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

2. 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

3. Humanistic philosophy
Teaches skills such as
Creativity
Choice
Awareness
Responsibility
Personal
Social
Positive view of humans
Meet the most pressing needs of a person

4. Humanistic Philosophy
Levels
Bottom – most needed
Physiological
Safety
Belonging (and love)
Esteem
Self-Actualization

5. 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

6. 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

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

8. 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

9. 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

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

11. 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

12. 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

13. 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

14. Activity modification
Equipment
Rules
Environment
Instruction

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

16. 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

17. 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

18. 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

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

20. 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

21. 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