PEDAGOGICAL CONDITIONS FOR DEVELOPING AN OF PHYSICAL ACTIVITY AMONG STUDENTS WITH DISABILITIES

Abstract

This article examines the issue of creating special conditions to maintain and strengthen physical health during the educational process for students with disabilities. It has been demonstrated that physical activity lasting at least 60 minutes per day is a critical factor for their harmonious development, disease prevention, and successful socialization. The aim of the research was to identify the pedagogical conditions for developing an appropriate level of physical activity among students with disabilities during their studies at a higher education institution. A complex of general scientific and theoretical methods was used in conducting the study: analysis, synthesis, systematization, and generalization. The study introduces the author’s concept of «pedagogical conditions», which are viewed as a set of optimal circumstances such as forms, methods, and means that ensure the effective development of health-promoting physical activity among students. It was established that their practical implementation is a determining factor in the effective development of an appropriate level of physical activity among students with disabilities. It was found that the formation of pedagogical conditions is based on scientifically grounded approaches and involves the implementation of three main components: cognitive, motivational-valuebased, and activity-based. Three basic pedagogical conditions have been identified: the development of value-motivational readiness, aimed at the conscious promotion of health and the formation of an internal need for systematic physical activity; individualization and differentiation of the physical activity process based on health monitoring, which involves creating personalized physical activity trajectories and direct mastery of techniques for self-monitoring one’s physical condition; and providing psychological support and fostering an atmosphere of inclusive interaction, which helps overcome anxiety, selfisolation, and low self-esteem. The scientific value of the approach presented in this paper for implementing comprehensive physical activity for students with disabilities during their studies at a higher education institution lies in the fact that we view physical education for such students not as a standard academic discipline, but as a crisis-response strategy for preserving human capital