Physical education and sports in the form of classes in physical education classes and in the form of specialized mobile and sports games - goalball, torb all and rollingball are of great importance in the development of the personality of students with visual impairments. They provide the movements necessary for the child, contributing to the development of his physiological systems, determining the, pace and nature of the functioning of the growing organism. A blind child, like any child, is committed to an orderly activity. However, the first obstacles when moving in space with unskillful or insufficient guidance of movements lead to the fact that the child begins to be afraid of space. The formation of spatial concepts, orientation and mobility in blind children is closely related to physical development, their kinesthesia and the ability to self analyze and interpret their sensations and perceptions. The system mechanism interaction of perception of space always includes the of various analyzers; Moreover, each modality can and reflects the spatial characteristics of objects. 42 children (28 boys and 14 girls) aged 12-15 years (mean 13.5 0.9 years) with visual impairment were examined. The children were divided into groups based on their sports specialization and its absence. The subjects were assessed as the state of the nervous system (tapping test Ilyina), the level of coordination abilities (Romberg's test) and the response time to an external stimulus (electromillichronometry). Significant differences in children involved insports and children who do not have i experience in sports training activities are recorded n terms of the "Romberg test" and in the ability of children to react to external stimuli. In terms of Ilya's tapping test, the differences between the groups of subjects were insignificant. For children with visual impairment, physical education lessons are especially important, and they will be adapted to their condition with strict control over them during these sessions.
