Methodological features of conducting adaptive physical culture classes in the natural environment taking into account environmental safety requirements

Abstract

Moving adaptive physical culture classes beyond the gymnasium – into parks and forest-park zones, to water bodies, onto broken terrain – is an established practice of adaptive physical education grounded in Article 31 of Federal Law № 329-FZ of 4 December 2007. Aligning the motor regime of students with disabilities with the parameters of environmental quality nevertheless remains methodologically undeveloped: load requirements and environmental safety requirements are set by different documents and different agencies, while their intersection at the level of a single class is not described in regulation. The aim of the work is to substantiate a methodological model for conducting adaptive physical culture classes in the natural environment, in which environmental parameters enter the set of controllable methodological variables alongside load dosing. Structural-functional analysis, content analysis of current regulatory legal acts, conceptual-categorical analysis and modelling were applied. Methodological approaches to organising outdoor classes were systematised; a matrix of correspondence between nosological groups and environmental constraints was constructed; the normative parameters of environmental safety were compiled, including the maximum permissible concentrations of PM2.5 particulate matter (0.035 mg/m³ daily average) and nitrogen dioxide (0.2 mg/m³ maximum single) under SanPiN 1.2.3685-21. A three-loop author's model is proposed, combining the nosological, environmental and organisational-methodological loops. Controllability of the environmental factor at the level of a single class is achieved by embedding an environmental quality check into the preparatory stage of the methodology rather than by isolating a separate sanitary control, which shifts environmental safety from an external constraint to a working tool for planning the load.