inclusive physical activity

Inclusive Physical Activity

By: Nathan Lamaster, CTRS

Course Description

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Learn about inclusive activity concepts and models of human services, activity program planning and implementation, and the

application of inclusive practices for diverse populations in various settings.

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Course Objective

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Independent self-study learner will demonstrate adequate insight of basic inclusive physical activity techniques and practices as evidenced

by completing the “Inclusive Physical Activity” coursework online, reading the book "“Inclusive Physical Activity: A Lifetime Of

Opportunities” by Susan L. Kasser and Rebecca K. Lytle, and passing an online exam based on the course and the book with a score of at

least 70% within 365 days of starting the course.

Course Outline

7 Foundations for Inclusive Physical ActivityInclusive Physical Activity Definition

Inclusive physical activity is the philosophy and practice of ensuring that all individuals, regardless of ability or age, have equal opportunity in physical activity. Inclusive physical activity should be intrinsically rewarding to the individuals involved, be skill building focused, and be empowering for individuals of every ability level to make decisions and to participate.

History Of Adapted Physical Activity For People Of Various Abilities

The history of adapted physical activity dates back to ancient China, Rome, and Greece where the earliest form of exercise was used to alleviate physical disorders and illness (Seaman & DePauw, 1989).

Since the early 1900’s there has been evolution of terminology used in physical education. These terms are mainstreaming, integration, and inclusion.

8 Foundations for Inclusive Physical Activity1. Mainstreaming

The process of placing individuals with disabilities into the general population or community environment. The term has been perceived as dumping as it implies that people with disabilities are put into general educational classes without the support that they need.

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2) Integration

The process of grouping people with and without disabilities together in the same setting.

3) Inclusion

The philosophy that asserts that all individuals, regardless of ability, should participate within the same environment with necessary support and individual attention.

Foundations for Inclusive Physical Activity

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4) Physical Activity Framework And Inclusive Model Of Ability

The idea of including people with various ability levels in physical activity programs developed from a social consciousness and regard for all people as valued members of society.

In attempt to internalize and understand ability differences, five framework models exist. These are the “Medical Model”, the “Social Minority Model”, the “Social Construction Of Disability Model”, the “World Health Organization Model”, and the “Inclusive Model Of Ability”.


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a) Medical Model Within the “Medical Model” disability is perceived as a limitation of

an individual. The model presumes the individual’s deficiency is caused by a physiological or biological defect. People with similar disabilities are grouped together under this model. This view looks at disability as something that needs to be fixed.

b) Social Minority Model

Within the “Social Minority Model” the philosophy is that people with disabilities are different than the majority of people and share a similar experience to those in other minority groups. The focus of this model is the social consequences of having a minority status such as prejudice, discrimination, and alienation. This view continues to emphasize disabilities rather than abilities.


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c) Social Construction Of Disability Model

Within the “Social Construction Of Disability Model” the philosophy is that disability is perceived as the creation of differences between able and not able. Differences in ability are created by social interactions and the daily practices of able-bodied society. Norms are associated with ability and are constructed by those without disabilities.

d) World Health Organization Model

Within the “World Health Organization Model” the philosophy is that participation in activities is not solely attributed to an individual’s functional ability, but also to the individual’s environment. Everyone, regardless of the level of their ability, is included in the continuum of health and functioning within this model. The goal of this model is to adapt programming to the individual’s ability levels.


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e) Inclusive Model Of Ability

Within the “Inclusive Model Of Ability” the philosophy emphasizes ability and constructing contexts for maximizing success. The model is based on an integration of elements from the models previously described. These elements include: contraindications of activity and recommendations for activity (Medical Model), removing labels and creating empowerment versus learned helplessness (Social Minority Model), focusing on personal development and achievement (Social Construction Of Disability Model), and creating environmental modifications and removing contextual barriers (World Health Organization Model).


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d) Overcoming Barriers To Inclusive Physical Activity

i. Context Related Barriers And Strategies

1. Negative Attitudes

The attitudes and perceptions of others are significant barriers for people with various abilities to participate in many activity programs. People with various abilities are often perceived negatively, treated as being incapable of making decisions, and sometimes are ignored completely.


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2) Use Of Labels And Inappropriate Language

Labels can limit people’s perception of someone’s abilities and/or value. Understanding that someone is more than just one thing such as being both a “father” and a “teacher” is critical to removing this barrier. People often refer to someone by their disability and thus limit the value of the person.

3) Lack Of Professional Competence

Sometimes barriers can be created by the ignorance of people who are serving people with various abilities. Many times practitioners are charged with the responsibility of teaching, coaching, or instructing people with various abilities, but have had little to no experience involving people with significantly different learning, movement, and behavioral capabilities.


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4) Inadequate Accessibility

Accessibility is much more than removing architectural barriers to participation, although architectural barriers play a large part in accessibility. Other accessibility factors include communication barriers, transportation barriers, and economic limitations. The “American’s With Disabilities Act” has played a huge role in helping to remove these barriers.

5) Lack Of Administrative Commitment And Support

Not having Administrative support to create adapted physical activity programs can be a large barrier to participation as well. Decision makers need to stick to their commitments and follow through on promises.


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ii. Person Related Barriers And Strategies

1) Lack Of Knowledge

To make a decision about participating in a particular activity a person must first be aware that the program exists. Sometimes lack of knowledge of programs is the barrier for people with various abilities to participate in inclusive physical activity programs.

2) Self-Efficacy And Motivation

Not having confidence in one’s abilities, or feeling like one is being “forced” to participate in physical activities is a huge barrier to participation in physical activity programs. Motivation that is intrinsic in nature enhances one’s desire to participate.


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3) Perceived Risks

Feeling like there are too many risks involved in participating in physical activity can be a barrier as well. These perceived risks might be possible fatigue, soreness, injury, and/or embarrassment. If the perceived benefits of participation outweigh the perceived risks then people are more likely to participate in physical activity programs.

4) Entrenched Patterns Of Inactivity

Habits formed throughout our lives can be a barrier to physical activity participation especially if those habits were formed when we are young. If a person is not physically active for a prolonged period of time it can be difficult to change that habit.


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iii. Task Related Barriers And Strategies

1) Equipment

The equipment selected for physical activity can either increase or decrease accessibility for someone who has various abilities. For instance if someone with paraplegia who was not able to use their legs had only a pair of unmodified skis available to them to go skiing down a mountain the equipment available would be the barrier.

2) Activity Selection

Activities chosen for physical activity programs must be chosen with consideration for the meaningfulness, age-appropriateness, and functional value that they have for participants.


20 Inclusive Physical Activity Program Planning and Implementation

3) Teaming And Collaboration

4) Effective Communication

a) Listening

Listening is considered the most critical part of communication and it comes in two types: active and passive.

1. Active Listening

Active listening is the process of sharing with the speaker that you have listened to what they are saying by paraphrasing it back to them, clarifying what has been said, asking a relative question, or checking one’s perspective on the issue.

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2) Passive Listening

Passive listening involves listening to what is being said without saying anything back in return. This can be used when someone wants to vent something or explain something in great detail. Three positive aspects of passive listening are that it allows the speaker to speak without interruption, it allows the speaker to reduce their frustration about a particular issue by getting it off their chest, and it allows the speaker the chance to solve their own problem by talking about it out loud.

Inclusive Physical Activity Program Planning and Implementation

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b) Questioning

How someone asks a particular question and the type of question that they ask can impact conversation either positively or negatively. Questions are used to seek information, provide information, clarify information, or confirm information.

i. Questions That Seek Information

How a person asks questions that seek information can sometimes come across as interrogating or accusing. Questions that seek information usually are straight forward such as, “Were you just using a hammer?”, but can quickly seem accusing if asked slightly differently like, “You weren’t just using a hammer Bob, were you?”


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ii. Questions That Provide Information

How a person asks questions that provide information can sometimes come across as irritating or arrogant especially if they appear to be giving advice or suggest that the other person should already know that information. (Ie: You should be calling a doctor about that, shouldn’t you?)

iii. Questions That Clarify Or Confirm Information

Asking questions to clarify or confirm information is a good way to show someone that you have been listening to them, that you are interested in what they have to say, and that you have the information correct. (Ie: If I am correct, according to what you have told me, dinner will be served at 6pm?)


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c) Making Statements

Making statements is a critical part of effective communication because it allows people to share ideas, thoughts, feelings, concerns, and perceptions. Statements can provide information, explain something, give suggestions, provide direct commands, or indirectly request information.

1) Statements That Provide Information-Descriptive Or Evaluative

i. Descriptive Statements

Descriptive statements are based on what is perceivable and usually do not provide an evaluation of an event. (Ie: Bob stood up, went to the refrigerator, opened it, and took out a soda.)


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ii. Evaluative Statements

Evaluative statements give the perceiver’s perception of an event. (Ie: Bob has a major soda addiction.)

iii. Statements That Offer Guidance

Statements that offer guidance give advice or describe the process of getting a specific task done. (Ie: To get to the grocery store you will need to take a left turn at the post office.)


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iv. Statements That Are Suggestions Or Direct Commands

Statements that are suggestions allow the listener to accept or reject information. (Ie: Maybe you should do some more bicep curls to get bigger arms.) Statements that are direct commands are stronger and imply that the listener should follow what was being said. (Ie: Follow me if you want to live!)


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d) Non-Verbal Communication

It has been suggested that communication is 90% determined by non-verbal cues such as body language, facial expression, tone of voice, making eye contact, proximity, and posture. A person’s non-verbal cues can tell you a lot about what they are thinking and/or feeling about what is going on or what is being said. Practitioners should be culturally competent as well because some non-verbal cues can vary in meaning depending on the culture and context. (Ie: Some Asian cultures view too much eye contact as disrespectful, some Hispanic cultures tend to stand closer and touch when communicating, and some European cultures view smiling or laughter as disrespectful.)


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ii. Members Of The Inclusive Programming Team

1) Clients

The people who are being served by the practitioner in a professional capacity. When at all possible the client should take an active role in the program/treatment planning team to come up with goals and objectives.

2) Family Members

The family members of clients can sometimes be the best source of information and should be treated on the same level of respect as the clients that are being served. Family members usually know the most about clients because they spend time with them on an almost daily basis.


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3) Adapted Physical Education Specialists

The Adapted Physical Education Specialist is the one responsible for physical education curriculum for people who have disabilities that qualify for services within the public school system. Currently most states require a specific adapted physical education credential for teaching APE in schools.

4) Physical Therapists

Physical Therapists are medical care professionals with scientific training in understanding the human body and how it functions in order to remediate dysfunction. Specifically the focus of physical therapy is mobility, balance, posture, and ADLs (activities of daily living).


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5) Occupational Therapists

Occupational Therapists are medical care professionals that deal with the remediation of dysfunction. Their focus is on interventions for ADLs, fine motor skills, positioning, using assistive devices, and stress adaptability.

6) Speech And Language Pathologists

Speech and Language Pathologists (SLP) focus on the development of speech, language, hearing, swallowing, and cognitive abilities. Physical education practitioners consult SLPs to learn how to communicate with individuals.


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7) Recreation Therapists

Recreation Therapists use recreation and leisure interventions to help improve people’s physical, cognitive, emotional, social, and spiritual well-being. This can be to remediate or restore functioning, adapt leisure and recreation to someone’s ability level, and/or to facilitate recreation and leisure programming for people who have disabilities.

8) Music Therapists

Music Therapists are trained to use music to address the physical, cognitive, psychological, and social needs of clients. They use singing, playing instruments, listening to music, and dancing to promote general health and well-being.


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9) General Educators

General educators include teachers within the public school system who aren’t trained in special education. The general education teacher is often the one in the school setting that knows a child best because they see the child on a daily basis.

10) Psychologists

Psychologists are frequently part of the individual educational planning for students within the public school system and provide a variety of services including expertise in development, learning styles, counseling, and assessment.


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11)Nurses

Nurses are often helpful in providing necessary medical information and medical precautions for programming.

12)Physicians

Physicians can serve as a referral source for community-based programming, provide information regarding physical activity restrictions, and provide a medical history about clients that can be useful.


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13)Orientation And Mobility Specialists

Orientation and Mobility Specialists provide one-on-one instruction to individuals who have visual impairments. Their goal is to help participants to achieve independence and confidence in and through their environments.

iii. Models Of Consultation

Consultation is defined as a professional assisting another professional in an unequal relationship. There are four models of professional consultation that focus on different areas. These models include: the Mental Health Consultation Model, the Behavioral Consultation Model, the Process Consultation Model, and the Collaborative Consultation Model.


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1) Mental Health Consultation Model

The Mental Consultation Model is concerned with relationships among people. In this model the consultant focuses on the practitioner’s needs and does not work directly with the client.

2) Behavioral Consultation Model

The Behavioral Consultation Model focuses on changing a client’s behavior by changing the practitioner’s behavior. This approach is directive in nature and focused on identifying the problem behaviors of clients by teaching new skills to the practitioner.


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3) Process Consultation Model

The Process Consultation Model focuses on the system or process rather than the client or practitioner. The consultant will teach process related skills and practices such as effective group leading, keeping a schedule, organization techniques, and interpersonal skill development.

4) Collaborative Consultation Model

The Collaborative Consultation Model combines elements of the other three models to attempt to improve the practitioner’s skills in managing relationships, managing behaviors, and process development.


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iv. Collaborative Strategies For Teachers And Practitioners

1) Time Management

Time management is one of the primary challenges to effective collaborative teaming. One strategy that is commonly used is setting a specific and reoccurring day and time of the week to meet. This strategy can work for some, but it can be difficult to maintain when professionals have varying schedules.


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2) Hold meetings before or after work shifts to eliminate the possibility of work schedules conflicting.

This strategy can face problems if team members have non-work schedules that conflict with the meeting, but are less likely to be an issue. Meeting face to face with all the necessary information brought to the meeting is the best way to manage time for meetings.

3) Build Positive Relationships

Establishing a positive rapport with team members is paramount to the success of the team. This begins with effective communication skills and ensuring that other team members feel listening to and respected. Listening and reflecting on your team’s ideas or concerns can help the team to unify and solve problems.


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4) Co-Teaching

Co-teaching involves collaboration of teaching between two or more practitioners. This can be useful because each member brings their own thoughts, perspectives, and experience to the joint effort of the team.

5) One Teaching, One Observing

In this instructional style one practitioner teaches while the other observes. The role of the observer might include watching a particular individual, a small group, or the group as a whole for specific behaviors or skills.


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5) Station Instruction This approach allows for specific skills to be taught individually by

breaking up the class into smaller groups. 6) Parallel Instruction

In this approach two practitioners divide the class in half and teach the same content simultaneously. The benefit of this approach is that instructors get to work with smaller groups.

7) Team Teaching In this approach two or more instructors are involved in teaching a

group, but they take turns giving instruction, giving feedback, demonstrating skills, and/or facilitating an activity.


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v. Program Focus And Assessment

1) Purposes Of Physical Assessment

a) Legal Requirements

The Individuals with Disabilities Act (IDEA) mandates assessment of individuals with disabilities from birth through 21 years of age. The requirements for assessments include assessment to determine special needs of clients, to report progress on those receiving services, and for re-evaluation at lease every three years. Every individual with a suspected disability is entitled to be assessed, but not every individual with a disability will receive special services because the individual must show deficiencies in order to receive them.


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b) Screening Screening is primarily used to determine if further evaluation is

needed. In school environments students are usually screened as a group without requiring parental permission. After individuals are screened, and if they require additional assessment, then they are evaluated by other professionals depending on their suspected needs.

c) Support Decisions

When screening reveals that individuals need further assessment, they are subsequently assessed to determine their areas of strength and areas of need. Programmatic decisions are then made to figure out the best support will be for the client in regards to how groups are conducted, what special equipment that they will need, what skills they are going to be working on, etc.


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d) Planning And Instructing

Once decisions about the support needs of clients have been made, programming can begin. At the beginning of programming it is important to assess the current level of performance for the individual. Once the level of performance of the individual is identified the practitioner can create a curriculum to best serve the client. The focus of the curriculum should be on developing the individual’s skills in their areas of need.


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2) Progress Documentation

Periodic assessment of the individual should take place once programming has started to monitor any progress the client has made toward his or her goals and objectives. Documentation of progress is critical for many reasons including measuring the effectiveness of the intervention, measuring the individual’s skill development, showing insurance companies that skills development is taking place for reimbursement, and sharing with other disciplines the current progress that has been made.


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3) Sport Classification

Practitioners also use assessments to classify individuals for sporting competitions to more equalize the playing field. Classification can be based on functional ability, medical evaluation, or both. In the Special Olympics, for instance, competitors are classified by age, gender, and skill level.


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ii. Assessment Considerations

1) General Test Characteristics

To make the assessment process as meaningful as possible, practitioners should always select the most appropriate instrument for gathering performance data. The practitioner should ask the following questions when selecting a particular assessment instrument:

i. Is the test appropriate for the purpose?ii. Is the test reliable and valid for the individual and performance

being assessed?iii. Is the test sensitive enough to detect changes to performance

or discriminate among individuals?iv. Is the assessment or test safe for the participant to participate

in?


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2) Assessment Strategies

Consideration of 3 questions should be utilized when facilitating an effective assessment.

i. How is the assessment going to be administered?ii. How skilled is the practitioner who will carry out the

assessment?iii. Does the participant have the ability to perform the

assessment?


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3) Formal Versus Informal Assessment Tools

a) Formal Assessment Tool

A formal assessment tool should yield the same results regardless of who is administering it, assuming the protocol is being followed. (Ie: SAT or GRE) The instructions for specifically designed to allow for consistency across administrators.

b) Informal Assessment Tool

An informal assessment tool is designed to evaluate an individual’s progress or performance, but do not adhere to strict guidelines of a formal assessment. (Ie: Interviews, questionnaires, checklists, and observations)


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4) Norm And Criterion Referenced Tests

a) Norm Referenced Tests

Norm referenced tests are used to compare individuals to their peers. Normative data comes from product measurement of a particular skill. Large sample groups are used to determine the average skill level for a given population. Norm referenced tests can be helpful for comparing one individual to another, but most norm referenced tests are not based on people with disabilities.


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b) Criterion Referenced Tests

Criterion-referenced tests are an example of a process assessment. They are used to compare an individual against predetermined criteria. The process of completing the skill is measured and not necessarily the product of the skill. Criterion referenced tests can be modified to suit people with various disabilities.


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5) Authentic Assessment

Authentic assessment connects assessment to curriculum. Many standardized tests include content that is unrelated to the curriculum. For this reason it can be challenging to write goals and objectives for an activity program based on formal assessment results. There are many types of authentic assessment methods including task sheets, systematic observation, written essays, journals, interviews, exhibitions or performances, and portfolios.


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6) Age Groups

a) Infants And Toddlers

Individuals who work with infants and toddlers in the motor domain must work with a cross-disciplinary team of professionals and family to provide appropriate assessment and programming for the infant or toddler. Typically the Physical or Occupational Therapist does an initial evaluation of the infant or toddler and then the adapted physical educator is called upon to serve the infant or toddler as part of their curriculum. Spontaneous movements, reflexes, and reactions are measured and age appropriate skills are worked upon.


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b) Preschool To High School

Skills during this time period not only include capabilities, but also how those capabilities are affected by specific tasks and the individual’s environment. For preschoolers the general content areas include locomotor skills, orientation skills, object control skills, and play participation or equipment skills. As a child progresses from preschool to elementary school the activity program shifts focus to movement concepts and skills. These concepts include locomotor skills, manipulative skills, and non-manipulative skills. As the individual progresses to middle school and high school the skills focus become more complex such as participating in sports or other lifetime activities.


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c) Adults

Physical activity programs for adults focus on several goals including maintaining strength and flexibility, enhancing social interactions and contact through physical activity programs, developing skills for leisure or recreational pursuits, and providing sport opportunities for both recreation and competition.


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Inclusive Physical Activity Program Planning and Implementation - *Book Required* Quiz based on book “Inclusive Physical Activity: A Lifetime Of Opportunities” by Susan L. Kasser and Rebecca K. Lytle)

i. A portion of the quiz questions will come from one or both of the following chapters

1) Preparing And Planning Inclusive Physical Activity Programs2) A Functional Approach For Modifying Movement Experiences


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Application Of Inclusive Practices- *Book Required* Quiz based on book “Inclusive Physical Activity: A Lifetime Of Opportunities” by

Susan L. Kasser and Rebecca K. Lytle)

i. A portion of the quiz questions will come from one or more of the following chapters

1) Movement Skills And Concepts2) Play, Games, And Sport3) Health-Related Fitness And Conditioning4) Adventure And Outdoor Programming
