group throughout the observation period. In the long-term period, the number of patients with excellent treatment outcomes in the main group was 1.5 times higher than in the control group, the number of patients with satisfactory results was 1.3 times lower than in the control group. Conclusions. Kinesiotaping is a promising, simple, non-traumatic method that does not cause side effects and complications, significantly reduces the pain syndrome, improve the quality of life of patients, this method helps earlier relief of postoperative edema and fuller recovery of clinical and functional condition of the radial-carpal joint. Kinesiotaping can be used as one of the methods in the complex recovery of patients with isolated fractures of the forearm with the physical rehabilitation and adaptive physical education.

The aim of the study Is to improve the level of development of functional abilities and physical qualities of students with health limitations. Methods The pedagogical experiment was conducted in 2023 at Moscow University in Russia. The study involved 128 students aged 18-19 who have health limitations. Adaptive physical education classes were held twice a week for 90 minutes. 64 students from the control group studied according to the adaptive physical education program at a higher educational institution. 64 students from the experimental group studied according to the developed experimental program aimed at improving functions of the respiratory system and developing physical qualities. Results After the end of the educational experiment, the indicators in the control group improved in the Stange Test by 2.6% (p>0.05), the Genchi Test remained at the same level of 35±1 sec. The long jump increased by 0.5% (p>0.05), and the arm muscle strength improved by 4.5% (p>0.05). The indicators of the flexibility test decreased by 7.7% (p>0.05), and abdominal muscle strength decreased by 5% (p>0.05). These results show the low efficiency of the standard adaptive physical education program at university. In the experimental group, the average indicators in the Stange Test became higher by 5% (p>0.05), and in the Genchi Test by 12.5% (p<0.05). The standing long jump improved by an average of only 1 cm (p>0.05), but the abdominal muscle strength increased by 21.6% (p<0.05). The arm muscle strength increased by 8% (p>0.05), and flexibility improved by 33.3% (p<0.05). These results indicate the effectiveness of the experimental program. Conclusion The use of the experimental program for the development of physical qualities and functional abilities of students engaged in adaptive physical education at university will significantly improve flexibility, abdominal muscle strength and breath holding on exhalation. Strength of muscles of arms and legs and breath holding on inhalation will also improve. BJMS, Vol. 24 No. 04 October’25 Page : 1237-1245

Objective: The objective of this study was to explore the psychological outcomes of engaging in adaptive sports for individuals with disabilities. Methods and Materials: This qualitative study utilized semi-structured interviews with 23 participants ranged from 18 to 55 years, with a mean age of 32 years who are actively involved in adaptive sports. Participants were selected through a purposive sampling technique to ensure a diverse representation in terms of age, gender, type of disability, and sport. Data collection focused on participants' personal experiences with adaptive sports, with an emphasis on psychological impacts. Theoretical saturation was achieved to ensure comprehensive coverage of the experiences. Data were analyzed using thematic analysis to identify main themes and categories within the psychological outcomes of adaptive sports participation. Findings: The analysis revealed five main themes associated with the psychological outcomes of participating in adaptive sports: Emotional Well-being, Social Integration, Personal Empowerment, Cognitive Outcomes, and Adaptation and Coping. Under Emotional Well-being, participants reported improvements in emotional resilience, self-esteem, joy and fulfillment, and anxiety reduction. Social Integration was characterized by a strengthened sense of belonging, enhanced social support, and improved communication skills. Personal Empowerment was evident through increased autonomy, goal achievement, and personal growth. Cognitive Outcomes included better concentration and focus, as well as enhanced problem-solving skills. Lastly, Adaptation and Coping were observed through the development of effective coping mechanisms, increased resilience, and acceptance of disability. Conclusion: The study concludes that adaptive sports play a significant role in enhancing the psychological well-being of individuals with disabilities. Participation in adaptive sports leads to improvements in emotional well-being, social integration, personal empowerment, cognitive functions, and adaptive coping strategies. These findings underscore the importance of promoting and facilitating access to adaptive sports as a means of supporting the mental health and overall quality of life for individuals with disabilities.

Physical, social and personal health, especially for children with special needs. This is important so that children can develop optimally according to their abilities. However, the teaching of adaptive physical education also brings many challenges for teachers. Limited space and equipment make it difficult to achieve an inclusive environment for all students. To meet these challenges, teachers must improve their professional skills through specialized training, teamwork, comprehensive curriculum development, improved accessibility of facilities and individualized teaching methods. The purpose of this teacher professional development strategy is to improve teachers' skills in the field of adaptive sports education and ensure that all students, including students with special needs, have a good opportunity to enter physical education. In this way, teachers can provide educational services according to the needs and abilities of each student. In addition, this study uses qualitative research methods to describe and analyze phenomena, events, social activities, attitudes, beliefs, perceptions and thoughts of individuals or groups. Through extensive data collection and in-depth analysis, this study provides a better understanding of the challenges and strategies related to teacher professional development in the field of adaptive physical education. Therefore, adaptive physical education plays an important role in improving the physical, social and emotional well-being of students with special needs. However, to achieve this, further efforts are needed to develop teachers' professional skills and make physical education accessible to all students.