Abstract
At all phases of formation of a motor skill, the formation of both neuromuscular and vegetative components takes place. At the same time, vegetative reactions are becoming more specific and reflect requests from the motor sphere. The present article discusses the formation of a sequence of mental action programs, allowing to improve the quality of inclusive education in the field of physical culture at the university.
Highlights
A person with disabilities who is not recognized as disabled by the law may have special educational needs [1, 2]
Under the norm of physical fitness in the framework of the program on physical culture, you should understand the result in a physical exercise that meets the estimated requirements of physical fitness, which allows you to project existing techniques on the field of inclusive education
The criteria for the standard of motor skills of students in the framework of inclusive education should not be a comparative norm based on average standards, but a proper one based on its correspondence to a high level of health, professional and everyday working ability
Summary
A person with disabilities who is not recognized as disabled by the law may have special educational needs [1, 2]. The concept of individuals with disabilities covers the category of persons whose livelihoods are characterized by any restrictions or lack of ability to carry out activities in a manner or within the framework considered normal for a person of a given age. This concept is characterized by excessiveness or insufficiency compared with the usual behavior or activity, and can be temporary or permanent, as well as progressive and regressive. Physical exercise is a system of unconditionally reflex movements of a motor action that is controlled by the mind and will of a person under the control of consciousness and higher nervous activity in order to fulfill the stated pedagogical task
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