Possible Short Answer Questions

Question 1

Compare and contrast Risky and Active play.

• Define Risky play
• Define Active Play
• What are their similarities
• What are their differences

Answer 1

Risky play refers to a type of play where children engage in activities that involve a level of risk, challenge, or uncertainty. This type of play allows children to test boundaries, develop problem-solving skills, and learn to manage risk. Examples of risky play include climbing trees, jumping from heights, and exploring unfamiliar environments.

Active play, on the other hand, refers to any type of play that promotes physical activity, movement, and energy expenditure. This type of play is often characterized as being more free, unstructured, and fun, allowing children to explore and express themselves without the constraints of formal rules or structures. Examples of active play include running, jumping, dancing, and playing tag.

While both types of play promote physical activity and motor skill development, they differ in their primary focus and level of risk. Risky play involves a higher level of risk and challenge, whereas active play focuses on physical activity and movement without necessarily involving risk.

Despite these differences, both risky play and active play share similarities in promoting physical activity, motor skill development, and cognitive development. By understanding the distinct characteristics of each type of play, parents, educators, and caregivers can create environments that support both risky play and active play, ultimately promoting healthy development and well-being in children.

Question 2

In terms of outdoor play, what are elements we should consider for children with disabilities

Answer 2

• Crowded factors
• Social Factors
• Personal Factors

Question 3

What are the protocols to a concussion and discuss how it can be addressed using the Canadian Guidelines for Concussion in sport.

Answer 3

Hit. Stop. Sit

HIT - a concussion is a hit to the head or the neck that feels significantly different
STOP - what what you are doing and tell a trusted adult
SIT - sit out of sports and activities where you could get another concussion

1. 24-48 hours of supervised physical and cognitive rest
2. Begin Active Recovery - Light aerobic exercise and consistent sleep
3. Individual sport activities with no contact
4. Return to practice with medical clearance and participation with no contact
5. Gradually transition from non-competitive sport activities to full return

Question 4

What is the Balancing Act (activity integrity vs individual potential and preferences) and how does it compare to the Abilities-Based approach?

Question 5

How can the symptoms of a concussion and characteristics of intellectual disabilities overlap?

Answer 5

The symptoms of a concussion and characteristics of intellectual disabilities can overlap, making diagnosis and assessment challenging. This overlap occurs in several areas, including cognitive function, communication, motor skills, emotional and behavioural changes, and pre-existing conditions. Unfortunately, there is often a lack of consideration for intellectual disabilities in concussion diagnosis and management, which can lead to inaccurate assessments, delayed diagnosis, and inadequate support. This oversight highlights the need for a comprehensive approach that involves baseline assessments, standardized concussion assessment tools, multidisciplinary collaboration, and personalized concussion management plans tailored to the unique needs of individuals with intellectual disabilities.

Question 6

What is Rowan’s Law

Question 7

Revisiting Barriers and Facilitators to Physical Activity

Take a moment to consider some of the unique barriers to physical activity for persons with sensory limitations (i.e.,visual impairments/blindness, hearing impairments/deafness, deaf-blindness).

How do these differ from those barriers
that we have discussed for persons mobility impairments?

Answer 7

Barriers for individuals with sensory and mobility impairments differ based on the nature of the challenges but often overlap in limiting accessibility and inclusivity. Sensory impairments, such as hearing or visual impairments, often lead to communication barriers (e.g., lack of sign language interpreters or audio descriptions) and technological obstacles like inaccessible websites or devices that fail to support screen readers or captions. Social barriers, including stigma or isolation, are common due to misunderstandings of capabilities. Mobility impairments, on the other hand, face significant physical barriers, such as a lack of ramps, elevators, or accessible transportation, alongside technological limitations like the high cost of assistive devices like motorized wheelchairs. Both groups face environmental and societal barriers stemming from a lack of awareness and adherence to accessibility standards, though the nature of the barriers reflects their distinct needs.

To address these barriers, it’s essential to consider the socioecological model, which comprises five interconnected levels:

• Intrapersonal Level: Building self-efficacy and confidence through specialized instruction and support.
• Interpersonal Level: Providing trained support staff, peers, or mentors who can facilitate communication and navigation.
• Institutional Level: Ensuring accessible facilities, adaptive equipment, and communication support (e.g., sign language interpreters, Braille signage).
• Communication Level: Providing clear signage, audio descriptions, and communication support (e.g., sign language interpretation).
• Policy Level: Implementing policies that promote accessibility (e.g., accessible transportation, inclusive recreation policies).

By recognizing and addressing these barriers using the socioecological model, we can create a more inclusive and supportive environment that encourages physical activity among individuals with disabilities.

Question 8

Compare the following statements:

“Hold the racket like this.” VS. “Hold the racket three to four inches above your left shoulder.”

What is the importance of feedback mainly for those with sensory impairments?

Answer 8

The two statements, “Hold the racket like this” and “Hold the racket three to four inches above your left shoulder,” differ significantly in terms of specificity and clarity. The latter provides clear, concise, and specific instructions, allowing individuals to use tactile or kinesthetic feedback to adjust their grip and positioning. For individuals with sensory impairments, feedback is crucial as it provides clarity, compensates for sensory limitations, enhances learning and performance, and fosters independence. In the context of physical activity and sports, clear and specific feedback enables individuals with sensory impairments to develop proper techniques, adjust to new environments, build confidence, and enhance overall performance.