ARTISTIC GYMNASTICS AS A TOOL FOR PEDAGOGICAL INFLUENCE AND SOCIAL ADAPTATION IN CHILDREN WITH INTELLECTUAL IMPAIRMENT

Abstract

Aim. This paper aims to evaluate the pedagogical potential of artistic gymnastics for deve-loping social adaptation in children with intellectual impairment. Materials and methods. This pedago­gical experiment was conducted in Chelyabinsk in 2024–2025 and involved 24 girls aged 9–12 years with mild to moderate intellectual impairment. The control group followed an adaptive physical education program, while the experimental group followed an artistic gymnastics program. The 16-week program comprised 48 sessions. Outcomes were assessed using physical fitness tests, the self-assessment method (Lesenka – Stair, by V.G. Shchur), and a survey of parents and educators. Results. Following the experiment, the experimental group exhibited significant improvements in strength endurance, flexibility, and balance, along with improved scores in independence, initiative, cooperation, rule compliance, and self-esteem. Conclusion. Artistic gymnastics demonstrated its effectiveness as a pedagogical tool for comprehensive physical and social development in children with intellectual impairment.