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KIN 104 > Week 3-4 > Flashcards

Week 3-4 Flashcards

1
Q

What are the 3 main factors for our PA choices?

A
  • interests (type of program)
  • Needs (how much time can we devote to being acting, where will it take place)
  • Preferences (when do we want to be active)
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2
Q

What are the 2 categories of barriers that people face?

A
  1. Context related barriers
    - external
  2. Person-related barriers
    Internal
    Specific to individual participant
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3
Q

What are the 5 context-related barriers to physical activity?

A
  • negative attitudes
  • labels and inappropriate language
  • lack of professional confidence/competence
  • Inadequate accessibility
  • lack of administrative commitment/support
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4
Q

What is an example of a strategy for promoting inclusive attitudes?

A

Try to change negative perceptions
- increased knowledge and experience
Exposure to information
- education
- professional development
Experience
- simulations

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5
Q

What are some problems concerning problems with language and labeling?

A

Labels are often generalized to represent the whole person, regardless of place and time

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6
Q

What are some benefits relating to labeling individuals with disabilities

A
  • often a prerequisite for funding and access to different programming
  • enabled disability advocacy groups
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7
Q

What are some harmful perspective relating to labeling individuals with disabilities?

A
  • used to classify or categorize individuals
  • labels focus on differences vs similarities
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8
Q

What are some strategies for promoting acceptance through language?

A
  • changing the language we choose, get rid of terms such as “handicapped” or “crippled”
  • use person first language (so and so experiences autism)
  • take cues from the individual (avoid generalizations)
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9
Q

What are some strategies for enhancing perceived professional competence?

A
  • staff development and training sessions
  • take academic courses regarding subject
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10
Q

What are some common architectural barriers?

A
  • curbs at crosswalk
  • doorways that are too narrow
  • Electric door’s and elevators that don’t work
  • location of elevators and ramps
  • how spaces are arranged
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11
Q

What is a barrier?

A

any obstacle that prevents an individual’s equal access to facilities and programs

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12
Q

What are some strategies to overcoming accessibility barriers?

A
  • introduction of anti-discriminatory laws and policies
  • education
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13
Q

What are some barriers related to administrative support?

A
  • facility availability/scheduling
  • finances for equipment/support services
  • time for training/development
  • lack of personnel
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14
Q

What are some strategies in overcoming a lack of administrative support?

A
  • program personnel must commit to the time and energy required
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15
Q

What are the 5 person-related barriers?

A
  • Knowledge
  • Motivation
  • Perceived value
  • Perceived risks
  • established patterns of inactivity
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16
Q

What are some person-related barriers?

A

Being unaware of their legal rights to access programs
Being unaware of the benefits of participating in PA
Not knowing or understanding the benefits of PA

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17
Q

What are some strategies to overcome lack of knowledge?

A
  • practitioners can gather information
  • community rec programs as a valuable source of info about programs
  • form advocacy groups
  • involve health professionals
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18
Q

What are some reasons that they want to participate in PA? (Motivation)

A
  • self-interest
  • personal commitment
  • autonomy
  • connectedness
  • perceived competence
  • external motivators
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19
Q

What are some strategies for increasing confidence and motivation?

A
  • intrinsic motivation
    Participants need to feel like they have the skills to be successful
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20
Q

What are some barriers to perceived value?

A

The participant may avoid an activity or demonstrate little enthusiasm if they believe that it is :
- not meaningful
- not appropriate
- does not serve as a functional purpose

21
Q

What are some strategies to overcoming perceived value?

A
  • program activities should have meaningful goals
  • activities should be planned
22
Q

What are some barriers related to established patterns of inactivity?

A
  • inactivity resulting from context and person-related obstacles can become an additional barrier to participation
  • type of disability = can be an additional factor influence in habitual physical activity levels
23
Q

What are some strategies to overcome established patterns of inactivity?

A
  • develop meaningful, relevant programs
  • increase knowledge of individual who experience disability and their caregivers about the potential benefits of regular physical activity
  • foster life-long interest
24
Q

Explain a collaborative process

A
  • professionals from across disciplines work together
  • provide best possible experiences for individuals with divers abilities and needs
25
Q

What is a key feature of a collaborative team?

A
  • unique perspective (frame of reference) of each professional
26
Q

What does having a consultation mean?

A
  • one professional assisting another professional to solve a problem for a 3rd party
    E.g. PT develops activities with the practitioner
27
Q

What characteristics does effective collaboration have?

A
  • people should engage voluntarily
  • equal power/equal value
  • common goal that everyone agrees on
  • share in responsibility/ decision making
  • resources/information are shared freely among group members
  • individual members are accountable for outcomes of programming/support
28
Q

What is a role release?

A
  • team members share ideas from their knowledge base
  • ideas are implemented by other team members
    e.g. PT train stretches for participant to work on during their program
  • share across disciplines to improve outcomes
29
Q

What are the 5 steps for a collaborative team process?

A
  1. Needs identification
  2. Data collection
  3. Solution selection
  4. Implementation of solution
  5. Evaluation
30
Q

What is “needs identification” dependent on?

A
  • age of participant
  • setting
  • team members
31
Q

What are some strategies for data collection?

A
  • standardized tests
  • observation
  • interviews with teachers, practitioners, parents, participants
  • records
32
Q

What are the main ideas for “solution selection”?

A
  • identify the best intervention to achieve goals for successful participation
  • involve participant/family/caregivers
  • careful evaluation of ideas required to determine the best possible solution
33
Q

What are some examples of solutions or interventions

A
  • changing setting/equipment
  • adjusting instruction
  • working on specific skills
34
Q

What is the definition of a team?

A

2 or more individuals who form an interdependent, coordinated group that through good communication and clear procedures work toward a common goal

35
Q

What does communication involve?

A
  • listening
  • questioning
  • making statements
  • using methods of non-verbal communication
36
Q

What is passive listening and 3 positive aspects?

A

Listening without saying anything
- talk without interruption/interference
- can often reduce frustration
- fund solutions through talking

37
Q

What is active listening? And what may it involve?

A

Sharing with the speaker that you have heard what they are saying
- listening for content and emotion
- paraphrasing
- clarifying

38
Q

What is a closed question?

A

Simple yes or no answer
E.g. do you like going to the fitness centre

39
Q

What is a open question?

A

Allows for elaboration
E.g. what do you like about going to the fitness centre

40
Q

Describe descriptive statements vs evaluative statements

A

Descriptive: based on what’s perceivable/not evaluative
Evaluative: give the perceiver’s take on what has been perceived

41
Q

What are some examples of nonverbal communication?

A
  • facial expression
  • posture
  • gestures
  • eye contact
  • proximity
  • tone of voice
42
Q

What are the 2 primary barriers to effective consultation?

A
  1. Insufficient time
  2. Resistance to/lack proper understanding of physical activity
43
Q

What are some strategies to promote collaboration?

A
  • Co-teaching
  • Station instruction
  • parallel instruction
  • alternative teaching
  • team teaching
44
Q

What are some components for an ideal meeting schedule?

A
  • entire team meets face to face
  • weekly e-mail updates
  • each member keeps a daily log of activity
  • each member visits or observes
45
Q

Explain station instruction

A
  • variety of skills to be taught simultaneously
  • participants break into smaller groups
  • co-instructors each take a station and assist participants
46
Q

Explain parallel instruction

A
  • co-teachers deliver same content simultaneously
  • joint-lesson planning
47
Q

Explain alternative teaching

A
  • instructor 1 works with the larger group
  • instructor 2 works with a smaller group
48
Q

Explain one teaching, one assisting

A
  • instructor 1 provides instruction to the entire group
  • instructor 2 circulates/provides individualized assistance
49
Q

Explain team teaching

A
  • both instructors are responsible for planning/implementing program
  • share rolls of instructor and observer

KIN 104 (6 decks)

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