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23 Cards in this Set
- Front
- Back
competent inclusive PE teachers
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-are organized, flexible, and continuously learning
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Canadian Active Living Challenge
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4 programs:
a. involvement and fun in physical activity (6-8 yrs) b. expanding physical activity opportunities (9-11) c. making choices and setting goals (12-14 yrs) d. responsibility, empowerment, and leadership (15-18 yrs) |
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access to participation
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=allow devpt regardless of gender, age, ability, race, religion, or socio-economical status
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conditions needed to implement an inclusive PE program
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a. role of the teacher
b. supportive administrator c. cooperative school climate |
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active living schools concept
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-school programs and curriculum instruction through a quality daily physical education program
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schools instructional program
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-150-300 minutes of PE per week with a balance of activities
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teacher variables that facilitate implementing inclusive PE program
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a. teacher preparation
b. teacher attitude and expectations c. amount & quality practice time d. degree of student success |
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inclusive PE is based on what premise
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-that all students can be taught, are capable of learning, and will benefit from participating in PE
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intramural program
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-leagues,tournaments, clubs, special days, non-credit instruction, and self-directed activities
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inclusive physical education
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=a program, a process, and a philosophy of teaching that meets the needs of all students regardless of skill level, ability or disability
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interscholastic sport
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-strong philosophic base with a no-cut policy with inclusion and fair play
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active living defn
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=a way of life in which physical activity is valued and integrated into daily living
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range of PE participation
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from full, unrestricted involvement to solely observational
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zero reject principle
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-the program has a goal to meet the needs of all students regardless of the type or severity of disability
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inclusive PE process
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a. aquiring info on student and their disability
b. consider safety concerns c. assess present skill level d. set goals to the IEP e. select activities f. modifications g. evaluating adjustments |
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continuim of modifications so a child can be included
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a. minimal
=have little effect on others b. moderate =affect the role of the child with the disability c. considerable =affect others or the activity |
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factors that govern the extent of inclusion
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a. the type, nature, and duration of disability
b. developmental and maturity status c. skill and fitness level d. talk to the child themselves |
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is continuous high-intensity exercise recommended for children?
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-no, 30-60 min. per day for children
20 min *3 days per week for adolescence |
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what type of activities are children encouraged to do?
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-high-volume, moderate-intensity activty, accumulated throughout the day
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key elements of QDPE
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a. planned instructional program
b. high quality intramural program c. interscholastic sport d. supportive administration and teachers |
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QDPE
quality daily physical education |
=planned program of instruction supported by co-curricular activities, on a daily basis, for all students throughout the school year
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supportive administration and teachers
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-qualified, enthusiastic people who believe in the students
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equity
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-right of all the individuals to equal opportunity
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