Chapter 7: Instructional Strategies for Adapted Physical Education PED 383: Adapted Physical Education Dr. Johnson

Aspects of instruction 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

Humanistic philosophy 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

Definitions Fully functioning self Ideal self and actual 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

How to facilitate motor learning 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

Meeting individual differences Accountable and Accessible Instruction Universal Design for Learning (UDL) Differentiated Instruction Evidence Based Practice Response to Intervention

Accountable and Accessible Instruction 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

Universal Design for Learning Those with disabilities have the same curriculum, but with modifications Instruction should be originally designed for ALL learners All learners are equally valuable

Differentiated Instruction Teachers must differentiate based on student skills and deficits. Modifications should be used as needed

Evidence Based Practice 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

Response to Intervention 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

What to teach Curriculum Top down approach Bottom up approach 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

Activity modification Equipment Rules Environment Instruction

Teaching style Interaction Tone Table 7.1 Page 131 Lecture Discussion Businesslike Warm and caring Table 7.1 Page 131

Format 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

Discrete trial teaching 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

Task Analysis Components or steps to a skill Biomechanical MWSU SAMs Biomechanical Focal points of the skill Developmental Modifications from simple to difficult Ecological Environment impacts the skill

Activity analysis Basic requirements for optimal student success in performing that activity Similar to SAM’s for MWSU

Support services Team teaching Supportive teaching Two teachers work together Supportive teaching Aides or volunteers Peer and cross age tutoring Peer tutoring Cross age – older students come to help

Prescriptive planning and instructional models 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