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44 Cards in this Set
- Front
- Back
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The government of Canada recognizes that physical activity and sport are integral parts of Canadian culture or society. It produces benefits of |
- social cohesion - linguistic duality - economic activity - cultural diversity - quality of life |
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What does the gov't of Canada wish to do about PA among Canadians? |
Increase awareness and benefits of PA and the practice of sport |
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what does the Canadian Sport Policy wish to do by 2012? |
Canadians experiencing and enjoying involvement in a sport to perform "at the highest competitive levels" |
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What is the problem with the Canadian Sport Policy's wish? |
only relevant to a small population |
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What are the goals of the Canadian Sport Policy? |
1. enhanced participation 2. Enhanced capacity 3. enhanced interaction |
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Adapted PE is a body of knowledge directed toward |
- movement education, skill development, physical fitness - assessment and solution of psychomotor problems - high quality PE instruction - advocacy for equal access to a healthy lifestyle and active leisure pursuits - least restrictive environment |
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What does Adaptive PE provide? |
Positive movement experiences and opportunities for individuals with disabilities to gain and enhance motor, cognitive and effective behaviours |
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Why should Psychomotor assessments be done? |
to identify individual strengths and areas of need |
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What do psychomotor assessments include? |
1. screening 2. diagnosis and placement 3. Instruction 4. student progress |
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What is a least restrictive environment? |
a concept which is to provide students with the optimal environment witht the best opportunity to succeed - most learning is likely to occur |
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Individualized program |
- meet the unique needs of an individual - found through experiences that are structured and success- oriented |
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Therapeutic Program |
- a rehabilitation program for someone after they have experienced and injury/ temporary disability |
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Developmental Program |
- helps develop motor skills to an age appropriate level
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Remedial Program |
- Correction of movement patters with selected activities |
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Adapted Programs |
- similar to a regular exercise program, just made to fit those with a disability |
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Bottom-up Aproach |
- start from no skill and build up to perform a specific skill |
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The 3 levels of functioning that contribute to learning a specific sport and living skills |
1. basic input systems 2. general abilities 3. specific skills |
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Bottom- up benefits |
- Appropriate for young children b/c they are already in the developmental sequence - good for people with less severe disabilities |
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Top- down (task specific) Approach |
- start with a specific skill - break it down into components - teach each step in a progressively more difficult order |
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Benefits of Top- Down |
- quicker than bottom up - appropriate for older individuals with disabilities - more severe disabilities use this - most direct method for teaching functional living skills |
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Factors affecting choice of teaching strategy |
1. time available 2. age of participants 3. Readiness of participant (are they interested) 4. Capability of the teacher 5. Funding |
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Normalization |
aiming to make the experience as normal as possible |
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Integration |
- try to achieve normalization by integrating a student with a disability into a regular class |
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Mainstreaming |
Max. integration in a regular class and also with minimum assistance from a teacher/ instructor |
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Reverse Mainstreaming |
small number of peers without disability work with a student who has a disability |
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Integration Pros |
- improved attitudes and acceptance of those with disabilities - increase social interaction - learn behaviours of normal peers - increase self-esteem - greater education benefits |
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Integration Cons |
- attention and time taken away from those without 'special needs' - potential class/ activity disruptions - lack of potential support - lack of knowledge - potential for decreased self-esteem |
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Factors that affect the way an individual adapts to his/ her environment |
- intelligence - Physical appearance - temperament - degree of disability - environment |
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Sublimation |
- repression of a lower feeling and substituting it with a higher one - mature way of adjusting |
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Compensation |
a behaviour you develop consciously or subconsciously to offset something you lack either physically or personality wise |
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Identification |
A person's association with adapting the qualities, characteristics, or views of another person or group - related to role models |
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Projection |
Defence against your own faults in attitude, behaviours or feelings by blaming someone or something else |
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Escape |
Avoiding a behaviour |
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Rationilaztion |
the conscious or unconscious avoidance of the truth because it is socially unaccepted, making something up that is socially accepted instead |
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Repression |
the unconscious exclusion of painful impulses/ desires |
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Stage 1 of adjustment following an acquired disability |
Denial/ repression of the truth |
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Stage 2 of adjustment following an acquired disability |
Early acceptance, beginning to realize 'real' vs. perceived strengths/ limitations |
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Healthy signs of early acceptance |
- depression - mourning - self-pity |
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Stage 3 of adjustment following an acquired disability |
Acceptance that life will go on |
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Results of a Positive experience |
- improved motor skills - higher level of PA - increased understanding/ appreciation of own limitations - improved attitudes towards self and others - optimum personal adjustment (intrinsic motivation) |
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Purpose of IAP |
- identify in writing the resources necessary for the participant to benefit from an adapted activity program - management tool to make sure the plan is appropriate - monitors individual - joint communication between student, parents and leader |
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Beliefs to guide IAP development |
- responsibility to provide activity - meaningful experience - family is foundation - collaborative team approach - planning based on trust and respect - includes a series of designed services, not a place where the child is assigned |
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Members of an IAP team |
- leader - Parents - Child - Others: doctors, PT |
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IAP Goals |
- Driven by child needs/ what they like to do - mutually agreed upon by all parties - activities are valued by children of the same age - support school and community membership - facilitate movement toward rhe long- range goals set by the child and family |
