Chapter 7:Instructional Strategies for Adapted Physical Education

PED 383: Adapted Physical EducationDr. Johnson

Not just the physical symptoms of the student◦ Not all students with Autism react the same

Also the ◦ Learning environment◦ Teaching style◦ Educational Goals◦ Student needs

All students have a right and ability to learn

Aspects of instruction

Teaches skills such as◦ Creativity◦ Choice◦ Awareness◦ Responsibility

Personal Social

Positive view of humans◦ Meet the most pressing needs of a person

Humanistic philosophy

Levels◦ Bottom – most needed

Physiological◦ Safety◦ Belonging (and love)◦ Esteem◦ Self-Actualization

Humanistic Philosophy

Fully functioning self◦ Carl Rodgers stressed the need for teachers to be warm,

empathetic, and genuine aw well as accepting of the learner – unconditionally Influences education of learners with disabilities

Ideal self and actual self◦ Ideal – Who we want to be◦ Actual – Who we truly are

Self-acceptance◦ Understanding and ability to accept self for who they are◦ Accept the importance of other people in our lives

Definitions

Motor skill tenets (principles)

◦ Growth and maturation influences the ability to learn a movement skill

◦ Mechanical and physiological principles of movement dictate the best way to perform a given skill

◦ Reinforcement and repetition are needed when learning a new skill

◦ Emotion affects the process of learning motor skills

◦ Success at a given task leads to improved learning

◦ Learning takes place more quickly when practice lessons are separated by adequate rest

◦ Motor skills that are overlearned are retained longer

How to facilitate motor learning

Accountable and Accessible Instruction

Universal Design for Learning (UDL)

Differentiated Instruction

Evidence Based Practice

Response to Intervention

Meeting individual differences

Are the students learning meaningful content

Administer carefully designed assessments◦ This will allow for understanding of the curriculum

If results are good, teaching may be good If results bad, change may be needed

Accountable and Accessible Instruction

Those with disabilities have the same curriculum, but with modifications

Instruction should be originally designed for ALL learners

All learners are equally valuable

Universal Design for Learning

Teachers must differentiate based on student skills and deficits.

Modifications should be used as needed

Differentiated Instruction

Careful gathering of data to decide what should be taught as well as how that teaching should take place.

Using programs and strategies that have demonstrated effectiveness

Meet the unique needs of all students

Evidence Based Practice

Integrates assessments and interventions in such a way that student learning is maximized and behavior problems are minimized from an early age.

Identifies students earlier◦ Can get help (IEP) earlier

Response to Intervention

Curriculum◦ Same◦ Multilevel - modifications◦ Modified – need a change◦ Different

Top down approach◦ Age appropriate skills

Bottom up approach◦ Developmentally focused

Developmental approach◦ Same as bottom up◦ Prepare for lifelong recreational activity and sport skills

What to teach

Equipment

Rules

Environment

Instruction

Activity modification

Interaction◦ Lecture◦ Discussion

Tone◦ Businesslike◦ Warm and caring

Table 7.1 Page 131

Teaching style

One-to-one instruction Small Group – 2-10 Large group - whole class Mixed group – variety of formats Peer teaching – other students teach Self paced work – Work on your own Cooperative learning – working together Reverse mainstreaming – non-disabled help

those with disabilities Teaching stations – multiple tasks as once

Format

Instruction or environmental cues◦ Something for the student to respond to

Whistle Instructions

Optional prompt◦ Extra information to remind about cues

Physical Verbal Visual

Student response◦ Does the student learn, or are changes needed

Consequences◦ Positive feedback◦ Corrective feedback

Intertrial interval◦ Pause between instructions

Discrete trial teaching

Components or steps to a skill◦ MWSU SAMs

Biomechanical◦ Focal points of the skill

Developmental◦ Modifications from simple to difficult

Ecological◦ Environment impacts the skill

Task Analysis

Basic requirements for optimal student success in performing that activity

Similar to SAM’s for MWSU

Activity analysis

Team teaching◦ Two teachers work together

Supportive teaching◦ Aides or volunteers

Peer and cross age tutoring◦ Peer tutoring◦ Cross age – older students come to help

Support services

Data based Gymnasium◦ Managing the learning environment

MOVE◦ Mobility Opportunities Via Education / Experience

Moving to Inclusion◦ Canadian Program (9 books)

Special Olympics◦ Sport specific instruction

I CAN◦ Individualized Instruction, ◦ Create social leisure competencies◦ Associate all learning◦ Narrow the gap between theory and practice

I CAN Primary Skills K-3◦ Modify based on performance

Smart Start Preschool Movement Curriculum◦ Developmentally appropriate curriculum for all

Prescriptive planning and instructional models