MOD 8: Sensory functioning Flashcards

Question

what are the communication aids autistic ppl like to use or prefer, so integrate this into PA

Answer 1

- PECS( picture exchange communication system - computer tech sign language

Answer 2

- low max HR -atlantoaxial instability, inc risk for spinal cord compression and injury so dont to high impact or inverted activities - joint laxity and hypotonia - task understanding - sprains, hernia, dislocations - motivation - social support, policy barriers - interpersonal barriers - avoid hyperflexion exercises (yoga) Fitness testing alternatives: - vo2 peak alternatives - gradual increase to test capacity - privite sessions positivr reinforncements - test individual capacity to do test, difficulties w task understanding task, motivation - attention deficits

Answer 3

- activity stations, set individual pace - focus on strengthietning muscles around joints - peer-peer intstruction, cross age tutoring community based(real world) instruction - for DS: avoid hyperflexion

Answer 4

- concrete and multisensory experiences - demos, physical prompting, modelling, verbal - short, action focused cues(walk, run) - Ecological Task Analysis: dynamic system approach to examine the stability and change of a performer's movement form as a result of dynamic interactions between the performer, environment and task - breakdown skills into sequential tasks - move from familar--> unfamiliar - consistency and predictability, routine, visual schedule - make aware of transitions to dec anxiety - offer choices( sense of control, self expression) - reward for completing task( token system)

Answer 5

- SO participants had a 49% risk reduction of depression vs non partcipants - participating has a protective effect against depression due to social and PA env provided by program why SO partiicpation reduces depression risk: 1. social connectedness 2. psychological benefits (endorphins make u feel good) 3. supportive structure and routine 4. variability in sport

Answer 6

4 Central Processes of Belonging: 1. Engaging in social relationships: - building relationghsips w teammates, coaches(meaningful) - interpersonal relationships foster inclusion and well being 2. finding a good fit: - navigate social norms and expectations while feeling accepted in a group - pride in achieving tasks independently, like riding bike 3. Negotiating meaningful roles: - roles w purpose: helping new members, increases self esteem 4. interacting w similar people: - connect w ppl who share similar experiences/ characteristics - teammates understanding each other challenges--> reduced feelings of isolation

Answer 7

Ableism: system of beliefs and practices that devalue and discriminate against people with disabilities - stems from societal norms that imply disabled ned to be fixed and are inferior - manifests thru language, attitudes, policies, and practices that marginalize disabled ppl and limit their participation in society Reccomendations: 1. avoid patronizing terms: replace special interests w focused interests 2. Use identity first lanuage: autistic person=pride in identity 3. avoid deficit framing language: replace "at risk for autism" with "increased linlihood for autism" 4. specify needs and characteristics : avoid high and low functioning, instead describe specific support needs or strengths 5. shift perspectives: focus on societal changes rather than [ortraying them as needing to conform to non autistic norms

Answer 8

experiences in PE class: 1. bullying and exclusion 2. feelings of aleination 3. reluctance to participate strageties: 1. foster belonging 2. reduce emphasis on competition(mastery) 3. individualized support(preferences)(autonomy) familieies impact PA particip, active fams, inactive fams are less engaged in PA, prioritizing other activities over pa

Answer 9

good programs are developmentally appropriate(participant centeres, progressive and challenging, well designed ) good places have safe and inclusive programs good people deliver well run programs all this leads to individual excellence and optimal health

Answer 10

1. Quality environments -training, coaching 2. Development -progress based on development, not age 3. Life course approach: - injuries

Answer 11

1. Awareness and first involvement - finding programs - quality experience in first involvement(building blocks) 2. Appropriate specialization - congenital vs acquired disability - program opportunities 3. Competition - cost, access

Answer 12

1. colaborations - private sector organizations vs collaborative approach - funding, recruitment pool 2. system alignment - consistency in language, resources 3. safe and welcoming 4. diversification 5. evidence based

Answer 13

intellectual( down syndrome, prader willi , fetal ahcolol )

Answer 14

injured, wounded, sick soldiers

Answer 15

all impairments! elegibility by impairment: physical visual, hearing, intellectual

Answer 16

To address barriers: Awareness stage: inform about PA opportunities available to them (esp for acquired disabilties who have no prior exposure to adapted sports) First contact stage: provide positive and welcoming intro to sports for disabled, ensuring their initial exposure is supportive, inclusive, and adpated to their needs, which increases their liklihood of sutained participation 7 main staged of ltd: activestart, fundamentals, learn to train, train to train, train to compete, train to win, active4life comparing LTAD framework: Age: - not disabled: chronological age stages( active start 0-6, train to win 19+ - disabled: developmental stages based on individual readiness and circumstances rather than age Individualized goals: not disabled: focus is on performance and progression towards peak competition disabled: goals more personalized, focus on physical literacy, social inclusion, and health benfits, with flexibility for pursuing high performance Opportunities: not disabled: broader access to sports infrastructure and programs at all stages disabled: face systemic challenges like fewer adapted programs, lack of awareness, or limited recourses - MAKING 2 PRE stages of awareness and first contact and involvement NECCESARY challenges for : mobility: diff accessing spaces, transportation sensory: limited communication methods (visual or auditory) Cognitive: slower skill acquisition and variability in understanding rules and instructions - simplify, repeat, consistent encouragement

Answer 17

social inclusion: fostering envs where all inds regardless of abilties feel sense of belonging, acceptance, and value within group sports: merging systems that traditionally seperate inds w IDs and integrating them into common activities. sports offer platform for social interaction, teammwork, and skill development, bridging gap between dis and not dis Unified sports: ppl w IDS and without ID play on same team: promote inclusion, reduce stigma, equal participation Specialized sports: teams exclusively ID - tailored opp for skill dev and competition in adapted envs - no interaction w non disabled pers

Answer 18

**1. PREPARATION STAGE** - ensure access to program -establish supportive networks - promote positive environments **Recruitment** - targeted messaging: posters in high traffic areas and online(rehab centers, subway stations - use appropriate language for target audience(no ableist language): like no less sitting more moving, or chairs are killers if theyre in a wheelchair - networking champions : community members w success stories: paralympians, repected physios **Registration and Screening** - registration forms and pre screening (PAR Q form) in multiple formats- braille, large print, proxy forms - check for medical clearance, exceptionalities(phone calls bc some might not add due to fear of marginalization , call and build rapport) **2. PLANNING AND IMPLEMENTATION STAGE** - implement Universal design principles (Every family studies pretty things like science ) Equitable, Flexibility in Use:, Simple & Intuitive Use, Perceptible Information: , Tolerance for Error, Low Physical Effort, Size & Space for Approach and Use) - the balancing act: make sure u balance the integrity of the activity with individual potential and participation(use TREE, building blocks, abilties based approach) How to evaluate program success? - adherence ananomys surveys

Answer 19

- value PA but have lack of knowledge and training to deliver PA to disabled - less than half got specialized training, not many opportunities for rest - didnt feel like they have enough training to support

Answer 20

- chairs are killers, sit less move more, stand up, - assumes everyone can comply, disregards wheelchair users, chronic pain, where sitting is neccesary recs: avoid prescriptive messages: instead say " be active ur way, or move in a way that feels good for u - collaborate w disabled to co create messaging - focus on flexibility: any movement counts - educational efforts: for health profs abt ablesism

Answer 21

gazelles hop, ducks dive, rabbits dissapear 1. great heights 2. high speeds 3. dangerous tools(branches) 4. dangerous elements (weather slipper ice ) 5. rough and tumble 6. dissapear/get lost - doesn consider non physical aspects of risky play

Answer 22

form of GROSS motor or total body movement where kids exert energy freely in unstructured manner - play vs sports (rules, structured) - doesnt consider; can be non physical w/o gross motor movement

Answer 23

promote AUTONOMY and Self responsibility and reduce social isolation

Answer 24

signs and symptoms can overlap w ID symptoms, esp testing methods like SCAT 5 , not appropriatewha

Answer 25

mandates sport orgs to review concussion recources, establish code of conduct, and return to sport protocols HIT STOP SIT

Answer 26

1. 24-48 hrs supervised physical and cog rest 2. once asymptomiatic, light aerobic ex and consistene sleep sched 3. ind PA sport w no contact 4. full particip in no contact sports 5. gradual transition to full return