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KIN 104 > Week 13-14 > Flashcards

Week 13-14 Flashcards

1
Q

According to Columna (2011) how do they describe water?

A

it is one of the most beneficial environments for individuals for all ages and abilities

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2
Q

How does red cross define adapted aquatics?

A

modified swimming techniques that accommodate the abilities of individuals with cognitive or physical limitations

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3
Q

What is the goal of adapted aquatics

A

to provide individuals with skills they need to participate in water safety at an individual level

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4
Q

What is water competence?

A

requiring individuals to demonstrate proficiencies and a variety of aquatic skills

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5
Q

According to Lepore, Gayle and Stevens “the modifiable components of an aquatics program” include:

A
  • Instruction
  • Equipment
  • Strokes
  • Swimming skills
  • Games
  • Recreational skills
  • Water safety skills
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6
Q

Well-designed aquatics program introduce participants to:

A
  • safety rules
  • appropriate use of equipment
  • various swimming techniques
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7
Q

According to Columna instructors should include:

A

the cognitive domain to determine what the individual knows about aquatic environments

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8
Q

instructors can assess?

A

knowledge of rules and appropriate equipment
- not running
- equipment available

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9
Q

instructors can ask participants:

A

verbally or physically demonstrate different swimming strokes

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10
Q

According to Langendorfer and Bruya’a water competence model, participants may learn to swim, but they may also learn basic skills:

A

the relate to being active and move in the water
- underwater swimming
- competitive swimming
- water games
- synchronized swimming

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11
Q

What is a body strength modification for floating?

A

changing the depth of water

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12
Q

What is a balance and postural control modification for floating?

A

providing more physical support

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13
Q

What is a conceptual understanding modification for floating?

A
  • breaking down the skill into smaller tasks
  • explaining physical guidance
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14
Q

What is a flexibility modification for floating?

A

instructor physically assist with positioning
- help participant more into desired position

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15
Q

What are some body strength modifications for submersions and breath control?

A
  • support body and head when blowing bubbles
  • use face mask and snorkel
  • provide assistance by manually closing the lips, lifting head when breathing on front; or pushing down on the nonbreathing shoulder when breathing on the side
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16
Q

What are some balance and postural control modifications for submersions and breath control?

A
  • provide support to the individual by holding his or her body
  • have individual hold onto pool side or ladder
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17
Q

What are some sensory perception modifications for submersions and breath control?

A

provide tactile cues or auditory cues

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18
Q

What are some conceptual understanding modifications for submersions and breath control?

A

teach through games
use pictures

19
Q

What are some attention modifications for submersions and breath control?

A

use sinkable toys

20
Q

What are some body strength modifications for front crawl?

A
  • decrease the distance
  • provide rest periods
  • use fins or hand paddles
21
Q

What are some sensory perception modifications for submersions and breath control?

A
  • bright equipment
  • lane lines
  • auditory signals for orientation
  • count arm strokes
22
Q

What are some balance and postural control modifications for submersions and breath control?

A
  • provide support from the side
  • flotation devices
23
Q

What are some conceptual understanding modifications for submersions and breath control?

A
  • use pictures and cues
  • use physical and verbal prompts
  • demonstrate, simplify the information and repeat as needed
24
Q

What are some attention modifications for submersions and breath control?

A
  • walk/swim in front/side of the individual
  • timers and cue cards
  • previewing and visual schedules
  • provide one aspect of the skill, instruction, or feedback at a time
25
Q

What are some self-responsibility modifications for submersions and breath control?

A

create social stories related to swimming and personal space

26
Q

What are some flexibility modifications for submersions and breath control?

A
  • warm-up
  • underwater arm recovery
  • stabilize other body parts
  • exaggerate body roll
  • roll on back to breathe
27
Q

What are some speed and agility modifications for submersions and breath control?

A

decrease distance or avoid comparison with others through proximity

28
Q

What are some body strength modifications for back crawl?

A

floating belts

29
Q

What are some sensory perception modifications for submersions and breath control?

A
  • lane lines
  • auditory signals for orientation
  • count arm strokes
30
Q

What are some balance and postural control modifications for submersions and breath control?

A
  • rest head of the individual in your shoulder
  • provide support on back (1 or 2 hands)
31
Q

What are some conceptual understanding modifications for submersions and breath control?

A
  • provide tactile feedback
  • use associations- soldier, monkey, and airplane for the elementary backstroke arm-pull motion
32
Q

What are some flexibility modifications for submersions and breath control?

A

modify arm and/or leg motion

33
Q

Modifiable components of an aquatics program may include changes to:

A
  • instruction
  • equipment
  • strategies
  • specific swimming skills
  • water safety skills
34
Q

What are some purposes of ‘Invisible disabilities week’

A
  • to raise awareness of trauma and introduce resources for enacting trauma-informed practice
35
Q

What is trauma informed practice?

A
  • work to integrate knowledge and practice that honor the prevalence and impact of trauma and the complex paths to healing and recovery to avoid retraumatizing those who come seeking assistance as well as staff
36
Q

What are some key principles of trauma-informed practice

A
  • trauma awareness
  • safety, trustworthiness and transparency
  • choice and control
  • connection and collaboration
  • peer support
  • a strengths-based empowerment approach
  • intersectional analyses of issues related to gender, cultural and history
37
Q

What are the 2 phases of the practical approach to inclusive physical activity programming

A
  1. the preparation phase
  2. the planning and implementing phase
38
Q

What are the 3 components of the ‘preparation phase’ of the practical approach to inclusive physical activity programming

A
  1. ensuring access, equitable access
  2. establishing support networks
  3. ensuring you are creating a positive PA environment
39
Q

What are the 2 components of the ‘planning and implementing phase’ of the practical approach to inclusive physical activity programming

A
  1. planning for individualized instruction
  2. assessment, looking for success
40
Q

How can preschool teachers support gross motor skills?

A
  • plan -> be intentional
  • ensure they occur within a frequency
41
Q

Universal design for learning includes 3 principles multiple means of:

A
  • representation : multiple means of representation, various formats of explanations
  • Engagement: variety of different ways to maintain attention
  • expression: variety of response modes
42
Q

Strategies to support transitions:

A
  • visual cues
  • verbal warnings
43
Q
A

KIN 104 (6 decks)

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