L12 Flashcards
(14 cards)
There are two methods that work for developing effective programs. List and describe them.
Best practice:
- actions based on the ways things have always been done
- this has the authority/legitimacy of highly valued practitioners
- this is what people typically do and what has worked well in the past
Evidence based practice:
- using scientific evidence to guide decisions on interventions
- this is used when people use scientific evidence to pursue actions
Evidence based practice has three stages to it. What are they?
External scientific evidence
Client patient perspective
Clinical expertise’s opinions
What is the goal of Evidence based approaches?
To provide higher quality services and programs reflecting to the interests and values plus needs and choices of the individual served.
What are two stages that must be considered when developing programs? What are some aspects of them?
Preparation stage:
- ensuring access
- establishing supportive networks
- promoting positive environments
Planning and implementing stages:
- planning for individual institutions
- assessing for success
this is where the FAMME model fits in, its person centred
What is the purpose of registration and screening?
This can be used to assess clients and works to know previous concepts and key features about who they are working with
What does FAMME model stand for?
This is the Functional Approach Model Modifying Movement Experience
Simple list the 4 steps to the FAMME model
- Underlying skill component (such as running, balance, throwing, etc)
- Current individual capabilities ( this takes current capabilities of the individual and finds out what they can and cannot perform)
- Match modification efforts to capabilities
- Evaluate modification effectiveness (how do we know it worked)
With regards to step 3 of the FAMME model, what are some tasks and contexts to matching modifications?
Tasks:
- closed vs open skills
- simple to complex skills progression
- skill switching
- individual goals
Context:
- communication of information
- group size techniques paring, small vs large groups
- time and space and instruction styles
- equipment
With regards to the Allan et al (2018) reading, what are the 6 main narratives? Give a brief summary of each.
A Cinderella story:
-wouldn’t be who they are today without parapsorts. Early on they could not participate, when they got older they could.
From ordinary to extraordinary:
-this was focused on winning. It was initially about participation but they knew they were the best. Early parapsorts involvement was ordinary, then it became competitive,
Holding on:
-this was someone who used to be able bodied and then eventually became someone with a disability. There is constant striving to become an athlete and there is multiple pressures to making them feel better at everything they do.
Letting go:
This is the simplest narrative, its no competition, no pressure. They are just here to relax.
Embracing change:
- enforced by two other narratives such as discovery and quest
- this is about learning to live with a disability. The primary motivator was the senes of belongingness
Feeling equal and valued:
-the feelings of being valued and equaled is a common theme. Athletes need to find ways they valued themselves and others as people.
In the reading by kasser, lytle, (2013), discuss the purpose of the FAMME model.
The FAMME model provides conceptual frameworks for accommodating all individuals within a PA program. This helps practitioners consider the range of possible modifications to promote success for all participants.
The main purpose of this model is to achieve the optimal points for all participants by matching their capabilities to the tasks and context during movement activities.
In the reading by kasser, lytle, (2013), explain step 1 of the FAMME model in detail.
This step is determining underlying components of a skill:
- these components are prerequisites for any individual attempting to execute movements or skills
- kick a ball, balancing, hand eye coordination, speed, legs, strength, are all examples of underlying skills
- practitioners should be aware of other performance related factors such as motivation, fatigue and energy.
In the reading by kasser, lytle, (2013), explain step 2d of the FAMME model in detail.
Step 2 is determining current capabilities of participants:
- when considering modifications, practitioners focus on capabilities of participants rather than general characteristics associated with a label or category (athlete, learning, disability, autistic)
- medical and functional capability existsm hence why its important to know various modifications
- experience, age, genetics, and abilities, and medical conditions are all capabilities of individuals that branch off underlying skills
In the reading by kasser, lytle, (2013), explain step 3 of the FAMME model in detail.
This is the matching modification efforts to capabilities:
- this step is to ensure success for some participants. Practitioners might need to incorporate a range of modifications
For example, modifying throwing: you have to determine the capability differences such as range of motion or strength. From here you can modify it through person, context, or task factors.
You can move to a more open vs closed skills set
Change the complexity of of movement patterns
Change the type of instructions (verbal, non verbal, hand gestures, etc)
Modify the equipment to make it harder
Have various cues while giving feedback
In the reading by kasser, lytle, (2013), explain step 4 of the FAMME model in detail.
This step is evaluating modification effectiveness:
Throughout this step you have to ask 7 different questions
- IS THE MODIFICATION AGE APPROPRIATE
- IS THIS MODIFICATION FUNCTIONALLY APPROPRIATE
- DOES THIS MODIFICATION ALLOW THE PARTICIPANT TO BE AS INDEPENDENT AS POSSIBLE
- DOES THE MODIFICATION ENSURE MAXIMUM PARTICIPATION OF THE PARTICIPATION
- DOES THE MODIFICATION ALLOW FOR OPTIMAL CHALLENGES FOR EVERYONE IN THE ACTIVITY
- IS SAFE PARTICIPATION ENSURED?
