Rock climbing for people with impaired coordination - dyspraxia
Abstract
Abstract: The article provides statistics of modern children’s possibility of learning and the causes of this phenomenon. There is information on the psychological disorder of coordination disease - dyspraxia, its place in the ICD-10 is presented, as well as generally accepted theories of its occurrence and consequences of the disease. Methods for diagnosing dyspraxia in preschool children are presented. The importance of coordination disorderses problems of in everyday life, as well as traditional methods of treatment for dyspraxia are emphasized.
Rock climbing is considered in the article as a separate sport included by the International Olympic Committee in Olympic sports. Rock climbing types and subtypes are considered. The impact of rock climbing on physical and mental health has been objectively evaluated, and the ability of people with dyspraxia to safely and efficiently practice rock climbing from an early age has been shown. At the same time, the necessary technical resources for rock climbing are indicated to ensure safety.
Objective: to objectively assess the benefits of climbing both for healthy people and for people suffering from impaired coordination. Prove that climbing can help people with impaired coordination cope with the disease.
Material and research methods. Analysis of scientific literature, articles, scientific papers and study guides.
The results of the study. Сlimbing develops the mind, imagination, the ability to analyze, think a few steps forward. When climbing, all muscle groups are strained, motility is worked out, tenacity of the hands is improved, joint mobility is increased, muscle stretching is ensured. Climbing develops coordination and a sense of balance, trains the vestibular apparatus. This sport increases confidence in oneself and one's strengths, and also teaches one to deal with fears and stresses.
Conclusions. Climbing better than all other sports can help people suffering from dyspraxa (impaired motor activity and coordination) to overcome and overcome their disease.
Downloads
References
2. Глущенко Н. В. Из опыта работы с первоклассниками, имеющими речевые расстройства по типу диспраксии // Мир специальной педагогики и психологии: сб. статей. Москва: ООО «ЛОГОМАГ», 2016. С. 107-113.
3. Емельянов В. Д. Особенности моторно-психического обеспечения двигательной деятельности у детей при диспраксии // Физическая культура: воспитание, образование, тренировка. 2008. №3. С. 54.
4. Захаров П. П., Степенко Т. В. Школа альпинизма // Начальная подготовка. Москва, 1989.
5. Калашникова Т. П., Анисимов Г. В. Патогенетические основы артикуляционной диспраксии у детей дошкольного возраста // Специальное образование. 2015. №4. URL: https://cyberleninka.ru (дата обращения: 25.05.2020).
6. Мартынов А. И., Психология альпинизма. Москва, 2001.
7. Садовская Ю. Е., Ковязина М. С., Троицкая Н. Б., Блохин Б. М. Проблема постановки диагноза диспраксия развития в детском возрасте // Лечебное дело. 2011. №2. URL: https://cyberleninka.ru (дата обращения: 26.05.2020).
8. Учебное пособие Школа альпинизма, Москва: ФАР, 2017.
9. Шалимова О. Ю. К проблеме диспраксии у детей // Актуальные проблемы коррекционной педагогики и специальной психологии. Материалы VIII всероссийской научно-практической конференции. Под редакцией Денисова О.А., Пепик Л.А. (Череповец, 17-18 апреля 2014 г.). Москва: Череповецкий государственный университет, 2014. С. 166-169.
10. Шайтор В. М., Емельянов В. Д. Диспраксия у детей. Москва, 2017.
11. Missiuna C., Moll S., King S. et al. Missed and misunderstood: children with coordination difficulties in the school system // Int. J. Spec. Educ. 2006. V. 21. № 1. P. 53-67.
12. Portwood M. Understanding Developmental Dyspraxia: a Textbook for Srudents and Professionals. London: David Fulton Publisgers, 2000. 178 p.
13. Vaivre-Douret L. Non-verbal learning disabilities: developmental dyspraxia // Arch. Pediatr. 2007. V. 14. №11. P. 1341-1349.
References
1. Vorob'ev V.F., Ivanov A.V., Lekhanova O.L. (2017). Features of intermuscular interaction in an environmentally disadvantaged city. Concept. №9. URL: https://cyberleninka.ru (date of the application: 25.05.2020).
2. Glushchenko N.V. (2016). From experience with first-graders with speech disorders like dyspraxia. The world of special pedagogy and psychology. Moscow: OOO «LOGOMAG», pp. 107-113 (in Russian).
3. Emel'yanov V. D. (2008). Features of motor-mental support of motor activity in children with dyspraxia. Physical Culture: education, training, training. p.54. (in Russian).
4. Zaharov P. P., Stepenko T. V. (1989). School of mountaineering. Initial training. Moscow. (in Russian).
5. Kalashnikova T. P., Anisimov G. V. (2015). Pathogenetic principles of articulatory dyspraxia in preschool children. Special Education. URL: https://cyberleninka.ru (date of the application: 25.05.2020). (in Russian).
6. Martynov A. I. (2001). Mountaineering Psychology. Moscow. (in Russian).
7. Sadovskaya YU. E., Kovyazina M. S., Troickaya N. B., Blohin B. M. (2011). The problem of diagnosing developmental dyspraxia in childhood. General Medicine. URL: https://cyberleninka.ru (date of the application: 26.05.2020). (in Russian).
8. Textbook Mountaineering School (2017). Moscow: FAR. (in Russian).
9. Shalimova O.YU. (2014). To the problem of dyspraxia in children. Proceedings from VIII All-Russian scientific-practical conference (CHerepovec, April 17-18, 2014). Cherepovets state University, pp. 166-169. (in Russian).
10. Shaitor V. M., Emelyanov V. D. (2017). Dyspraxia in children. Moscow (in Russian).
11. Missiuna C., Moll S., King S. et al. (2006). Missed and misunderstood: children with coordination difficulties in the school system. Int. J. Spec. Educ.. V. 21. № 1. P. 53-67. (In English).
12. Portwood M. (2000). Understanding Developmental Dyspraxia: a Textbook for Srudents and Professionals. London: David Fulton Publisgers. 178 p. (In English).
13. Vaivre-Douret L. (2007). Non-verbal learning disabilities: developmental dyspraxia. Arch. Pediatr. V. 14. №11. P. 1341-1349. (In English).
Copyright (c) 2020 Health, physical culture and sports
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
An author should not normally publish manuscripts describing essentially the same research in multiple journals or publication venues. Such redundant publication is generally considered to constitute unethical publishing behavior, and if discovered may result in a manuscript under consideration being rejected, or a published article being retracted.
Authors of manuscripts reporting on original research should present an accurate account of the work performed, accompanied by an objective discussion of its significance. Underlying data should be represented accurately in the manuscript. The manuscript should contain sufficient detail and references to permit others to replicate the work. The fabrication of results and the making of fraudulent or knowingly inaccurate statements constitute unethical behavior and may be cause for rejection or retraction of a manuscript or published article.
