URC 2 Lecture Set 5 - Adapted Physical Activity PDF

QUICK REVIEW – APA PARADIGMS 1) What is a paradigm and why are they important? 2) Name and describe one of the APA paradigms we talked about last week 3) What is the nature of the participant practitioner relationship under the strengths-based approach? 4) What does ‘adapted’ really mean?! ADAPTED P...

QUICK REVIEW – APA PARADIGMS 1) What is a paradigm and why are they important? 2) Name and describe one of the APA paradigms we talked about last week 3) What is the nature of the participant practitioner relationship under the strengths-based approach? 4) What does ‘adapted’ really mean?! ADAPTED PHYSICAL ACTIVITY SHERRILL, C. (2004). ADAPTED PHYSICAL ACTIVITY, RECREATION, AND SPORT: CROSSDISCIPLINARY AND LIFESPAN. BOSTON: MCGRAW-HILL. THEORY OF ADAPTATION Ernst Kiphard (1983) Stressed individual and environmental interactions Adaptation is a reciprocal process Holistic, age-appropriate, person-centered approach ADAPTATION THEORY Asserts that certain environmental variables create barriers and risks when they interact with personal variables in a goal-oriented physical education setting. Other person-environment variables serve as enablers, and it’s the teacher’s role to help the student find or create the best situational match of all interacting variables. ADAPTATION An umbrella process that encompasses related services, and such supports as accommodations (small changes), modifications (large changes), supplementary resources or aids ADAPTATION Purposeful change process to promote goals for students who are experiencing environmental barriers and physical limitations ADAPTATION — Art and science of assessing, prioritizing, and managing variables to facilitate the changes needed to achieve desired physical activity and movement outcomes. WHAT IS ADAPTED PHYSICAL ACTIVITY? WHAT IS ADAPTED PHYSICAL ACTIVITY? An attitude and philosophy (believing component) A service delivery system (doing component) A cross-disciplinary body of knowledge Focus on individual differences Lifespan approach Process of advocacy Promotion of independence and selfdetermination WHAT IS ADAPTED PHYSICAL ACTIVITY? Adapted Physical Activity Adapted Physical Education Adapted Recreation Adapted Sport ADAPTED PHYSICAL ACTIVITY PROGRAMS Adapted physical activity programs have the same objectives as regular physical activity programs (i.e., motor, cognitive, affective, social), but adjustments are made in regular offerings to meet the needs and abilities of all participants. APA programs may be integrated or segregated and may involve groups or individuals. APE/APA MODEL 1 Assess movement needs 2 Select functional goal (functional, top down approach) 3 Specify objectives 4 Assess, Prioritize, and Manage Variables 5 Evaluate program and plan change SELECT FUNCTIONAL GOALS Follow a Top-Down Approach Start with chronological age of the student and focus on acquisition, generalization and maintenance of movement skills and patterns that will enrich quality of family, school and neighbourhood activities. Functional Competence Being able to use movement skills and patterns in meaningful, age appropriate drills and games and to be able to perform under varied conditions. FUNCTIONAL COMPETENCE EXAMPLES To catch a ball coming at ankle height, knee height, and chest height at slow, medium, and fast speeds To run on varied surfaces, like concrete, sand and grass of different heights and level and downhill slopes SPECIFYING OBJECTIVES What are the things that you want to achieve in order to reach your goals? Difference between Goals vs. Objectives A goal is a desired result you want to achieve and is typically broad and long-term. An objective, on the other hand, defines the specific, measurable actions taken to achieve the overall goal. ASSESSING, PRIORITIZING AND MANAGING VARIABLES With the selection of functional goals variables that must be changed are identified Engaging in adaptation decisions leads to awareness of the barriers to overcome, personal limitations that may or may not be modifiable and enablers to facilitate social change EVALUATE THE LESSON OR PROGRAM AND PLAN FOR CHANGE Engaging in Continuous Assessment Underlying principle is to engage the person in critical thinking and make him/her feel responsible for making environmental conditions the best they can be Evaluating the Overall Program & Planning Change All aspects of the program should be evaluated by as many participants as possible Changes are planned as needed and the cycle of instruction or intervention is begun anew INTERACTING VARIABLES FOR APA WHAT TO KEEP IN MIND – FOR THE PERSON YOU ARE WORKING WITH… Interests Strengths and weaknesses Needs Cognitive ability Social skills WHAT TO KEEP IN MIND – FOR YOURSELF… Strengths and weaknesses Needs Body language / gestures Patience Experience Your knowledge of disability WHAT WOULD YOU DO? FOR BONUS ON YOUR LOWEST GRADE Find a group Decide how you will accommodate the following scenario Address each of the interacting variables THE TASK You are welcoming a student to your basketball program who experiences vision loss and challenges with balance. Your skill development for the day is dribbling and passing. Task Variables: INTERACTING VARIABLES FOR APA Speed – Fast, medium, slow; constant or changing Pathway – Horizontal, vertical, curved zigzag Direction – Constant, changing; to midline, preferred side, no preferred side, forward, backward; to a target or unspecified Height – Way above head, eye level, chest or waist level ground Accuracy – no error, some error lots of error Force – Hard, medium, soft. Physical Environment: INTERACTING VARIABLES FOR APA Space – Open, closed; blank or structured lines; large or small; barriers Lighting – Bright, dull; direct, indirect Sound – Loud, average, soft ; clear, muffled; use of music Support – Wall and ceiling surfaces – their stability and colors; their influence on sound, lighting and movement Mirrors Distracters Allergens – Pollens, molds, dusts Temperature/Humidity – Air temperature; water temperature Equipment – For play, sport, exercise, mobility communication. Objects and Equipment: INTERACTING VARIABLES FOR APA Size – Small medium or large Weight – Light, medium, heavy Color – Blue ball against white background yellow or orange ball against black background Surface – Smooth or rough, cushy or soft rubber like projections Texture – Soft, firm or hard Sound – Silent, beeping loud or soft, jingling with bells or rattling with noisemakers Shape – Round oblong or irregular Movement – Stationary or moving Psychosocial: Attitudes and feelings about one’s self and others INTERACTING VARIABLES FOR APA Encompasses the nature and number of persons sharing the space, how they are perceived by the teacher and the learner, and how they affect learning. Perceptions of the instructor and others Is only one person recognized as the teacher or are several individuals helping (sometimes giving conflicting directions)? Are peers viewed as supportive, indifferent, neutral, or hostile? INTERACTING VARIABLES FOR APA The Learner: Interest Previous experience Learning style Age, gender, race Strengths and weaknesses Is this activity meaningful? Instruction & Information: INTERACTING VARIABLES FOR APA Type of feedback Methods of presentation Level of assistance during practice Use of time Distance between teacher and learner Model Type Teacher or student? Similar or dissimilar to student? How do you present new material? How much feedback or information do you provide? Temporal Environment: INTERACTING VARIABLES FOR APA How is time structured and determine speed of instruction and activities Planned time or unplanned time Time on task, number of trials within time period Duration of time for each set of instructions and other parts of lesson Time intervals between cues, performance correction, reinforcement ADAPTATIONS TO ACCOMMODATE SPECIFIC LIMITATIONS: STRENGTH, POWER, ENDURANCE Lower targets Reduce distance, playing field Reduce weight, size of striking implements, balls, projectiles Allow student to sit or lie down while playing Use deflated or suspended balls Decrease activity time, increase rest time Reduce speed of game ADAPTATIONS TO ACCOMMODATE SPECIFIC LIMITATIONS: BALANCE Lower center of gravity Keep as much of body in contact with surface as possible Widen bases of support Extend arms Use carpeted surface rather than slick surfaces Provide structures to assist with stability ADAPTATIONS TO ACCOMMODATE SPECIFIC LIMITATIONS: COORDINATION AND ACCURACY Use light, soft, small/large balls for catching or striking Decrease distance ball is thrown and reduce speed Use stationary balls for striking and kicking Increase surface of striking implement Increase size of target CURRICULAR MODIFICATIONS What types of variations can be made for: Purpose or goal of the game Number of players Field of play Objects used Level of organization GOOD SERVICE DELIVERY IS ADAPTING Mainstream, non-mainstream, school, nonschool Both generalists and specialists need to understand the principles of adapting Adapting goals, content, and pedagogy Minimize failure and maintain confidence