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Adapted PA > Lecture 1: Intro To APA > Flashcards

Lecture 1: Intro To APA Flashcards

1
Q

Lecture 1:

Define Adapted Physical Activity

A

Any sport/physical activity that is modified/adapted to enable individuals with an impairment, health problem, or lower functional capacity to participate fully

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2
Q

Lecture 1:

What does adapted physical activity encompass?

A

Encompasses the total life span (birth to death)

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3
Q

Lecture 1:

Define Adapted Physical Education

A

Individualized program that includes physical & motor fitness, fundamental movement skills, and skills in aquatics, dance, & solo/group games/sports designed to meet the unique needs of individuals

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4
Q

Lecture 1:

What is the critical age window of opportunity for adapted physical education?

A

0-21 years old

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5
Q

Lecture 1:

What is adapted sport?

A

Sport modified or created to meet unique needs of the individuals so they can participate in

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6
Q

Lecture 1:

What are 2 examples of adapted sport?

A

1.) wheelchair basketball-adapted sport
2.) goal all-game created for visually impaired

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7
Q

Lecture 1:

Who are we adapting Physical Activity for?

A

Anyone who wouldn’t gain optimal benefits or who is at risk of harm from the activity if not modified
- short or long term impairments or disabilities

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8
Q

Lecture 1:

What are a few examples of infants/toddlers we would adapt PA for?

A

Infants & toddlers with developmental delays (birth trauma; cognitive, physical, social, or emotional); or diagnosed condition that presents high risk of developmental delays

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9
Q

Lecture 1:

When adapting PA for Children with disabilities, what are a few examples of disabilities?

A

Intellectual disabilities, hearing impairment, speech/language impairments, vision impairments, emotional disturbances, musculoskeletal impairment, autism, TBI, learning disability, neurological disorders, etc

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10
Q

Lecture 1:

What are a few examples of students we would;led adapt physical activity for but weren’t included earlier?

A

Students with injuries, medical conditions, low fitness levels, poor functional posture, poor movement patterns, & inability to move well
- this is a concern as students who dont move well can develop bad motor skills & negative idealizations

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11
Q

Lecture 1:

What are some examples of adults we would adapt PA for?

A

Adults with injuries (short/long term impairments) , disabilities, poor movement patterns, chronic diseases & health conditions (obesity, arthritis, diabetes, Alzheimer’s, stroke, etc), & aging

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12
Q

Lecture 1:

What is an example of an adult we would adapt PA for?

A

A 30 year old with verbal artery stroke who ants to participate in Pilates

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13
Q

Lecture 1:

When discussing who we adapt PA for, define Impairment

A

Any loss or abnormality of psychological, physiological, or anatomical structure/function

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14
Q

L ecture 1:

When discussing who we adapt PA for, define disability

A

Any restriction/lack of (resulting from impairment) ability to perform an actual activity in the manner or within the range considered for a normal human being

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15
Q

L ecture 1:

When discussing who we adapt PA for, define Handicap

A

A disadvantage, resulting from impairment/disability, that limits/prevents the fulfilment of a role that is normal for that individual

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16
Q

Lecture 1:

What are the 3 key general categories of a disability?

A

1.) Development & behavioural
2.) Physial
3.) Sensory

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17
Q

Lecture 1:

What are developmental & behavioural disabilities?

A

Impairment in cognitive function that develops at birth before adulthood yet lasts the lifespan
- eg; ASD, ADHD, Down syndrome, etc

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18
Q

Lecture 1:

What are some Physical Disabilities?

A
  • Loss of/limitation to physical function (possible effects on mobility, endurance, & fine motor control)
  • Eg; cerebral palsy, spina bifida, TBI, arthritis, etc
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19
Q

Lecture 1:

What are some Sensory Disabilities?

A

Affects 1+ of the senses (sight, hearing, touch, taste, smell, spacial awareness)
- Eg; blind/low vision & deafness

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20
Q

Lecture 1:

What does the “life course perspective of disability” recognized?
- 3 things

A

Recognizes the critical periods in lifespan that affect the hea;th trajectory
- 3 periods: infancy & early stages of diagnosis, school-aged years, & adulthood

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21
Q

Lecture 1:

How does the life course perspective of disability help with infancy & early stages of diagnosis?

A

Allows for early intervention & access to community support to enable best functional development

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22
Q

Lecture 1:

How does the life course perspective of disability help with the school aged years?

A

Services allow development of appropriate functional behaviours & enable maximal participation in society

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23
Q

Lecture 1:

How does the life course perspective of disability help with adulthood?

A

Physical & recreational activities, vocational activities, & healthcare/wellness to age with disability

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24
Q

Ecture 1:

How are disabilities and diagnosis related?

A

The longer one goes without a diagnosis, the worse their disability will get

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25
Lecture 1: Define health
Health is a state of complete physical, mental, & social well-being & not merely the absence of disease or infirmity
26
Lecture 1: Why do we adapt physical activity?
People with disabilities must have opportunities to choose & participate in quality activity’s that are appropriately challenging, safe, meaningful, inclusive, & also provide dignity of risk & a sense of belonging (inclusion)
27
Lecture 1: What does “dignity of risk” mean?
Allows for kids to take risks & you dont bubble wrap them
28
Lecture 1: What are those with disabilities at higher risk of? - what does this lead to?
At higher risk of secondary conditions leading to higher health care costs & lower quality of life
29
Lecture 1: What % of the world experiences significant disability?
16% of world population
30
Lecture 1: Based on the Canadian Survey on Disability (2017-2022)…. What population experienced the largest increase in disability rate?
Youth ages 15-24 experienced the largest increase in disability rate from 13% in 2017 to 20% in 2022
31
Lecture 1: Based on the Canadian Survey on Disability (2017-2022)…. What happened to the % of adults with disabilities?
Adults (25-64) with disabilities increased from 20 to 24%
32
Lecture 1: Based on the Canadian Survey on Disability (2017-2022)…. What happened to the % of seniors with disabilities?
[population of Seniors with disabilities is 38-40% & population is assumed to outnumber children by 2035
33
Lecture 1: What are the 4 most common disability categories?
1.) pain 2.) flexibility 3.) mobility 4.) mental health **flexibility & mobility go together
34
Lecture 1: What percentage of those with a disability have more than 1 disability?
70% of Canadians have more than 1 disability
35
Lecture 1: Define Physical Literacy
The ability to move with poise & confidence across a wide range of activities (more fundamentals given the more they move)
36
Lecture 1: What competencies are included in physical literacy?
Competencies linked to the development of a whole person and their physical literacy include; physical, affective, cognitive, & psychosocial
37
Lecture 1: What is the definition of Sport for Life?
Physical competence, confidence, motivation to be active for life. “I can, I believe, and I want to be active for life”
38
Lecture 1: What is Physical Competence?
A movement skills building block analogy - having a wide range of movement skills in many environments to provide range of options to stay active through lifespan
39
Lecture 1: What are Fundamental Movement Skills?
Body control, locomotion, & object control in various environments (eg; ground, water, ice/snow, air)
40
Lecture 1: how do you increase confidence for physical literacy?
- Develop many fundamental movement skills - Experience a balance of successes and failures - Appreciate own abilities - environment is supportive, welcoming, & safe
41
Lecture 1: how do you increase Motivation for physical literacy?
- find out what your patient enjoys/what they want to do - activities are fun, energizing, and explained how to do it & why
42
Lecture 1: What are 4 types of possible barriers in activity?
1.) Intrapersonal - own barriers within individual self (eg; bad knee, yourself in a wheelchair) 2.) Interpersonal - barriers between people (eg; peoples attitudes towards your disability) 3.) Structural - barriers in the physical area (environment) 4.) Sociocultural - town, societal thoughts, views, beliefs, etc
43
Lecture 1: When discussing Intrapersonal Barriers, what are a few characteristics/examples?
1.) Self Confidence -negative emotions about appearance & abilities 2.) Embarrassment - need more assistance 3.) Anxiety - due to past negative experiences 4.) Fatigue & Decreased Stamina - decreases duration of participation
44
Lecture 1: What are some ways we can address Intrapersonal Barriers?
- positive reinforcement - give choice, water breaks, etc - communicate (find out goals & interests) - focus on strengths (use ability based approach) - challenge everyone (its okay to make mistakes) - create accepting community
45
Lecture 1: When discussing Interpersonal Barriers, what are a few characteristics/examples?
1.) Focussing on Person’s Disability - assuming person wont participate or urge to change activity 2.) Oversimplifying/lack of challenge - make activities that challenge all abilities 3.) Shaming, stigmatizing, bullying - other students complaining about doing activities with disabled 4.) lack of education/information - lack of experience
46
Lecture 1: What are some ways we can address Interpersonal Barriers?
- education - provide different resources & activity levels for students to choose from - Step Framework: discuss importance of everyone on own journey for activity - flexibility & cooperation
47
Lecture 1: When discussing Structural Barriers, what are a few characteristics/examples?
1.) Cost of adapted programming & equipment - some locations lack funding for adaptive equipment 2.) Physical Barriers - curbs, uneven surfaces, transportation, etc 3.) Inaccessible Changing Facilities - extra space & assistance changing not always available
48
Lecture 1: What are some ways we can address Structural Barriers?
- adapting activity - increase/decrease space - use appropriate equipment/resources - provide more time in change room to allow those who need more assistance to not be rushed
49
Lecture 1: When discussing Sociocultural Barriers, what are a few characteristics/examples?
1.) Lack of cultural respect & inclusive language - inappropriate descriptive language, accessible signs instead of writing “handicap” 2.) Ability Segregation - separating students of all abilities during PA not just those who have disability 3.) Lack of leadership opportunities for those with all abilities 4.) Inexperience in PA environment - those with disabilities less likely to be involved in PA
50
Lecture 1: What are some ways we can address Sociocultural Barriers?
change language used & increase leadership & opportunities
51
Lecture 1: What does inclusive literacy mean?
An accessible for all concept where we need to be deliberate with inclusivity - physical literacy path’s are unique to all - needs to be valued & nurtured throughout life span
52
Lecture 1: What is the key foundation of Inclusion?
A separate education may not be an equal education
53
Lecture 1: What is a key factor of inclusion?
Education - educating students with disabilities in general educational settings alongside students without disabilities - must teach students to be welcoming, supportive, & respectful of all individual differences
54
Lecture 1: When discussing inclusion, what does “least restricted environment” mean?
Individuals with disabilities are educated alongside those without (not removed from general environment unless not satisfactory for severity)
55
Lecture 1: What are 5 benefits of inclusion?
1.) more stimulating/motivating environment 2.) enhance social and play skills 3.) promote friendship among abilities 4.) provides skilled role models 5.) greater sense of acceptance/belonging & value
56
Lecture 1: What are a few key things teachers need to do for successful inclusion?
- identify unique needs & identify definitions of success - determine instructional settings & support services - individualize instructions (modifications & content) - adapt activities ensuring safety maintained
57
Lecture 1: When discussing Inclusion, what are 9 levels of alternative instructional environments of PA? - least restrictive (movement as soon as possible) to most restrictive (move only when necessary)
1.) General class placement (GCP) 2.) GCP with support service assistant 3.) GCP with supplementary/resource room assistance 4.) Part-time special class placement 5.) Full-time special class 6.) Part-time individual class placement 7.) Full-time individualized class 8.) Special Schools 9.) Hospitals & treatment centers
58
Lecture 1: What are criteria for good adaptations?
Adaptations must… 1.) Promote interaction & interplay (enhance cooperation, competition, & reciprocity) 2.) Meet needs of all students (equal benefits) 3.) Improve/maintain self-esteem 4.) Provide physical activity for all 5.) Provide safe experience for all
59
Lecture 1: What is the 4 steps of the STEP Framework?
1.) Space 2.) Equipment 3.) Task 4.) People
60
Lecture 1: When discussing the STEP Framework, what does Space entail? - how can you modify space?
Where the activity takes place & can modify by… - changing size & shape of playing area - change direction & pathways used
61
Lecture 1: When discussing the STEP Framework, what does Equipment entail? - how can you modify equipment?
Equipment is the objects used during the activity & can be modified by… - use different forms of the equipment (size/weight of ball changed) - use information & communication technology
62
Lecture 1: When discussing the STEP Framework, what does Task entail? - how can you modify task?
Refers to how students participate in an activity & can modify by… - varying the actions/tasks you give participants - link changes to other dimensions (timing/duration)
63
Lecture 1: When discussing the STEP Framework, what do People entail? - how can you modify people?
Refers to the other individual students participating in the activity & can modify by… - organizing groups by ability/learning style - adjust level of support given to participants
64
Lecture 1: How do you interact with someone with a disability & what is the platinum rule?
Never make assumptions and always ask - may have an invisible disability - ask if & how you can help (respect if no), speak to person directly, focus on abilities not their disabilities,

Adapted PA (19 decks)

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