exam 2

Question 1

What are the key aspects of measurable objective criteria in assessment?

Answer 1

Measurable objective criteria involve rubrics, which are lists of predetermined objectives with clear criteria that both the tester and testee understand. The therapist creates the rubric ahead of time to ensure accurate measurement.
A rubric should be reliable (yielding consistent outcomes over time or across different assessors) and valid (measuring what it is intended to measure). These criteria help identify delays, inform caregivers, guide instruction, check progress, and identify needs for services or modifications.
Objective is specific and measurable

Question 2

What is the purpose of norm-referenced tests?

Answer 2

The purpose of norm-referenced tests is to compare a person’s ability to the ability of most of their same-age peers. These tests use standards to assess how an individual performs in relation to others in the same demographic group.

Question 3

What is the purpose of criterion-referenced tests?

Answer 3

The purpose of criterion-referenced tests is to compare a person’s ability to a standard of performance, regardless of their age. These tests focus on assessing specific categories or levels of proficiency that indicate whether the person has met the predetermined criteria or standard.

Question 4

What are the key components of health-related fitness in kinesiology?

Answer 4

The key components of health-related fitness in kinesiology are:

Cardiorespiratory endurance
Body composition
Flexibility
Muscle strength
Muscle endurance

Question 5

What is the difference between atrophy and sarcopenia, and how do they impact the risk of falling?

Answer 5

Atrophy refers to the shrinkage or reduction in muscle size due to factors like disuse or injury. Sarcopenia, however, is the age-related decline in muscle mass, strength, and function, which typically occurs as people get older. Both conditions increase the risk of falling, as reduced muscle mass and strength lead to poor balance and stability, making it harder for individuals to maintain control during movement.

Question 6

What is the importance of skill-related fitness, and how does it impact an individual’s quality of life?

Answer 6

Skill-related fitness includes agility, balance, speed, coordination, power, and reaction time, often abbreviated as “ABCPR.” These aspects of fitness are crucial for an individual’s overall wellness and quality of life because they influence the ability to perform Activities of Daily Living (ADL). For example, improving balance in aging adults can reduce the risk of falls, while enhancing agility and reaction time can improve performance in sports or daily tasks. Strengthening these skill-related components helps individuals perform better in various activities and maintain independence.

Question 7

What is the Brockport Fitness Test, and how is it used for special populations?

Answer 7

The Brockport Fitness Test is a criterion-referenced assessment designed to evaluate various aspects of fitness, including aerobic fitness, body composition, and muscular fitness, for special populations. It offers multiple options to accommodate individuals with different abilities and needs. This test is tailored to assess the fitness levels of people with physical, developmental, or intellectual disabilities, allowing for a more accurate evaluation of their health and fitness status. It helps in designing personalized fitness programs to improve their overall well-being.

Question 8

What is the Strive Fitness Test, and which populations is it designed to assess?

Answer 8

The Strive Fitness Test, published by Special Olympics, is designed to assess the fitness levels of children and adults with developmental disabilities. The test includes a battery of activities that measure various fitness components such as body composition, flexibility, strength, power, endurance, cardiovascular endurance, and agility. It is specifically tailored for individuals with conditions like autism, cerebral palsy, fragile X syndrome, and spina bifida, helping to evaluate their physical capabilities and guide fitness program development to improve overall health and performance.

Question 9

What is the Senior Fitness Test, and what does it assess?

Answer 9

The Senior Fitness Test is designed for individuals aged 60 to 94 and evaluates several aspects of physical fitness to help assess the health and physical capabilities of older adults. The test includes measurements of upper and lower body strength, flexibility, agility, and cardiorespiratory fitness. For example, participants may be asked to come out of their chair and pick up an object, testing their strength, balance, and mobility. This test is valuable in identifying areas where seniors may need improvement to maintain or enhance their physical independence and quality of life.

Question 10

What does the Short Physical Performance Battery (SPPB) assess, and how is it related to daily living?

Answer 10

The Short Physical Performance Battery (SPPB) assesses balance, agility, speed, and lower body strength and endurance. It is a useful tool for evaluating an individual’s physical performance, particularly in older adults. The test is related to activities of daily living (ADL), as it helps determine an individual’s ability to perform routine tasks such as walking, standing, and maintaining balance, all of which are essential for independent living.

Question 11

What is the Peabody Motor Scales, and how is it used to assess motor development in children?

Answer 11

The Peabody Motor Scales is an assessment tool designed to measure the motor development of children up to 7 years of age. It evaluates various motor skills, including reflexes, stationary skills, locomotor skills, and object manipulation skills. The scores are recorded on a scale from 0 to 2:

0: The skill is not performed.
1: The skill is attempted but not performed well.
2: The skill is performed as expected. This scale helps assess a child’s motor development and provides insight into areas where improvement or intervention may be needed.

Question 12

What is the Brigance Inventory of Early Development, and how does it assess children’s motor and developmental skills?

Answer 12

The Brigance Inventory of Early Development is a comprehensive checklist used to evaluate the motor skills and overall development of children under 7 years old. It lists motor milestones that should be reached by certain ages, and each item is marked as either “pass” or “fail.” The Brigance is more comprehensive than the Peabody Motor Scales, as it not only tests gross and fine motor skills but also assesses speech and language ability, social-emotional development, and self-regulation. It is used to track a child’s development in various domains, including motor, social, and emotional skills, as well as their ability to transition and self-regulate.

Question 13

What is the Bayley Scales of Infant Motor Development, and what does it assess?

Answer 13

The Bayley Scales of Infant Motor Development is a tool used to identify infants and toddlers who may have delays or disabilities. It is comprehensive and assesses mental, motor, and behavioral skills. The skills are designated as “Pass,” “Fail,” or other categories. This assessment is specifically for children between 12 and 42 months of age and can only be administered by a doctor or licensed professional. It is used to evaluate developmental milestones in young children to identify potential developmental delays or disabilities.

Question 14

What is the Test of Gross Motor Development-2, and how is it used?

Answer 14

The Test of Gross Motor Development-2 (TGMD-2) is a simple, cost-effective tool used to evaluate motor skills in children aged 3 to 10 years. It is commonly used to identify children with motor delays or disabilities and to assess progress in motor skill development. The test consists of various tasks, and children perform at least three trials for each task. If the child performs at least two trials correctly, they receive a score of 1; otherwise, they receive a score of 0. The test is scored based on a rubric of norms. The assessment typically takes about 15 minutes per child and requires equipment like balls, chalk, cones, and tape. It is often used in physical education settings to evaluate children’s motor skills.

Question 15

What is sport classification, and how is it determined?

Answer 15

Sport classification is the process of determining an athlete’s eligibility for competition based on their disability and the degree of impairment. It involves several steps, including:

Reviewing documentation, such as doctor evaluations, to understand the athlete’s condition.
Testing physical fitness to assess their physical abilities.
Testing technical skills related to the sport to evaluate their proficiency.
Observing the athlete’s performance in a non-competitive setting to see how they perform under specific conditions.
The classification process first confirms if the athlete is eligible to participate in the sport based on the type of disability and then assesses the extent of their impairment to place them in the appropriate competition category.

Question 16

What is the Sport Integration Continuum, and what does each level represent?

Answer 16

The Sport Integration Continuum outlines the various levels of participation and accommodation in sports for athletes with disabilities. It ranges from full integration with no accommodations to completely separated sports specifically for athletes with disabilities. Here’s a breakdown:

Level 1: Full Integration – No Modifications:
Athletes with disabilities compete alongside non-disabled athletes without any modifications to the rules or structure. Example: A deaf athlete competing on a varsity wrestling team.

Level 2: Full Integration – Some Accommodations:
Athletes with disabilities compete in mainstream sports with minor accommodations that do not alter the fundamental nature of the sport. Example: A visually impaired runner using a sighted guide.

Level 3: Partial Integration – Unified or Parallel Competition:
Athletes with and without disabilities compete together on the same teams, with slight modifications to support inclusion. Example: Unified soccer, where athletes with intellectual disabilities play alongside non-disabled athletes.

Level 4: Modified Integration – Competitive Accommodations:
Athletes with disabilities compete in standard competitions but need specific modifications to ensure fair participation. Example: A golfer using a golf cart due to a disability while competing with non-disabled athletes.

Level 5: Adapted Sport – Separate Competition:
Sports specifically designed for athletes with disabilities, with custom rules and adaptations. These sports have separate governing bodies and classifications. Example: Goalball, wheelchair basketball, Para alpine skiing.

Question 17

What are the legal obligations regarding sports participation for individuals with disabilities, and what are the legal considerations in terms of age and inclusion?

Answer 17

Legal Obligations:

The Americans with Disabilities Act (ADA) requires that all programs, including sports, be accessible to individuals with disabilities. This means that coaches cannot turn away an individual from tryouts simply because they have a disability.
Opportunity does not equal playing time: Having the opportunity to participate does not guarantee that an individual will receive equal playing time.
Legal Considerations:

Should age matter for sport participation for those with disabilities?

Age should still be considered for sport participation to ensure that athletes are participating in an age-appropriate setting, with fair competition and safety in mind.
Should Level 3-5 sports (more adapted sports) be added or required in institutions or programs?

It may be beneficial to offer or require Level 3-5 sports to promote inclusion, ensure equal opportunities, and cater to athletes with varying needs and impairments.
Should Special Olympics be mandatory for every athletics department?

While not necessarily mandatory, Special Olympics and similar inclusive programs should be encouraged, as they provide valuable opportunities for athletes with disabilities to participate in sports and promote social inclusion.

Question 18

What is the role of the American Association of Adapted Sports Programs (AAASP) in schools?

Answer 18

The American Association of Adapted Sports Programs (AAASP) governs and supports schools in offering competitive adapted sports programs. They help schools extend inclusion by providing guidance on how to incorporate adaptive sports into their athletic offerings, ensuring that athletes with disabilities have access to competitive and recreational opportunities.

Question 19

What are the key components involved in the classification process for athletes with disabilities?

Answer 19

Review of Documentation – Medical records, doctor evaluations, and other relevant documents to assess the athlete’s disability and level of impairment.

Physical Testing – Testing motor and sensory abilities as well as overall fitness to evaluate the athlete’s physical capabilities.

Technical Skills Testing – Sport-specific skills are assessed in a non-competitive environment (e.g., dribbling, passing, etc.).

Observation of Performance – The athlete’s performance is observed during competitive practices or events to ensure readiness for competition

Question 20

Why are rules limiting advantage important in adaptive sports like wheelchair rugby and sitting volleyball?

Answer 20

Rules limiting advantage are important in adaptive sports to ensure fair competition and equal opportunities for athletes with different levels of impairment. In wheelchair rugby, for example, athletes are assigned a classification based on their ability level, and teams must have a balance of high and low-functioning players on the court at all times. This helps maintain fairness by preventing any one team from having an unfair advantage. Similarly, in sitting volleyball and wheelchair basketball, specific rules (like keeping buttocks in contact with the ground or chair) are put in place to ensure all athletes are competing under similar conditions, regardless of their physical abilities. These rules help level the playing field and ensure a more equitable and competitive environment.

Question 21

What is the classification system used in wheelchair rugby, and why is it important?

Answer 21

In wheelchair rugby, athletes are classified based on their level of impairment, with scores ranging from 0.5 (most impaired) to 3.5 (least impaired). The total classification score of all players on the court must not exceed 8 points at any given time. This system ensures that teams are balanced in terms of the level of impairment, promoting fairness and equality in competition. The goal is to create an equal playing field, so no team has an advantage due to differences in athlete impairments. This classification system is crucial for maintaining competitive integrity and inclusion in the sport.

Question 22

What are the rules for wheelchair basketball in terms of wheelchair movement and classification?

Answer 22

In wheelchair basketball, athletes are allowed two pushes of their wheelchair per dribble; any more than two pushes would be considered traveling. Players can commit up to six fouls, which include chair contact. Athletes must have a disability that affects the sensation or mobility in their lower limbs. They are classified on a scale from 1 (low function) to 4.5 (high function) based on their functional movement. Teams can have players on the court whose total classification points do not exceed 12 points at one time, ensuring fair competition by balancing player abilities.

Question 23

What are the two brackets for basketball in the Special Olympics, and what do they involve?

Answer 23

In the Special Olympics, there are two brackets for basketball:

Team Basketball: In this bracket, each athlete must have a developmental disability.’
Unified Basketball: Special Olympics athletes join typically developing peers to play on the same team.

Additionally, Special Olympics hosts skills events for passing, shooting, and dribbling.

Question 24

What are the variations of soccer events hosted by Special Olympics, and how do they differ in terms of classification?

Answer 24

Special Olympics hosts the following variations of soccer events:

5 on 5, 7 on 7, and 11 on 11 soccer events, which generally follow FIFA rules and regulations.
Level 5 Soccer (Special Olympics athletes only): This classification is for athletes with intellectual and developmental disabilities competing against each other.
Unified Soccer (Level 4): This classification involves Special Olympics athletes playing alongside typically developing peers on the same team.

Question 25

What are the key rules and classifications for Level 5 Sport in wheelchair soccer?

Answer 25

In Level 5 wheelchair soccer: Athletes are classified between Class I and Class 5. Each team must have at least 1 athlete who uses a motorized wheelchair and no more than 2 players from Class 5. Teams can field between 4-6 players, including the goalie. The game is played on a typical basketball court, using a smaller ball and a goal smaller than a normal soccer goal. Any part of the body or wheelchair can be used to advance the ball, but a player can only possess the ball for 3 seconds at a time. Penalty kicks are awarded for chair-to-chair contact.

Question 26

What are the key features and rules of Power Soccer?

Answer 26

In Power Soccer: Motorized chairs are modified to include a basket or bumper on the front, making it easier to impact the ball. A larger ball, approximately the size of a kickball, is used in the game. 4 players from each team are on the court at one time. Athletes move the ball using their motorized chairs. The goal is marked by two cones or markers placed at either end of the court.

Question 27

What are the main rules and features of Football 5-a-Side for athletes with visual impairments?

Answer 27

In Football 5-a-Side for athletes with visual impairments: Athletes wear masks to ensure all players are equally impaired. The ball has bells inside so athletes can hear its location. The crowd is required to stay quiet so athletes can focus on hearing the bells. Athletes must keep the ball moving so the bell is consistently audible. The goalkeeper is sighted, and the team has sighted guides who provide instructions to the players.

Question 28

What are the key features and rules of Miracle Leagues for athletes with disabilities?

Answer 28

In Miracle Leagues for athletes with disabilities: Athletes with physical and intellectual disabilities are paired with buddies (athletes without disabilities) who assist in batting, catching, or helping the athlete stay on task, depending on the athlete's needs. The game consists of three innings, with every athlete getting a chance to bat each inning. The last batter automatically gets a home run. There are no "outs" in the game. The game is played on a specialized surface designed to make movement easier for the athletes. The bases are painted on the ground rather than raised above the field.

Question 29

What are the main rules and features of Beep Ball for athletes with visual impairments?

Answer 29

In Beep Ball for athletes with visual impairments: Teams have 6 players, all wearing blindfolds to ensure everyone is equally impaired. A beeping ball is used to help athletes locate the ball by sound. Pitches are thrown under-hand, and pitchers provide verbal cues before each pitch. Batters are allowed 4 strikes and cannot bunt. There are padded cylindrical bases on the first and third baselines. After a hit, one base will buzz, and the batter runs to that base before the ball is fielded to score. Two sighted players stand in the outfield and provide verbal cues to help teammates locate and field the ball. However, sighted players cannot field the ball. The game is governed by the National Beep Baseball Association.

Question 30

What are the key features and rules of Goal Ball?

Answer 30

Goal Ball is a sport played by athletes with visual impairments. It was specifically created for individuals with visual impairments. Key features and rules include: Teams of three players attempt to throw a ball with a bell inside into the opposing team's goal. All athletes wear masks to ensure equal visual impairment among participants. The ball has a bell in it, and the crowd must remain silent during the game so the athletes can hear the ball and react accordingly. Goal Ball is classified as a Level 5 sport, meaning it is played by athletes with disabilities only.

Question 31

What is the main difference in Goal Ball and the rule regarding serving the ball?

Answer 31

The main difference in Goal Ball is that the ball is allowed to bounce twice (normally once) before being returned by the opposing team. Additionally, if a player is unable to serve the ball normally, they may drop the ball or have someone else drop it for them.

Question 32

What are some key features and modifications in Judo for athletes with visual impairments?

Answer 32

Judo is a Level 5 sport for athletes with visual impairments. Key modifications include: Athletes start with both in contact with one another. The referee gives directional instructions if athletes get close to the edge of the mat. Athletes are also divided by weight class.

Question 33

What are the main differences and modifications in Wheelchair Tennis compared to regular tennis?

Answer 33

In Wheelchair Tennis, the main differences and modifications include: The ball is allowed to bounce twice (normally once) before being returned. If a player is unable to serve the ball normally, they may drop the ball or have someone else drop it for them.

Question 34

What is the percentage of adults aged 18-64 with disabilities who have one or more chronic diseases, categorized by their aerobic physical activity level?

Answer 34

For inactive adults with no chronic disease, the percentage is 54%. For inactive adults with one or more chronic diseases, the percentage is 46%. For active adults with no chronic disease, the percentage is 69%. For active adults with one or more chronic diseases, the percentage is 31%.

Question 35

What are the benefits of regular participation in fitness activities for persons with disabilities?

Answer 35

Regular physical activity is proven to reduce obesity and promote better health and quality of life, especially for persons with disabilities

Question 36

How many minutes of moderate-intensity exercise are recommended for adults with disabilities each week?

Answer 36

It is recommended that adults with disabilities achieve at least 150 minutes of moderate-intensity exercise each week

Question 37

According to the CDC (2018), what percentage of adults with disabilities meet the recommended amounts of exercise, and what percentage report achieving virtually no physical activity each week?

Answer 37

According to the CDC (2018), only about 1/3 of adults with disabilities meet the recommended amounts of exercise, and close to 1/4 report achieving virtually no physical activity on any given week despite the known health benefits.

Question 38

What are two potential causes of the lack of physical activity among adults with disabilities?

Answer 38

Two potential causes of the lack of physical activity among adults with disabilities are lack of access to facilities and programs, and lack of knowledge about healthy lifestyles.

Question 39

FITT Components

Answer 39

frequency- how often, many days of the week intensity- how hard you work time- duration od work type= mode ofexcercise

Question 40

What are the key principles for success in fitness programs for individuals with disabilities?

Answer 40

Overload: Intensity should be challenging. Progression: Increase in intensity and/or time should happen week by week (use it or lose it). Specificity: Work toward specific goals with specific exercise modalities. Reversibility: Keep moving and progressing to prevent losses in performance.

Question 41

Health-Related Fitness

Answer 41

fitness components: aerobic endurance-the efficiency of the heart and lungs to feliver oxygen to the body muscular strength=the muscular endurance- ability to lift a wieght one time the ability to repeatedly lify a weight flexibility- the range of motion at a given joint body composition- the ratio of fat and lean mass

Question 42

skill related fitness

Answer 42

agility- the ability to change directions swigtyly and smoothly balance - the abiltiy to maintain posture coordination= the ablitiy produce smooth movement speed= the ability to move quickly power= the ability to move a resistance quickly reaction time- the abiltiy to respond quickly to a stimukus

Question 43

How often should cardiovascular exercise be performed, and what is the recommended intensity and duration?

Answer 43

Cardiovascular exercise should be performed on all or most days of the week at an intensity of 60-80% of the Target Heart Rate for at least 30 minutes.

Question 44

How often should muscular strength or endurance training be performed, and what are the recommended sets, reps, and weight adjustments?

Answer 44

Muscular strength or endurance training should be performed 2-3 non-consecutive days per week. 8-10 exercises hitting all major body parts should be performed with 2-4 sets of 8-12 repetitions. The weight should be adjusted to 60-70% of their 1 Repetition Maximum (RM).

Question 45

How should 1RM be estimated for individuals with disabilities, and what muscle groups should be focused on during strength training?

Answer 45

1RM should be estimated for individuals with disabilities. Strength training should focus on working all muscle groups to prevent injury and increase functional ability, with an emphasis on the big muscles, including the quads, core, and upper body.

Question 46

What should an individual complete before starting exercise, and when is medical clearance necessary?

Answer 46

Before starting exercise, an individual should complete a health screening such as the PAR-Q. Medical clearance is necessary when a physician's advice is required to safely engage in an exercise program.

Question 47

What is Autonomic Dysreflexia, and how should it be managed and prevented during exercise?

Answer 47

Autonomic Dysreflexia is a condition where there is a sudden increase in blood pressure in response to an adverse stimulus. Symptoms include profuse sweating, shivering, bradycardia, and nausea. Management: Stop exercise immediately. Identify the source and mitigate it (e.g., check catheter, empty bladder, check for pressure sores). Seek medical treatment if symptoms persist. Prevention: Monitor blood pressure. Ensure participants empty their bladder before exercise.

Question 48

What is Orthostatic Hypotension, and how should it be managed and prevented during exercise?

Answer 48

Orthostatic Hypotension is a condition where there is a sudden drop in blood pressure when changing positions. Symptoms include dizziness, nausea, or lightheadedness. Management: Stop exercise immediately. Have the individual lie supine with feet elevated. Prevention: Avoid rapid movements. Ensure the individual drinks plenty of fluids.

Question 49

What is Thermoregulation and how should it be managed during exercise?

Answer 49

Thermoregulation is the inability to regulate core body temperature, which is commonly seen in individuals with Spinal Cord Injuries (SCI) or Multiple Sclerosis. Management: Drink plenty of fluids. Wear breathable fabrics. Use fans or mists to cool down. Choose locations with regulated temperatures.

Question 50

How can balance be modified during flexibility training for individuals with disabilities? Answer:

Answer 50

Balance can be modified by performing stretches sitting or lying down instead of standing. Alternatively, individuals can hold onto a stable support surface when standing.

Question 51

What flexibility training method is ideal for people with disabilities?

Answer 51

Chair and stretches are ideal for people with disabilities as they provide support and reduce the need for standing.

Question 52

How can manual guidance be used to improve flexibility training for individuals with disabilities?

Answer 52

Manual guidance can be used to provide tactile feedback, helping the individual find and maintain the correct stretch position.

Question 53

What role do visual aids play in flexibility training for individuals with disabilities?

Answer 53

Visual aids help individuals better understand stretch positions and instructions, providing additional support alongside verbal cues.

Question 54

How should coordination be addressed during flexibility training for people with disabilities?

Answer 54

Coordination can be improved by using manual guidance or verbal commands to help the client find the correct position during stretches.

Question 55

What modification should be made to strength training for flexibility in individuals with disabilities?

Answer 55

For strength, passive or passive-assisted stretches should be performed, either by the individual supporting themselves with the opposite limb or with assistance from another person.

Question 56

For strength, passive or passive-assisted stretches should be performed, either by the individual supporting themselves with the opposite limb or with assistance from another person.

Answer 56

Flexibility positions should utilize gravity to assist the client, and tools like ropes or rubber bands can be used to aid the range of motion.

Question 57

: How can endurance be modified in flexibility training for individuals with disabilities?

Answer 57

Endurance can be modified by performing fewer repetitions and providing ample rest periods between stretches.

Question 58

How can comprehension be improved during flexibility training for individuals with disabilities?

Answer 58

Comprehension can be enhanced by using manual guidance and pictures to emphasize instructions and aid understanding.

Question 59

ow can attention be maintained during flexibility training for individuals with disabilities?

Answer 59

Attention can be maintained by counting repetitions aloud, sticking to a routine, and using shorter intervals during training sessions.

Question 60

Question: How should vision be considered when modifying flexibility training for individuals with disabilities?

Answer 60

For individuals with vision impairments, verbal feedback and manual guidance should be used to assist with proper positioning during stretches.

Question 61

How should spasticity be addressed in flexibility training for individuals with SCI or CP?

Answer 61

For individuals with spasticity, stretching may induce muscle spasms. It’s important not to force a stretch, and caution should be taken to avoid triggering spasticity.

Question 62

Why should flexibility training be limited for individuals with Down syndrome?

Answer 62

Individuals with Down syndrome are hypermobile, and flexibility training is not recommended as stretching may induce hyperextension and lead to injury.

Question 63

what modification should be made for individuals with diabetes during muscular fitness training?

Answer 63

For individuals with diabetes, it’s important to check blood glucose levels before, during, and after exercise participation. Additionally, snacks should be available to manage glucose levels as needed.

Question 64

What modifications should be made for individuals with heart disease, stroke, or high blood pressure during muscular fitness training? Answer:

Answer 64

For individuals with heart disease, stroke, or high blood pressure, it is important to maintain the client’s blood pressure under 220/110. Overhead exercises and the Valsalva maneuver (breath holding) should be avoided to prevent excessive strain.

Question 65

What modifications should be made to muscular fitness training for individuals using a wheelchair?

Answer 65

For individuals using a wheelchair, it is important to focus on balance by incorporating more pull exercises than push exercises into the training program. This helps address the common issue of overdeveloped anterior chest muscles and underdeveloped posterior shoulder and back muscles. Strengthening the back will improve symmetry and overall strength.

Question 66

What modifications should be made for individuals with spasticity during muscular fitness training?

Answer 66

For individuals with spasticity, it is important to avoid isotonic exercises or rapid movements, as these can trigger spasms. It is recommended to exercise while the individual is on medication for spasticity, as the medication may help manage muscle tone and reduce spasms during the workout.

Question 67

What modifications should be made for individuals with poor balance during muscular fitness training?

Answer 67

For individuals with poor balance, exercises should be performed in a seated position to reduce the risk of falls. Bilateral exercises (using both arms or both legs at the same time) are safer, and machines may provide added stability. It is important to avoid lifting resistance overhead, as this can increase instability. Using supports like the wall or other stable surfaces can also help provide additional balance during exercises.

Question 68

How should muscular fitness exercises be modified for individuals with poor coordination?

Answer 68

For individuals with poor coordination, it is recommended to perform exercises unilaterally, meaning one arm or one leg at a time. This allows for better control and focus on each limb. Additionally, using free weights can provide more flexibility of movement, which helps improve coordination. Starting with bilateral exercises may also be beneficial as the individual progresses.

Question 69

How should muscular fitness exercises be modified for individuals with low strength?

Answer 69

for individuals with low strength, exercises should be performed where gravity is neutral or assistive to reduce strain. Aquatic exercises are also a great option because the buoyancy of water provides support and makes movements easier. These modifications help individuals build strength gradually and safely.

Question 70

How should flexibility training be modified for individuals with low flexibility?

Answer 70

For individuals with low flexibility, exercises should be performed within the greatest available range of motion without forcing the movement. It's important to focus on gradual improvements and avoid pushing the body beyond its natural limits to prevent injury.

Question 71

How should exercises be modified for individuals with poor endurance?

Answer 71

For individuals with poor endurance, it is recommended to use multi-joint exercises with fewer repetitions. Alternating between upper and lower body exercises can help prevent fatigue and allow for recovery while working different muscle groups.

Question 72

How should exercises be modified for individuals with low comprehension?

Answer 72

For individuals with low comprehension, it is helpful to use manual guidance, pictures, and peer support to facilitate understanding and ensure proper execution of exercises.

Question 73

For individuals with low comprehension, it is helpful to use manual guidance, pictures, and peer support to facilitate understanding and ensure proper execution of exercises.

Answer 73

To support individuals with poor attention, count repetitions aloud and use shorter intervals to keep them engaged and reduce the likelihood of distractions.

Question 74

How can exercises be adapted for individuals with visual impairment?

Answer 74

For individuals with visual impairment, use manual guidance and provide verbal feedback to explain exercises. It’s also important to ensure that there are no obstacles in the exercise environment.

Question 75

ow can exercises be modified for an amputee?

Answer 75

For an amputee, be creative with applying resistance. You may need to strap the remaining limb to a resistance arm or use bodyweight exercises, bands, or ankle weights for resistance training.

Question 76

What is the purpose of an arm ergometer in adapted fitness?

Answer 76

An arm ergometer is used for individuals who have limited or no use of their lower limbs. It allows them to engage in cardiovascular exercise by using their upper body to pedal, improving strength and endurance in the arms and shoulders.

Question 77

How does a ski ergometer benefit individuals with disabilities?

Answer 77

A ski ergometer mimics the motion of cross-country skiing and is ideal for individuals who can use their upper body for exercise. It helps build upper body strength and cardiovascular endurance, providing a full-body workout with minimal lower body involvement.

Question 78

Why might a recumbent bike be a good choice for individuals with certain disabilities?

Answer 78

A recumbent bike offers a more supportive, reclined seat that reduces pressure on the back and hips, making it easier for individuals with mobility issues or those who have difficulty sitting upright. It allows for low-impact cardiovascular exercise, focusing on the legs while offering greater comfort and stability.

Question 79

Why is it important to get the individual out of the wheelchair during exercise?

Answer 79

Getting the individual out of the wheelchair allows for more diverse movement patterns and helps prevent overuse injuries. It also provides a more comfortable environment to perform certain exercises, ensuring better engagement of the body and promoting overall physical health.

Question 80

What should you ensure about the wheelchair before starting exercises?

Answer 80

Before starting exercises, make sure the wheelchair’s brakes are on, and the pin is secured at the highest weight setting to ensure stability and safety during the workout.

Question 81

Why is it important to focus on "ON" movements during wheelchair fitness training?

Answer 81

Focusing on "ON" movements, which engage active muscles, is important to improve functional strength, endurance, and coordination. It helps strengthen the muscles actively involved in the movements required for mobility and daily tasks.

Question 82

How can strengthening active muscles and stretching inactive ones benefit individuals in a wheelchair?

Answer 82

Strengthening active muscles and stretching inactive ones helps maintain a balanced body, prevents muscle imbalances, and reduces the risk of injury. It also improves mobility and functional ability, making it easier for the individual to perform daily activities.