THE INFLUENCE OF A DIFFERENTIATED METHODOLOGY OF ADAPTIVE PHYSICAL EDUCATION ON THE PHYSICAL QUALITIES OF ADOLESCENTS AGED 11-12 WITH MILD INTELLECTUAL DISABILITIES

The development of physical abilities in adolescents with mild intellectual disabilities requires a specialized approach that takes into account the peculiarities of their physical development. Traditional physical education methods are not always effective for this category of children.
The purpose of the study is to examine the impact of a differentiated method of adaptive physical education on the physical qualities of adolescents aged 11–12 years with mild intellectual disability.
Research methods and organization. Methods of research such as the analysis of scientific and methodological literature and testing were used. The study was conducted with the participation of adolescents aged 11–12 years diagnosed with F70 (mild intellectual disability). The experimental group followed a specially developed differentiated methodology. The assessment of physical qualities was conducted using tests for strength, speed, coordination abilities, flexibility, and endurance.
Research results and conclusions. The methodology based on the integrated use of adaptive physical education tools has demonstrated high effectiveness in developing physical qualities in adolescents aged 11–12 years with mild intellectual disabilities. The most pronounced positive changes in the experimental group were observed in measures of coordination abilities, endurance, and strength. Analysis of the experimental results revealed that adolescents aged 11–12 with mild intellectual disabilities possess significant potential for the development of physical qualities, which can be actualized through the application of appropriate means and methods of adaptive physical education.

adaptive physical education, intellectual disability, adolescents, physical qualities, differentiated methodology