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1st Year > KIN 104 Final > Flashcards

KIN 104 Final Flashcards

1
Q

Assessment

A

Assessment: the process of collecting information and then making decisions based on that information

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2
Q

What are the reasons for assessment to occur?

A

<– legal requirements
- Giving support to premature children
<– Screening
- Something that applies to everyone
- Legal authorization Is required
<– Support decisions
- How it can help

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3
Q

Objectivity

A

Objectivity :should you get similar results from a sample or population?

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4
Q

Test characteristics

A

Test characteristics
- Is it appropriate for what we want to test
- Is it reliable and valid for the individual and performance being assessed
○ Intrinsic
§ The mood of the individual can affect the test
§ The person can be anxious about the test
§ The culture around the test and how it relates to them
○ Extrinsic
§ The setting
§ The background

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5
Q

Norm Reference Tests

A

Based on how everyone else does in a setting

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6
Q

Criterion reference Tests

A

Predetermined criteria

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7
Q

Authentic Assessment

A

Authentic Assessment: assess what the capabilities are then design tests around that

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8
Q

What should assessments not do?

A

Focus on every single skill possible

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9
Q

Intrapersonal strategies (3 types)

A
  1. Intercultural awareness , how the individual themselves thinks and feels themselves
    1. Building empathy: listening to those who are marginalized and giving a voice to them
    2. Engage in education: having professional development and seminars
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10
Q

Interpersonal strategies (4 types)

A
  1. Creating a caring climate
    1. Diverse program planning
    2. Promoting a multidimensional understanding of health
    3. Adopting inclusive language: moving away from set names
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11
Q

Structural strategies (4 types)

A
  1. Increase representation
    1. Ensuring accessible equipment and accessible spaces
    2. Adopting inclusive strategies
    3. Having leadership that is committed to social justice and said policies
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12
Q

Reading 6 (body size)

A

basically analyzed gyms at universities and found that everyone wanted to be better and supported staff training but at the moment of the study no gym actually had any sort of plan to make changes to make themselves more inclusive and supportive of those with all body types

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13
Q

Trauma informed practice

A

Services that aim to integrate knowledge and and practices that honor the prevalence and impact that trauma can have on a person and their lives.

They seek to
- Create safer spaces
- Focus on not harming individuals

Trauma can be:
- Psychological
- Physical

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14
Q

Practical approach to inclusive physical activity programing steps (prep phase - planning phase)

A

Preparation phase
1. Ensuring access
2. Establishing support networks
3. Promoting positive physical activity environments
Planning and preparation
4. Planning for individualized instruction
5. Assessing success

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15
Q

Practical approach to inclusive physical activity programing steps (step 1 - access)

A

Access:
- How the individual is able to gain access to services the individual needs
- This should involve educating the individual as well as family of the rights and benefits an individual has

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16
Q

Practical approach to inclusive physical activity programing steps (step 2 - support networks)

A

Support networks
- Practitioner has responsibility to identify resources as well as use them
- This may mean they need to advocate for those supports

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17
Q

Practical approach to inclusive physical activity programing steps (step 3 - positive environments)

A

Positive environments:
- Prepare participants of what the program will be like and entail
- Prepare staff

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18
Q

Practical approach to inclusive physical activity programing steps (step 4 - individual instruction)

A

Individual instruction
- Determine priorities and goals for the individual (engage with what the participant wants
- Identify who will be delivering the program
- Develop a plan for the individual
- Determine whether any modifications need to be made to the plan
- Understanding and obtaining the proper supports for individualized instruction

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19
Q

Practical approach to inclusive physical activity programing steps (step 5 - assess for success)

A

Assess for success
- Evaluate using tools (like the one in last weeks lab)
- Assess the program itself to see if it was effective
○ Was it the reason the individual didn’t meet their goals

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20
Q

Inclusive physical activity in a preschool setting (purpose)

A

Purpose: to integrate motor activity into the preschool setting

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21
Q

Universal design for learning (UDL) (3 principles)

A
  • representation
  • engagement
  • expression
22
Q

Reading 8 (playdagogy in gym class)

A

It essentially oversaw a PE class that had instructors order a playdagogy class to be instructed for kids and the kids responded well to it saying so much that it helped them understand what some of their peers were going through. One girl even opened up about an impairment she had to everyone.

23
Q

FAMME 4 steps (step 1)

A
  • determine the underlying components of skills
24
Q

FAMME 4 steps (step 2)

A
  • determine current capabilities of the individual
25
Q

FAMME 4 steps (step 3)

A
  • match modifications to individual capabilities
26
Q

FAMME 4 steps (step 4)

A
  • Evaluate the effectiveness of the program
27
Q

3 Main types of feedback (What are they?)

A

Three main types of feedback
- Corrective: “on the next throw look at the target and throw”
- Evaluative: “like that you stuck forward before you threw”
- Descriptive: “snap your wrist before you let go of the ball”

28
Q

Three types of skills (What are they)

A
  • Locomotor: movement in a direction
    ○ Walking and running and any other movement in a direction
    • Non-Locomotor: performed in a relatively stationary location
    • Manipulative skills: object receipt and propulsion
29
Q

Closed/Open skills (What are they?)

A

Closed skills: stays the same every time (tee)
Open skills: change every time (pitcher)

30
Q

3 Movement Concepts (What are they?)

A

Spatial awareness: where the body moves
- Location, direction, levels, pathways
Effort: how the body moves
- Time, flow, force
Relationships: with whom or what the body moves
- Body parts, other objects or people, with others

31
Q

FMS (What does it stand for?)

A

FMS: fundamental movement skills.
- they are skills every human should be able to do or experience whether they need modification or not.

32
Q

Reading (Week 9) (crit du chat)

A
  • This was the reading about Megan who had a condition and was placed in a 4 week APA program and her behaviors were observed with a
    The study observed:
  • Megan had significant capability differences
  • she had a far shorter attention span than most people
  • the study identified that Megan indeed developed at a far different rate than most children.
32
Q

Reading (Week 9) (crit du chat)

A
  • This was the reading about Megan who had a condition and was placed in a 4 week APA program and her behaviors were observed with a
    The study observed:
  • Megan had significant capability differences
  • she had a far shorter attention span than most people
  • the study identified that Megan indeed developed at a far different rate than most children.
33
Q

Play what does it consist of?

A

Play is:
- When an individual engages in something pleasurable we are more likely to learn and remember more
- We want to build playfulness into our learning
- Play is important for all ages and abilities
- When it comes to adolescents we see more humor
- As we become adults we become more serious in the way we play
- Play allows for creativity, self expression, ability to problem solve, lets us take risks

34
Q

How is play and sport different?

A

Games and sport differ from play in that:
- Play is informal

35
Q

What do games/sport require?

A

Games and sport require:
- Competition
- Physical skill
- Strategy

36
Q

4 Main categories of games (Target games)

A
  • Target games
    ○ Games that share similar structure and principles of play
    § Principles: aim and accuracy
    ○ Can involve
    § Traveling, propelling, sending an object
    ○ Target games can include things such as
    § Curling
    § Bowling
    § Archery
    ○ Multiple strategies involved:
    § In golf we want to stay under par
    § In curling you want to knock another teams rock out of the way
    ○ (Video of blind curling)
37
Q

4 Main categories of games (Net/Wall games)

A
  • Net/wall or court games
    ○ Skills include
    § Using an implement
    § Involves locomoting
    § Turning, twisting, balancing, volleying
    ○ Requires
    § An opponent (offence defence)
    § Spaces are either divided
38
Q

4 Main categories of games (Striking field games)

A
  • Striking fielding games
    ○ Examples:
    § Baseball, cricket softball
    ○ Skills include
    § Propelling an object
    § Receiving
    § Travelling
    § Fleeing
    § Dodging
    ○ Involve both
    § Offensive and defensive strategies
39
Q

4 Main categories of games (Territory invasion games)

A
  • Territory invasion games
    ○ Examples
    § Power soccer
    § Sledge hockey
    § Wheelchair basketball
    ○ Skills include
    § Gliding or sliding
    § Chasing
    § Fleeing opponent
    § Propelling object
    § Receiving skills
    ○ Involve both
    § Offence and defence
    § To score or prevent scoring
40
Q

What do we need to understand in order to modify sport?

A

In order to modify a game we have to understand the four elements
- Equipment
- Number of players
- Boundaries/rules
- Movement patterns and skills

41
Q

Games hierarchy (what is the order?)

A
  • rules
  • boundaries
  • movement patterns
  • players
  • equipment
    (the higher up ones effect the lower when changed)
42
Q

Outdoor based activities can be:

A

Land based
- Walk abouts
- Hiking
- Climbing
- Biking
Water based
- Canoeing
- Paddleboarding
Performed
- Alone
- In a group
Flexible in terms of level of challenge
- Could be only minutes
- Could be several days
- You could choose to

43
Q

4 types of outdoor goals

A

Recreational goals can be
- For fun and enjoyment
Therapeutic
- To improve some aspect of mental physical or emotional wellbeing
Developmental
- Challenge their limits
Educational goals
- To learn more about oneself
- To learn to work together
- Learn how to work and learn more sustainably

44
Q

Reading (Week 11) Universal design outdoor learning

A
  • Basically it explains that it can be useful to use the outdoors as a teaching tool for many students
45
Q

Compared to people without disabilities people with disabilities have?

A

Compared to people without disabilities people with disabilities have
- Higher rates of chronic illness
- Lower rates for physical activity and behaviors

46
Q

What must a practitioner consider when modifying an activity?

A

Practitioners must consider:
- The type
○ Of fitness activity
- The capabilities of the individual
○ Understanding capabilities
- The context, environment and the emotional feelings of the individual
○ In which those activities take place

47
Q

4 Guidelines to follow when making a program for an individual

A

4 guidelines to follow
1. Increased knowledge of the fitness programming
2. Understanding exercise implications
3. Assessing participants readiness to exercise
4. Helping participants set realistic goals

48
Q

What are the benefits of spin classes?

A

Benefits of spinning
- Aerobic conditioning and endurance
- Increased leg strength
- Least potential for injury or trauma to the joints compared to other activities
- Might be more motivating for those who like feedback from instructor
- Helps individuals maintain fitness levels all year round

49
Q

Water competence model:

A

It essentially explains ones ability to feel safe and know what to do in an aquatic environment.

  • water is said to level the playing field for many capability levels
50
Q

Reading (Week 13) Aquatic exercise class

A
  • It was an article that saw an aquatics program be implemented into a university for those with special needs and it saw a large growth but not in what we would expect. The main area of growth was actually in the participants ability to form relationships and bonds with their instructor as they were Kin students brought in to volunteer and help and as this occurred it was noted that the relation brought great confidence to both the individual and the volunteer and made them more confident in everyday life subsequently.

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