N.N. Mugallimova¹
A.D. Shaimieva^1
1Volga Region State University of Physical Culture, Sports and Tourism, Kazan

Keywords: intellectual disabilities, integration unity, dance sports, cognitive components, social rehabilitation potential.

Introduction. The effectiveness of adaptive physical education (AFV) for children with intellectual disabilities (IN) is largely determined by the attractive content of classes [1]. The integration unity of the elements of dance sports with cognitive components and life situations has a significant social rehabilitation potential for the development of children with disabilities.
The aim of the study is to develop a complex of dance–cognitive tools and determine the direction of correctional and developmental effects in children with intellectual disabilities.
Based on their own sports and coaching experience, pedagogical observations and analysis results, the performance of participants of the All-Russian competitions under the program of the Special Olympics of Russia in Dance Sports (2022-2024), the problems and prospects for the introduction of dance technologies in the AFV of schoolchildren with IN were identified. A complex of dance-cognitive tools has been developed aimed at correcting the identified features of the coordination and motor sphere of athletes-dancers: general stiffness during performance and low control of the direction of movements, poor muscle memory, lack of smoothness, insufficient sense of rhythm, misalignment of movements in case of their simultaneous execution.
The results of the study and their discussion. A special place in the complex is occupied by exercises, game tasks and outdoor games with dance elements ("repeat after me", "dance tracks", "dance dictionary", "dance train", "mirror", "dance freezes", "dance marathon", "dance performance", "dance constructor", "dance picnic", "dance forfeits", etc.), which contribute to the development of physical and creative abilities, self-expression, strengthening emotional and communicative ties, the formation of vital competencies and specific feelings important in dance sports ("a sense of distance", "a sense of time", "a sense of partner", "a sense of space", "a sense of developing efforts", "a sense of parquet").
To assess the effectiveness of the tools used, a set of tests was selected that most objectively reflect the target orientation of pedagogical influences: the Romberg Pose test (ability to maintain and maintain balance); the Visual-motor test (assessment of responsiveness); the Fist-rib-palm test (assessment of the accuracy of fine motor skills); "Stepping over a gymnastic stick" (assessment of the consistency of movements of the body and its parts as part of a motor action); test "Reproduction of muscular effort" (assessment of differentiation of efforts, time, space); "Reproduction of a given jumping rhythm" (the ability to assimilate motor rhythm); "Jumping to the goal" (assessment of orientation in space).
Conclusions. The positive results of the pilot testing of the developed complex of dance and cognitive tools with the participation of 69 schoolchildren from five correctional schools in Kazan served as the basis for the development of a special AFV methodology and testing its effectiveness in an organized pedagogical experiment.

Literature

1. Parfenova L.A., Akhmerov A.R., Khasanova S.M. Adaptive physical education of children with intellectual disabilities based on the program "young athletes".  Teoriya i praktika fizicheskoy kultury. 2021. No. 2.p. 64.