The purpose of the study. To evaluate the effectiveness of game programs and technologies that ensure the variability of physical education system of preschoolers with amblyopia and strabismus, according to the criteria of their influence on the optimization of motor activity and the level of physical readiness of children. Research methods: pedometry, timing, heart rate monitoring, physical readiness testing. Organization of the research. The study was conducted from February to June 2021. It involved 42 preschoolers aged 5-7 years attending corrective groups of Belgorod preschool institutions. Results of the research and discussion. A comparative analysis of the indicators of physical development of the preschoolers with limited health opportunities who participated in the experiment revealed positive dynamics. All children recorded an increase in all indicators, however, significant changes were not noted in the indicators of flexibility. For all other parameters, there is a significant increase (p≤ 0.05 according to the Student's t-criterion). The only indicator, the growth of which has occurred only due to the natural growth of the child, was observed for girls in 30 m sprint. (7.39%). Among the boys this indicator is at the lower limit of the "good" rating (10.22%) and these improvements occurred due to natural growth and motor activity, i.e. not under the influence of physical exercises. It should be noted that for all other indicators there was an increase due to the effective use of physical exercises. A high increase was obtained in tests related to the manifestation of coordination and, to a lesser extent, with speed and strength qualities. Significant gender differences can be noted only in terms of flexibility. Thus, boys lag significantly behind girls in this test (an increase of 15.61% and 52.74%, respectively). Conclusion. Thus, game programs and technologies were a system-forming factor in the construction of a variable system of physical education for preschoolers with limited health opportunities. Our emphasis on the unity of group and individual strategies for the implementation of game programs, a personality-oriented approach ensured the improvement of the practice of physical education of preschoolers with amblyopia and strabismus; contributed to the enrichment of motor-gaming experience, increased physical readiness; contributed to the transformation of the nature and content of organized forms of physical education and independent motor activity of preschoolers and optimization of motor modes.