Exam 3 Flashcards
What does “cerebral palsy” mean
Cerebral - brain
Palsy - weakness, paralysis, lack of muscle control
3 causes of cerebral palsy
- Trauma
- Infection
- Pregnancy/ delivery
3 things that cerebral palsy is classified by
- Type of movement or muscle tone
- Affected area
- Severity
3 types of movement within cerebral palsy and the 3 subtypes
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+
3 ways that body parts can be affected with cerebral palsy
- Hemiplegic
- difficulty moving one side of body
- doesnt use other side because there is a lack of feeling
- cant reach/ grasp with affected hand - Diplegic
- difficulty using lower body due to stiffness in legs
- can’t fully straighten at the hips
- bad balance when standing - 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
3 degrees of severity in cerebral palsy
- Severe
- Moderate
- Mild
What are 5 neurological disorders
- Central nervous system
- Cerebral palsy
- Traumatic brain injury
- Seizure (epilepsy) and compulsive disorders
- Spina bifida
Effects of cerebral palsy
- 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
Some misconceptions about cerebral palsy
- contagious
- progressive
- can be cured
NO
What are the chances in having FASD and what is it the leading cause of?
1 in 100 in canada
Leading cause of developmental disability
How does FASD happen
- Body needs lots of o2 to metabolized the alcohol that the fetus needs for cell growth
- Ethanol (in alcohol) constricts the blood vessels, which restricts the blood flow from the placenta to the fetus
- lack of o2 = kills brain cells and causes malnutrition
3 effects of FAS
- Growth deficiency
- Facial characteristics
- Central nervous system damage
What is the NDPAE
Neurobehavioral disorder associated with alcohol exposure
- falls under umbrella of FAS
- children prenatally exposed to alcohol, but dont fit the entire criteria of FAS
3 functional domains of NDPAE
- Self regulation
- Neurocognitive
- Persons adaptive functioning
Factors of FAS
- volume of alcohol
- time in pregnancy
-Blood alcohol levels - genetics
- Environmental factors
Reasons for FAS
- fam violence
- poverty, unemployment, homelessness
- stress
- social pressure to drink
- low self esteem
- poor knowledge
Invisible symptoms of FAS
- attention problems
- bad memory
- hyperactive emotions
- difficulty with abstract concepts
- immature
- Too friendly to strangers
- poor judgment
FAS impact on PA (social, physical, behavioural, cognitive, instructional)
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)
What does the FAMME model stand for and the 4 steps
Functional approach to modifying movement experiences
- Determine underlying components of skill
- Determine current capabilities
- Match modifications to capabilities
- Evaluate modification effectiveness
Motor abilities vs capabilities
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
Closed skill vs open skill
Closed —> stable, predictable environment, environment has affect on activity
Open —> dynamic, unpredictable environment, environment has no effect on activity
3 person entered changes in step 3 of the FAMME model
- Physical training
- Practice and learning
- Medication
Ways to modify a task in the FAMME model
- open vs closed skills
- skill extensions (extensions of both ends of the scale)
- skill switching
- individualized goal setting
Ways to modify the context in the FAMME model
- 4 ways to present activities
- 6 ways to organize/manage
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
4 Ways to modify the instructional strategies in the FAMME model
- Instructional style (directed or discovery)
- Whole part practice
- Activity procedures (rules, roles)
- Providing feedback
Skill themes vs movement concepts
- efforts and relationships
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)
4 task elements
- Purpose
- Critical features
- Cues
- Error
General task categories
Balance and Davis 1993
- Locomotion on land
- Object propulsion
- Object repetition
5 progressions of a skill
- Catching a big ball with two hand while staying still
- Catching a medium ball with two hands while staying still
- Catching a small ball with two hands while staying still
- Catching small ball with one hand while staying still
- Catching a small ball with one hand while moving
Play vs games and sport
Play
- cognitive
- social
- spontaneous
- humour
- joy
-empowerment
Games and sport
- players
- rules
- predictable outcomes
- goals of winning
- Competition
4 Types of game and sport
- Invasion
- Court
- Field run
- Target
5 Elements of game and sport
- Equipment
- Players
- Movement patterns
- Organization
- Rules
Guidelines to follow when modifying games
- everyone active
- everyone has opportunity for success
- no elimination games
- creative ways to split groups
- No fear to modify
LTAD and the 7 stages
Long term athlete development
- provides path of developmental stages to help person with disabilities to achieve their goals
- diagram with lots of entry points
- Active start
- FUNdamental
- Learn to train
- Train to train
- Train to compete
- Train to win
- Active for life
5 disability sport corps
- mainstream sport —> people with and without disability, based on skill
- deaf olympics
- paralympics
- special olympics
- wheelchair sport
Deaf olympics
1924
55 decibels in better ear
- equal through sport
Special olympics
1968
- let me win, but if i cant win, let me be brave in the attempt
Active start and fundamentals special olympics
Active start
- 2-6
Fundamentals
- 6-8 F, 6-9 M
See the athlete first
Chantal petitclerc
Canadian of the year in 2004
Refused reward
What categories does the water competence model cover
- water safety
- water games
- competitive swimming
- underwater swimming
- diving
- synchro
- rec and leisure activities
- boating
Medical model vs human rights model
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
Social justice
Reduce inequalities in the distribution of economic and social resources
