KINE 465: Inclusive Physical Activity Exam 1

The practice or policy of providing equal access to opportunities and resources for people who might otherwise be excluded or marginalized such as those who have physical or intellectual disabilities and members of other minority groups. 

inclusion

EX: inclusion in practice at a middle school organization at a science fair

Example: 

• the school provides sign language interpreters for students who are deaf 

• the venue is wheelchair-accessible so students with mobility impairments can present their projects 

• teachers adapt instructions into multiple formats (written, visual, verbal) so everyone 

physical activity benefits everyone, including those with disabilities

health

EX: Health example with a teen with cerebral palsy joins a community swimming program (physical, mental, social health)

• Physical health benefit: Improves cardiovascular fitness and muscle strength with low joint stress.

• Mental health benefit: Boosts confidence and reduces stress.

• Social health benefit: Builds friendships by swimming alongside peers.

builds connections, friendships, and community belonging

social

EX: Social example with a young adult who uses a wheelchair joins a wheelchair basketball team

• they make new friends on the team

• they feel a sense of belonging and teamwork

• they connect with the wider community by playing in local tournaments

access to physical activity is a human right not a privilege

equity and justice

EXAMPLE

future professionals (like them) need the mindset and skills to create inclusive space

education

any bodily movement produced by the contraction of skeletal muscle that results in a substantial increase over resting energy expenditure (RER)

physical activity

a type of physical activity consisting of planned, structured, and repetitive bodily movement due to improve or maintain one or more components of physical fitness

exercise/fitness

assessing and managing variables to meet needs and achieve desired outcomes

adaptation

changes that are made to course content

modification

changes offered to students with disabilities to lessen the impact of the disability in the teaching and learning environment

accommodation

supplementary resources or aids that enable people with disabilities

supports

adaptation:

• what it change: 

• who its for:

• goal:

• what it change: environment, materials, methods 

• who its for: all students

• goal: improve engagement and sucess

Accommodation

• what it change:

• who its for: 

• goal: 

• what it change: Access to curriculum (not content)

• who its for: students with disabilities

• goal: reduce barriers

Modification

• what it change:

• who its for: 

• goal: 

• what it change: curriculum content or expectations

• who its for:  students with significant needs

• goal: match ability levels

Inclusive activity vs adapted activity

Inclusive activities:

• Means people with disabilities join regular physical activities.

• They participate with peers, usually without changing the activity much.

• Success depends on positive attitudes, supportive environments, and available help.

Adapted activities: 

• The activity is modified to fit the needs of individuals with disabilities.

• Changes can be made to rules, equipment, environment, or teaching methods.

• May use assistive technology or special equipment for participation.

Example: A student with a mobility impairment joins a general PE class and participates with peers using available supports

Inclusive Activity Example

Example: A student uses a handcycle in a cycling unit or plays basketball with a lowered hoop.

Adapted Activity Example

Example: strong upper-body strength but limited lower-body mobility, seated throwing activities.

ability example

Example: relay race may exclude students with limited mobility, passing game where participants pass a baton while seated

Activity example

Example: A student with a visual impairment may need tactile markers or auditory cues to navigate a playing field

Impairment example

Example: A crowded gym with poor acoustics may be overwhelming for a student with sensory processing challenges.

Setting example

• “Factors in a person’s environment that, through their absence or presence, limit functioning and create disability”

• For people with physical disabilities, it is the limiting of access to amenities that someone without a disability has full access to.

barriers

What are 4 example of barriers

• a physical environment that is not accessible,

• lack of relevant assistive technology (assistive, adaptive, and rehabilitative devices),

• negative attitudes of people towards disability,

• services, systems and policies that are either nonexistent or that hinder the involvement of all people with a health condition in all areas of life.

Disability Inclusion Strategies

• Getting fair treatment from others

• Making products, communication, and physical environment more usable by all (universal design)

• Modifying items, procedures, systems to enable a person with disability to use them as much as possible (reasonable accommodation)

• Eliminating the belief that people with disabilities are unhealthy or less capable of doing things (stigma, stereotypes)

Example: spinal cord injury, cerebral palsy, arthritis

• influences both body and daily activities

health condition (disorder/disease)

how organs, limbs, and systems work (e.g., muscle weakness, joint damage)

• These interact with personal and environmental factors

body functions and structures under functional and disabilities

tasks a person can do (e.g., walking, dressing, writing)

• These interact with personal and environmental factors

activities under functional and disabilities

involvement in real-life situations (e.g., going to school, working, playing sports)

• These interact with personal and environmental factors

participation under functional and disability

physical, social, and attitudinal environment (e.g., ramps, family support, social attitudes)

environmental factors under contextual factors 

age, coping style, education, motivation

personal factors under contextual factors

What physical or mental impairments are present?

Example: Muscle weakness in the legs after a spinal cord injury.

body functions and structures example

What tasks or actions can/can’t the person do?

Example: Difficulty walking long distances or climbing stairs.

activities example

What roles or social involvement are affected?

Example: Unable to join a soccer team or struggles to attend school events.

Participation example

What external factors help or hinder functioning?

Example: A wheelchair ramp and supportive teachers help participation; negative attitudes from peers hinder it.

Environmental Factors examples

How do different environments change participation in a school (supportive and unsupportive)

• Supportive environment → The school has ramps, accessible bathrooms, and teachers who adapt PE activities. The student can participate fully in class, join clubs, and attend field trips.

• Unsupportive environment → The school has only stairs, narrow hallways, and no adaptive equipment. The student is excluded from certain classes and social events, limiting participation.

How can supports improve activity and participation. (EX: physical, social, instructional, equipment)

• Physical supports → A student with low vision uses large-print textbooks, so they can keep up with reading and classwork.

• Social supports → A peer buddy helps a child with autism join group games at recess.

• Instructional supports → A teacher gives step-by-step instructions or extra time for tasks, allowing the student to complete activities successfully.

• Equipment supports → A basketball player with a mobility impairment uses a sports wheelchair, so they can play with the team.

What is the difference between impairment and disability.

• Impairment → A problem in body function or structure, such as a

  significant deviation or loss

• Disability → An umbrella term for impairments, activity limitations, and participation restrictions.

Is this an example of impairment or disability?

Example: The same person cannot walk independently and cannot return to work.

Disability example

Is this an example of impairment or disability?

Example: A person has reduced muscle strength in one leg due to a stroke

Impairment example

How does the ICF framework help us see the whole person?

• It includes impairments (what’s happening in the body),

• Activities (what the person can or can’t do),

• Participation (how they’re involved in school, work, or social life),

• and Environmental & Personal factors (what around them helps or hinders).
  

Instead of only asking “What’s wrong with this person?”, the ICF asks “How does this person live and participate in their world, and what supports can improve it?”

What role do environmental factors play in disability (both positive and negative)

Environmental factors can either reduce or increase disability.

• Positive environment → Removes barriers and supports participation.

  • Example: Accessible buildings, assistive technology, inclusive attitudes.

• Negative environment → Creates more barriers and limits participation.

  • Example: Stairs with no ramp, lack of sign language interpreters, stigma from peers.

How can professionals use this framework in practice?

• Assessment → Identify impairments, activity limitations, participation restrictions, and environmental factors.

• Goal setting → Create goals that focus on real-life outcomes, not just medical fixes.

• Intervention planning → Design supports and strategies that reduce barriers.

• Collaboration → Helps professionals, families, and communities work together using a shared language.

Example: A physical therapist checks not only muscle strength (impairment) but also how well the person can climb stairs (activity) and get to school (participation).

Assessment example

Example: “Able to play with peers at recess” instead of only “increase leg strength.”

goal setting example

Example: Recommending adaptive equipment, teaching coping strategies, or working with schools to improve accessibility.

Intervention planning example

What barriers do you think a person with a disability might face in participating in your local gym or community sports program

stigma/ attitude

• low self-esteem 

• lack of challenges

• push them to the side 

• social avoidance 

• exclusion (stand alone)

• communication 

What barriers do you think a person with a disability might face in participating in your local gym or community sports program

physical/ environmental

• loud music

• over crowded

• proper equipment 

• close equipment 

• accessible restrooms 

• door ways (width)

• transportation

• visual accommodation 

• proper signage

What barriers do you think a person with a disability might face in participating in your local gym or community sports program

Policy/systemic

• cost 

• untrained

• knowledge of participant

• create inclusive environment

• Everyone gets the same resources

• Focus on sameness

• Works best when needs are identical

• Example: Same shoes for all students in PE

equality

• Resources based on individual needs

• Focus on fairness

• Removes barriers so everyone can succeed

• Example: Adapted equipment or activities for students with mobility limitations

equity 

Universal Design

useful for all people, same means of use

equitable use

Universal Design

accommodates a wide range of abilities/preferences

flexibility in use

Universal Design

easy to understand regardless of experience or literacy

simple and intuitive

Universal Design

communicates effectively to all users

perceptible information

Universal Design

minimizes hazards or unintended actions

Tolerance for error

Universal Design

efficient and comfortable use

Low physical effort

Universal Design

accessible regardless of mobility, posture, or size

Size & space for approach & use

Advocacy & Inclusive Initiatives

Individuals/organization pushing for inclusive policies and practices

(_____________+ __________ = systemic faciliators)

• Special Olympics 

• Unified Sports 

• Move United (adaptive sports) 

• NCHPAD (resources, ACSM partnership_ 

• Campus rec program that highlight equity and access

Explain Changing Policies (Advocacy)

• System-level impact → reaches broad populations (e.g., ADA in the U.S. made accessibility a requirement everywhere).

• Provides legal backing and accountability → organizations must comply.

• Can address funding, awareness, and equity beyond just physical spaces (ex: inclusive PE mandates, insurance coverage for adaptive fitness).

• Limitation → Policies can be slow to change and may not always translate into actual on-the-ground access

Changing Environments (Universal Design)

• Immediate, practical impact → people experience accessibility in their daily lives right away.

• Improves participation without waiting on policy change.

• Often more visible and tangible for individuals (e.g., adjustable machines, wide doorways, visual signage).

• Limitation → Without a policy, implementation may be inconsistent or optional depending on the facility.

___________ set the floor, ____________changes set the standard

• policies 

• Universal Design/ environmental

True inclusion often requires policy to mandate access AND UD to optimize experience.