Adaptive Physical Education: Structure and Strategies

Introduction

• Presenter: Bryan Rogers • Background: • Bachelor of Science in Exercise and Sports Science from Texas State University (formerly Southwest Texas State University • Certified Texas educator for 18 years • Certified to teach secondary mathematics, physical education, and health (grades 6-12) • Employed by Lago Vista ISD for 11 years to date • Current responsibilities include middle school pre-athletics and physical education classroom teacher, high school/middle school football coach, middle school basketball coach, and high school boys golf coach

Adaptive Physical Education (APE) Structure and Strategies

• The student under my direction in APE, this year, is autistic, non-verbal, and has many medical conditions that hinders his movement and flexibility. • Classroom structure for this student must be consistent and repetitive. • Choices for activities are given • Choices are pre-determined, from a set of exercises that meet the requirements of the students IEP, BIP, and disabilities • Frequent breaks are provided when needed • Rewards are offered at the conclusion of each session

APE: Communication Devices (iPad, by Apple Corporation)

APE: iPad use

• Student uses an iPad to communicate • iPad camera and video app • Allows teachers to take pictures and videos to share with parents of APE students

• Email • The iPad offers access to personal email clients that allow students, parents, and teachers the ability to communicate with each other

• Autismate is the primary software used for communication • Allows the student to communicate his thoughts, feelings, wants, and needs during APE sessions • Information about the Autismate software can be found here: http://autismate.com/PressReleases/AutisMate-LITE-Learning-AppAdults-Children-with-Autism/

APE (Daily Routine)

Warm-up video • Let’s get fit! (Counting to 100 by 1’s) by Jack Hartman • Can be found on YouTube at https://www.youtube.com/watch?v=0TgLtF3PMOc

• APE Exercises (choices) • • • • • • • • •

Balance Beam Basketball Bean Bag toss Crunches Soccer Ball Stability ball Therabands Trampoline Wall Push-ups

• Rewards

• Walk • Bean Bag Chair • IPad music/video

APE (Daily Exercises): Balance Beam

APE (Daily Exercises): Balance Beam

APE (Daily Exercises): Balance Beam

APE (Daily Exercises): Balance Beam

APE (Daily Exercises): Balance Beam

APE (Daily Exercises): Balance Beam

APE: Benefits of exercises • Balance Beam

• Student walks on the beam, set approximately 6 inches off the floor, 4 trips forward and 1 trip backwards • Improves balance • Self awareness in space • Targets the use of specific leg muscles and body movements

• Basketball • Student must throw a small basketball (overhand) through a hoop, mounted on the wall approximately 5 feet from the floor, using his dominate hand • Targets triceps and shoulder movement used in overhand throwing • Aids with eye/hand coordination • Provides immediate feedback upon completion

APE: Benefits of exercises (cont.) • Bean Bag Toss

• Student uses his dominant hand and non-dominant hand to toss small bean bags, (underhand) into two boxes, placed on the floor, approximately three feet away • • • •

Targets biceps and shoulder movement used in underhand throwing Aids with eye/hand coordination Provides immediate feedback to a goal upon completion Works both right arm and left arm coordination

• Crunches • Student lays on cushions placed on the floor and flexes at the core to raise his body upright • Two different exercises (legs straight and knees bent) • Targets lower and upper abdominals to improve core strength • Strengthening the core muscles improve posture during standing and walking

APE: Benefits of exercises (cont.) • Soccer Ball

• A large soccer ball is rolled to the student from approximately fifteen feet away. The student must track the incoming ball, and using his feet, must intercept the ball and return it through the goal by kicking the ball • Targets leg movement and coordination • Student must use tracking to intercept the incoming ball • Student must maneuver the ball through two cones set a specific distance apart

• Stability Ball • Student must sit on a therapeutic stability ball (used in some aerobic and pregnancy training classes) and bounce 100 times. The student bounces 50 times with knees wide and 50 times with knees together • Targets lower body coordination and movement • Aids in balance • Provides an aerobic workout for inactive students

APE: Benefits of exercises (cont.) • Therabands

• Student uses therabands to stretch arms, legs and core

• Provides an opportunity to stretch the student’s arm, leg, and core muscles • Increases targeted joint range and movement

• Trampoline • Student jumps on a running trampoline a total of 100 times • Aids in lower body flexibility, coordination, and joint movement • Provides an aerobic workout for inactive students • Aids in balance and body movement awareness

• Wall Push-ups • Student is placed approximately 2 feet from a wall. The student places his hands should width apart, with elbows out, and presses his body away from the wall until he is fully upright • Targets upper body strength and joint range of motion • Strengthens triceps and shoulder muscles

APE: Clean up!

• Student aids the teacher in clean up of all activities performed • Provides student a sense of accomplishment and closure of each activity • Aids in smoother transitions between activities • Instills a sense of responsibility • Provides a break between activities for both the student and teacher • Aids in teaching instruction and direction of the student

APE: Rewards and Benefits

• Student is provided an opportunity to earn rewards for the exercises he has completed or goals that he has accomplished • Provides motivation for completing tasks • Bean bag chair

• A bean bag chair is placed on the floor for the student to lay in and rest. Lights are dimmed. • Allows student to feel accomplished and safe

• iPad (music/video) • Student is given an iPad, (or other media device) to listen to an approved music or video playlist • Allows student to wind down after a hard day’s work and relax

• Walk around campus • Student is escorted around the school campus (down the hallways, up stairwells, in classrooms, etc.). • Provides social interaction with peers

APE:

Commands, Prompts, Demands • Commands during APE sessions

• Commands must be clear, direct, and given without distractions • Commands not followed must have consequences and those consequences must be made verbally several times during the sessions

• Prompts during APE sessions

• Student requires prompts to be given repeatedly throughout the course of the session. • Every time the student gets off course or distracted • Proper procedures require consistent prompts • Autistic students require constant prompting to stay on task and focused

• Demands during APE sessions

• Demand perfect completion of the activities, but understand that some tasks may be difficult to complete • Demands can be made in a firm voice, but do not condemn or belittle the student at any time. • Demands can be made at the beginning, during, or after the exercises, but it helps to remind student of the reward offered for completing the exercises