Kin 120 Lecture 8
Adapted Physical Activity
Source Reference
Sherrill, C. (2004). Adapted physical activity, recreation, and sport: Cross-disciplinary and lifespan. Boston: McGraw-Hill.
Contemporary Adapted Physical Activity (APA)
Cross-Disciplinary Nature
Involves diverse fields contributing to the understanding and enhancement of adapted physical activities.
Philosophy and Attitude
Emphasizes a positive outlook towards adaptations in physical activities.
Focus on Differences
Recognizes and values individual differences in abilities and needs.
Advocacy
Promotes the rights and inclusion of individuals with disabilities (PWD) in physical activities.
Characteristics
Programs are characterized by adaptations to accommodate various needs.
Offers opportunities for independence and self-determination (Reid, 2003).
What Does ‘Adapted’ Really Mean?
Definition
Indicates changes, modifications, or adjustments of goals, objectives, and instructional methods.
Purpose
Used to enhance learning, practice, and enjoyment of independent physical activity.
Facilitates choice and fosters empowerment.
Adapted Physical Education Controversy
Myth: "Adapted physical education is no different from activities in good, appropriate, individualized, and developmental physical education programs." (Stein, 1987)
Denotes that the term 'adapted' is not limited to PWD-specific programs.
Acknowledges that activities can be adaptive or adaptable.
Quality Physical Education/Physical Activity (PE/PA)
Attributes
Individualized to cater to various needs and preferences.
Choice-driven to promote active engagement.
Encourages participation from all abilities.
Theory of Adaptation
Proponent: Ernst Kiphard (1983)
Key Concepts
Interaction: Stress on the interactions between individuals and their environments.
Reciprocal Process: Adaptation is mutual between individuals and their surroundings.
Holistic Approach: Focuses on a person-centered, age-appropriate adaptation of activities.
Adaptation Theory
Principle
Certain environmental variables may introduce barriers and risks in physical education or activity settings.
Some variables serve as enablers, and it is critical for facilitators to assist individuals in finding the best situational match of these variables.
Definition and Purpose of Adaptation
Definition
An umbrella process that includes related services, accommodations (smaller changes), modifications (larger changes), supplementary resources or aids.
Goal
To promote objectives for individuals facing environmental barriers or physical limitations.
The Art and Science of Adaptation
Process
Involves assessing, prioritizing, and managing variables to facilitate necessary changes aiming for desired physical activity and movement outcomes.
What is Adaptive Physical Activity?
Components
Attitude and Philosophy: Emphasizes belief in inclusivity and the ability to adapt.
Service Delivery System: Practical implementation of adapted physical activity, termed Doing Component.
Cross-Disciplinary Knowledge: Integrates knowledge from various disciplines.
Focus on Individual Differences: Tailors to the diverse abilities and needs of participants.
Lifespan Approach: Recognizes changes across different stages of life.
Advocacy: Supports independence and self-determination for all.
Types of Adaptive Physical Activity Programs
Objectives
Share the same objectives as regular physical activity programs (motor, cognitive, affective, social).
Customization
Adjustments are made in regular offerings to accommodate individual needs.
Formats: Programs may be integrated or segregated, catering to groups or individuals.
APE/APA Model
Steps for Implementation
Assess movement needs.
Select functional goal (utilizing a functional, top-down approach).
Specify objectives.
Assess, prioritize, and manage variables.
Evaluate the program and plan for changes.
Selecting Functional Goals
Approach
Top-Down Approach: Begins with the chronological age of the student.
Focus on acquisition, generalization, and maintenance of movement skills.
Enhance quality of engagement in family, school, and community.
Definition of Functional Competence
Ability to use movement skills in meaningful activities appropriate for age and condition.
Examples of Functional Competence
Catching a ball during basketball.
Running on surfaces like concrete, sand, and grass at varying levels.
Specifying Objectives
Definition
Objectives describe specific, measurable actions required to achieve broader goals.
Difference Between Goals and Objectives
Goals: Broad and long-term desired results.
Objectives: Specific and measurable actions directed toward achieving the overarching goal.
Assessing, Prioritizing, and Managing Variables
Purpose
Identify variables that require modification based on the functional goals.
Understanding adaptation decisions uncovers barriers to overcome, personal limitations, and aids for social change.
Evaluate the Lesson or Program and Plan for Change
Continuous Assessment Principle
Engage learners in critical thinking and responsibility for optimizing their environments.
Overall Program Evaluation
All program aspects should be evaluated by as many participants as possible.
Changes should be planned as needed, initiating a new cycle of instruction or intervention.
Interacting Variables for Adaptive Physical Activity (APA)
Considerations
For the Person: Interests, strengths, weaknesses, needs, cognitive abilities, social skills.
For the Instructor: Strengths, weaknesses, needs, body language, patience, experience, knowledge of disabilities.
Specific Interacting Variables for APA
Task Variables
Speed: Fast, medium, slow; constant or changing.
Pathway: Types include horizontal, vertical, curved, and zigzag.
Direction: Can be constant or changing, specific to preferred side or target.
Height: Varies from ground level to way above head.
Accuracy: Ranges from no error to significant error.
Force: Varies from hard, medium to soft impact.
Physical Environment Variables
Space: Open, closed; may include large or small areas with barriers.
Lighting: Brightness and intensity influence performance.
Sound: Level of noise can impact focus.
Support Structures: Impact of stability and influence on movement.
Climate Factors: Temperature and humidity considerations.
Objects and Equipment Variables
Size: Varies from small to large items.
Weight: Light to heavy considerations for handling.
Color: Functional effects depending on background contrast.
Surface Texture: Impacts grip and handling.
Movement Dynamics: Stationary vs. moving equipment.
Psychosocial Variables
Individual attitudes and feelings towards self and others.
The nature of social interactions; support vs. hostility among peers.
The perception of instructor effectiveness and approachability.
Learner Variables
Individual interest, previous experiences, and learning styles.
Specific attributes such as age, gender, race influencing participation.
Instruction & Information Variables
Feedback types and methods.
Time management and presentation techniques.
Temporal Environment Variables
Time structuring dictates the speed of instructions.
Planned versus unplanned timing impacts engagement.
Adaptations to Accommodate Specific Limitations
Strength, Power, Endurance Limitations
Lower targets, reduced distances, and adjustments to equipment weights/sizes.
Encourage sitting or lying down for participation ease.
Adjust activity durations and rest periods accordingly.
Balance Limitations
Lowering the center of gravity and increasing ground contact area.
Modify environments to enhance stability during activities.
Coordination and Accuracy Limitations
Utilize lighter, softer balls for striking or catching.
Reduce distances and adjust speeds for enhanced accessibility.
Curricular Modifications
Possible Variations
Adjustments in game purpose, player numbers, playing space, and equipment types.
Service Delivery in Adaptation
Key Considerations
Both generalists and specialists must understand adaptation principles.
It involves modifying goals, content, and pedagogy to minimize failure and foster confidence.
Examples of Adaptations in Activities
Basketball Adaptations
Dribbling in place as an initiation of movement.
Utilizing auditory cues such as a peer's voice for direction.
Employing specialized equipment like beeper balls and adjustable basket heights for accessibility.
Volleyball Adaptations
Adjusting student proximity to the net and modifying passing techniques.
Varying ball types to suit individual capabilities during play activities.