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Adapting Physical Activities > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

What does “cerebral palsy” mean

A

Cerebral - brain
Palsy - weakness, paralysis, lack of muscle control

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2
Q

3 causes of cerebral palsy

A
  1. Trauma
  2. Infection
  3. Pregnancy/ delivery
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3
Q

3 things that cerebral palsy is classified by

A
  1. Type of movement or muscle tone
  2. Affected area
  3. Severity
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4
Q

3 types of movement within cerebral palsy and the 3 subtypes

A

Spastic —> tightness in muscles, stiff awko movement

Dyskinetic
- athetosis = writhing or flopping
- dystonia= twisting or repetitive movements
-ataxia = shaky, bad balance and coordination

Mixed —> 2+

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5
Q

3 ways that body parts can be affected with cerebral palsy

A
  1. Hemiplegic
    - difficulty moving one side of body
    - doesnt use other side because there is a lack of feeling
    - cant reach/ grasp with affected hand
  2. Diplegic
    - difficulty using lower body due to stiffness in legs
    - can’t fully straighten at the hips
    - bad balance when standing
  3. Quadriplegic
    - all 4 limbs affected
    - trunk, head, neck often affected
    - mouth and tongue issues
    - unable to walk
    - can develop scoliosis, hip dislocation, bladder/bowel issues
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6
Q

3 degrees of severity in cerebral palsy

A
  1. Severe
  2. Moderate
  3. Mild
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7
Q

What are 5 neurological disorders

A
  1. Central nervous system
  2. Cerebral palsy
  3. Traumatic brain injury
  4. Seizure (epilepsy) and compulsive disorders
  5. Spina bifida
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8
Q

Effects of cerebral palsy

A
  • mobility and balance
  • training with large muscle groups
  • Posture and growth
  • communication
  • fine motor skills + coordination
  • eating, drinking, swallowing
  • personal care tasks
  • perceptual difficulties
  • concentration
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9
Q

Some misconceptions about cerebral palsy

A
  • contagious
  • progressive
  • can be cured

NO

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10
Q

What are the chances in having FASD and what is it the leading cause of?

A

1 in 100 in canada

Leading cause of developmental disability

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11
Q

How does FASD happen

A
  1. Body needs lots of o2 to metabolized the alcohol that the fetus needs for cell growth
  2. Ethanol (in alcohol) constricts the blood vessels, which restricts the blood flow from the placenta to the fetus
  3. lack of o2 = kills brain cells and causes malnutrition
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12
Q

3 effects of FAS

A
  1. Growth deficiency
  2. Facial characteristics
  3. Central nervous system damage
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13
Q

What is the NDPAE

A

Neurobehavioral disorder associated with alcohol exposure

  • falls under umbrella of FAS
  • children prenatally exposed to alcohol, but dont fit the entire criteria of FAS
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14
Q

3 functional domains of NDPAE

A
  1. Self regulation
  2. Neurocognitive
  3. Persons adaptive functioning
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15
Q

Factors of FAS

A
  • volume of alcohol
  • time in pregnancy
    -Blood alcohol levels
  • genetics
  • Environmental factors
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16
Q

Reasons for FAS

A
  • fam violence
  • poverty, unemployment, homelessness
  • stress
  • social pressure to drink
  • low self esteem
  • poor knowledge
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17
Q

Invisible symptoms of FAS

A
  • attention problems
  • bad memory
  • hyperactive emotions
  • difficulty with abstract concepts
  • immature
  • Too friendly to strangers
  • poor judgment
18
Q

FAS impact on PA (social, physical, behavioural, cognitive, instructional)

A

Social —> acting younger, personal space, sensory overload, emotional outbursts

Physical —> fine motor skills, growth deficiency’s

Behavioural —> no idea what to do when they dont know what to do

Cognitive —> don’t know what they know

Instructional —> rule changes must become permanent (not just this time)

19
Q

What does the FAMME model stand for and the 4 steps

A

Functional approach to modifying movement experiences

  1. Determine underlying components of skill
  2. Determine current capabilities
  3. Match modifications to capabilities
  4. Evaluate modification effectiveness
20
Q

Motor abilities vs capabilities

A

Motor abilities = stable traits, genetic, determine persons achievement potential for a skill (ex: I’m not going to be an olympic runner)

Capabilities = characteristics that are subject to change based on practice

21
Q

Closed skill vs open skill

A

Closed —> stable, predictable environment, environment has affect on activity

Open —> dynamic, unpredictable environment, environment has no effect on activity

22
Q

3 person entered changes in step 3 of the FAMME model

A
  1. Physical training
  2. Practice and learning
  3. Medication
23
Q

Ways to modify a task in the FAMME model

A
  • open vs closed skills
  • skill extensions (extensions of both ends of the scale)
  • skill switching
  • individualized goal setting
24
Q

Ways to modify the context in the FAMME model
- 4 ways to present activities
- 6 ways to organize/manage

A

Present
1. Method of communication (verbal, visual)
2. How many steps? (How much instruction)
3. Use of verbal cues
4. Demos

Organizing and managing
1. Group size
2. Grouping techniques
3. Time management (time of day, length of lesson)
4. Space (type of surface, size)
5. Individual positioning (formation)
6. Equipment

25
Q

4 Ways to modify the instructional strategies in the FAMME model

A
  1. Instructional style (directed or discovery)
  2. Whole part practice
  3. Activity procedures (rules, roles)
  4. Providing feedback
26
Q

Skill themes vs movement concepts
- efforts and relationships

A

Skill themes —> what we do
1. Locomotor
2. Manipulative
3. Non-locomotor

Movement concepts —> how we do it
~ Spacial awareness
- location
- direction
- level
- pathways
- extensions

Efforts = how the body moves
- time
- force
- flow

Relationships = who and what the body moves with
- body parts (wide, twisted, straight)
- objects or people (over, under, around)
- others (leading, following, partnering)

27
Q

4 task elements

A
  1. Purpose
  2. Critical features
  3. Cues
  4. Error
28
Q

General task categories
Balance and Davis 1993

A
  1. Locomotion on land
  2. Object propulsion
  3. Object repetition
29
Q

5 progressions of a skill

A
  1. Catching a big ball with two hand while staying still
  2. Catching a medium ball with two hands while staying still
  3. Catching a small ball with two hands while staying still
  4. Catching small ball with one hand while staying still
  5. Catching a small ball with one hand while moving
30
Q

Play vs games and sport

A

Play
- cognitive
- social
- spontaneous
- humour
- joy
-empowerment

Games and sport
- players
- rules
- predictable outcomes
- goals of winning
- Competition

31
Q

4 Types of game and sport

A
  1. Invasion
  2. Court
  3. Field run
  4. Target
32
Q

5 Elements of game and sport

A
  1. Equipment
  2. Players
  3. Movement patterns
  4. Organization
  5. Rules
33
Q

Guidelines to follow when modifying games

A
  • everyone active
  • everyone has opportunity for success
  • no elimination games
  • creative ways to split groups
  • No fear to modify
34
Q

LTAD and the 7 stages

A

Long term athlete development
- provides path of developmental stages to help person with disabilities to achieve their goals

  • diagram with lots of entry points
  1. Active start
  2. FUNdamental
  3. Learn to train
  4. Train to train
  5. Train to compete
  6. Train to win
  7. Active for life
35
Q

5 disability sport corps

A
  • mainstream sport —> people with and without disability, based on skill
  • deaf olympics
  • paralympics
  • special olympics
  • wheelchair sport
36
Q

Deaf olympics

A

1924
55 decibels in better ear

  • equal through sport
37
Q

Special olympics

A

1968
- let me win, but if i cant win, let me be brave in the attempt

38
Q

Active start and fundamentals special olympics

A

Active start
- 2-6

Fundamentals
- 6-8 F, 6-9 M
See the athlete first

39
Q

Chantal petitclerc

A

Canadian of the year in 2004
Refused reward

40
Q

What categories does the water competence model cover

A
  • water safety
  • water games
  • competitive swimming
  • underwater swimming
  • diving
  • synchro
  • rec and leisure activities
  • boating
41
Q

Medical model vs human rights model

A

Medical model
- impairment is the problem
You need to be cured
- society made by able bodied

Human rights model
- social structures are the problem
- make society inclusive
- environment is the issue, not the person

42
Q

Social justice

A

Reduce inequalities in the distribution of economic and social resources

Adapting Physical Activities (1 decks)

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