Dear Readers:
It has been a very busy school year for everyone. It's hard to
believe, but Summer is just about here! With that in mind, our adapted
physical education section will first reflect on the past year,
and include three summary articles; one on "Exercise
Therapy Implications for Autism" (by Michelle
Davis), one on Spina Bifida: "Uncovering
the pathophysiology and the importance of physical activity for
the most prevalent and disabling birth defect"
(by Jennifer Gardner and Christine Stopka), and another on "Athletes
with Disabilities - Breaking Through Barriers - Amputations"
(by Josh West).
In addition to these, our primary focus will be on the summer
activity
of aquatics...especially Adapted Aquatics! We have all ages in mind.
Hopefully some of the ideas presented will be helpful to a wide
variety of
people and programs. Articles on adapted aquatics will offer adapted
aquatics lesson plans for the very young, beginning "swimmer"
(by Kathleen
Stopka); adapted aquatics lesson plans for older children, with
mental
disabilities (by Whitney Stern); some helpful and insightful aquatics
activities for patients recovering from cancer surgery, specifically
mastectomies (by Caitlyn Aydt); and, a most informative plan of
Aquacise
activities and lessons (by Lindsey Hartman).
Also, we would like to refer our readers to our own web course
offerings on "Medical and Health Aspects of Individuals
with Disabilities," and "Adapted Physical Activity."
We would also like to refer our readers to the new NCPERID website,
which offers outstanding information to the parent, practitioner,
and student, as well as a plethora of invaluable websites (including
the excellent Palaestra journal site: www.Palaestra.com.
And finally, we have our latest APENS/CAPE update.
Everyone...please accept our best wishes for a most relaxing,
rewarding, and wonderful summer!
Chris
Stopka
Adapted Section Editor
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| Exercise Therapy Implications
for Autism - By Michelle Davis
Autism is a complicated disorder which only recently has been
classified as a neurological, development disease that affects
approximately 400,000 individuals in the United States today.
Despite the progress that has been made in diagnosis and treatment,
there are still several facets of the disease that remain a mystery
to scientists and researchers, in particular the cause and treatment.
Before one can explore these new research topics, it is first
important to understand what is known about the disease, specifically
classification and diagnosis, including signs and symptoms.
Webster's dictionary
defines autism as "a mental disorder originating in infancy
that is characterized by self-absorption, inability to interact
socially, repetitive behavior, and language dysfunction (as echolalia)."
This definition, while explaining signs and symptoms, well has
a slightly outdated idea of classification.
Read the rest of this
very interesting, informative article
on autism. Print
a downloadable Word document.
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Spina Bifida: Uncovering the pathophysiology, and the
importance of physical activity, for the most prevalent and disabling
birth defect - By Jennifer Gardner & Christine
Stopka
The United States of America houses approximately 295,734,134
people on its home soil. Of this number, there are approximately
more than 54 million people who claim to be disabled (7). This
is a huge portion of the population, and all age groups and races
are being affected. Of the rest of the population, many people
are in the dark concerning individuals with disabilities. Unless
someone has a close personal friend or family member who has a
disability, then most people are actually anxious around anyone
with a disability or disorder. As such, the dictionary says that
a disability is a physical or mental impairment that interferes
with, or prevents, normal achievement in a particular area (4).
Areas being affected, or disrupted in this case, involve home
life, school life, and social life of the individual. Disabilities
range from neurological disorders, to orthopedic disorders, to
psychological disorders, to learning disorders.
Specifically we are going to take a look at neurological disorders,
and in particular Spina Bifida. Spina Bifida is the most frequently
occurring permanently disabling birth defect. Spina Bifida affects
approximately 40% of Americans, and occurs in one out of every
thousand births. More children have spina bifida than have muscular
dystrophy, multiple sclerosis, and cystic fibrosis combined (6).
Although the numbers of individuals being affected by spina bifida
has decreased in the past few years with the increase in medical
technology and education on prevention, there is still a huge
concern about the number of individuals still being diagnosed
each year. We are going to take a look at what this disability
is, who it affects, what are the causes, what are the implications,
what can be done to prevent it, and exercise and therapy recommendations
for people with spina bifida.
Read the rest of this very interesting, informative article
on Spina Bifida. Print
a downloadable Word document. |
The
National Consortium for Physical Education and Recreation for
Individuals with Disabilities (NCPERID)
has a new web site! Readers are welcome to link to the site
to learn more about his Advocacy organization, founded to help
and support those involved in the field of adapted physical
activity. The new web site link is: http://www.uwlax.edu/sah/ncperid/index.htm
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Is there any classes out there that are teaching the wheelchair
sports in any form to their students? I'm a big fan of Murderball
(Wheelchair Rugby) and Wheelchair basketball and wish I
would have had the opportunity to learn them in my high
school even though I don't meet the qualifications to actually
play. I watched them for the first time when I got to college
and was in shock at how much I liked each. Please post in
the forum.
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| Athletes
With Disabilities |
Athletes
with Disabilities: Breaking Through Barriers - By
Joshua West
There is athletic potential inside every
human body, regardless of its shape or size. An athlete is defined
as someone with the ability to participate in physical exercise,
especially in competitive games and races (Corbin, Lindsey, Welk,
and Corbin; pg 37, 2002). Contrary to popular belief, nowhere in
this widely accepted definition does it state that in order to be
considered an athlete that one must have the full functional abilities
of all four limbs. Yet quite often athletes with disabilities, such
as amputations, face unnecessary barriers in pursuit of their athletic
endeavors. These barriers come in the form of inconsistent beliefs
about persons with disabilities, athletic equipment that is not
suited to meet each athlete's needs, or an unwillingness by others
to modify a sport or game to allow for inclusion. The author of
this article intends to explore the world of athletes with limb
deficiencies that have resulted in amputation; and how they pursue
sports for recreation and competition.
Read the rest
of this article, and/or download a printable Word
document.
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| New
Courses in Adapted Physical Education |
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Now Available to All on the Web!
By: Jessica Brennan & Christine Stopka
The College of Health and Human Performance
at the University of Florida offer two adapted physical education
distance education courses each Fall, Spring and Summer term, every
year! So pick a semester that is best for you, soon!
Both courses, Medical and Health Aspects for Individuals with
Disabilities and Adapted Physical Activity, have long
been offered at the UF campus as both semester long courses and
seminars. Because of the high demand for the content taught, UF
has sought to expand its availability to the community, particularly
those involved in adapted activity.
Medical and Health Aspects for Individuals with Disabilities
will help individuals understand and apply the medical, biological,
health and pathophysiological information related to many disabling
conditions. Disabilities discussed will include those in areas of
orthopedics, neurophysiology and health. Additional subjects incorporated
include public law requirements, sports medical considerations and
classroom teaching techniques.
The Adapted Physical Activity course is designed to increase one’s
skill in providing physical education and sport programs for children
with physical, mental, learning, sensory and multiple disabilities.
The content covers all ability levels from elite wheelchair sports
to elementary school field days. Other specific subjects include
adaptive equipment, inclusive teaching, assistive technology, Hippotherapy,
and adapted aquatics.
Course content will be communicated through various instructional
media. This will include lectures by both Dr. Christine Stopka,
course professor, and other experts in the field of adapted physical
education, interactive discussion sessions with fellow students
and experts, demonstrations and presentations by people with disabilities
and practical activities which utilize the information taught throughout
the courses.
These courses meet the State Department of Education requirements
for continuing education units in physical education, including
motor and mental deficiencies, coaching disabled and adapted aquatics
courses. These courses also satisfy the coursework requirement for
the Adapted PE National Standards (APENS) Certified Adapted Physical
Education (CAPE) credential.
Each course is designed and instructed by Dr. Christine Stopka,
a professor with 28 years of teaching experience in the areas of
adapted physical activities, adapted aquatics, athletic training,
and sports medicine. Throughout her distinguished career at UF,
Stopka has established the athletic training and sports medicine
undergraduate and graduate specializations, while simultaneously
creating the special physical education and exercise therapy specializations,
as well.
Furthermore, Stopka has more than 300 publications, including the
fourth edition of her book, Applied Special Physical Education
and Exercise Therapy. She has been invited to speak at more
than 300 state, national and international conferences regarding
adapted physical activity and sports medical topics, and has generated
more than $2 million in funding. For her dedication to the field,
Stopka has received more than 70 honors at the state, regional,
national and international levels and currently is serving as Vice-President
of the National Consortium for Physical Education and Recreation
for Individuals with Disabilities.
Both courses are available worldwide for Fall, Spring, and Summer
terms. For more information or to register for these courses please
see their respective web sites: Medical
and Health Aspects for Individuals with Disabilities, Adapted
Physical Activity.
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| If you have ideas, comments,
letters to share, or questions about particular topics, please email
one of the following Adapted PE Section Editors: |
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| ADAPTED AQUATIC LESSON
PLANS - Designed for Level 1 and Level 2 Kindergarteners,
by Kathleen Stopka
Disability:
Hyperactive and do not know how to swim
Skill level: Level 1-2
Facility needed: Pool with shallow end preferably,
at most 4 feet deep, with wall gutter for students to support themselves
with during the lessons.
Goals for unit:
The entire unit of eight 30 minute lessons is to familiarize the
students with the water, learn basic survival skills such as bubble
blowing and floating. The students will also become acquainted with
the freestyle and elementary backstroke.
Download this great list
of lessons plans as a Web
page or a Word
document.
ADAPTED AQUATICS PLAN
by Whitney Stern
Case History:
I will be making my adapted aquatics plan for children, both boys
and girls, with mild to moderate forms of mental retardation between
the ages of 7 and 12. It is easiest to group these children together
because they can learn from each other and are all around the "same
point." These children can use swimming skills in their life
to keep them in good physical shape and be a fun way to exercise
and enjoy themselves. As they enter the program, they will have
had little to no experience with swimming. The instructors will
have to start from the very beginning, and there will be one instructor
per child. This way, there is a one-on-one learning experience and
no child will be left unattended.
Aquatics Program
Facility Needed: Any swimming
pool with a low end of about 3 feet so that the children can stand
or touch the bottom when needed.
Equipment Needed: Kickboards
and life jackets for when the children are first introduced to the
water and unaware of breath control and floating. Ping pong balls
to help children with their breath control. Easter eggs that can
be filled with water for children to grab helping with movement
and submersion. Stuffed animals for children to mimic when learning
new skills. Tubes for children to climb under and over working on
crawl and breath control. Goggles for children with sensitive eyes.
Goals:
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Children
become comfortable in the water and able to continue being safe
swimming without instructors. |
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Children
can learn to float and swim certain strokes completely on their
own. |
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Emotionally,
children are comforted by the water and can possibly use it
to relax and unwind. |
Teachings:
Children will be taught general entry skills into the water, moving
in the water (walking), breath control, face submersion, front tow
and recovery, back tow and recovery, floating on their own with
basic crawl and/or freestyle swim strokes, and possibly (depending
on how advanced) picking up coins/toys on bottom of pool.
Download as a Web
page or a Word
document.
UNIT PLAN - for Recovering Mastectomy
Patients by by Caitlin Aydt
Introduction:
This group had had surgery to remove the breast as well as tissue,
lymph nodes, and muscle around it. This is called a Mastectomy and
is a common procedure for women and men who have been diagnosed
with breast cancer. Many patients experience shoulder stiffness
after removal of the lymph nodes and muscle in the armpit and surrounding
areas. These patients look to get the area where muscle and tissue
have been removed working like it used to preoperational. This stiffness
can be corrected with time, but more importantly with exercise and
physical therapy.
Facilities:
The only facility requirement is any pool, preferably inside, with
a large shallow end at about 4-4.5 feet deep.
Equipment:
The equipment needs are what look like dumbbells, but are in actuality
PVC pipe with cut "noodles" on the ends to add resistance
to the arms while under the water.
Goals:
The goal of this plan is to have the patients recover 100% from
removal of lymph nodes, tissue, and muscle from mastectomy. They
will also hopefully have the desire to keep up aquatic therapy for
everyday exercise and recovery needs.
Download
8 great days of activities as a Web
page, or a Word
document.
AQUACISE by
Lindsey Hartman
These are 8 days of inclusive
aquatic fitness exercises, which helps all individual to become
more physically fit. The goal of these exercises is to teach exercise
techniques in the comfort of the water. This will include cardio,
strength and flexibility training, and muscle specific stretches
and exercises. Download as a Web
page or a Word
document.
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