Programming

1
Programming

• Motor Skills
• Games and Sport

2
Motor Skills

• Planning Considerations

3
Motor Skills

• 8 Basic locomotor skills
• Other locomotor skills
• Object control skills
• fine motor
• gross motor

4
Motor Skills

• Causative factors of low motor skills
• 1. Delayed development of CNS
• 2. Sensory information processing issues
• 3. Attitudinal or environmental influences
  (Inadequate instruction/practice opportunities)
• 5. Combined influences
• 6. No known cause
• Planning Considerations -

5
Motor Skills

• Five assessment questions
• Performance
• Function
• Performance Standards
• Constraints
• Developmental Level
• Basic motor skill goal develop functional
  competence in locomotor and object control skills

6
Performance

• Does student perform skill (yes/no)?
• Conditions of performance
• 1. Instructional Considerations
• Informal, Structured, Formal command response
• Comprehension, attention, motivation
• 2. Environmental Considerations
• Size, weight, texture of objects
• Surfaces
• of students at stations

7
Functional Competence

• Proficiency in performance of life functions
• locomotion, play, work, self-care
• Question Is skill useful in a variety of
  settings?
• Question Can student perform skill in varied
  settings?
• Remember the F in the FAD

8
Performance Standards

• Meeting standards with respect to task variables
  such as
• form
• distance
• speed
• accuracy
• function
• Importance of task variables varies!
• (run, jump, throw, catch, strike, kick)

9
Constraints

• Within assessment context
• Abnormalities of body structure and function
• Short stature
• Obesity
• Posture Deviations / Body Deviations
• Amputations
• Abnormalities of Muscle Tone

10
Abnormalities of Muscle Tone

• Spasticity / Hypertonus
• muscle tone is too tight (contractures)
• caused by many conditions (CP)
• Fluctuating muscle tone / Athetosis
• body parts in constant purposeless motion (CP)
• Paralysis / Atonus
• no muscle tone (SB/SCI)
• Paresis / Hypotonus
• weakness or poor tone (MD)

11
Developmental Level

• Normal movement patterns for a specific
  chronological age
• Progression from immature to mature movement
  patterns
• Using good form (TGMD) used for assessment
• TGMD aides in reporting present level of
  performance - for writing goals and objectives
• Authentic Assessment / Rubrics

12
Games and Sport

• Planning Considerations
• and
• Programming for Various Life Stages

13
Games and Sport

• 1. Able-body (AB) sport
• 2. Mainstream sport
• 3. Reverse mainstream sport
• 4. Disability sport
• 5. Special Olympics
• 6. Paralympics
• 7. Deaf sport
• 8. Wheelchair sports

14
Games and Sport Disability Sport Organizations

• INAS-FMH
• SOI
• DS/USA
• WS, USA
• USCPAA (CP-ISRA)
• USLASA

• DAAA
• USAAA
• AAAD
• USABA (IBSA)

15
Programming for Various Life Stages

• Early Childhood -
• (Stability/Locomotor/Manipulative)
• Childhood -
• (Locomotor / Object Control Skills / PMS)
• Adolescence -
• (Games / Sports Individual, Dual, Team,
  Disability / Fitness / Non-traditional /
  Recreation / Aquatics / Dance / Multicultural /
  Transition)

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Programming for Various Life Stages

• Early Adulthood -
• (Recreation / Leisure / Lifetime Activities)
• Adulthood -
• (Wellness / Lifetime Activities)
• Older Adulthood -
• (Balance / Fitness)

17
Programming for Various Disabilities

• Planning Considerations and Instructional
  Strategies

18
Learning Disabilities

• Planning Considerations and Instructional
  Strategies

19
Learning Disabilities

• Planning Considerations
• Psychomotor
• Hyperactive (ADHD) or Hypoactive
• offer activities that channel extremes
• relaxation
• tight structure
• rest periods before returning to class
• reduce Hyper with energy deprivation activities
  (jogging/swimming)
• Hypo - fast-tempo activities

20
Learning Disabilities

• Planning Considerations
• Psychomotor
• Clumsiness (Dyspraxia) or perceptual deficiencies
• focus activities on ameliorating perceptual
  dysfunction
• i.e. perceptual motor activities (depth
  perception/auditory/balance/spatial/body/
  temporal/directional/kinesthetic awareness)
• vary size, shape, color, texture of objects

21
Learning Disabilities

• Planning Considerations
• Cognitive/Affective
• varied teaching modalities
• whole - part demonstrations
• sequencing considerations (add parts gradually to
  complex tasks) (use rhythmic activities)
• structured environment (boundaries/equipment)
• perseveration (rules reinforcement) i.e. no ball
  bouncing after whistle has blown
• plan social interactions (develop social skills)

22
General Instructional Strategies

• Vary instructional strategies
• Typical - imitation / verbal instruction
• Variation - movement exploration / creative
  games, dance, activities
• Modality based instruction
• Typical - mixed modality
• Variation - use modality of choice

23
General Instructional Strategies

• Self-talk / Verbal rehearsal
• Talking oneself through activity or sequence
• Saying aloud parts of planned movement before
  execution (teacher prompting verbal response)

24
Specific Instructional Strategies

• ADHD considerations
• Inattention
• Impulsive
• Hyperactive
• Perseveration
• transition difficulties
• ball bouncing
• laughing
• repeating phrase or topic of conversation

25
ADHD Instructional Strategies

• Specifically for ADHD
• use optimal structure / routines
• reduce space clearly identify lanes, boundaries
• eliminate irrelevant stimuli
• enhance the stimulus value of the equipment or
  instructional material

26
Final Considerations

• For all students with LD
• Class structure should emphasize cooperative
  behaviors, social competence, and self-esteem
• Most students with LD require APE services to
  self-actualize their motor, fitness, and leisure
  potential

27
Mental Retardation

• Planning Considerations and Instructional
  Strategies

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Mental Retardation

• Planning Considerations
• Psychomotor
• teach developmental psychomotor needs (attention
  to human growth-ceph/prox)
• fitness
• leisure/recreation skills

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Mental Retardation

• Planning Considerations
• Cognitive
• concrete activities (avoid abstractions)
• used developmental progressions
• allow students to learn by doing
• check for and reinforce skill retention
• variability in practice for transferability of
  skills (motor schema)
• short memory/attention span
• modeling/verbal rehearsal/many trials

30
Mental Retardation

• Planning Considerations
• Affective
• success oriented activities increase
  self-image/confidence/concept
• model and reinforce age-appropriate behavior
  (expectancy!)
• teach appropriate play skills
• keep routines!

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Mental Retardation

• Programming
• Mild
• Special Olympics Sports Skills Model
• Skills
• Social Behavior
• Functional Knowledge of Rules
• Unified Sports Model

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Mental Retardation

• Programming
• Mild
• Stepping Out for Fitness Model
• use of music in all lessons
• focus on fitness six themes
• calisthenics to music
• exercise break package
• ball activities
• hoop and rope activities
• circuit training
• 20-km club (6 lessons/ 2 10-min lap periods

33
Mental Retardation

• Programming
• Severe/Profound
• MATP
• Sensorimotor models (increasing body
  awareness/prelocomotion skills/object
  manipulation skills/posture and locomotion
  patterns)
• Fitness Video

34
Physical Disabilities

• Cerebral Palsy
• Paralysis and Spinal Cord Injury
• Amputations
• Other Physical Conditions

35
Cerebral Palsy

• Programming Implications

36
Cerebral Palsy

• Instructional Strategies
• Dependent upon type and severity of disability
• Specific concerns
• Delayed motor development
• Reflex/Postural reaction abnormalities
• Abnormal muscle tone
• Attitudinal issues

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Cerebral Palsy

• Delayed Motor Development
• Motor performance at age 7 is usually predictive
  of adult performance
• Walking, retention of reflexes, etc.
• Focus should shift from PT to functional
  performance efforts
• Ex. Integration of reflexes- instead focus on
  compensating for reflexes and/or use for
  enhancement of performance

38
Cerebral Palsy

• Reflex/Postural Reaction Abnormalities
• Emphasis on protective reactions (parachute
  reaction) and equilibrium development
• Again, use non-integrated reflexes to advantage
  or develop coping strategies
• Activity selection for remediating weaknesses
  (balance beam, horseback, dance, ice skating)

39
Cerebral Palsy

• Abnormal Muscle Tone
• Spasticity -
• Fisted hand (wrist hyperextension)
• Suggestion use shoulder joint and radioulnar
  rotation (Do NOT pry fingers open)
• Overall spasticity - rotation of trunk (rolling
  and rocking activities)
• These activities create weight shifting
  situations that promote development of
  equilibrium reactions

40
Cerebral Palsy

• Abnormal Muscle Tone
• Athetosis -
• Main goal head and trunk control (midline
  control)
• Midline control - decreases undesired limb
  movement
• Activities to reinforce midline control
  (bicycling/horseback riding)
• Activities that may present problems???
• (bowling / tennis / golf / archery)

41
Cerebral Palsy

• Attitudinal Issues
• Research suggests ranked last or next to last
  as friendship choices when several disabilities
  are compared
• Implications careful attention to self-concept,
  motivation and social development

42
Cerebral Palsy

• Common areas of programming
• Physical Fitness
• Fundamental Motor Skills/Patterns
• Individual / Group Games or Sports
• Aquatics

43
Cerebral Palsy and Fitness

• Fitness is of great concern due to typical
  mechanical and muscular inefficiency
• Spasticity, athetosis, and perseveration of
  reflexes (flexor/extensor) can make easy motor
  tasks require high amounts of energy
• Historically, flexibility (ROM) has been top
  fitness goal
• Aerobic/muscular strength and endurance???

44
Cerebral Palsy and Motor Skills

• Three phase approach muscle education
• Phase 1 - relaxation training
• Tight muscles are stretched / massaged attempting
  to normalize muscle tone
• Appropriate positioning and handling to inhibit
  reflex reactions
• Phase 2 - focus is on voluntary muscle training
  of single joint action
• Actions - flex/extend and grasp/release

45
Cerebral Palsy and Motor Skills

• Phase 3 - after single joint actions are
  mastered, multiple joint patterns are trained
  against gravity
• Examples crawling, creeping, walking, running,
  and jumping
• Typical Development Activities
• Body image activities through movement exploration

46
Cerebral Palsy and Motor Skills

• Typical Development Activities
• Sensorimotor and eye-limb coordination
  activities
• Gross coordinated movements - lying to sitting to
  standing to locomoting
• Balance activities
• Spatial and Kinesthetic awareness
• Play skills

47
Cerebral Palsy and Games/Sport

• Typically more successful in individual
  activities than group
• Fast, fine motor, long duration, limited boundary
  activities are difficult and usually dont offer
  success
• Suggestions competition against personal
  records, avoid activities of over stimulation or
  over fatigue, use soft-textured slow moving
  objects (balloons, yarnballs, or deflated balls)
• Substitution suggestions walking for running,
  bouncing for throwing, gross for fine, slow for
  fast, closed skills for open skills

48
Cerebral Palsy and Aquatics

• Excellent activity (Video)
• Water medium provides natural buoyancy,
  viscosity, and gravity
• Activities that would be difficult on land are
  possible in water (ex. Walking)
• Suggestions shallow water, higher temperatures,
  breathing control, supine floating, ROM
  activities, play skills

49
Paralysis and Spinal Cord Injury

• Programming
• Motor Skills, Fitness and Sport

50
Paralysis and Spinal Cord Injury

• Program Implications -
• Motor Skills
• Locomotor, Postural, Manipulative
• Aquatics
• Dance
• Fitness
• Flexibility, Aerobic, and Muscular Endurance
• Sport
• Programming Quadriplegia / Paraplegia

51
Paralysis and Spinal Cord Injury

• Motor Skills
• Most students can participate with only minor
  accommodations/modifications
• walk instead of run or push chair forward one
  turn l/r instead of hop
• Simple Suggestions
• Modify Movement Requirements
• Throw underhand vs. overhand
• Carry ball vs. dribbling
• Modified crawl vs. breast stroke

52
Paralysis and Spinal Cord Injury

• Vary Position Played in a Game
• Pitching for both teams
• Goalie
• Zones
• Adapt Equipment
• Varied striking implements
• Varied manipulative objects (size, color,
  texture)
• Lowering the net

53
Paralysis and Spinal Cord Injury

• Vary Distances / Boundaries
• Shorter distances / wider boundaries
• Offer choice in distance or height
• Aquatics
• Minimal Modifications
• Individualized programs

54
Paralysis and Spinal Cord Injury

• Dance
• Square, Ballroom and Folk
• Can be adapted with creativity and suggestions
  (Waltz handout)

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Paralysis and Spinal Cord Injury

• Fitness
• Flexibility
• Neck circles
• Arm circles
• Arm cross
• Side stretch
• Trunk twist

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Paralysis and Spinal Cord Injury

• Fitness
• Aerobic (Video)
• Aerobic Dance
• Wheeling
• Arm Ergometry
• Passive Quad-Stationary Cycling

57
Paralysis and Spinal Cord Injury

• Fitness
• Muscular Endurance
• Side arm raises
• Seat dips
• Shoulder shrug
• Bent over lateral raise
• Arm curl
• Triceps press
• Use of thera-bands
• Accessible machines

58
Paralysis and Spinal Cord Injury

• Sport
• Quad Rugby (C6 - T1)
• Played on regulation basketball court
• Combines basketball, football and hockey
• Object is to score points by carrying ball over
  opponents goal line (ball must be bounced at
  least once every 10 seconds)

59
Paralysis and Spinal Cord Injury

• Sport
• Paraplegia
• Depends on classification (Almost any sport can
  be played in a wheelchair)
• Jeff McCubbin reference (Oregon State)
• Track and racing events
• Wheelchair basketball/tennis
• Skiing

60
Other Physical Conditions

• Muscular Weakness Conditions
• and
• Amputations

61
Programming for Muscular Weakness Conditions

• MS
• Flexibility and range of motion exercises may be
  of most need
• Balance activities
• Aquatic environment
• cool water stimulates circulation
• warm water tends to induce fatigue faster

• MD
• Range of motion
• Postural exercises
• Locomotor skill activities
• Develop weak muscles
• Balance activities
• Aquatics
• body mechanics
• strength / endurance

62
General Guidelines for Programming MS / MD

• Multiple Sclerosis / Muscular Dystrophy
• Avoid activities that cause fatigue or pain
• Goal of exercise should be to maintain function
  not to increase it
• Increase rest periods during activity
• Use interval training vs. aerobic activities
• Allow choice of equipment / speed and distance of
  locomotion activities
• Develop friendships and social skills

63
Amputations

• Programming
• Typically, only minor accommodations to
  participate in regular physical education
• Sport programming
• Ambulatory and Wheelchair Track
• Sitting and Standing Volleyball
• Swimming
• Horseback Riding
• Cycling

64
Hard of Hearing and Visual Impairments

• Programming Implications

65
Hard of Hearing

• Obviously, one of the most common problems in
  teaching individuals with HH conditions is
  communication
• Suggestion
• Use other senses for instruction purposes (visual
  aides, manual guidance - kinesthetic)
• Learn ASL
• Gross signing (Manual Communication)
• hand signals that signify words or phrases
• Class activity (Develop 10 gross signs)

66
Hard of Hearing

• Most students with HH conditions perform motor
  skills at same level as peers without HH
  conditions (except when inner ear balance
  deficits exist)
• Research suggests
• In almost all areas, (motor skill, fitness,
  leisure participation) students with HH
  conditions are similar to peers without HH
  conditions with regard to performance,
  participation and satisfaction
• However -

67
Hard of Hearing

• Issue
• Differences exist in play and game behaviors that
  are associated with language
• Why?
• Difficult to incidentally pick up game rules,
  strategies, and behaviors
• Must plan for this

68
Visual Impairments

• Legal Blindness Definition
• Less than 20/200 vision with best correction, or
• Less than 20 degree visual field with best
  correction
• Developmental Issues
• Most infants who are blind have atypical motor
  development (Why?)

69
Visual Impairments

• Research
• Persons with VI have lower fitness than sighted
  peers (Why?)
• Lack of instruction and practice, inactive
  lifestyles, and overprotection
• Regular class physical education is typically
  recommended for students with VI
• Except for ball-handling activities, students
  with VI can participate with few adaptations

70
Visual Impairments

• Success in a class for a student with VI is
  largely dependent on the teachers ability to give
  precise and appropriate verbal cues
• Some specific recommended activities
• wrestling, tumbling, gymnastics, bowling,
  swimming, weight training, judo, dance, horseback
  riding, fishing, hiking, tandem cycling - these
  require little or no adaptations

71
Visual Impairments

• When adaptations are necessary
• Write to the American Foundation for the Blind
  for catalogs of special equipment
• Creativity
• Some specific training/remedial activities
• Perceptual motor activities (spatial awareness,
  body awareness and proprioception / haptic
  perception)

72
Visual Impairments

• Main sports
• Track and Field
• Beep Baseball
• Goal Ball
• Excellent inclusive activity for all ages
• Develops auditory perceptual abilities
• Fun!!!