Special means of correctional physical education for young children with spastic syndrome of motor disorders

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The article comprehensively addresses the use of the subject-spatial environment in organizing an effective system for the correction of motor disorders in young children with spastic syndrome. In the first part of the article it is proved that the very space of the hall or another room used for the physical rehabilitation of children of the mentioned contingent, with the necessary previous organization of its internal architectonics, can become a kind of means of corrective physical education. The conditional correctional 3 D-space (length, width, height) is considered, which can be purposefully varied to achieve the necessary correctional effect in overcoming the motor disorders existing in these children. Reducing spatial parameters leads to the necessary fixation of the position of the trunk and extremities, helps to stretch spastic muscular-fascial formations and achieve the necessary general relaxation. The increase in the parameters of 3 D-space allows you to improve mobility in the biological links of the musculoskeletal system of the child. With a targeted complication of spatial parameters, the coordination abilities of the child are stimulated. The second part of the article addresses the issues of material and technical support for the correction of motor disorders in children with spastic syndrome. The proposed simulator designs that have proven effective in real physical rehabilitation of motor disorders of children with spastic syndrome. We are talking about simulators with which you can stretch spasmodic muscles, improve the degree of mobility in stiff joints, harmonize muscle-fascial formations, and improve the coordination abilities of a child. In the third part of the article, the options for correlation of the correctional 3 D-space with MTO tools are analyzed. Among the most successful options should be called „limited” (when the simulators are located on a limited functional area), „central” (in which the simulator design is central to the functional area), „perimeter” (in this case, the simulators are located around the perimeter of the functional area), „Angular” (the simulator design is specially located in the corner of the functional space), „separate” (separate arrangement of the functional and gym) and others.