Improving Pedagogical Mechanisms to Increase Special Physical Preparation of Students with Disabilities in Uzbekistan

: This article reveals ways to improve the pedagogical abilities of the educational process, which is carried out with students with disabilities. The body is studied on the basis of the laws of fast and long-term coupling with physical activity, principles and laws of sports training developed in the theory of sports. A differentiated training program on mobility practices was recommended for practical training. The possibilities of rational organization in accordance with the legislation of the formation of education, knowledge, skills and mobility in the process of adaptive physical education are studied.

The level of physical fitness of students, hygiene, medical control, sports medicine, self-control and other issues set in the state program determine the set of requirements for their professional and practical physical training. In this regard, increasing the special physical capacity of college students with disabilities is one of the components of scientific research in our country. "Scientific and methodological recommendations on sports psychology, dietetics, rehabilitation and medicine, manuals, preparation and publication of textbooks, effective science-based tools and methods for the development of mass sports and promotion of a healthy lifestyle among the population. Development "is one of our urgent tasks.
According to the analysis, although research has been conducted on the training of students with disabilities and physical disabilities, the specifics of selecting and applying exercises based on a specific program for college students with musculoskeletal disorders have not been sufficiently studied. An analysis of the physical education program for students with disabilities and physical disabilities revealed that no specific physical development exercises and standards for disability have been developed, and the characteristics of disability have not been taken into account.

ISSN: 00333077
1380 www.psychologyandeducation.net Analysis of the relevant literature MV Devyatova, TU Ismailov on the issues of accelerating the socialization of the disabled and people with disabilities, NK Svetlichnaya, EA Urinbaev, VB Aripova and [14,15,18,3] A.Abele, H.Arends, Age limits on the development of physical qualities in the classification of many types of musculoskeletal injuries by foreign scientists in many countries around the world. K. Armor and M. Yelling, scientific and methodological aspects of improving physical fitness E. Balz [2,7,21,16,19,20,21,22] The modern trend of integrating curricula as a whole within the framework of higher education (between majors and programs of different specialties), as well as within the framework of interaction between higher and secondary special schools, is interrelated with a number of objective factors. According to SP Evseev, training in joint programs (e.g., direction and specialization) allows for vocational training, which makes them more secure and competitive in the labor market. In addition, the harmonized and joint implementation of higher and secondary special vocational education programs will reduce the time of their acquisition, eliminate duplication of teaching materials, improve interdisciplinary communication. [1,4,5,6,8,9,10,11,12] Many scientists have made suggestions on the use of therapeutic gymnastics as a promising direction for the restoration of lost function in the case of musculoskeletal injuries. Possibilities of maximum adaptation of movement, independent movement, and self-service were explored. Focusing on the issues of restoring the lost functional capabilities of students with physical disabilities through the correct application of the norms and number of repetitions of exercise. However, despite the positive changes in the organization of public services in the rehabilitation of the disabled, individual programs and assessment mechanisms for independent practice of physical education in colleges by types and levels of disability have not been scientifically substantiated. The aim of the study is to develop a differentiated program aimed at restoring body functions based on the study of functional and physical fitness indicators of students with disabilities. Research methods: study and analysis of scientific and methodological literature, pedagogical observation, pedagogical control, pedagogical testing, analysis of physiological processes (Robinson index to determine the energy potential of the body), pedagogical experience, mathematical and statistical methods.

Research methodology
The main requirement in the assessment of physical culture and sports is to recommend to each subject to engage in this or that sport, an individual approach, taking into account its physiological characteristics, level of health. The study included 4 interrelated stages. Stage 1 -study and analysis of scientificmethodical and specialized literature on the problem under study, the formation of research hypotheses and tasks. Stage 2 -the formation of a scientific basis for the content and methodology of teaching aids, based on the specifics of physical education with students with disabilities; Stage 3 -substantiation in pedagogical practice of the effectiveness of the program aimed at the restoration of adaptive physical education for different levels of musculoskeletal injuries; Step 4 -processing the data obtained, writing the text of the work and approbating it. The program proposed by us allows for differentiated training of different forms of musculoskeletal injuries, as the program sections are structured based on the mobility capabilities of the trainees (see Table 1). This, in turn, served to increase the activity of students by ensuring that the lessons were interesting and meaningful. As a result of the research, the content of the theory and practice of physical education for students with disabilities was enriched and systematized on the basis of modern requirements. In the distribution of monthly and weekly means of conducting training on the basis of the program developed by us, more emphasis was placed on training for circulatory-improving exercises, fitball gymnastics and the selected sport (see Table 2). The weekly program of training for various forms of musculoskeletal injuries clearly defined the direction of action of the tools, the duration of the exercise, the number of heartbeats in each exercise, training intensity, rest time and number of repetitions of exercises (see Table 3). The training load given in the program was changed depending on the level of exposure to the body of the trainees. In the training, mainly large loads were selected and carried out with small intensities. Loads have led to the provision of optimal conditions for recovery and adaptation in the body. Their main purpose is to stimulate the processes of adaptation in the body, to solve the main problems of technical-tactical, physical, volitional, special mental training. The results obtained by us after training based on a program designed to improve motor activity showed a positive dynamics of indicators such as rapid fatigue, intensifying the process of elimination of locomotor disorders of movement. Exercisers were able to sit and work longer, and sensitivity and irritability decreased. The processes of self-control are somewhat intensified. It was noted that movement (almost 90.0%, and sensory development in 80% of cases) was delayed in students with musculoskeletal disorders until the scientific experiment, and the remaining indicators were also found to be below normal. In the experimental group of students, developmental delay after fitball gymnastics (FG) included in the program decreased by 1.8 times (55%) compared to pre-DG transfer, sensory developmental delay decreased by 2 times (39.5%). Students with BMF in the experimental group were lagging behind in play activities compared with pre-recovery rates (20.5% of such students before recovery), while 10.5% remained after the study, while the lag in skill acquisition was almost 70.0% before recovery, with only 18.4% remaining after the program. In order to determine the effectiveness of the developed program, re-tests were conducted to study the physical fitness and functional performance of students with musculoskeletal disorders. The results of a study of students with various musculoskeletal injuries showed that students 'physical fitness scores were 8.6 seconds after 12-14 sessions, compared to 9.2 seconds for the 30-meter running test. The final test result was 6.8 seconds.

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The dynamics of initial and final results improved by 26%. While the initial results of the 4x10 meter sprint test (seconds) were 23.2 seconds, the result was 18.2 after stage 1. The final result of the study was 15.2 seconds. The dynamics of the indicators between the initial and final results was 34.4%. The initial results of the tests performed to determine the elasticity were 11 cm, the arithmetic mean in stage 1 was 14 cm, and the arithmetic mean after stage 2 was 18 cm. The dynamics of indicators between the initial and final results improved by 63.6%.
In the study of the hand flexion test, the initial results were 19 times, while the arithmetic mean in stage 1 was 25 times. In stage 2, the arithmetic mean was 28 times. Between the initial and final results, the figures improved by 47.3%. While the initial results for the long jump (cm) test at the standing position were 174 cm, after 12-14 sessions the result increased to 182 cm. The final result was 199 cm. The difference between the initial and final results improved by 14.3% (Table 4). The Robinson Index, a reserve indicator, was used to qualitatively assess the energy supply of the human body. It was used to assess the level of metabolism and energy processes that take place in the body. The Robinson index represents the systolic work of the heart. The higher this figure is at the height of physical activity, the better the functional capacity of the heart muscle.
Depending on this indicator, it is possible to indirectly think about the oxygen demand of the myocardium.
To calculate the Robinson index, it is necessary to determine a person's heart rate and systolic blood pressure readings. The Robinson index was determined using the following formula: Here: I= Robinson index, HR-heart rate, ASParterial systolic pressure.

and below
Good! The functional reserve of the cardiovascular system is normal.

-84
Average! It can be said that there is a deficiency in the functional reserves of the cardiovascular system.

-94
Bad! There are signs of impairment in the management of the activity of the cardiovascular system.

-110
Too bad! The activity of the cardiovascular system is impaired.

and higher
The results of the assessment of the energy potential of the body show that in 40-50% of students with musculoskeletal disorders improved reserve capacity in the functioning of the cardiovascular system ( Figure 1). From this it can be concluded that the program developed for students with musculoskeletal disorders and the methodology of their application show that they are effective.  1 Mean arithmetic mean of the final results on the Robinson index in students with musculoskeletal disorders An individual approach was used at the beginning of the learning process. Over time, the individual method was transferred to the group method (groups should consist of 3-6 people). One type of group method was appropriate, in which students of the same level were selected for the group on physical development, BMF form, movement disorders of simultaneous appearances. Depending on the adaptation of the students, the groups were increased to 7-12 people (groupindividualized method). The basic rule of endurance training in students with disabilities is to gradually increase physical loads of varying intensity by engaging as many muscle groups as possible. The development of general endurance served as the basis for the formation of specific types of physical qualities (strength, speed, reciprocity of movements, steady state, etc.). Baseline -To develop the physical abilities of students with impaired function of movement limbs, they were taught to perform exercises for a relatively long period of time with continuous moderate intensity. In improving the tools, methods and training rules and movements, teaching them solid skills and competencies, a stratified approach focused on using as much of the analyzer systems as possible, ensuring that a set of movement actions was performed and many movements were formed. Based on the data obtained, we can say with sufficient confidence about the great positive effect of exercise on the body of students, which not only allowed the general physical development of students, but, most importantly, activated the restorative functions of the sick limbs (compensatory mechanisms that allowed the arms to grow as long as the legs worked faster). Experiments have shown that a program designed to improve motor activity has been effective.

CONCLUSIONS
As a result of the analysis of data from all departments of our research, it was possible to draw the following conclusions: 1. The analysis of special scientific and methodological literature shows that the involvement of students with disabilities in active life, work through medical, social and vocational rehabilitation is a topical issue. The main group of individuals with musculoskeletal injuries is a severe disease of the nervous system, often leading to disability, according to literary sources.. 2. The program, developed on the basis of experimental data, demonstrated the ability of the organism to adapt to different loads, forming on the basis of modern requirements for physical education. The following results were noted in the study: The results of tests conducted to assess the energy potential of the body in students with musculoskeletal disorders, firstly, described the possibility of movement, on the other hand, while the ability to normalize the load in the classroom. Assessment results on the Robinson index In boys, at the beginning of the study, 10% of students recorded normative results according to the index score, while at the end of the study, the figure was 79.6%. In girls, these indicators met the normative requirements in only 29.7% of students at the beginning of the study, while the study found that 74.4% of students met the normative requirements.
3. It was noted that after training aimed at developing physical qualities (especially in the arms and legs), the manifestation of rapid qualities in sick limbs as well as in healthy limbs. It should be noted that compensatory mechanisms were found to develop rapidly in patients with severe limb injuries. Indeed, after the experiment, the tepping-test increased rapid movements in the right leg 9.3 times, in the left leg 3.7 times in the standing position, and in the sitting position 7 times in the right leg, and 4.3 times in the left leg. In groups with moderate to mild www.psychologyandeducation.net injuries, a greater increase in rapid movements was reported after the experiment. 4. Thus, it should be noted that the exercises selected for the exercise not only served for physical development but also improved heart performance. With this in mind, it was found that training with students with disabilities had a positive effect on improving the balance between body systems and increasing mobility. The program developed by us confirms that the exercises used in it have a positive effect on the functional systems of the body, the processes of physical development and improvement.