Adaptive Physical Education Chapter 5

Response to Intervention (RTI)

-a tiered framework of support for students who may be struggling in PE/general education environment

Commercial Programs

-achievement based curriculum (ICAN) -data based gymnasium -mobility opportunities via education (MOVE) -special Olympics motor activities training program (MATP)

perceptual motor integration includes

-balance -laterality -directionality -body image -spacial awareness -ocular motor control -cross-lateral integration

the core purpose of RTI is to

-ensure implementation of continuous measurement of progress -provision of supports -utlization of evidence based practices

the bottom up approach involves

-intervening as early as possible to determine whether all sensory input systems are functioning -determine the lowest level of motor function and address that problem before developing specific skills -selecting activities that will promote development of those systems that are delayed

kinesithic system helps with

-judgement of late and amount of amplitude and motion -determination of where our body is in space and amount of force required for movement

modifications or adaptations change the...

-task demands -rules -environment -instruction to permit students with disabilities to participate -use an assistive device -use modified equipment

the top down approach involves

-teaching the skills directly -places emphasis on the END of the skill sequence -focuses on functional and recreational sports skills individuals would have opportunity to participate in as adult in the comunity

Generalization to community environments

-work with student to determine what activities are enjoyable -select activities that can include the family -practice skills learned in PE setting in the community -ensure student has all of skills needed to access activity in community

motor fitness integration is composed of

1. agility 2. speed 3. power 4. coordination

levels of motor function: from the foundation up

1. basic neurological building blocks 2. integration processes 3. function skills 4. sport skills

2 types of task analysis

1. content analysis of discrete tasks 2. content analysis of continuous skills

steps of the top-down approach

1. determine what is to be taught 2. conduct a task analysis to determine what a student an already do 3. teach specific components of the task the student cannot do

functional skills include what

1. locomotor 2. object control/manipulative

functional skills includes what?

1. locomotor skills 2. object control

integration processes include what?

1. perceptual motor 2. physical fitness 3. motor fitness

Basic Neurological Building Blocks

1. primitive reflexes 2. equilibrium reflexes 3. vestibular system 4. kinesthetic system 5. visual system 6. tactile system 7. auditory system

2 types of vision

1. refractive 2. orthoptic

physical fitness is composed of

1. strength 2. flexibility 3. muscular endurance 4. cardiovascular endurance

2 teaching techniques that are effective for accommodating the student with special needs:

1. teach specific skills (top down) 2. eliminate deficiencies (bottom-up)

the approach physical educators choose to take is dependent on:

1. time available 2. age and readiness of the student 3. capabilities of the teacher 4. number of individuals available to assist the teacher

sport skills is what level of motor control

4th level

laterality

Awareness of the difference between two sides of the body; if laterality doesn't develop they may only use one side of the body

What requires that parents be apprised of educational status of children and informed of child progress in general curriculum and in meeting their IEP goals

IDEIA; federal law

speed is frequently measured using

a 50 yard dash

Cardiovascular Endurance

ability of heart and vessels to process and transport oxygen from lungs to muscle cells for use

agility

ability to change position in space quickly and accurately

strength

ability to contract a muscles against a resistance

ocular motor control

ability to fixate visually on objects and track their movment

coordination

ability to integrate separate motor systems with varying sensory modalities into efficient patterns of movement

balance

ability to maintain equilibrium in a held/static or moving/dynamic position

speed

ability to move quickly in a short period of time

spacial awareness

ability to perceive the position of objects in space as they relate to the body; ability to replecate in space the mind's eye without visual input

orhtoptic vision

ability to use extra ocular muscles of eye in unison

Everyone can is based on

achievement based cirriculum

how often must be informed of child's progress

at least as often as peers without disabilities

primitive reflexes

autonomic reflexes that should appear in an infants movement repertoire during the first 6 months of life

what is the foundation of motor function?

basic neurological building blocks

how is power frequently evaluated

by using a standing long jump

muscular endurance

continuous contraction of a muscle against a resistance

content analysis of continuous tasks

continuous task broken down into components that contribute to a skill -EX: running, jumping, throwing

cross-lateral integration

coordination of both sides of the body

visual system

depth perception is key for success in PE

eliminate deficiencies approach aka

developmental or bottom up approach

content analysis of discrete tasks

discrete tasks are broken down into parts that make up entire task -EX: dressing, lay-up shot

sport skills include

dribbling, shooting, rebounding, spiking, volleying, serving, trapping, pitching, tumbling, punting, diving, skiing, batting

to determine which skills and individuals has in relation to skills that will be needed for ultimate functioning in the community requires the completion of an

ecological inventory/community based assessment

the focus of the top-down approach

emphasizes teaching skills and behaviors that are absolutely necessary for a person to function in a community environment

power

explosive strength; requires ability to rapidly contract and coordinate muscles to perform maximum effort

speed is also dependent on

fast-twitch fibers; genetically determined

ocular motor control includes

fixation, convergence/divergence, and visual tracking

fixation

focusing

visual tracking

following with eyes in all direction

physical fitness directly relates to

health and performance/enjoyment of life

the essential question when trying to decide whether or not to use top-down approach?

how much time is available?

far sighted

hyper opic

auditory system

impacts the ability to track, follow directions and balance

what is the key word for individuals with disabilities?

independent

gross motor coordination

involves the whole body; balance, agility, and rhythm must be synchronized

EX of equilibrium reflexes

labyrinthine and optical righting

incidental learning

learning from every day interaction with the environment

the top down approach is best for individuals with

low-income disabilities and those who are higher functioning at middle-school age or beyond

motor fitness integration

more skill related

what are the first visual indicators if there's a central nervous system maturation?

motor milestones

locomotor skills

moving the body -rolling -crawling -walking -running -jumping -sliding -galloping -skipping -climbing stairs

kinesthetic system

muscles, tendons, and joints and other body parts that help control and coordinate other activites such as walking and talking

near sighted

myopic

tactile sensitivity or lack of sensitivity impacts

object discrimination

essence of evidence based curricula is

objective measurement or a child's progress in response to intervention (RTI)

the top down approach is better for what type of students

older; the older the student the more effective this approach

all levels of motor function contribute to

persons ability to live independently

most individuals can learn through incidental learning if they

possess the pre-req neurological, the cognitive, and motor

Long term goal of PE for individuals with disabilities

prepare students for a lifetime of physical activity to be engaged in as independently as possible; equip them with motor skills that contribute to independent living

advocates of the developmental apprcoach agree that their ultimate goals is to

produce productive adults who can function independently in their communities

flexibility

range of motion possible at a given joint

speed is dependent on

reaction time and movement time; the time it takes to hear and respond to a signal and how quickly they move after initiating the movement

equilibrium reflexes

reflexes that help a person maintain an upright position when the center of gravity is suddenly moved beyond the base of support

vestibular system

response to balance or position in space; impacts balance; found within the ear

what is a primary contributor of power

strength

ex of primitive reflexes

symmetrical tonic neck reflex

body image

system of ideas and feelings a person has about his/her structure; feelings about the body

teach specific skills/ top-down is also calaled

task specific approach

the younger the student is,

the faster the gains

tactile system

the knowledge of where body ends and space begins and the ability to discriminate among pressure, texture, and size

refractive vision

the process by which light rays are bent as they enter the eye

agility is dependent on

the visual, kinesthetic and vestibular system

Functional skills is what level of motor function

third

response to intervention is centered around

three tiers of intervention in which each tier provides increasing levels of support if the student continues to exhibit need

physical educators who teach students with disabilities agree that their primary goal is:

to facilitate the development of purposeful skills for each student

what is the most realistic and expedient type to use with individuals with severe disabilities and higher functioning individuals?

top-down

when an individual is older and severely involved, there is a limited amount of time available to develop functional skills so you should use

top-down

convergence/divergence

tracking and focusing near and far

evidence based practices

using instructional strategies and curricula that have been validated as effective by scientific research and/or best available evidence