Pedagogical determinants of adaptive physical culture in the professional training of military personnel with disabilities

This article examines the pedagogical determinants involved in introducing adaptive physical culture (APC) into the professional training system for military personnel with disabilities (MPwD). The relevance of this topic is driven by the need for comprehensive rehabilitation of this category of military personnel, covering the physical, psychological, and social aspects of their recovery and continued service. The author emphasizes that the traditional approaches to physical training within the Armed Forces of the Russian Federation do not account for the specific needs of service members with MPwD, and therefore require supplementation with APC methodologies. Special attention is given to a subject-subject model of interaction in which a service member with disabilities is not a passive object, but an active partner in the rehabilitation process. This humanistic approach contributes to enhancing motivation, boosting self-esteem, and achieving more effective integration of such service members into the military unit. From a theoretical perspective, the article presents fundamental research in the fields of physiology (P.K. Anokhin, N.A. Bernstein, I.P. Pavlov, and others), psychology (H. Selye, K.I. Bodrov, and others), and pedagogy, which underpins the scientific basis of APC. An analysis of the regulatory framework revealed gaps in the guidelines governing the rehabilitation of military personnel with MPwD, while a comparative approach highlights the advantages of modern methods based on individualized workloads and the involvement of psychologists and medical staff. Drawing on an overview of practical experience, the article justifies the necessity for well-qualified personnel, adequate material and technical resources, and the implementation of inclusive principles within military units. The author notes that APC not only helps restore functional abilities but also increases combat readiness, lowers the level of depression, and strengthens interpersonal relationships within the unit. A series of recommendations is proposed for all those involved in the rehabilitation process, including measures to improve motivation, cultivate a tolerant environment, and ensure collaboration with psychologists. The article stresses the appropriateness of systematic monitoring of APC program effectiveness, along with the continued development of research in this field. The practical value of this work lies in the fact that the presented pedagogical conditions and methodological approaches can be integrated into training programs for service members with MPwD, thereby facilitating their successful professional adaptation and enhancing the overall combat capability of the Armed Forces of the Russian Federation.

adaptive physical culture, service members with disabilities, professional training, pedagogical determinants, inclusive environment, social adaptation, physical rehabilitation, motivation