lecture 1 Flashcards
(145 cards)
1
Q
what is adapted physical activity
A
a sport of PA that is modified or adapted to enable ppl with an impairment, health problem, or lower functional capacity to participate fully
2
Q
what is adapted physical education
A
individualized program that includes physical and motor fitness, fundamental movement skills and patterns, designed to meet needs of individuals
3
Q
adapted sport
A
sport thats modified or created to meet unique needs of individuals
4
Q
example of adapted sport
A
wheelchair bball
5
Q
who do we adapt PA for
A
anyone who wouldnt gain optimal benefits or whos at risk of harm from the activity should it not be modified
6
Q
definition of impairment
A
loss or abnormality of psychological, physiological or anatomical structure or function
7
Q
definition of disability
A
restriction or lack of ability to perform an activity in the manner or within the range considered normal for a human
8
Q
definition of handicap
A
disadvantage for a given individual, resulting from an impairment or disability that limits or prevent the fulfilment of a role thats normal for that individual
9
Q
general categories of disability
A
developmental, behavioural, physical, sensory
10
Q
developmental and behavioural disabilities
A
impairment in cognitive function, develops at birth or before adulthood, lasts lifespan
-causes mental and/or physical impairments
11
Q
examples of developmental and behavioural disabilities
A
autism, down syndrome, ADHD
12
Q
physical disability
A
loss of or limitation to physical function
-affects: mobility, fine motor control, endurance
13
Q
examples of physical disabilities
A
cerebral palsy, spina bifida, TBI
14
Q
sensory disability
A
affects 1 or more of the senses
15
Q
examples of sensory disabilities
A
blind, deaf
16
Q
infancy and early stages of diagnosis - life course perspective
A
early intervention and access to community support to enable best functional development
17
Q
school age years - life course perspective
A
services that allow development of appropriate functional behaviours and enable maximal participation in society
18
Q
adulthood - life course perspective
A
physical and recreational activities, vocational activities, health care and wellness to age with disability
19
Q
definition of health
A
health is a state of complete physical, mental and social well being and not merely the absence of disease or infirmity
20
Q
what % of the world population experiences significant disability
A
16%
21
Q
most common disability types
A
pain
flexibility
mobility
mental health
22
Q
whats physical literacy
A
-ability to move with poise and confidence across a wide range of activities
-competencies that are linked to the development of the whole person: physical, affective, cognitive, psychosocial
23
Q
sport for life definition
A
physical competence, confidence, motivation to be active for life
24
Q
intrapersonal barriers
A
self confidence
embarrassment
anxiety
fatigue
24
physical competence
movement skills building block analogy
-want wide range of movement skills in various environments to provide wide range of options to stay active throughout the lifespan
-fundamental movement skills
25
interpersonal barriers
focusing on persons disability
oversimplifying or lack of challenge
shaming, stigmatizing, bullying
lack of education or information
26
structural barriers
cost of adapted programming and equipment
physical barriers
inaccessible changing facilities
lack of adequate transportation
27
sociocultural barriers
lack of cultural respect and inclusive language
ability segregation
lack of leadership opportunities for students of all abilities
inexperience in PA environment
28
what is inclusion
educating students with disabilities in general education settings alongside those without
29
benefits of inclusion
1. offers a more stimulating and motivating environment
2. enhances the development of social and play skills
3. promotes friendships among students
4. provides skilled role models
5. provides greater sense of acceptance, belonging and value
30
key teacher functions for successful inclusion
1. identifying unique needs assessment, needs analysis
2. determining appropriate instructional settings and support/supplementary services
3. preparing general education students and support personnel
4. individualizing instruction-modifications
31
criteria for good adaptations
-promotes interaction and interplay-enhance cooperation competition and reciprocity
-meets needs of all students in class gain equal benefits
-improves or maintains self esteem shouldn't embarrass or draw attention
32
STEP framework
space
task
equipment
people
33
STEP- space
modifying the space you're in
34
STEP - task
how students participate in an activity
35
STEP - equipment
objects that are used when performing an activity
36
STEP - people
other individual students that are participating in the activity
37
4 paradigms
1. facilities based
2. service based
3. supports based
4. empowerment and self determination
38
corrective therapy
-attempted to alleviate physical ortho problems
-ignored intellectual and cognitive disabilities, deafness, visual impairments, etc
-limited, restricted or modified activities related to health, fitness, and posture
39
in what year did perceptions of disability change in north america
1950s
40
whats the problem with service based activity
some ppl with physical and mental challenges were unsuccessfully integrated
41
facilities based adapted PA
corrective therapy; isolation; neglect; medical model; person viewed as a patient in need of a cure; condition resides in the person
42
service based adapted PA
adapted physical education; special programs and services; educational model; skill improvement; person defined as their disability rather than as an individual first
43
supports based adapted PA
adapted PA; disability viewed as a part of human variation; difficulties reside in person environment interaction; provide support to allow person to function in inclusive environments
44
empowerment and self determination based adapted PA
adapted PA; major decisions move to individual with disability, not the experts; focus on choice, decision making, self awareness, and self regulated learning
45
what is adapted sport
organized competitive or leisure time recreational sports
-modified or created to meet the unique needs of individuals
46
olympic and amateur sport act (1998)
-legislation that provided catalyst for the explosion of adapted sport opportunities
-reorganized US olympic committee and administration of amateur sport
47
school based setting
part of infrastructure of school building
-intramural sports
-school clubs
48
interscholastic sport setting
-competition against other schools
-regional and provincial comps
-very competitive
49
community sport setting
recreation centers or sports club associated w disability sport organizations
-activities run by local organizations
50
college sport setting
sport programs affiliated w school that emphasizes comp against other schools
51
open sport setting
-all three settings and more
-sponsored by one of many disability sport organizations made for particular disability group
-athletes wanna be world class level
52
virtual communication (sport delivery options)
means of promoting sport for individuals w disabilities through socials
-minimizes issues
53
parallel (sport delivery options)
-opportunity for athletes to build skills within sport environment through training and practice before competing
-allows ppl who are new to sport setting or arent ready for comp, to spend szn in parallel with a team practicing
-individuals are seen as team members and can participate in mock meets, additional coaching etc
54
segregated (sport delivery options)
adapted sport only for ppl w disabilities
55
unified (sport delivery options)
-promotes comp between teams composed of athletes both w and w/o disabilities
-requires schools to make equal PE opportunities for ppl w disabilities
56
general (sport delivery options)
-focus on providing athletes w disabilities the chance to participate in general sport settings w minimal modifications or adaptations
57
when did AODA become law
june 13, 2005
58
goal of AODA
fully accessible ontario by jan 2025, enabling all ontarians access to services, programs and employment
59
what is a barrier
anything preventing a person with a disability from fully participating in all aspects of society because of their disability
60
what is a disability
range of conditions, some of which are visible and some arent. conditions may have been present from birth, have been caused by an accident, or have developed over time.
61
goal of ontario regulation 191: integrated accessibility standards regulation
prevention and removal of barriers for ppl with disabilities
62
5 standards of ontario regulation 191: integrated accessibility standards regulation
1. info and communication create, provide and receive information thats accessible for ppl w disabilities
2. employment accessible workplace and employment practices
3. transportation features and equipment on vehicles, routes and services accessible to those w varying abilities
4. design of public spaces new or redeveloped public spaces accessible to those w varying abilities
5. customer service requirements to remove barriers so that those with varying abilities can access goods, services, and facilities
63
benefits of compliance
-business increases reach and revenue potential by opening up services to another demographic, mainly with our aging population
-recreation and leisure facilities, educational institutions increasing accessibility to physical activity ensures the multiple benefits reach a population that benefits, and has a higher risk should they not be active
64
compliance requirements of business
training
accessibility policy
accessibility plan
65
who must receive AODA training
any employee that provides goods and services
anyone involved in creating or modifying organizations policies
66
accessibility policy
written policy that includes practices for providing goods, services, and facilities; mustb be made available for public
67
accessibility plan
steps that will be taken to remove and prevent barriers to employment
68
information and communications standards
requires businesses and organizations to communicate in a manner that works for all employees and customers and must notify public if info is available in accessible forms
69
design of public spaces
applies only to new construction and major renovations to existing structures
-trails
-outdoor eating areas
-play spaces
-outdoor paths
-parking
70
trail amenities
-clearance width of 1000mm, clear height of 2100mm above trail
-firm and stable surface
-ramps minimal clearance width of 900, max slope 1:10, landings at top, bottom, abrupt change of direction, and horizontal intervals 9m or less apart
71
public spaces - outdoor play spaces must haves
-sensory and active play activities for children and caregivers of varying abilities
-surface has to be firm and stable and prevent impact injury
72
design of public spaces maintenance
equipment and features must be safe to use
-preventative and emergency maintenance done as needed
-procedure if features are out of commission
73
buildings and offices should have (customer service standard)
accessible parking
auto doors
accessible paths
accessible bathroom
seating
ramps
accessible heights
hand rails
signage
74
customer service standard - blindness and low vision
big print, braise signs
accessible materials
pathways clear
trained workers
75
customer service standard - deaf, speech language impairments
cc on tv, videos
detailed signage
76
what is testing
use of instruments, protocols or techniques to measure a quantity or quality of properties or attributes of interest
77
what is measurement
result of the testing
78
evaluation = assessment
interpret measurement data and make judgement by comparison with predetermined criteria
79
two types of testing approaches
standardized approaches
alternative approaches
80
norm references standards
percentiles, t-scores, z-scores
-above average and below average are the types of judgements made
81
criterion referenced standards
comparisons are made w predetermined mastery scores
-meets standard and does not meet standard
82
standardized approaches
publish tests
-specific instructions so that you're testing same thing from time to time
83
alternative approaches
are developed by teacher for a specific person
ex: checklist and rubric
84
what do checklists do
used for specific skill(s)
-identify absence or presence of behaviour or skill
85
what do rubrics do
matches student performance to a level of skill via criteria
-student can know where they stand and what to work on
ex: analytic rating scale
86
task analysis
breaking skills down
ex: throwing a baseball
87
portfolios
collection of student work
-helps show student progress
-should reflect cognitive, affective, and psychomotor behaviour
88
standardized vs alternative testing
-standardized is more objective, less subjective bias
-alternative is subjective observation reliant more "real life"
89
what to assess in adapted PE
1. physical and motor fitness
2. fundamental motor skills and patterns
3. skills in swimming, dance, and individual and group games and sports
4. physical fitness
90
purpose of peabody developmental motor scales
assess fine and gross motor dev of children ages 0-5
91
description of peabody developmental motor scales
249 test items arranged across six categories and age levels
92
scoring of peabody developmental motor scales
gross motor quotient, fine motor quotient, and total motor quotient
93
test of gross motor development
tests fundamental movement patterns in preschool and early elementary
-13 skills tested within locomotor and ball skill subtests
94
PLAYfun
assessment of key movement skills: running, locomotion, object control, balance, stability, and body control
-18 tasks
-graded on four point rubric (initial, emerging, competent, proficient)
95
sport skills program guides
assists in assessment and instruction of sport skills for people w disabilities
96
brockport physical fitness test
assesses health related fitness of young ppl (10-17) w certain disabilities
-4-6 test items selected from 27 options
97
activities specific balance confidence scale
measures ones confidence that they can perform ambulatory activities without falling or experiencing sense of unsteadiness
-measures fall risk
98
berg balance scale
measures ability to balance safely during functional tasks
-14 tasks, 5 point scale
-total score 56 = functional balance
99
timed up and go
participant starts sitting, and is times to stand, walk 3m, turn and return to sit
-timed
-10s or less is normal
-11-12s is good mobility, can go out alone, no aid
-21-30s is problems, cant go out alone, aid required
100
functional movement screen
7 movement patterns + 4 MSK clearing tests
-puts individual in extreme positions where movement deficits are exposed if appropriate stability and nobility not used
101
what are the 3 ways that infants and toddlers learn
1. 5 senses
2. reciprocal adult child interaction
3. movement actions and reactions ex: infant pushes a button on musical light up toy and elicits sound and light
102
why is movement so important for toddlers and infants - delay in sitting
1. seeing, using hands, self feeding
2. developing fine motor skills
103
why is movement so important for toddlers and infants - delay in locomotion
1. to explore and expand environment
2. test out separation from parent
3. developing further motor skills
104
what is physical literacy
-ability to move across wide range of activities
-physical, affective, cognitive, psychosocial
-development of fundamental and rhythmic skills is start point
105
infants and toddlers with referrals in clinical environment include ppl with delays in what
-cognitive
-physical
-communication
-social or emotional
-adaptive
106
components of development of IFSP
-present level of functioning based on assessment data
-family strengths and needs inventory of resources and resource gaps
-measurable major outcomes to be achieved
-specific services that will be provided to both child and family
-statement of natural environments where early intervention services will be provided
-freq and duration of services
-transition services when transitioning to preschool as child approaches age 3
107
whats our role in early intervention
-screen and assess motor dev
-determine eligibility for services related to motor dev based on scores obtained from assessment
-develop motor goals and objectives for IFSP based on areas of need as demonstrated by assessment
-provide service, treatment, or instruction
-consult with providers and parents
-reevaluate and make modifications
108
appropriate forms of assessment
screening test
standardized test
curriculum based
trans disciplinary
authentic assessment
109
primary goal of motor programs for infants and toddlers
enhance dev of motor milestones and acquisition of motor skills
110
SHAPE America infant guideline 1
infants should interact w caregivers in daily activities that are dedicated to exploring movement and environment
111
SHAPE America infant guideline 2
caregivers should place infants in settings that encourage and stimulate movement experiences and active play for short periods of time multiple times a day
112
SHAPE America infant guideline 3
infants PA should promote skill dev in movement
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SHAPE America infant guideline 4
infants should be places in environment that meets or exceeds recommended safety standards for performing large muscle activities
114
SHAPE America infant guideline 5
ppl in charge of infants well being are responsible for understanding importance of PA and should promote movement skills by providing opportunities for structured and unstructured PA
115
SHAPE America toddler guideline 1
toddlers should engage in at least 30 mins of structures PA every day
116
SHAPE America toddler guideline 2
toddlers should engage in at least 60 mins per day of unstructured PA and shouldnt be sedentary for over 60 mins at a time except sleeping
117
SHAPE America toddler guideline 3
toddlers should be given chances to develop movement skills that will serve as the building blocks for future motor skillfulness and PA
118
SHAPE America toddler guideline 4
toddlers should have access to indoor and outdoor areas that meet or exceed recommended safety standards for perfoming large muscle activities
119
SHAPE America toddler guideline 5
ppl in charge of toddlers well being are responsible for understanding importance of PA and should promote movement skills by providing opportunities for structured and unstructured PA
120
24hr movement guideline for infants
-active several times a day
-floor time (more is better)
-30 mins minimum tummy time
-1 hour time restrained
-no screen time
-sedentary time reading
121
24hr movement guideline for toddlers
-180 mins
-1 hour at a time restrained
-no sitting for long periods of time
-no screen time for under 2
-sedentary reading
122
goals of motor programs for infants and toddlers w special needs
-increase muscle tone and strength for students w hypotonia
-decrease muscle tone and enhance reflex for ppl w hypertonia
-stimulate sensory motor system
-enhance manipulative abilities
123
family centered PE
-survey parents hopes and desires
-teach parents developmentally appropriate ways to foster motor dev
-communicate w parents on regular basis
124
objectives for testing child movement
-identify gross motor developmental level compared w children of same age
-identify specific skill delays so they can be addressed w program planning and instruction
125
instruments for assessing developmental delay
-brigance inventory of early dev
-peabody developmental motor scales
-test of gross motor dev
126
assessing child PA
-motion sensors gives us picture of quantity of movement but not quality
ex: accelerometers and pedometers
-direct and systematic observation allows measurement of both quality and quantity of PA but is time consuming
127
why use checklists, rubrics, and portfolios
-individualized for each ability
-benefit children w severe disabilities as we can individualize
-assist w designing accessible instructional environments
-track progress of young children across multiple years
128
PA guidelines age 3-4
180 mins a day but at least 60 vigorous
-10-13 hours of sleep
-not being restrained for over an hour
129
PA guidelines for 5-17
60 mins a day 3x a week
-9-11 hours of sleep (5-13) and 8-10 (14-17)
-no more than 2 hours a day of screen time
130
child directed learning: exploration
teacher selects instructional materials to be used and designates area to be explored
131
example of child directed learning: exploration
students choose piece of equipment and they find ways to interact w it
132
child directed learning: guided discovery
children are given methods to perform a task and then asked to choose the method thats most efficient for them - teacher has end goal in mind
133
preschool aged principles of design
1. child directed learning
2. opportunity for choice
3. self initiated exploration
4. mix of novel and familiar equipment
5. opportunity to view peer models
134
primary aged principles of design
1. variety of learning styles
2. variety of equipment options
3. rule flexibility for tasks
4. variety of classroom designs
5. opportunity for peer observation
135
ontario ministry of education has 5 categories for exceptionalities
behaviour
communication
intellectual
physical
multiple
136
whats IPRC
identification placement review committee
137
what does IPRC do
-school gathers documentation
-parents and students should be deeply involved
-determining best education for student
-placements
138
IPRC placements
-regular class w resource assistance
-regular class w resource withdrawal
-regular class w indirect support
-spec ed class full time
-spec ed class w partial integration
139
who MUST have an IEP
students who have been IPRC'd
140
3 components teacher must follow for IEP
instructional
environmental
assessment
141
IEP - instructional
proximity
voice
humour
rules and routines
review material
142
IEP - environmental
curtains
lighting
chair
move n sit cushion
143
IEP - assessment
anecdotal
pre recording oral assessment
no aimed ax
144
