Adaptive Phsyical Activity Flashcards
(175 cards)
1
Q
What is an impairment
A
a loss or abnormality of psychological, physiological and/or anatomical structures. May be temporary or permanent
2
Q
what is: a loss if abnormality of psychological, physiological and/or anatomical structures. May be temporary or permanent
A
impairment
3
Q
what is disability
A
a loss reduction, restriction leading to lack of ability to perform activities [every day] efficiently and effectively
4
Q
what is: a loss reduction, restriction leading to lack of ability to perform activities [ every day] effectively and efficiently
A
disability
5
Q
what is handicap
A
a condition produced by societal, personal and environmental barriers
6
Q
what is: a condition produced by a societal, personal and environment barriers
A
handicap
7
Q
being unable to hear is a ___________.
A
impairment
8
Q
being unable to communicate because people refuse to use sign language or exchange written notes is a _______
A
disability
9
Q
being unable to walk is a_______
A
impairment
10
Q
being unable to get in a building because the doors are too narrow for your wheelchair is a ______
A
disability
11
Q
how is an impairment establish
A
through examination and testing
12
Q
true or false the impairment alone determines the disability
A
false
13
Q
is impairment consider objective or subjective
A
objective
14
Q
is disability considered objective or subjective
A
subjective
15
Q
individuals with the same degree of impairment do they have the same disability
A
no, it is subjective
16
Q
what is adaptive physical activity
A
adaptive: implies change, modification or adjustment of goal, objective or instruction
17
Q
what are the three barriers to inclusive process
A
personal factors
task factors
context factors
18
Q
what are personal factors [4]
A
knowledge
self-efficacy and motivation
perceived risks
entrenched patterns of inactivity
19
Q
what are: knowledge
self efficacy& motivation
perceived risks
entrenched patterns if inactivity
A
personal factors
20
Q
what are inclusive physical activity [3]
A
Acceptance
access
accommodations
21
Q
what are: acceptance
access
accommodations
A
inclusive physical activity
22
Q
what are task factors
A
equipment
activity selection
23
Q
what is: equipment and activity selection
A
task factors
24
Q
what are context factors
A
attitudes labeling and language perceived professional competency accessibility administrative support
25
```
what is: attitudes
labeling and language
perceived professional competency
accessibility
administrative support
```
context factors
26
what is context specific
external arising from people or places [ environmental]
27
what is: external arising from people or places [environmental]
context specific / context factors
28
what is person factors related to:
internal to the person
29
what does task related to
related to the activity
30
expand on context specific attitudes
attitudes: idea[s] charged with emotion leading to behaviours/actions in a specific situation
31
what are the two ways attitudes[context specific] are reflected in
1. the way people fell [ people with disabilities are always depressed; children with disabilities are not smart]
2. he way people behave[ people with disabilities should not be hired because they are incompetent, I do not have time or resources to create an integrated environment]
32
What are the 4 ways attitudes towards people are affected
1. social factors
2. physical factors
3. person experience
4. familiarity
33
what is do these affect:
1. social factors
2. physical factors
3. personal experience
4. familiarity
effectors of attitudes towards people
34
what are the effects of negative attitudes
1. care-givers attitudes impact the success of an inclusive program[ degree of 'difference' affects the nature of attitudes ]
2. lack of acceptance of program participants also inhibits inclusive process
3. likely the nature of attitudes of teachers correlates with the attitudes of 'typically' functioning students
35
what are the three strategies for fostering acceptance attitudes
1. through exposure to relevant information
2. through simulation activities
3. through personal experience[ contact theory]
36
who came up with the contact theory and when
Allport 1954
37
what does the contact theory assume
1. that contact between individuals with differences produces positive attitudes when interactions are:
- frequent
- pleasant
- meaningful
2. the interactions must be also:
- planned
- off equal status
- long
- cooperative
38
what theory assumes: that contact between individuals with differences produces positive attitudes when interactions are: frequent, pleasant, meaningful and the interactions must also be: planned off equal status long and cooperative
contact theory
39
what are the behaviour changes after contact theory was implicated
- voluntary/ spontaneous
- carried over into leisure
- equal status
- frequent
- long
40
what are the attitudes changes after contact theory was implicated
opinions and beliefs
emotions and feelings
behavioural intentions
41
what is consider structured contacts
- frequent
- interactive
- focused on common goals
- meaningful
- promoting respect
- long
42
what is the preparation for structured contacts
assessment, planning and training
43
what are the positive side effects of labeling and language[ contest factors]
labels often may represent prerequisite for receiving services, funding, legal support and access to programs
44
what are the negative side effects of labeling and language [context factors] [6]
-stresses differences rather than similarities
-stresses individual deficits rather than societal and contextual factors
-stresses what one cannot do rather than emphasizing what one is able to achieve
-reduces individuality [uniqueness]
results in stereotyping
-implies stability/persistency of an issue
45
what are the two perceived professional competency [context factor]
- lack of collaboration between teachers and inadequate training of the professionals also represent essential barriers to an affective inclusive process
- lack of perceived competency to 'deal' with individuals with disabilities represents a critical factor
46
true or false : positive beliefs of teachers essential for quality instruction in an inclusive setting
true
47
what are the beliefs about teaching children with disabilities may be affected by:
perceived competence in teaching
amount of experience with children with disabilities
amount of training
type of disability present
48
Discussion on table 2 illustrating overall attitude... what did the teachers show little willingness
[negative belief] towards teaching children with cognitive and behavioural disabilities but had more favorable attitudes towards those with learning disabilities
49
discussion on table 2 illustrating overall attitude.. what is the strongest predictor of overall positive attitudes towards students with disabilities
perceived competency
50
true or false : taking adapted courses helps establish positive beliefs in teachers
true
51
what is accessibility [context factor]
accessibility barriers constitute anything that prevents an individual's equal access and opportunity to facilities and programs
52
what are three barriers to accessibility
communication issues
transportation constraints
economic limitations
53
what is administrative support issues related to
- facility availability and scheduling
- financial support for the required equipment
- time for increased training and professional development
- number/availability of support personnel [ex. SSP in Canadian school systems ]
54
what is knowledge [ personal factor]
- does 'exercising' affect my health/quality of life positively
- does the program exist?
- what rights do I have in regards to the access?
- is the necessary support available
55
what is motivation [personal factor] quote
'people who are intrinsically motivated are likely to engage in physical activity more often, for a longer period of time and more meaningfully'
56
what is motivation
is the activation or energization of goal-orientated behaviour motivation is said to be intrinsic or extrinsic
57
what is self-efficacy
[perceived competency ] is people's believe about their capabilities to produce effects/desired outcomes
58
what quote from Bandura 1977
'intrinsic motivation has its roots in a person self-efficacy or belief about his/her capabilities to perform a specific activity or attain a desired outcome'
59
who came up with self-determination
Deci & Ryan 1985
60
what is self-determination theory
a person is intrinsically motivated when he/she has a high degree of sense of belonging, perceived competency and locus of control over life events
61
what are the three characteristics of the self-determination model
sense of belonging [relatedness]
locus of control
competency
62
what is sense of belonging [relatedness]
perception that a person is a vita/active part of the group and/or of the related processes
63
what is locus of control
perception of connection between one's actions and their consequences
64
what is competency
perception that one's abilities afford a functional completion of the task or more generally being successful at a particular activity
65
what are the two strategies for increasing confidence and motivation
1. programs/activities have to be enjoyable and nonthreatening
2. programs/activities can be successful, yet the dignity of risk also has to be preserved
66
what are the perceived risks of person related barriers
benefit-cost of participating related to physical as well as psychological well-being
67
what are the entrenched patterns of inactivity for person related barriers
- only 30% of older adults exercise regularly
- social status [low-income] demographic [race] and the degrees of perceptuo-motor cognitive [dys] function all may affect participation
68
equipment for task factors can vary in
weight, size, shape, height, speed, distance, sound, colour, trajectory, direction, surface contact, surface or texture, length and residency
69
how does activity selection and rules of the game chosen
- activities and their rules as well as their goals should be chosen based on participants
- individual characteristics
- interests
- needs [functional value/meaningfulness]
- resources
70
what are some individual characteristics to consider
```
experience
age
genetics
medical condition
abilities
```
71
what are 5 simple skill descriptors
```
closed skill
individual
single skill or concept
cooperative
offense
```
72
what are 5 complex skill descriptors
```
open skill
partner to small group
combined skill or concept
competitive
defense
```
73
atypical motor development can emerge due to
individual constraints
task constraints
environmental constraints
74
what model is individual, task and environmental constraints apart of
Newell model 1986
75
what are some individual constraints
also known as rate limiters [strength in infants] can be a various nature
- muscle spasticity
- weight/height
- perceptuo-motor integration
- inability to learn
- cognitive dysfunction
76
how do we know if someone is 'atypical'?
- notion of universality/ 'normality'
- norm [norm reference tests]
- template/criteria [criterion referenced tests]
77
is development a linear process
no, developmental sequences across the lifespan are universal, yet some variability exists, particularly as we grow older
78
what are the two environmental impact on the Newell model
1. experience expectant development
| 2. experience dependent development
79
what is experience development
universal experiences across lifespan [ development of language]
80
what is experience dependent development
accounts for variability of individual differences across people
81
what is typical motor development
an assumption that most humans share similar genetics and that they will respond to the surround environment
82
true or false Changes/ differences in initial conditions can lead to atypical development that can have short [ADHA] or long term effects on ones well being
true
83
true of false differences in initial condition occur [ex problems at birth ] the environment will have a different effect on the development of that individual
true
84
true or false disturbance occurring during the 'sensitive' /critical times may have long lasting effects on development
true
85
atypical development can be caused by:
genetic differences
environmental or experiential differences
combination of the two
86
syndrome:
the presence of multiple anomalies in the same individual [in the human embryo with all od the anomalies having a single cause
87
what is: the presence of multiple anomalies in the same individual [ in the human embryo] with all of the anomalies having a single cause
syndrome
88
birth defect:
present at birth, whether a result of a genetic mutation or some other non-genetic factor
89
what is: present at birth whether a result of a genetic mutation or some other non-genetic factor
birth defect
90
intellectual disability
a significant sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period
91
what is: a significant sub-average general intellectual functioning existing concurrently with deficits in the adaptive behaviour and manifested during the developmental period
intellectual disability
92
significant sub-average intellectual functioning
an IQ which is 2 SD below the mean. thus any IQ which is at or below 70 on a standardized intelligence test represents an intellectual impairment
93
what: an IQ which is 2 SD below the mean. thus any IQ which is at or below 70 on a standardized intelligence test represents an intellectual impairment
significant sub-average intellectual functioning
94
how many chromosomes does an average person have
46
95
what is a karyotype
test in which blood or skin samples are checked for the number and type of chromosomes
96
what chromosome pattern does 95% of people with down syndrome have
trisomy 21
97
what is this a fact of: genetic condition causing delays in physical and intellectual development
down syndrome
98
what occurs in approximately one in every 1000 live births
down syndrome
99
what is not related to race nationality religion or socioeconomic
down syndrome
100
true or false the DS continuum is very narrow
false it is broad
101
what is DS usually caused by
an error in cell division called non-disjunction during meiosis
102
what does the error occur for DS
conception
103
true or false incidences of DS increase with advancing maternal age
true
104
what is a lack of muscle tone
hypotomia
105
what is the most important limiters on the development of fundamental movement skills and achievement of motor milestones [grasping, sitting, rolling and pulling to stand]
hypotomia
106
true or false in DS laxity in joint and poor muscle tone balance control resulting in more sway as well as more frequent and large adaptions
true
107
true or false balance issues in DS may have pronounced functional effects resulting in delayed onset of locomotion and coinciding development of preceptup-motor functioning and sensory integration
true
108
true or false balance in DS in turn may affect the development of cognitive system which status is already jeopardized due to genetic differences
true
109
what was the test called concerned with locomotion in people with DS
treadmill training of infants with down syndrome: evidence-based developmental outcomes
110
what is the result of the DS children on treadmills
- enhance ability to attain motor milestones
- may not be qualitative [kinematic] but can reduce stiffness in DCD
- improve their movement patterns but never typical
111
what is the cause of DS
unknown
112
is the DS population homogeneous
false, heterogeneous
113
is cerebral palsy a genetic abnormality
no
114
what causes CP
detrimental impact on environmental constraints on developing organism
115
what is a detrimental impact of the environment that could cause CP
lack of oxygen supply due to trauma
| prolonged exposure to chemicals[smoke, alcohol]
116
is CP a neurological disorder
yes
117
is CP progressive
no
118
in CP is their peripheral system intact
yes
119
where do the problems on CP come from
brain lesions
120
true or false for people with CP: atrophy, however can worsen muscular symptoms and in children prevent proper growth
true
121
is CP heterogeneous
yes
122
3 complications of CP children at birth
1. majority born with condition
2. 2/1000 more common in males
3. premature infants are more likely to acquire CP
123
when are signs of CP first noticed
approx. 6 months
124
what is the most common form of CP
spastic cerebral palsy
125
what percent of CP have spastic CP
70%
126
in what CP do muscles tend to be permanently contracted
spastic CP
127
affecting limbs grow more slowly than healthy ones, producing unusually small feet
spastic CP
128
what results from over-firing of motor [efferent] neurons due to imbalance in excitory and inhibitory neurons at the spinal column
spastic CP
129
what are the 5 types of spastic CP based on limbs affected
hemipigia dipiagia qudripiegia monopiegia tripiegia
130
what kind of CP affects 1 in 10 diagnosed
athetoid CP
131
what CP is characterized by slow uncontrolled movement usually in limbs
athetoid CP
132
what CP affect facial muscles
athetoid CP
133
what CP affects fewer than 1 in 10
ataxic CP
134
what CP is characterized by poor coordination of limbs and balance
ataxic CP
135
what CP has difficulties with quick precise movements like writing
ataxic CP
136
what interventions to attempt to normalize the gait of CP people has it been affective
no
137
what is the assessment method for CP called
Gross motor classification system GMCS
138
can appropriate interventions enhance the motor capacity of individuals with CP
yes as it is non progressive
139
what difficulties do autistic children face
1. impaired social interactions
2. impaired communication
. restricted repetitive and stereotyped patterns or behaviours, interests and activities
140
is ASD a neuro-developmental disorder
yes
141
what is the cause of ASD
unknown
142
what do people believed is linked to the increased causes of ASD in the 90s
vaccinations
143
is ASD heterogeneous
yes
144
what are some of the physical characteristics of ASD
- hypotomia
| - delayed milestones
145
true or false as children get older the delays in both gross and fine motor skills become more pronounced as compared to the typically developing
true
146
what particular areas do ASD struggle with
manual dexterity
prehension
graph motor skills
147
according to DSM IV do movement problems constitute a diagnosis for ASD
no
148
according to 'mean motor and gesture test scores and standard errors by group' children with ASD scored poorly incomparsion in what categories
strength, agility coordination and fine motor skills
| and gestural difficulties
149
what does DCD stand for
developmental coordination disorder
150
how did Bagley categorize kids and what year
1900- very clever, clever, medium, awkward and very awkward
151
who categorized kids by very clever, clever, medium, awkward, very awkward
Bagley in 1900
152
what found: poor muscular coordination in children due to issues in nervous system
Lippitt 1926
153
what did Lippitt find
poor coordination in children due to issues in nervous system in 1926
154
what found: developmental apraxia, failure in the development of normal skills
orton 1937
155
what is Orton find
developmental apraxia, failure in development of normal skills in 1937
156
what are the 7 qualitative characteristics of DCD population
```
clumsy
awkward
motor infantilism
[dis] coordinated
slow
spastic
rigid
```
157
what needs to be met in order to get a formal diagnosis [DSM IV]
1. significantly interferes with academics or daily living
2. is not due to a general medical condition
3. is not caused by intellectual disability
158
what are the 4 issues with diagnosis of DCD
terminology
cut-off scores
definition of ADL and AA
etiology
159
DCD terminology development delay:
process of reaching the optimal most mature level of functioning has ben postponed, put off or hindered for a time
160
what DVD terminology is: process of reaching the optimal most mature level of functiomning has been postpones, put off, or hindered for a time
developmental delay
161
what DCD terminology coordination
the definition of coordination differs depending on the level of analysis and conceptual standpoint
162
what DCD term differs
coordination
163
what is DCD:
not a delay, it is a deficit as the perceptual, motor psychological and behavioural problems persist into adolescence/ adulthood
164
is DCD due to a general medical condition
no
165
children with DCD do have:
lesions, atypically developed cerebellums
166
what are four potential causes of DCD
1. minimal brain damage
2. developmental dyspraxia
3. perceptual-motor dysfunction
4. sensory-integration dysfunction
167
what do the 5 C's describe
DCD
168
what are the 5 C's
```
common
clumsy children
chronic health condition
Co-morbid
consequences
```
169
Common:
Prevalence 6-22%
criteria 5vs. 15%
more often in males
170
Chronic health condition
a deficit not a delay
171
Comorbidity issue
50% have learning disabilities
50% have ADHD
40-90% language impairment
172
what made the vicious circle
Tad Wall 1982
173
What is in the middle of the vicious circle
poor motor skills
174
etiology of DCD
unknown
175
is DCD heterogeneous
yes
