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This article is focused on the study of the role and content of the system of physical education of preschool age children with developmental delay. The author notes that in the development of higher nervous activity and mental functions of human, scientists put emphasis on the importance of the influence of motor analyzer.

Systematic usage of means of physical training allows to prevent the occurrence of secondary deviations in physical development and promotes intensive social integration of children with development delay. The system of physical education in special education gives the chance to the preschool child with development delay to become a full member of society, to actively participate in the further school life, to develop potentialities and to show the natural abilities.

The article also emphasizes that physical development should be an important part of the general system of education, upbringing and correction of children with intellectual disabilities. The main purpose of physical education of children of this category is defined by the author as correction and compensation of physical development defects, general and fine motor skills that hinder successful learning and upbringing.

The key directions of rehabilitation work with children of preschool age with development delays are defined as: improvement of basic motor functions and sensory sphere; development of fine motor skills of hands and fingers; improvement of articulation motor skills; correction of separate sides of mental activity; improvement of spatial representations and orientation, auditory attention and memory; development of different types of thinking; correction of disorders in the development of emotional-volitional sphere; formation of speech breathing; strengthening of general health.

Training of separate movements, elements of actions, bringing them to variant automatic performance, combining these elements in conscious activity are at the heart of the system of physical training of preschool children with development delay.

The article highlights the benefits of an early acquisition of motor skills and focuses on the specifics of ski sport and its importance in teaching preschoolers how to ski in terms of current difficulties and future prospects. In this regard, the article considers the specific features of skiing techniques and their gradual mastery in preschool age. It focuses primarily on the significance of teaching preschoolers how to maintain their balance on a moving support and how to gradually form this skill. It sets forth the principles of using a game approach, and general safety measures during skiing lessons. It emphasizes the possibility and importance of learning how to ski as early as at 2-3 years of age. It also reveals its health, educational and educational potential. The emphasis is placed on the right choice of ski equipment and the focus is on setting tasks in line with preschool students’ abilities.