Adapted Physical Education- Ch. 1

Front 1

Adapted Education

Back 1

An individualized program of physical and motor fitness, fundamental motor skills and patterns, and skills in aquatics, dance, individual and group games, and sports that are designed to meet the unique needs of individuals.

Front 2

Key Features of Adapted Physical Education

Back 2

Individualized, long term, active, meets unique needs.

Empower individuals to take control of their lives, take responsibility for themselves and others.

Outcomes related to cognitive, affective, and psychomoter domains as affected elements.

Front 3

Adapted Physical Activity

Back 3

Service delivery, pedagogy, coaching, training, or empowerment.

-All ages

-Various settings available (not just school based)

-Provided by various qualified professionals

Front 4

Adaption

Back 4

Assessing and managing variables and services to meet unique needs and achieve desired outcomes. Considers variables that can be changed, tasks, persons, and environment.

Front 5

Modification

Back 5

Alter or lower the criteria that the student must meet in order to be considered successful.

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Accomodation

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Providing access, removing barriers, or minimizing limitations in order to facilitate a student's achievement of the same goals as peers.

Front 7

Supports

Back 7

Supplementary resources and airs that are provided to enable students with disabilities to be educated with nondisabled peers.

Front 8

What is the difference between Adapted and Adaptive?

Back 8

Adapted: education or service delivery

-Verb denoting the process of modifying

-Adjective referring to a program or serve delivery outcome.

Adaptive: Behaviours

-Adjective that describes client behaviours in occupational therapy.

Front 9

What are the 3 plans associated with Adapted Physical Education?

Back 9

IEP: Individualized education program

IFSP: Individualized family service plan

IPEP: Individualized physical education program.

Front 10

Adapted Sport

Back 10

Sport modified or created to meet the unique needs of individuals.

Front 11

Aims and Goals for an Adapted Physical Education Program

Back 11

Front 12

The first National Standard for PE

Back 12

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

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The second National Standard for PE

Back 13

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

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The third National Standard for PE

Back 14

Participates regularly in physical activity.

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The fourth National Standard for PE

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Achieves and maintains a health-enhancing level of physical fitness.

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The fifth National Standard for PE

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Exhibits responsible personal and social behaviour the respects self and others in physical activity settings.

Front 17

The sixth National Standard for PE

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Values physical activity for health, enjoyment, challenge, self-expression, and social interaction.

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Impairments

Back 18

Problems in body function and structures.

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Disabilities

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Activity limitations.

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Restrictions

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Barriers to participation caused by person- environments, interactions, and handicaps.

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Handicaps

Back 21

A term no longer used by the WHO

Front 22

Quadriplegia

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Paralysis of all four limbs, the trunk, and many organ functions, like blood pressure and respiration.

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Paraplegia

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Paralysis of the lower limbs, and depending on the level of damage the trunk and alterations of organ function.

Front 24

Diplegia and Triplegia

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Condition where two or three limbs are more involved than others.

Front 25

Hemiplegia

Back 25

Loss of sensation and or movement on either the right or left side of the body.

Front 26

Functional Walking

Back 26

The ability to walk with assistive devices like crutches, walkers, and canes.

Front 27

Prothesis

Back 27

Refers to an external artificial body part.

Front 28

Orthosis

Back 28

Refers to a brace or splint.

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Congential Time-of-Onset

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Disability present at birth.

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Acquired Time of Onset

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Disability occurs after birth.

Front 31

Guidelines to Speaking and Writing to Individuals with Disabilities

Back 31

-Avoid reference to disability.

-Avoid viewing those who succeed as super-human.

-Do not sensationalize a person with disabilities by saying "Afflicted with" or "victim of".

-Avoid labeling people into groups, eg. "the deaf".

-Use first-person terminology.

- Avoid using emotional descriptors.

-Emphasize abilities

-Avoid implying disease when discussing disabilities.

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Experiential Education

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Learning by doing.

Front 33

Reflective thinking

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Analyzing beliefs, effects of actions, and acquiring attitudes of open mindedness.

Front 34

Benefits of Hands-on Experience

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Greater perceived competence.

Better attitudes towards inclusion.

Difficult to measure actual competance.

Front 35

What are the characteristics of friendships or partnerships?

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Any kind of collaboration.

Both parties share power.

Benefit to the same extent.

Respect and value one another equally.

Experience mutual satisfaction and enjoyment.

Front 36

Eugenics

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Movement to improve gene pool.

Sterilization.

Marriages by feeble minded forbidden.

People favoured euthanasia of defective infants.

WWII- Nazi Germany conducted a widespread euthanization and sterilization of anyone believed to be inferior.

Front 37

Read Slides.....

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