MOD 3: THEORY

Question 1

Integration vs Inclusion

Answer 1

Integration: one part added to a whole, ex. an accessible ramp on the other side of the building

Inclusion: everyone part of the whole, ex, entire facility built using principles of universal design

Question 2

what are the 3 approaches for APA delivery?

Answer 2

1. Categorical approach
2. Developmental approach
3. Abilities based approach

Question 3

explain the categorical approach and give an example

Answer 3

• focus and categorize based on disability/impairment/medical condition
• leads to general expectations about disability groups(like all ppl w cerebral palsy look the same), not taking into account their unique skills and interests
• groups ppl w similar impairments tg, assuming they have the same abilities

ex. Paralympics, athletes are categorized and tested to see if they meet the criteria for being “disabled enough” to compete. They undergo repeated tests to confirm their level of activity limitation. This approach groups people with similar conditions, like cerebral palsy, under one label, even though their abilities can vary greatly. It risks treating everyone in the group as if they’re the same, which isn’t always accurate.

Question 4

explain the developmental approach in APA delivery and give an example

Answer 4

• Focuses on individual’s development, not disability
• Compares abilities to developmental milestones
  Goal: reach a “normal” level of development
• Useful for therapy/education but overlooks interests
• Focuses on achieving milestones, not personal preferences
  Example:

Sport Canada follows developmental model:
Kids start sports at set ages (e.g., 2-5 for basic skills)
Progress to specialized training (train to compete, win)
Critique: Doesn’t consider personal interests or readiness (e.g., start at 12 instead of 2 due to later cognitive development)

Question 5

explain and give example for Abilties based approach in delivery of APA

3 factors that influence success of abilties based approach?

Answer 5

• Focuses on the whole person and their abilities
• Individualized activity options and adaptations
• Aims for optimal participation and success for everyone

Abilities-Based Approach Traits:
- Philosophical and reflective practice (learning from experiences, self-reflection)
- Encourages creativity and open-mindedness
- Involves adjusting activities to match individual abilities (“ability match”)
- Person-centered: focuses on interests, capabilities, and safety, not just disabilities
- Seeks compatibility between person, task, environment, and professionals

Success Factors (Emes reading):
1. Person-centeredness (ability match)
2. Openness (non-judgmental, creative thinking)
3. Compatibility (interdependence of person, activity, and environment)

Example: Unified sports, where athletes with intellectual disabilities and others compete on the same team, ensuring activities are tailored to all abilities. n these sports, activities are adapted to meet the needs of all participants, ensuring that tasks match their abilities (“ability match”). For example, in a basketball game, the rules or equipment might be modified, such as using lower hoops or slower-paced drills, to ensure that each player can participate and enjoy the experience.

Contrast with Developmental Approach:
- Focuses on what the person wants to achieve, not just reaching standardized milestones.

Question 6

according to the abilties based approach, successful participation happens when…

Answer 6

individual abilties=activity demands

Question 7

what are the 3 factors that influence the success of an abilties based approach?(emes)

Answer 7

1. Person centeredness(ability match): change demands of activities to match abilties of abilties (abilties=activity demands)
   - participatory approach (promote active participation regardless of abilties)
   - meeting individuals where they are, and tailoring activities to focus on their potential

2.Openness:
- flexible, non judgemental,open minded attitude when working w ppl, focusing on their unique abilties and interests
- creativitity to form personalized solutions that suit persons needs rather than holding them to standardized expectations
- observant(to understand strengths and where they need support)

3. Compatibility
   - Interdependent variables: the person, the professional, the activity, and environment(physical and social)
   - not just the person + activity match (‘ability match’) (compatibility considers how well env fits persons needs: ind can have ability to do activity, but if social env is not inclusive w team culture , it hinders participation
   -Places the problem on the existing environment ( views limitations within env not ind- if participation isnt successful the approach looks to adpat or change env to better support person(modify activity, space, social dynamics)

Question 8

TREE framework

Answer 8

• practical model used to adapt physical activities for individuals with different abilities

Teaching: adjust teaching style for group abilties and intended outcomes(visual/verbal cues, manual demo, positioning of instructor in clear view, picture symbols)(ABILTIES OF GROUP+ INTENDED OUTCOME)

Rules: adjust rules for task objectives and ind needs, maintain core components .
- partner assistance, flexible time limits, game rule modifications
- Consider objectives of task

Equipment: adapt equip based on needs
- vary in size, color, shape, weight, texture, use of other objects(bean bags, scarves and towels instead of balls)
- variety+ experimentation+creativity

Environment(physical +social)
- decrease distances, remove distractions(loud noises), create buddy system

example: organizing a basketball game for a group of participants with varying abilities:

T – Teaching/Coaching Style: Use visual aids, such as diagrams or video demonstrations, to explain the game rules to participants with cognitive or hearing impairments. Give individual feedback tailored to each participant’s ability.

R – Rules: Modify the rule that requires dribbling for participants using wheelchairs, allowing them to propel the ball by hand. You could also allow extra time for shooting or passing.

E – Equipment: Use a lighter basketball for players with reduced strength, or a lower hoop for those with limited upper body movement, allowing them to successfully make shots.

E – Environment: Make sure the court is accessible for participants with mobility devices by removing any obstacles and ensuring there’s enough space to move around. You could also reduce the court size for participants with limited stamina.

Question 9

how was the TREE framework used to improve the SMILE program((Sensory Motor Instructional Leadership Experience)?

Answer 9

Designed to help children and youth with disabilities through physical activity, enhancing overall development.
Program evaluated using a standardized motor skills test, the MABC-2.
MABC-2 Overview
Measures fine and gross motor skills in kids.
Includes tasks for Aiming & Catching and Balance.
Kids get practice trials before tasks; divided into 3 age groups: 3-6, 7-10, and 11-16.
Each task is scored according to specific rules.
Keep testing fun and encouraging (“Good try!”, “You’re doing well”).
Challenges
Time: Testing took too long, not enough follow-up time.
Location: Space issues.
Child characteristics: Each child had different needs and engagement levels.
TREE Framework in S.M.I.L.E.
Modifications to the program were made using the TREE framework to adapt the MABC-2:
Teaching/Coaching: Adjust instructions for children’s needs.
Rules: Flexibility to change tasks, allowing kids to complete lower age-band tasks.
Equipment: Used activities they enjoyed (blue stations, rest breaks).
Environment: All children tested together in a way that boosted engagement and attention.
Program Adjustments
Created a MABC-2 circuit for all children to do the tasks at once, making the testing process faster and more engaging.
Rest stations and enjoyable tasks helped increase focus.
Feedback from teachers guided adjustments to fit students’ preferences and engagement, shifting towards an abilities-based approach

Question 10

What is Quality Participation?

Answer 10

Quality participation is achieved when an athlete (individual) with a disability views their
involvement in sport (physical activity) as satisfying and enjoyable, and experience
outcomes that they consider important.

Question 11

what are the 6 building blocks of quality participation?

Answer 11

ABCMEM

1. Autonomy: having independence,choice,control

2.Belongingness: feeling included, accepted,respected, part of the group

3. Challenge: feeling appropriately tested**
4. Mastery: feeling sense of achievement, accomplishment, competence
5. Engagement: being in the moment, focused, absorbed, fascinated
6. Meaning: Contributing toward obtaining a personal or socially meaningful goal, feeling a sense of responsibility to others

Question 12

what are some strategies to support the “belonging” quality of participation building blocks?

Answer 12

• cooperative games, ice breakers, group activities
• accessibility(wide entrances, space to access equipment)
• types of sports offered, pair up w similar abilities
• coach: understand needs and goals and support them, recognize contributions
• family: attend and support sports participation
• treated with respect and inclusion in sports settings, particpants required to do anti harassment training

Question 13

what are some strategies to support the “autonomy” quality of participation building blocks?

Answer 13

-have indpencence, choice, and control
- variety of equipment for various interests and abilities/needs including adaptive equipment and games
- choose schedule and activities (free fridays)
- activity stations

Question 14

what are some strategies to support the “challenge” quality of participation building blocks?

Answer 14

• feeling appropriately testes
• establish goals for each student and individualize challanges based on those goals

Question 15

what are some strategies to support the “engagement” quality of participation building blocks?

Answer 15

• feeling focused, in the moment, and absorbed, experiencing flow

Question 16

what are some strategies to support the “mastery” quality of participation building blocks?

Answer 16

• experiencing achievement, competence, having sense of achievement

Question 17

what are some strategies to support the “meaning” quality of participation building blocks?

Answer 17

• contributing toward a personal or socially meaningful goal, feeling sense of responsilibty to others
• challenge students to think about their ‘why’ and purpose in PE contects and make sure thats represented in what theyre doing

Question 18

sarah is interested in learning how to rock climb
- blind, has challenges balancing

how would you approach working with her in regards to her PA goals using the

Abilities based approach?

Categorical approach?

Answer 18

Abilities based approach:

• focus on her abilties, what she can do, her interests and goals
• assess her strengths(upper body strength, grip, determination) and curate a plan specific to her goals
• modify wall climbing activity to match her abilties, using tactile markers on climbing wall to guide her hand and foot, helping with balance. from the floor use verbal and tactile feedback
• be reflective: regularly assess and reflect on her progress, modifying the approach as needed, making it more challenging as it gets better
• keeping her involved in the process to see if her goals change , keeping it tailored to her interests and goals

Categorical approach:
- focus on her disability
- Categorize her as : blind, and unbalanced(or visually impaired and having balance difficulties) , then make a plan for her based on the labels i set
- Focus on disability rather than individual strengths
- Assign general solution for ppl with similar conditions: like being held with a rope, and climbing on low surfaces
- use pre-existing, generalized adaptations for visually impaired climbers rather than personalized solutions tailored specifically to Sarah’s unique abilities and goals

Question 19

reading: An Abilities-Based Approach to Service Delivery and Professional Preparation in Adapted Physical Activity (EMES et al):

1. Identify and describe the three factors mentioned in the reading that influence the
   success of an abilities-based approach.

Answer 19

The abilities-based approach focuses on what people can do, rather than their disabilities. It puts the person at the center of planning, adapts activities to fit their abilities, and creates an inclusive environment where everyone can participate successfully.

Person-Centeredness: This principle places the individual at the center of the planning process. It focuses on the abilities of the person, rather than their disability, ensuring that the individual is actively involved in shaping the program or activity.

Example: In a physical education class, instead of focusing on a student’s mobility limitations, the teacher works with the student to design a program based on the student’s interests and strengths, such as improving hand-eye coordination through adapted basketball. The student is involved in setting personal goals, making them feel more engaged and empowered.

Openness: This refers to a flexible and nonjudgmental attitude toward service delivery, where practitioners are receptive to new ideas and inclusive practices. It moves beyond restrictive models of inclusion and promotes inclusiveness without limits.

Example: A community fitness center implements an openness policy by ensuring that all activities are adaptable to the abilities of each participant, regardless of disability. For example, in a group exercise class, the instructor provides alternative exercises for individuals with limited mobility without separating them from the rest of the group, promoting inclusiveness and shared participation.

Compatibility: Success in an abilities-based approach relies on the compatibility between the individual’s abilities and the physical, social, and psychological aspects of the activity or learning environment. It emphasizes the importance of matching the person’s functional abilities with the demands of the situation to ensure positive participation​

Example: In a recreational soccer program, the coach adjusts the game environment by reducing the field size and changing some rules to better match the abilities of players with different levels of mobility. This creates a more compatible setting where everyone, including participants with disabilities, can contribute and play effectively without feeling excluded