Lecture 6 Flashcards
this should be your mantra
-when you modify activities, only do so:
when necessary:
-to the extent necessary; and
-without jeopardizing the integrity of the activity
general guidelines
- inclusive physical education:
- is a step by step process
- includes all students
- has a range of activities and supports
- is based upon the needs and interests of the students
different skills
It may help to review the basic movement skills
- Manipulative skills:
- catch
- throw
- kick
- strike - Balance
- static left/right
- dynamic forward and backward - Transport skills
- walk
- run
- jump
- hop left/right
- gallop
- skip - Body/space awareness
- sense of all body parts in relation
in an inclusive program
- activities are modified and individualized as necessary
- expectations are realistic yet challenging
- assistance is provided only to the degree required AND
- dignity of risk and availability of choices are respected and fostered
modifications can be made to
- equipment
- skill complexity
- rules of the game and/or
- distance and space
skill complexity
description 1: wheeling substitution for running, rolling a ball off lap for kicking, striking a ball with stick not foot
effect 1: increases success and opportunity to be involved in game play
description 2: tasks simplified for example: drop and catch the ball rather than dribble it
effect 2: increases success and opportunity to be involved in class activity
description 3: probs used to enhance skills: for example a towel extends the reach for tag games
effect 3: increases level of success and motivation for participation
range of participation
- full participation no modifications
- modified active participates with modifications as above
- active parallel student participates in class activity, but at his/her own level (swimming)
- passive student assumes assistive or supportive role- keeping score
- informed observer to be knowledgeable about the activity – blind person being told what is happening
rule modification
description 1: no direct challenge when ball comes within two meters of a player
effect 1: more time to prepare and execute a skill
description 2: only essential rules used
effect 2: reduced game complexity
description 3: complete end line used as goal
effect 3: allows more frequent scoring opportunities and use multiple keepers
description 4: unlimited numbers or contacts with ball before crossing net or center line
effect 4: increases opportunity to make contact with ball
equipment modification
description 1: lighter, softer, larger ball
effect 1: slows game and allows more time to prepare and execute a skill
description 2: slower, lighter striking implement
effect 2: allows greater control for weaker or less skilled players
description 3: larger striking implement
effect 3: reduces misses and increases opportunities for success
description 4: lighter, softer, smaller balls
effect 4: more easily caught and contained
description 5: bean bags substitute for balls
effect 5: not as elusive as ball and may be easier to throw for student with poor hand function
description 6: partially deflated balls for dribbling/kicking
effect 6: slows movement of the ball and allows time to prepare and execute the skill
distance/space modification
description 1: smaller playing area used
effect 1: increases opportunity for application of skill and participation in flow of game
description 2: target lowered or moved closer
effect 2: reduces number of missies and increases opportunity for success
description 3: start or finish line moved: ex) start next runner in relay when student reaches halfway point
effect 3: increases level of success and opportunity to be involved in game play
scenarios
- floor hockey student with partial amputation of right arm
- badminton student who uses a wheelchair
- relays student with visual impairment
- volleyball student with hearing impairment
- swimming student with lower leg amputation
