Profession: specialist in adaptive physical culture. Department of Adaptive Physical Culture and Sports Medicine How to get a specialization in adaptive physical education

Adaptive physical education(abbr. AFK) is a set of sports and recreational measures aimed at rehabilitation and adaptation to the normal social environment of people with disabilities, overcoming psychological barriers that impede the feeling of a full life, as well as the awareness of the need for one’s personal contribution to the social development of society. https://ru.wikipedia.org/wiki/Adaptive_physical_culture

Currently, only exercise therapy doctors (with medical education) or AFC specialists (pedagogical education) are approved by the laws of the Russian Federation, and graduates after graduating from specialized universities, going into practice, as a rule, are faced with the so-called average “disability standard”, who have mild or an average degree of impairment in one of the nosological forms, and if a child has multiple impairments, a complicated pathology, or a rare genetic disease, then having received the necessary medical care and having failed to be cured to a “normal” state, he is sent home. And here a problem arises when medicine, as a separate system not related to pedagogy, cannot provide the entire list of necessary services to the child. It turns out that exercise therapy is not suitable for many people for medical reasons, and for AFC it is still necessary to obtain medical recommendations, which are not available for children with multiple disorders and rare diseases. Who can I get help from and where? This is where a “social hole” formed. And these AFK/physical therapy specialists, in order to do their work, are forced to learn anew - “European methods”, find out how rehabilitation is done in other countries, and adopt international experience. Why?! Simply because throughout the world, rehabilitation is a complex of “medical and pedagogical” measures, and all specialists work closely with each other, having a common goal - the rehabilitation of the child. Therefore, increasingly, under these modest abbreviations AFC, exercise therapy, good occupational therapists, physical therapists, bobat therapists, dolphin therapists, specialists in sensory integration and kinesitherapy are hidden.. the list goes on, the point is that none of them are listed in the State register of professions Russian Federation, and cannot officially work in their specialty on the territory of the Russian Federation, but at the same time, Russia really needs such specialists, which is why social entrepreneurship is now beginning to develop https://ru.wikipedia.org/wiki/Social_entrepreneurship_in_Russia (privately, non-profit enterprises, or autonomous organizations, individual entrepreneurs). Many who used their services confirmed the qualitative difference from budgetary structures.

“Why should we pay for rehabilitation? How long do we have to endure this disgrace? Children with disabilities should be provided with high-quality services at public expense!”, and other slogans of mothers are fair, but as a rule they do not change anything in the quality of life of their children.

In the meantime, a huge amount of scientific work is being carried out, and everything does not stand still. For example, Germany generously shares all its experience in this area, and has greatly changed our views on medicine, laying the foundation for modern rehabilitation in the 90s. But this is not enough. And we are introducing European experience in working with children with multiple developmental disabilities, adapting methods to the needs of children with severe defects and rare genetic diseases that government agencies refuse to work with, and proving that there are no uneducable children.

After all, it is not the state or individual institutions that change the world, they only assert, but the people themselves, who understand that they need changes now.

We are living through time in our country - the formation of rehabilitation and habilitation, but for now we will simply call ourselves AFKexpert, since good specialists know each other by sight, know and love their job, meet at seminars, discuss new trends, and methods - real fans your business! And in this new time, everyone has their own choice: start living here and now, or wait for the state to solve all our problems.

The slogans: “Sport is health” or “Movement is life” are probably familiar to every active member of our society. Regardless of race, gender, social status and religion, people are united in the common opinion that human health is the highest value. Unfortunately, in the age of modern electronic technology, the younger generation underestimates the importance of their own physical capabilities that nature has provided them. Sitting in front of gadget screens for days on end, children weaken their bodies and endanger their health. This behavior increases the level of morbidity and general weakness of the generation and, as a result, the entire nation. Developed countries have begun to allocate more and more resources and material costs to health programs. Adaptive physical culture is also spreading and developing. In our article we will consider in detail this type of active activity: what it is, its goals, functions, theory and implementation in practice.

Health-improving physical education: characteristics

Each of us has encountered the concept of health-improving physical education at least once in our lives. Starting from infancy, mothers or foster nurses conduct special general strengthening and developmental gymnastics for newborns, then children are introduced to exercises and various sports. And the private industry even offers a variety of forms of health-improving physical education: from yoga to step aerobics.

What is health-improving physical education? This is a series of sporting events that are aimed at generally strengthening the body and activating its immune forces. Health-improving and adaptive physical culture are similar concepts, but have different goals and methods of implementation. The concept of health-improving physical education should not be confused with therapeutic, rehabilitation gymnastics.

Healthy, strong people engage in general physical education to maintain and strengthen physical fitness and health.

Goals and functions of health-improving physical education

The main goals of health-improving physical culture are the following:

ensuring and maintaining a high level of public health;
improvement of physical skills;
increasing immunity;
psychological realization of the needs for physical activity, competition, achieving goals;
regulation of normal body weight and proportions;
active recreation, communication.

Adaptive physical education pursues other goals, therefore it is used only for people with persistent health problems.

The methodology identifies the following main functions of general developmental physical education:

health: a set of exercises is selected taking into account the individual capabilities of the human body, age and other factors;
educational: implemented in the dissemination and promotion of a healthy lifestyle;
The educational function is to present theoretical and practical material for a health-improving physical education course by professional trainers based on proven methodological and experimental data.

Types of health-improving physical education

Health-improving physical education is classified depending on the age of the wards: children, teenagers, youth, for the elderly. There are health systems of various nationalities, for example, yoga and Ayurveda. Author's methods are being developed, for example, according to Ivanov or Strelnikova. There are complex health measures or those with a specific direction. As well as well-known modern trends: aerobics, fitness and others.

What is adaptive physical education?

Back in 1996, physical education for persons with health problems was included in the state register-classifier of specialties for higher education. Today this specialization is called “adaptive physical culture.” The emergence of this trend is associated with a massive deterioration in the health of the country's population and an increase in the level of disability.

Adaptive physical education differs in theory and implementation in practice from recreational or therapeutic physical education. If the first is aimed at general health improvement, and the goal of the other is to restore impaired body functions, then the adaptive system is designed for the socialization of people who have serious health problems that affect the adaptation and self-realization of disabled people in society.

Adaptive physical education is an integrated science. This means that it combines several independent directions. Physical education for disabled people combines knowledge from such areas as general physical education, medicine and correctional pedagogy, and psychology. The adaptive system aims not so much to improve the health of a person with disabilities, but rather to restore his social functions and correct his psychological state.

Goals and objectives

Often adaptive physical education becomes the only opportunity for a person with a disability to become a member of society. By exercising and competing with people with similar physical abilities, a person is able to realize himself as an individual, develop, achieve success, and learn to interact in society. Therefore, the main goal of special physical education is the adaptation of a person with limited abilities in society and work.

Based on the individual physical capabilities of a person, the level of equipment with professional personnel and materials, different tasks of adaptive physical culture are set. But the main activities remain unchanged. The general goals are:

Corrective and compensatory work on identified physical deviations. In most cases, such activities are carried out both on the main disease and on related problems. For example, with cerebral palsy, attention is paid not only to the development of muscles, joints, and coordination of movement, but also to vision, speech and other detected health problems.
The preventive task is to carry out measures aimed at generally improving a person’s well-being, increasing strength and capabilities, and strengthening the immune system.
Educational, educational and developmental tasks of adaptive physical culture are also important. The goal is to instill in people with disabilities the concept of physical activity as a daily integral part of life, to teach the culture of sports, the rules of behavior in a team and during competitions.
Psychological tasks are important components of physical education for people with disabilities. It is not uncommon to experience asocialization of a person not so much due to any deviation in health, but due to lack of confidence in one’s own abilities, inability to interact with other people, and lack of understanding of one’s place in society.

Kinds

It is customary to distinguish the following types of adaptive physical culture:

Special education involves teaching people with disabilities the theoretical and practical foundations of physical education.
The rehabilitation direction includes the development of integrated sets of sports exercises aimed at socializing a person with disabilities by developing and improving physical skills.
Adaptive physical education classes can be extreme. They carry a subjective or objective danger.
Special mention should be made of adaptive sports. Every year the development of this direction is significantly accelerated and improved. There are Paralympic, special and Deaflympic disciplines. Thanks to the advent of disability sports, tens of thousands of people with disabilities around the world have been able to realize their potential and become socially active members of society.

Adaptive Sports

The concept of adaptive sports is not new. It is reliably known that back in the 19th century, special educational organizations for the blind were created on the territory of modern Russia. Their program, in addition to general intellectual knowledge, included special gymnastics. In 1914, football competitions for people suffering from deafness were held for the first time. And already in 1932, competitions in a variety of sports among people with disabilities began to be held in the country. All kinds of associations and organizations aimed at developing adaptive physical culture began to be actively created.

Subsequently, sports for people with disabilities experienced different stages: from recession to revival and the emergence of new directions. Since 2000, adaptive sports began a new round of its formation and development. The direction is being popularized and spread. Coaches gain experience, athletes achieve high results at the international level.

Today, there are different classifications of areas of adaptive sports. Initially, only a few main large groups were identified. Then new species appeared due to the division according to the type of deviation in health. Nevertheless, the main and most widespread are 3 branches:

Paralympic sports are competitions for people with musculoskeletal and visual impairments.
Deaflympic sport is for people with hearing impairments.
Special - with intellectual disabilities.

In turn, each of the above areas is divided into sublevels. For example, in Paralympic sports there are competitions between people with amputated limbs, paralysis, and spinal cord injuries.

In addition, competitions are organized both on general requirements, characteristic of the Olympic Games, and on special ones, adapted to the capabilities of a specific group of people with disabilities in physical health.

The relevant specialized organization should develop competition evaluation criteria. Adaptive physical culture is not only sports performance, but also the athlete’s fortitude, his personal achievements in the fight against illness.

Implementation methods

The goals of adaptive physical culture and sports are clear. How to implement them in practice? To do this, it is necessary to master special pedagogical techniques. The following methods are effectively used in physical education work with disabled people:

Knowledge generation. In addition to assimilation of the required amount of information, this method includes the development of motivation, determination of values and incentives. They use verbal and figurative-visual methods of transmitting information. Depending on the type of disease of the student, you should choose the most effective method or combine it in doses and reinforce verbal information with a clear example. The means of adaptive physical culture are chosen differently. So, for example, a blind person can be offered, as a visual method of gaining knowledge, to tactilely familiarize themselves with the model of the human skeleton or individual muscles, thereby teaching the basics of anatomy and physiology. And the verbal method for deaf people is carried out together with an audiologist or by showing tables.
Method for developing practical skills. Both standardized approaches and proprietary private methods of adaptive physical education, designed for people with certain disabilities, are used. More details about private methods are described below.

Techniques

Various health deviations require an individual approach. What is recommended for one group of people with disabilities is a contraindication for others. In this regard, depending on the pathology, private methods of adaptive physical culture are being developed. Health deviations are classified into the following large groups:

visual impairment;
intellectual impairment;
hearing impairment;
disruption of the musculoskeletal system: amputation, spinal and cerebral.

Thus, complex methods of adaptive physical culture have been developed for each type of disease. They indicate goals and objectives, methods and techniques, recommendations, contraindications, necessary skills and abilities of a certain area of physical education for the disabled.

The greatest contribution to the development of private methods in this area was made by such a teacher as L. V. Shapkova. Adaptive physical education in her works is considered as a social phenomenon that requires a multilateral approach on the part of professionals working with people with disabilities.

It should be noted the research of such a teacher as L.N. Rostomashvili on the method of adaptive physical education for people with visual impairments. The problem of physical activity for people with disabilities was dealt with by N. G. Baykina, L. D. Khoda, Y. V. Kret, A. Ya. Smekalov. The method of adaptive physical education for cerebral palsy was developed by A. A. Potapchuk. For people with amputated limbs and congenital anomalies, A. I. Malyshev and S. F. Kurdybaylo performed a complex of special physical education.

A reference book for students of pedagogical universities in sports specialties is a textbook authored by such a teacher as L.P. Evseev. Adaptive physical culture is considered from the point of view of practical implementation. The book reveals the basics of adaptive physical education for people with various disabilities: goals, objectives, principles, concepts, types, methodology, content, and other recommendations.

Adapted physical education for children

If children engage in recreational physical education from a very early age, then when does the need for adaptive sports arise? Unfortunately, medical statistics are disappointing - every year the cases of children being born with physical pathologies are increasing, and the leader in this ranking is cerebral palsy. For such children, adaptive physical education is an integral and mandatory part of general rehabilitation and socialization. The earlier the diagnosis is made and measures are taken to implement specially targeted physical activity for the child, the higher the likelihood of favorable adaptation in the surrounding society.

Our country practices the creation of separate “special groups” and classes in general preschool and school educational institutions. In addition, there are special organizations for children with persistent health problems, where private methods of adaptive physical education are implemented.

The prognosis for disabled children who undergo adaptive physical education is positive. For the majority, physical indicators significantly improve, a correct psychological assessment of themselves and others develops, communication and self-realization are formed.

Our article discusses the theory and organization of adaptive physical culture. This direction is an important part of general physical education and sports. The development and dissemination of this sports industry in society is an important task for the whole state and each of us in particular.

Requirements for the professional qualities of a specialist in adaptive physical culture are set out in the relevant State educational standards of higher and secondary vocational education in adaptive physical culture and tariff and qualification characteristics for positions of workers in physical culture and sports, approved by the resolution of the Ministry of Labor and Social Development of the Russian Federation dated 02.18.2000 No. 20. These positions are called: trainer-teacher in adaptive physical culture (including senior) and instructor-methodologist in adaptive physical culture (including senior).

Requirements for a specialist at the level of state standards are presented in the main didactic units for each discipline of the federal component of the five cycles discussed in the first chapter, in the work programs of these disciplines and disciplines and courses of the national-regional (university) component and at the choice of students, faculties, as well as a special section of state standards, where these requirements are structured into three groups: what a specialist should know, be able to do, and what to master.

The most general and at the same time important requirements for the professional knowledge of a specialist in adaptive physical culture are legally enshrined in the resolution of the Russian Ministry of Labor. In accordance with it, a specialist must know: the main provisions of the Constitution of the Russian Federation; the main provisions of the legislation on labor and labor protection of the Russian Federation; federal laws, decrees of the President of the Russian Federation, decrees of the Government of the Russian Federation on issues of adaptive physical culture; regulatory legal acts of the Ministry of the Russian Federation for Physical Culture, Sports and Tourism and other federal executive authorities regarding issues of health care, education

information about people with disabilities; theory and methodology of adaptive physical culture; fundamentals of comprehensive (medical, professional and social) rehabilitation of disabled people; means and methods of physical culture, ways of organizing physical exercises for various disorders of body functions; indications and contraindications for conducting adaptive physical education classes; the specifics of the development of interests and needs of students; rules and regulations of labor protection, safety, sanitation and fire protection in the process of physical exercise. In addition, the trainer-teacher in adaptive physical education (including the senior) must know age-related and special pedagogy and psychology, physiology and hygiene, as well as the tendency of the possible development of interpersonal conflict situations, and the instructor-methodologist must know the indications and contraindications for conducting physical education and sports. special holidays, competitions; principles of systematization of methodological information materials.

As for job responsibilities, the differences between a trainer-teacher and an instructor-methodologist in adaptive physical education are much more pronounced.

A trainer-teacher (including a senior teacher) conducts group and individual classes with people with disabilities and people with health problems of all age and nosological groups upon the direction of a doctor or an institution of the State Service for Medical and Social Expertise. Uses the means and methods of physical culture to carry out educational, educational, recreational and leisure activities aimed at maximizing the correction of deviations in the development and health of those involved, at eliminating or possibly more fully compensating for life limitations in accordance with the individual rehabilitation program for the disabled. Analyzes individual rehabilitation programs and initial data on the physical fitness of students and, on the basis of this, completes groups for classes, taking into account the main defect and psychophysical state of the students, draws up a plan and selects the most effective methods of conducting classes. Carries out step-by-step monitoring of students’ preparedness and, on its basis, correction of this process. Promotes the socialization of students, expansion of their circle of communication in the process of educational, training and competitive activities, the formation of general culture and physical culture of the individual, maximum self-development and self-improvement of students by developing programs for their individual classes. Develops annual and current plans for theoretical, physical, technical, moral-volitional and sports training of students. Conducts selection and sports orientation of the most promising athletes for further sports improvement. Creates conditions that prevent cases of injury during exercise and exclude the use of doping. Maintains primary records, analyzes and summarizes the results of work, makes proposals to the management of the institution for its improvement.

An instructor-methodologist in adaptive physical culture (including a senior) organizes the methodological work of educational and other institutions that carry out activities in adaptive physical culture with people with disabilities and people with health problems of all age and nosological groups in order to create real opportunities for their integration into society. Analyzes the state of educational, educational, training, recreational, recreational and correctional work in the institution, develops proposals to improve its effectiveness. Provides methodological assistance to trainers-teachers in adaptive physical education in recruiting groups for classes, determining the content of forms, means and methods of physical education for working with students in accordance with their individual rehabilitation programs and taking into account the recommendations of a doctor or institution of the State Service for Medical and Social Expertise. Organizes active recreation for students during the working day, school and extracurricular hours of institutions. Organizes and conducts, with the participation of employees of the institution, parents (persons in their stead), family members involved in sports and recreational activities, competitions, health days and other leisure and recreational activities. Maintains relations with institutions of additional education of sports orientation and sports institutions. Carries out educational work in the field of adaptive physical culture among parents (persons replacing them), family members of those involved, teaching staff with the involvement of relevant specialists. Gives proposals to the management of the institution for advanced training in the field of adaptive physical culture of trainers-teachers and instructors-methodologists in adaptive physical culture, and other specialists of the institution. Constantly monitors compliance with sanitary and hygienic standards, ensuring conditions that prevent cases of injury during classes and exclude the use of doping. Maintains primary records, analyzes and summarizes the results of the institution’s work.

The complexity of the pedagogical process in the field of adaptive physical education leads to the need for its systematization, streamlining and scientific justification.

One of the possible approaches to solving this problem is to consider the pedagogical activity of a specialist in adaptive physical education from the position of general management theory. The idea of using such an approach to the analysis of pedagogical phenomena in the field of sports was expressed by many scientists (V.M. Dyachkov, Yu.V. Verkhoshansky, V.M. Zatsiorsky, etc.). At the same time, the main thing here is not a formal replacement of pedagogical concepts, but the desire to see the problem as a whole, to determine ways to rationalize pedagogical activity on the basis of a proven methodology. Of course, the approach itself does not answer the question “how to manage?”, but provides an algorithm for the management process itself.

The science of control, called cybernetics, considers such an algorithm for controlling any complex dynamic systems, which may include the pedagogical process in adaptive physical culture.

Control in cybernetics is understood as the influence of the control system on the state of the structural elements of the controlled system in order to change its function in accordance with the goal (N. Wiener).

To implement control, it is necessary to know the initial state of the controlled system, its final state (control goal), means and methods of influencing it and recording the system's reactions to influences, means and methods of correcting control actions.

An information block diagram for managing the process of pedagogical activity in adaptive physical culture is presented in Fig. 1.

Information about the initial state of the system (a person with health problems) is presented in the diagnostic block.

Before starting any activity in the field of adaptive physical culture, it is necessary to carefully study all the characteristics of the person who is going to engage in this activity.

To do this, you need to familiarize yourself with the individual rehabilitation program for a disabled person or a doctor’s report if the person involved is not one. The degree of a particular lesion that is the cause of disability or constitutes the person’s main problem (main defect), the presence of concomitant diseases and secondary deviations, medical contraindications and restrictions on physical activity are determined. Next, using medical and pedagogical testing methods, the state of intact functions, the level of physical development and physical fitness, and the features of the main functional systems are determined.

A very important issue is to identify the characteristic features of a personality, its general orientation, temperamental properties, etc.

The next step in the process of managing pedagogical activity should be the step of describing the final state of the managed system. This step is represented by a control goal block.

In the most general form, management goals can be formulated as the formation of the physical culture values of the student’s personality, his personal development, socialization and integration into society, i.e. introduction to a lifestyle characteristic of modern socio-economic conditions.

The determination of the management goal should be carried out with the obligatory active participation of the students themselves and (or) their parents, relatives, taking into account their ideas about the terminal (ultimate) values of life, opportunities for professional activity, cultural development, family and household characteristics and other factors.

The control system (teacher) in the diagram includes three blocks - modeling, pedagogical tasks and control actions.

A worker specializing in the use of physical education means for the adaptation of disabled people and people with temporary functional disorders in the body.

There are about 15 million disabled people living in our country. These people often find themselves “overboard” in life, unable to reveal their abilities and feel like necessary and full-fledged members of society. Rational physical activity allows them, revealing the capabilities of their body, to live a full life, adapt to society, improve in professional activities, relax, develop their abilities, and even play sports professionally.

Adaptive physical education specialists use physical activity to solve the problem of adapting these people to successful life in society. In addition, they use special physical exercises to speed up recovery from illnesses and injuries (therapeutic physical education), and also use physical cultural and sports activities to prevent various disorders of both health and social adaptation (for example, they are involved in the prevention of drug addiction).

According to the State educational standard for this specialty, an employee must be able to perform the following types of professional activities with persons with health problems:

Sports and pedagogical (teaching, coaching, methodological);
. recreational and leisure and health and rehabilitation;
. educational and professional, correctional and consulting;
. scientific research and scientific methodological;
. organizational and managerial.

This list alone is enough to understand how complex and varied the activities of this specialist can be. In addition to actually conducting physical education classes for people with certain health conditions, they must be able to develop methods for these classes in relation to various kinds of specific cases. They train disabled athletes, preparing them for competitions. These specialists can engage in disease prevention, conduct scientific work, and manage the activities of the organization performing these functions.

It is clear that most often, after completing their training, they are still more deeply involved in one of these areas of work, but the field of possible application of effort for a professional with appropriate training is very wide. Jobs are available in rehabilitation centers, medical institutions, kindergartens and schools for children with health problems, etc.

In addition, an adaptive physical education specialist can find himself as a trainer for disabled people who are professionally involved in sports. Paralympic sport - competitions for people with disabilities - has firmly entered modern life. Its mission is, first of all, to help people with disabilities adapt, create conditions for their self-development, and involvement in socially significant activities.

The opportunity to engage in professional sports is a powerful “social elevator” for such people, an opportunity to dramatically increase their status, to move from a boring and monotonous existence within four walls to a full, rich, interesting and happy life. At the global level, the Paralympic Games are held for athletes with disabilities (they take place immediately after the regular Summer and Winter Olympics, in the same place and on the same sports facilities, and winning them is considered almost as honorable as winning at the regular Olympics) . The national team of our country has been taking part in such games since 1988 and consistently shows high results, which is largely due to specialists in adaptive physical education.

The training of specialists in adaptive physical education is carried out at the relevant faculties of physical education institutes (recently such specialization has appeared in some pedagogical universities), as well as in medical universities. Training implies a thorough acquaintance with both psychological and pedagogical and medical and biological disciplines. To become a good specialist, in addition to professional knowledge and skills, you must also have such personal qualities as compassion, patience, caring, sensitivity, kindness and tact.

The profession is quite new, the labor market is not yet saturated with relevant specialists, and there is a stable demand for them. However, the level of income in most cases is not very high, inferior to the average salary in industry (the exception is vacancies in “promoted” rehabilitation and health centers that provide services on a commercial basis, as well as in some organizations for the disabled that receive generous sponsorship).

Career advancement may be related to scientific work (obtaining a candidate's degree, doctorate of science, participation in major research commissioned by the state or commercial structures) or administrative growth (for example, holding the position of director of a rehabilitation center). It is possible to work as a coach in the field of Paralympic sports (then the main path to career growth was the education of students with outstanding sporting achievements), teaching at a higher school. Often there is an option when a person, while formally remaining in the same position, improves his qualifications, expands his functional capabilities - and, as a result, his demand and level of income increases.

The Department of Sports Medicine was created in 1965 and was part of the united medical and biological department (Department of Anatomy and Sports Medicine). In 1972, it became an independent division. Until 1976 The department was headed by Doctor of Medical Sciences. Professor V.S. Fomin, who did a lot to establish and determine the direction of its work. Since 1976, the department was headed by Doctor of Medical Sciences. Professor N.D. Graevskaya, a WWII veteran, had the honorary titles “Honored Worker of Physical Culture of the Russian Federation” and “Honored Worker of Higher Professional Education of Russia”, author of more than 300 scientific works, including a number of monographs, textbooks, collections of scientific papers, more than 20 of which were published abroad. N.D. Graevskaya was the winner of Gold medals of the USSR Sports Committee and the Exhibition of Achievements of the National Economy, and had more than 25 Government awards, incl. Order of the Patriotic War, 1st and 2nd degree, Red Star, Badge of Honor, medals “For the Liberation of Warsaw”, “For the Capture of Berlin”, “For Victory over Germany”, “For Labor Valor”, etc. Currently At the Moscow State Academy of Physical Culture, a personal scholarship was established by Nina Danilovna Graevskaya for the best students of the department .

In 2009-2010, the department was headed by candidate of medical sciences, associate professor S.E. Pavlov. Since 2011, the department has been headed by Candidate of Biological Sciences, Associate Professor I.V. Osadchenko.

In 2015, the departments of sports medicine and physical education and health technologies were merged. Currently, the department is called “Department of Adaptive Physical Culture and Sports Medicine” and trains students in the following profiles: “Physical Rehabilitation” (on full-time and part-time courses), (on full-time and part-time courses) and “Adaptive Sports” ( on correspondence courses). Graduates of the department work in various fields of physical education, adaptive physical education, rehabilitation centers, fitness clubs, sanatoriums, medical institutions.

Currently, the department employs 22 teachers, of which: 3 professors, 9 associate professors, 5 senior teachers and 5 teachers, of which 13 people have an academic degree: 2 doctors of medical sciences, 2 candidates of medical sciences, 3 candidates of biological sciences, 6 candidates pedagogical sciences.

The teaching staff of the department is staffed with qualified specialists who are able to provide high-quality training for students in the disciplines taught at the department.

The department conducts work in the following areas and disciplines:

direction of training 03/49/01. "Physical Culture"

"Fundamentals of medical knowledge"
"Sports Medicine"
"Massage"
"Healing Fitness"

direction of training 03/49/02. “Physical education for people with health problems (adaptive physical education)”

"Private pathology"
“Hygienic fundamentals of physical culture and sports activities”
"Life Safety"
"Massage"
"Massotherapy"
"Fundamentals of anti-doping enforcement"
"Healing Fitness"
"Adaptive Sports"
“Non-traditional exercise therapy techniques”

direction of training 44.03.02 “Psychological and pedagogical education”

"Life Safety"
"Fundamentals of Pediatrics and Hygiene"

direction of training 38.03.02 “Management”

"Fundamentals of anti-doping enforcement"
"Life Safety"

direction of training 49.04.01. "Physical Culture", master's program "Natural Scientific Problems of Physical Culture"

additional professional education programs:

“Bioimpedance analysis in the work of a trainer”
"Adaptive physical culture"
"Healing Fitness"
"Sports massage"
"Physical rehabilitation"
"Fundamentals of anti-doping enforcement"
"First aid"
“Methodology of physical rehabilitation with disorders of the musculoskeletal system”

The department has 6 specialized classrooms, an educational and scientific laboratory, a physical therapy room, and a methodological room. Room 317 has equipment for conducting classes with multimedia accompaniment. The educational and scientific laboratory has a computer diagnostic complex “Valenta”; reflex diagnostic complex “Nakatani”; computer complex for functional readiness of athletes “Sport-Park”; apparatus for determining immunity “Helper”; simulator for mastering cardiopulmonary resuscitation with a light controller. The equipped exercise therapy room has: a gymnastic wall, a treadmill, fitballs, equipment for practical training, exercise machines: Techno Gym (models No. QM580, PA05, PA03), Ketler (kinetic F3), Bubnovsky multifunctional exercise machine. The department has fully equipped 2 massage classrooms for practical classes. In practical classes in the “Hygiene” course, a multifunctional meteorological complex and an air ion counter “Sapphire-3m” are used.

Since 1994, the department has been conducting courses in massage and exercise therapy. To date, more than 1,500 specialists in sports and therapeutic massage and exercise therapy have graduated.
Teachers of the department, together with graduate students, take an active part in research work and the results of these studies are published in leading journals of the Russian Federation.

Over the past 5 years at the department, 1 graduate student and 3 applicants have defended dissertations for the degree of candidate of pedagogical sciences in specialty 13.00.04 “Theory and methodology of physical education, sports training, health-improving and adaptive physical culture.”

Graduates and students of the department who have achieved high sporting achievements in Paralympic sports, who are Honored Masters of Sports: Larisa Manuilova, Ekaterina Kireeva, Stepan Klimenko, Roman Pyatuinov, Olga Dula, Dmitry Grigoriev, Svetlana Sergeeva, Margarita Goncharova, Alexey Chesmiin, Natalia Ivanova, Stanislav Ivanov , Mikhail Brednev, Vladimir Kiselev, Andrey Lozhechnikov, Victor Morozov, Irina Polyanova, Alexey Shemonin, Sergey Shilov, Sergey Khryashchev.

Personnel of the department:

OSADCHENKO Irina Vladimirovna- head of the department, candidate of biological sciences, associate professor.

In 1982 she graduated from GCOLIFK. In 1993 she defended her dissertation for the degree of Candidate of Biological Sciences.
In 2000, he was awarded the academic title “Associate Professor”.
Works at MSAFK since September 2010.

Disciplines taught :

“Hygienic fundamentals of physical culture and sports activities”
“Fundamentals of safety precautions and prevention of sports injuries”
“Hygienic and medical aspects of improving performance”
“Hygienic provision of the chosen sport”
“Hygienic provision of physical culture and sports activities”
"Medical support of adaptive physical culture"
“Hygienic provision of adaptive physical culture”
"Fundamentals of anti-doping enforcement"
"Fundamentals of Pediatrics and Hygiene"

Has more than 60 publications. He is the author of educational and methodological manuals: “Thermal factor in sports and professionally applied physical culture”, “Non-drug therapy of diseases of the cardiovascular system”.
in the programs of additional professional education: “Methods of physical rehabilitation with dysfunctions of the musculoskeletal system”, “Bioimpedance analysis in the work of a trainer”, “Fundamentals of anti-doping support”, “First aid”.
She was awarded the medals “In Memory of the 850th Anniversary of Moscow”, “For Merit in Conducting the All-Russian Population Census”, “80 Years of the State Sports Committee of Russia”. He has the badge “Honored Worker of Higher Professional Education of the Russian Federation” and the Badge of Honor “For Merit in the Development of Physical Culture and Sports.”
In 2015-2016, she underwent professional retraining at the Autonomous non-profit organization of additional professional education “Perm Institute for Advanced Training of Healthcare Workers”.
DPO: 2018 - “Ethics in sports: key aspects of anti-doping activities”, 2018 - “First aid”, 2017 - “Education quality management”, 2016 - “Current issues of modern sports medicine”.

DOLMATOVA Tamara Ivanovna- Ph.D., professor.

Graduated from the Moscow Medical Dental Institute in 1963. In 1971 she defended her dissertation for the degree of Candidate of Medical Sciences.
Since 1975 he has been working at the Moscow State Academy of Physical Culture at the Department of Sports Medicine. Since 2004 he has been a professor at the Department of Sports Medicine.

Disciplines taught :

"Sports Medicine"
"Fundamentals of anti-doping enforcement"
“Fundamentals of safety precautions and prevention of sports injuries”
“Hygienic and medical aspects of improving performance”
"Private pathology"
"Diseases of the cardiovascular system"
"Medical support of adaptive physical culture"

Conducts classes at the faculty of advanced training in additional professional education programs: “Bioimpedance analysis in the work of a trainer”, “Fundamentals of anti-doping support”, “First aid”.
Has more than 100 scientific and scientific-methodological publications. Under the leadership of Dolmatova T.I. 8 postgraduate students and applicants for the scientific degree of candidate of medical, biological and pedagogical sciences defended themselves.
DPO: 2018 - “First Aid”, 2016 - “Current issues of modern sports medicine”.

POGHOSYAN Mamikon Manukovich- Ph.D., professor.

In 1977 he graduated with honors from the Armenian State Institute of Physical Culture “Arm. GIFC." In 1980, he entered the graduate school of the State Center for Physical Culture and Physical Culture at the Department of Exercise Therapy and Massage, and in 1983 he successfully defended his thesis for the academic degree of Candidate of Pedagogical Sciences.
Since 1993 Poghosyan M.M. works at the Federal State Budgetary Educational Institution of Higher Education "Moscow State Academy of Physical Culture" at the department as an associate professor, and since 2007 as a professor.

Disciplines taught:

"Massage"
"Massotherapy"

Conducts classes at the faculty of advanced training in additional professional education programs: “Sports massage”, and is the director of courses in “Massage”.
He is the author of more than 90 scientific and educational works, including 4 textbooks, 2 monographs and 3 manuals on massage courses for students of higher educational institutions of physical education.
Awarded a diploma from the Russian Olympic Committee “For contribution to the training of physical education specialists and the development of sports science.”
Under the leadership of M.M. Poghosyan defended 2 candidate dissertations for the degree of candidate of pedagogical sciences.

KESHISHYAN Razmik Aramovich- Doctor of Medical Sciences, Professor.

1982 graduated from the pediatric faculty of the 2nd Moscow State Medical Institute named after. N.I. Pirogov.
In 1988 he defended his dissertation for the degree of Candidate of Medical Sciences.
In 2010, he defended his dissertation for the degree of Doctor of Medical Sciences.

Disciplines taught:

“Methodological features of the functional state of the musculoskeletal system”
"Sports Medicine"
“Fundamentals of safety precautions and prevention of sports injuries”
"Private pathology"
"Medical support of adaptive physical culture"

He has more than 250 scientific papers, 5 monographs, 2 books, 5 methodological recommendations, 6 information letters, 2 inventions.
Awarded the Order of Courage. Awarded the medal “In memory of the 850th anniversary of Moscow.”

MARTYNIKHIN Vladislav Semenovich- Candidate of Medical Sciences, Associate Professor.

He began his career in 1960 after graduating from the Serpukhov Medical School with a degree in paramedic. In 1972 he graduated from the 2nd Moscow Medical Institute named after. N.I. Pirogov, specializing in pediatrician.
He has been working at MSAFK since 1990. In 2000, he defended his dissertation for the degree of Candidate of Medical Sciences. She is the leading teacher of the course “Therapeutic Physical Culture”

Disciplines taught:

"Massage"
"Healing Fitness"
"Technologies of physical culture and sports activities"
“Fundamentals of the course of therapeutic physical culture”
"Private pathology"
“Non-traditional exercise therapy techniques”
“Features of exercise therapy in childhood and adolescence”
"Professionally oriented practice"

Conducts classes at the faculty of advanced training in additional professional education programs: “Adaptive physical education”, “Therapeutic physical education”. He is the director of courses in “Therapeutic Physical Culture”.
He is the author of the textbook “Therapeutic physical education and medical supervision in neurological patients with various forms of movement disorders.”
DPO: 2018 - “First aid”.

- Ph.D., Associate Professor.

In 1981 she graduated with honors from MOGIFK. After graduating from the institute (since August 1981), he worked at the department. Until 1989 she worked as a teacher, until 1996 she worked as a senior teacher of the department. In 1989 she defended her dissertation for the degree of candidate of pedagogical sciences. From 1996 to the present time he has been working as an associate professor of the department.

Disciplines taught:

“Hygienic fundamentals of physical culture and sports activities”
“Fundamentals of safety precautions and prevention of sports injuries”
“Hygienic and medical aspects of improving performance”
“Hygienic provision of the chosen sport”
“Hygienic provision of physical culture and sports activities”
"Medical support of adaptive physical culture"
“Hygienic provision of adaptive physical culture”
"Fundamentals of anti-doping enforcement"
"Fundamentals of Pediatrics and Hygiene"
"Fundamentals of modern dietetics"
"Prevention of sports injuries"

Conducts classes at the faculty of advanced training in additional professional education programs: “Bioimpedance analysis in the work of a coach”, “Fundamentals of anti-doping support”.
He has more than 60 scientific and educational publications. He is the author of educational and methodological manuals: “School as a factor in physical education”, “Hygienic provision of mass sports”.
He is the deputy head of the department for scientific work.
In 2009 he was awarded the title “Honored Teacher of the Moscow State Academy of Physical Culture”. He has gratitude from the Russian Football Union and the Minister of Sports, Tourism and Youth Policy of the Russian Federation.

TSITKISHVILI Nona Illarionovna- Ph.D., Associate Professor.

She graduated from Tbilisi State University in 1985, and graduated from the Georgian State Academy of Physical Culture in 1990. Since 1994 he has been working at the Moscow State Academy of Physical Culture.

Disciplines taught:

"Technologies of physical culture and sports activities"
“Basics of the physical rehabilitation course”
“Theory and organization of adaptive physical culture”
"Comprehensive physical rehabilitation"
“Methodological features of the functional state of the musculoskeletal system”
"Non-drug therapy in physical rehabilitation"
"Professionally oriented practice"

Conducts classes at the faculty of advanced training in additional education programs: “Adaptive physical culture”, “Physical rehabilitation”, “Methods of physical rehabilitation with dysfunction of the musculoskeletal system”, courses on “Therapeutic physical culture”.
He is the deputy head of the department for academic work.
He has more than 80 scientific and scientific-methodological publications, is the author of educational and methodological manuals: “Prevention and physical rehabilitation of diseases of the cardiovascular system”, “Prevention and physical rehabilitation of diseases of the respiratory system”, “Non-drug therapy of diseases of the cardiovascular system”.
Under her leadership, 5 dissertations were defended for the degree of candidate of pedagogical sciences.
He has the Badge of Honor “Excellence in Physical Education” and the title “Best Teacher of the Moscow State Academy of Physical Culture”. Awarded the commemorative medal “XXII Olympic Winter Games and XI Paralympic Winter Games 2014 in Sochi.”
DPO: 2018 - “First aid”.

- Ph.D., Associate Professor.

In 2004 she graduated from VSAU named after. K.D. Glinka with honors, in 2009 she defended her dissertation for the academic degree of Candidate of Biological Sciences.
Since 2012 he has been working at the department.

Disciplines taught :

"Fundamentals of medical knowledge"
"Fundamentals of anti-doping enforcement"
“Fundamentals of safety precautions and prevention of sports injuries”
"Sports Medicine"
"Medical support of adaptive physical culture"

Has more than 40 scientific and scientific-methodological publications. He is the author of the educational and methodological manual “Fundamentals of Medical Knowledge” and the monograph “Development of coordination abilities in middle school students based on improving the functions of sensory systems.”
DPO: 2018 - “First Aid”, 2017 - “Practical aspects of adaptive physical culture”.

ABOLISHIN Andrey Gennadievich- Ph.D., Associate Professor.

In 2002, he graduated from the Moscow State Academy of Physical Culture, majoring in Physical Rehabilitation, and Moscow Medical School No. 30, majoring in Nursing.
Works at MSAFK since 2002.
In 2005, he defended his dissertation for the academic degree of Candidate of Pedagogical Sciences.

Disciplines taught:

"Technologies of physical culture and sports activities"
“Basics of the physical rehabilitation course”
"Comprehensive physical rehabilitation"
“Theory and organization of adaptive physical culture”
"Professionally oriented practice"

Has more than 10 publications.
DPO: 2018 - “First Aid”, 2017 - “Information and bibliographic culture”.

POKRINA Oksana Viktorovna- Ph.D., Associate Professor.

In 1994 she graduated from Moscow Medical School No. 21, in 1998 she graduated from the Moscow State Academy of Physical Culture, and in 2006 she defended her dissertation for the academic degree of Candidate of Pedagogical Sciences.

Disciplines taught :

"Technologies of physical culture and sports activities"
“Basics of the adaptive sports course”
“Theory and organization of adaptive physical culture”
“Health technologies in rehabilitation”
“Private methods of adaptive physical culture”
"Adaptive Sports"
"Applied physical culture"
"Professionally oriented practice"

Awarded the commemorative medal “XXII Olympic Winter Games and XI Paralympic Winter Games 2014 in Sochi.”
Has more than 10 publications.
DPO: 2018 - “First aid”, “Habilitation in children’s

neurology with elements of Vojta therapy.”

GINZBURG Moisey Lvovich- Doctor of Medical Sciences, Associate Professor.

In 1978 he graduated from the Moscow Medical Dental Institute named after. N.A. Semashko, Faculty of Medicine. In 2005, he defended his dissertation for the degree of Candidate of Medical Sciences. In 2016, he defended his dissertation for the degree of Doctor of Medical Sciences.

Disciplines taught:

"Technologies of physical culture and sports activities"
“Basics of the physical rehabilitation course”
"Comprehensive physical rehabilitation"
"Professionally oriented practice"

Has more than 60 publications. He is the author of educational and teaching aids: “Sports Cardiology”, “Non-drug therapy of diseases of the cardiovascular system”, “Therapeutic physical education and medical supervision in neurological patients with various forms of movement disorders”.
In 1990 he was awarded the honorary title “Excellence in Health Care”, in 2006 - “Honored Doctor of the Russian Federation”. Awarded the medal “In memory of the 850th anniversary of Moscow.”
DPO: 2018 - “First aid”.

SAMOKHINA Lyudmila Sergeevna- Ph.D., Associate Professor.

She graduated from Moscow State University of Applied Biotechnology in 2007, and in 2009 she completed her master’s degree there with honors.
In 2013, she defended her dissertation for the degree of Candidate of Biological Sciences.
Since September 2016 he has been working at the department.

Disciplines taught:

“Hygienic and medical aspects of improving performance”
“Hygienic provision of the chosen sport”
"Fundamentals of anti-doping enforcement"
"Applied physical culture"

Has 17 scientific publications.
DPO: 2018 - “First aid”.

BABUSHKINA Alexandra Ivanovna- art. teacher.

She graduated with honors in 1988 from the Moscow Regional State Institute of Physical Culture (MOGIFK) with a degree in “Teacher-organizer of physical education and health work and tourism.” He is certified as a specialist in physical therapy. He has been working at the department since 1980.

Disciplines taught:

"Healing Fitness"
"Technologies of physical culture and sports activities"
“Fundamentals of the course of therapeutic physical culture”
"Massage"
“Non-traditional exercise therapy techniques”
“Features of exercise therapy in childhood and adolescence”
"Professionally oriented practice"

Conducts classes on “Therapeutic Physical Culture” courses.
Has more than 50 published works. He is the author of educational and methodological manuals: “Fundamentals of General Pathology”, “Therapeutic Physical Culture”, “Fundamentals of Medical Knowledge and a Healthy Lifestyle: A Course of Lectures and Practical Exercises”.
She was awarded the medal “80 Years of the State Sports Committee of Russia” and received a letter of gratitude from the Minister of Sports, Tourism and Youth Policy of the Russian Federation.
DPO: 2018 - “First Aid”, 2016 - “Psychophysiological aspects of human life.”

KOVALEVICH Vyacheslav Mikhailovich- Senior Lecturer.

In 1973 he graduated from the Chelyabinsk Higher Command Tank School.
Since 1989 he has been working at the Moscow State Academy of Physical Culture at the department.

Disciplines taught:

"Life Safety"
"Technologies of physical culture and sports activities"
"Applied physical culture"

He is the author of methodological recommendations for students “Emergencies in peacetime and wartime”, “Determination of the effect of potent toxic substances”, “Carrying out rescue operations (SNAVR in the centers of combined damage to the combined team of the object)”.
DPO: 2018 - “First aid”.

OSIPOVA Svetlana Sergeevna- Senior Lecturer.

In 1987 she graduated from the Moscow Regional State Institute of Physical Culture.
Since 1987 he has been working at the Moscow State Academy of Physical Culture.

Disciplines taught:

"Technologies of physical culture and sports activities"
“Basics of the adaptive sports course”
"Adaptive Sports"
"Applied physical culture"
"Professionally oriented practice"
"Teaching practice"

Has more than 10 publications.
He has the Badge of Honor "Excellence in Physical Culture". She was awarded the commemorative medal “XXII Olympic Winter Games and XI Paralympic Winter Games 2014 in Sochi” and a certificate of honor of the V National Prize named after. Elena Mukhina.
DPO: 2018 - “First aid”.

VISHEYKO Marianna Mikhailovna- art. teacher.

She graduated with honors from the Lyubertsy Medical College in 2000, and in 2006 she graduated from the Moscow State Academy of Physical Culture, specializing in exercise therapy. Since 2005 he has been working at the department.

Disciplines taught:

"Healing Fitness"
"Applied physical culture"
"Fundamentals of medical knowledge"

DPO: 2018 - “First aid”.

LUKYANOVA Ekaterina Viktorovna- art. teacher.

In 2010, she graduated with honors from Moscow State Academy of Physical Culture with a specialization in Physical Rehabilitation. Since 2010 he has been working at the department. In 2012 she graduated from Medical College No. 3 with a degree in Nursing.
In 2017, she defended her dissertation for the degree of candidate of pedagogical sciences.

Disciplines taught:

"Massage"
"Healing Fitness"
"Fundamentals of medical knowledge"
“Fundamentals of the course of therapeutic physical culture”
"Massotherapy"
"Applied physical culture"

PRCHALOVA Natalya Mikhailovna- art. teacher.

In 1998 she graduated from Moscow State Academy of Physical Culture. Since 2002 he has been working at the department.

Disciplines taught:

"Technologies of physical culture and sports activities"
"Applied physical culture"

Has more than 10 publications.
DPO: 2018 - “First aid”.

MOLOTKOV Sergey Alexandrovich- teacher.

In 1993 he graduated from the Kolomna Higher Artillery Command School. In 2008 he graduated from the Moscow State Academy of Physical Culture with a degree in Physical Rehabilitation. Since 2009 he has been working at the department.

Disciplines taught:

"Comprehensive physical rehabilitation"
"Technologies of physical culture and sports activities"
"Professionally oriented practice"

He was awarded the medal “For Impeccable Service in the FSB Bodies” and the FSB Director’s Certificate “For Excellent Work.”
DPO: 2018 - “First aid”.

DEMIRCHOGLYAN Armen Grantovich- teacher.

In 1984 he graduated from the Moscow Institute of Physical Education and Physical Culture, and has been working at the department since 2011.

Disciplines taught:

"Technologies of physical culture and sports activities"
“Theory and organization of adaptive physical culture”
“Health technologies in rehabilitation”

Has the Badge of Honor "Excellence in Physical Culture".
He was awarded the badge of the Ministry of the Russian Federation “Excellence in Physical Culture and Sports” and the honorary badge “For Merit in the Development of Physical Culture and Sports in the Moscow Region.”
DPO: 2018 - “First Aid”, 2017 - “Psychological and pedagogical characteristics of foxes with disabilities.”

DOLMATOV Alexey Valentinovich- teacher.

In 1996 he graduated from MOGIFK. In 2003, he completed courses in sports and therapeutic massage at the Moscow State Academy of Physical Culture with the qualification “Masseur in sports and therapeutic massage.” In 2009, he completed courses in therapeutic and recreational physical culture at the Moscow State Academy of Physical Culture and was awarded the qualification “Instructor in therapeutic and recreational physical culture.” In 2007-2010, he completed training at the Institute of Yoga Guru Ar Santem and received a diploma as an instructor-methodologist. In 2017, he underwent professional retraining under the Therapeutic Physical Culture program.

Disciplines taught:

"Technologies of physical culture and sports activities"
“Fundamentals of the course of therapeutic physical culture”
"Applied physical culture"

DPO: 2018 - “First aid”.

ARKHANGELSKAYA Anna Nikolaevna - teacher.

In 2008 she graduated from the Moscow State Medical and Dental University with a degree in General Medicine, in 2011 she completed her residency at the Moscow State Medical and Dental University. In 2017, she completed her postgraduate studies in the specialty “Public Health and Healthcare” with the qualification “Teacher-Researcher”

Disciplines taught:

"Sports Medicine"
"Healing Fitness"
"Fundamentals of anti-doping enforcement"
“Fundamentals of safety precautions and prevention of sports injuries”
“Hygienic and medical aspects of improving performance”
“Fundamentals of the course of therapeutic physical culture”
"Medical support of adaptive physical culture"

DPO: 2018 - “First aid”.