Theoretical and methodological aspects of introducing respiratory gymnastics into the physical culture of schoolchildren of a special medical group and with special educational needs

Abstract

As a result of quarantine restrictions during Covid 19 and the full-scale invasion of Russia into Ukraine, the number of schoolchildren classified as special medical groups and schoolchildren with special educational needs due to their health condition tends to increase. One of the powerful means of physical education for schoolchildren of the above categories is respiratory gymnastics, a type of health-improving gymnastics, which is defined as a system of respiratory and motor actions in the process of performing exercises of various nature, which has a colossal health-improving and preventive effect. Therefore, the purpose of the article is to study the theoretical and methodological aspects of introducing respiratory gymnastics into the physical education of the specified category of schoolchildren.

This article reveals the features of teaching rational breathing, which is a mandatory requirement of a physical education lesson for the specified category of schoolchildren. The features of implementing respiratory gymnastics for diseases of the respiratory system are revealed, which contributes to increasing the mobility of the chest and improving the drainage function of the respiratory tract, with an emphasis on prolonged exhalation. The feature of implementing respiratory gymnastics for diseases of the cardiovascular system is revealed, which is used between all exercises performed during a physical education lesson in a 1:1 ratio. It was determined that respiratory gymnastics and breathing exercises, including diaphragmatic breathing, are used in physical education with schoolchildren with functional disorders of the nervous system and with students with special educational needs (with mental retardation, with autism spectrum disorders and with attention deficit hyperactivity disorder), both as a health-preventive and as a means of preventing and/or reducing aggression in schoolchildren with special educational needs of the specified defects. Diaphragmatic breathing is also used with students with diseases of the digestive system. Breathing exercises are a means of reducing the load and a means of rest for the specified category of schoolchildren in the process of performing exercises and tasks in the lesson, regardless of the disease and defect. The author notes that the author's breathing techniques of Strelnikova and Buteyko deserve to be introduced into the physical education of schoolchildren of a special medical group and schoolchildren with special needs. The basis of Strelnikova's paradoxical breathing exercises is a strong, powerful, loud and emotional inhalation, which has a significant health-improving and corrective effect, especially with schoolchildren with speech disorders. The essence of Buteyko's breathing exercises is the willful elimination of deep breathing, which has a powerful health-improving and preventive effect.