Structure, resources, and methodology of physical activity for special medical groups of an educational institution

the tasks and content of physical education classes should ensure a smooth and systematic improvement of health, increasing the stability of the body and physical development of students, as well as their productivity and the development of willpower. In the process of physical education, students should acquire knowledge and skills that allow them to use physical education and sports methods in everyday life, in education and at work. They need to have the skills to independently organize and conduct recreational gymnastics, as well as apply physical exercises in the field in which they plan to find employment after graduation. Therefore, the importance of issues related to full-fledged physical education in medical special groups is beyond doubt. However, less attention is being paid to these issues than it should be [8]. According to the physical education program in higher education institutions, 85% of the study time is devoted to physical education in basic and preparatory groups, while only 15% is spent on specialized health groups. Nevertheless, students belonging to special medical groups, like others, should be ready to work as specialists in their field after graduation. The physical education program for students with special medical recommendations provides for both compulsory and independent study throughout the entire period of study. However, in most universities, classes are held only in the first two courses, and in some educational institutions, some students are completely exempt from physical activity for various reasons, or there is no such group at all [6]. Taking into account the above, the purpose of this study was to substantiate and verify the effectiveness of a model that includes methods, tools and methods of organizing physical activity in specialized medical groups.

students, special medical group, physical activity, methodology, physical education program, resources