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  • Документ
    Pedagogical Conditions for the Implementation of Motor Activity of Children with Special Educational Needs in Hybrid Learning
    (СумДПУ імені А. С. Макаренка, 2025) Kurivskyi Yaroslav; Курівський Ярослав
    The article deals with the issue of health protection of children with special educational needs in the context of the implementation of a hybrid learning format. It has been determined that the basis for ensuring an adequate level of the physical and psychological condition of children with special educational needs is specially organized motor activity. The purpose of this study is to identify the pedagogical conditions for the implementation of motor activity for children with special educational needs in hybrid learning. Research methods: theoretical analysis, systematization, comparison, generalization, methodological, and specialized literature. It is investigated that as pedagogical conditions it is advisable to consider those that ensure the formation and effectiveness of the developmental process of motor activity of children with special educational needs, are their organic component, provide the appropriate formation of forms, methods, means of implementing the process of motor activity of children with special educational needs in the process of hybrid learning and can significantly increase the effectiveness of their motor activity to achieve certain goals and implement tasks that will contribute to the preservation and improvement of The pedagogical conditions for the practical implementation of motor activity of children with special educational needs in the format of hybrid learning are presented as a system for the implementation of a holistic educational process that ensures the effectiveness of its organization in achieving the goals. The pedagogical conditions of motor activity for children with special educational needs in hybrid learning are highlighted: basic, corrective, variable, qualifying, and formative. The pedagogical conditions for the implementation of motor activity of children with special educational needs in the format of hybrid learning are substantiated: in terms of optimality in any pedagogical situation and positioned as a catalyst for significant changes in achieving the effectiveness of motor activity of children with special educational needs in hybrid learning. It has been established that the organizational and methodological support of each pedagogical condition primarily involves meeting the special educational needs of children in full motor activity.