On features and ways of assessing the quality of physical education lessons for schoolchildren with autism spectrum disorders

Importance. In a world where stress and sedentary lifestyles have become the norm, the issues of health preservation and prevention of hypodynamia are becoming important not only for relatively healthy citizens but also for persons with disabilities, in particular children. It is generally believed that physical education lesson helps to solve the issues of harmonious development of a personality, health promotion and motivation to engage in systematic physical education and sports. Since the value of physical education lessons, which is a compulsory part of the school curriculum, is increasing, their quality should be given due attention. The purpose of the work is to consider the features and ways of assessing the quality of physical education lessons for schoolchildren with autism spectrum disorders.

Research Methods. The scientific literature and research studies reviewing different ways and methods of assessing the quality of physical education lessons have been analyzed. Timing of physical education lessons with primary school children with autism spectrum disorders and mild mental retardation was also carried out.

Results and Discussion. Methods of pedagogical control, which can be appropriately used to manage the process of physical education of schoolchildren with autism spectrum disorders, are identified and substantiated. The results of timing of physical education lessons for first-graders with autism spectrum disorders and mild mental retardation revealed low indicators of the overall and motor density of the lesson: the indicators of the overall density of the lesson average 77 %, and the motor density of the lesson is 56 %.

Conclusion. The physical education lesson’s quality monitoring makes it possible to optimize the process of physical education of schoolchildren with autism spectrum disorders.

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