DEPARTMENT
OF KINESIOLOGY AND PHYSICAL EDUCATION
COURSE OUTLINE
I.General
Information
A.Course
Number:
KPE 387
B.Title: Physical Activities for the Disabled
C.Units: 3
D.Prerequisites: KPE 320 and 427
E.Course Classification: 2 units at 02 Lec, 1 unit at 13 Act
F.Faculty (tenure track): Dr. Barry Lavay
G.Term Offered: Fall
H.Prepared by: Dr. Barry Lavay
I.Date of Submission: September. 2001
II.Catalog
Description:
KPE
387.Physical Activities for the
Disabled.
Prerequisites: KPE 320 and 427 or their equivalents. Corequisite: KPE 489A.Lecture/laboratory focusing on the adaptation of physical activities, equipment and facilities for individuals with disabilities that affect motor performance.The laboratory portion of the course involves teaching children with disabilities in the Perceptual?Motor Development Clinic and public schools.
1.Plan and implement appropriate instructional programs for individuals with disabilities by writing annual goals, objectives/benchmarks, and lesson plans in the following areas of adapted physical education: physical fitness, body awareness,balance, fundamental skills (i. e., locomotor & object control), active learning games, rhythms, relaxation, cooperative games, play, and modified sports/leisure activities.
2.Plan and implement appropriate instructional strategies, modifications and behavior management methods to effectively meet the unique needs of individuals with variousdevelopmental, learning, sensory, orthopedic, neuromuscular, and severe disabilities.
3.Analyze equipment/facilities and make the modifications necessary to conduct a quality instructional program of adapted physical education for individuals with disabilities.
4.Identify as well as assess normal and diverse movement parameters. This includes the understanding of motor development milestones and ecological task analysis in order to design effective instructional physical activity programs for individuals with disabilities.
5.Demonstrate knowledge of health standards and legal concepts as they relate to designing appropriate lesson plans that include a safe learning environment of physical education instruction for individuals with disabilities.
6. Discuss the significant role physical activity can play toward the socialization of individuals with disabilities (i. e., cooperative games).
7.Analyze various professional organizations and their journals/literature, web sites related to adapted physical activity programming (i.e., APAQ, Palaestra, JOPERD).
8.Participate in various professional development activities related to adapted physicalactivity (i. e., school visitations, conferences, computer technology)
Cheetum, B. A, & Hammond, A. A. (2000). Physical activity for improving children’s learning and behavior. Champaign IL: Human Kinetics.
Kasser, S. (1995). Inclusive Games. Champaign IL: Human Kinetics.
Readings Packet KPE 387 for course that includes current class notes, articles, and assignments. Campus Copy Center
IV.Course
Outline
A. Overview of course, assignments and pertinent terminology.
B. Overview of the Perceptual?Motor Development Clinic and public school experiences.
C. APE review and overview
D. Locating Resources in APE books, journals, websites
E. Observing and assessing movement difficulties
F. Designing IEPS and lesson plans for individuals with disabilities
1. Writing developmental and behavioral objectives and benchmarks
G. Managing student behaviors
1. Proactive approaches
2. Methods for increasing appropriate behavior
3. Methods for decreasing inappropriate behavior
H. Facilities and equipment unique to APE and children with disabilities
I. Various physical activity teaching approaches
1.Developmental prescriptive
2.Functional
3.Ecological
4.task analysis and prompts
J. Methods for teaching physical activity to individuals with disabilities
1. Sensory and reflex systems
2. Perceptual motor system
3. Fundamental motor skills
4. Health related Physical fitness and contraindicated exercises
5. Cooperative games and sport
6.Lifetime functional leisure activities
V.Methods
ofPresentation
A.Lecture?Discussion
B.Demonstration?Practice
C.Readings
D.Practicum and Observations
E.Student Presentations and Teaching Experiences
F.Written Assignments
2. Four lesson plans and IEP for assigned child attending the PMDC
3. Summary evaluation of assigned child attending the PMDC
4. Modified or adapted equipment review and presentation
5. Journal review and presentation
6. 5 individual adapted physical activity assignments based on course content material
Auxter, D.,Pyfer, J.,& Heutting, C. (2001). Principals and methods of adapted physical education and recreation. (9th ed.).St. Louis: C. V. Mosby.
Block, M. (2001). Including students with disabilities into regular physical education. (2nd ed.). Baltimore, MD: H. Brooks Publishing.
Burton, A. W., Miller, D. E. (1998). Movement skill assessment. Champaign IL: Human Kinetics.
Cheetum, B. A, & Hammond, A. A. (2000). Physical activity for improving children’ learning and behavior. Champaign IL: Human Kinetics.
Dunn,
J. M. (1997). Special physical education:Adapted,
individualized, developmental.
(7th ed.). Madison, WI: Brown and Benchmark.
Eichstaedt, C. B. & Lavay, B. (1992). Physical activty for persons with mental retardation: Infant to adult. Champaign, IL: Human Kinetics.
Hellison, D. (1995).Teaching responsibility through physical activity. Champaign, IL:Human Kinetics.
Jansma, P. & French, R. (1994). Special physical education.(2nd. ed.). Englewood Cliffs, NJ: Prentice-Hall.
Jansma, P. (1999). The psychomotor domain and the seriously handicapped.
(5th ed.). Lantham MD: University Press of America.
Kasser, S. (1995). Inclusive Games. Champaign IL: Human Kinetics.
Kelly, L. (1995). (ed.). Adapted physical education national standards. Champaign, IL: Human Kinetics.
Lavay, B., French, R., Henderson. H. (1997). Positive behavior management strategies for physical educators. Champaign IL: Human Kinetics.
Lepore M., Gayle G. W., & Stevens S. (1998). Adapted aquatics programming. Champaign, Ill: Human Kinetics.
Lockette, K.F. & Keyes, A. M. (1994). Conditioning with physical disabilities. Champaign, Ill: Human Kinetics.
Liberman, L. J., Cowart, J. F., (1996). Games for people with sensory impairments. Champaign IL: Human Kinetics.
McCall,
R. M. & Craft, D. H. (2000). Moving with a purpose: Developing programs
for preschoolers of all abilities. Champaign IL: Human Kinetics.
Paciorek, M. & Jones, J. (1994). Sport and recreation for the disabled: A resource manual. Carmel, IN: Cooper Publishing.
Rimmer, J. (1994). Fitness and rehablitation programs for special populations.
Dubuque, IA: WCB Brown & Benchmark.
Seaman, J. (1995). (ed). Physical BEST and individuals with disabilities. Reston VA: American Alliance for Health, Physical Education, Recreation and Dance.
Sherrill, C. (1998). Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan. (5th ed.). Dubuque, Iowa: Wm. C. Brown.
Wessel, J. A., & Kelly, L. (1986). Achievement-based curriculum development in physical education. Philadelphia:Lea & Febiger.
Winnick, J. P.(2000).Adapted physical education and sport. (3rd. ed.). Champaign Ill., Human Kinetics.
Winnick, J. P. & Short, F. X. (1998). The brockport health related physical fitness test. Champaign, IL: Human Kinetics.
Brief Justification
A requirement of the California State University in Adapted Physical Education Specialist Credential Program is to provide physical activity for students with mild to severe disabilities that successfully encompassing the entire spectrum of physical education content areas as defined in the Individuals with Disabilities Education Act (IDEA). This course is designed to prepare the adapted physical education specialist with abroad range of physical activities to accommodate the unique needs and variety of developmental levels of students with disabilities in such physical education content areas as the sensory and perceptual motor systems, fundamental motor skills, health related physical fitness, games, sports, and lifetime functional leisure activities.