Run, Play, Move

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Run, Play, Move

• Matt LaCortiglia

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Introduction

• Presentation goal
• Present a planning model to develop physical
  activities (FAIER Model) for individuals with
  disabilities

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FAIER Model

• Foundation
• Awareness
• Implementation
• Evaluation
• Refinement

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Characteristics

• The FAIER model..
• Is a process not a curriculum.
• Is designed to organize information in a way to
  stimulate a creative thought process.
• Can be used in multiple settings by multiple
  disciplines.
• Is only one aspect of APE.
• Is centered on individual.

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Model Theory

• Self-Efficacy (self confidence) through
  successful task completion
• Small achievable steps/goals then increase demand

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FAIER Model
Phase 1 Foundation Goals, Strengths,
Capabilities, Preferences, Resources
Phase 2 Awareness Accommodations, Specially
Designed Instructions, Medical awareness
Phase 5 Refinement Functionalize, Progression
Pre-Participation Phases
Phase 4 Evaluation Safety, Task Completion,
Individual Response
Phase 3 Implementation Design, Environment,
Modification
Participation Phases
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Procedure

• Determine number of individuals
• Determine goal of activity for individual and/or
  group
• Identify and list strengths and preferences of
  individual(s)
• List all available resources
• Identify and list accommodations, specially
  designed instruction, and contraindicated
  activities
• Analyze gathered information and design the
  activity
• Evaluate activity
• Make changes based on evaluation

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Phase 1 Foundation

• Goals
• Preferences
• Strengths capabilities
• Resources

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Activity Goal

• The purpose or benefit of participation for the
  individual and/or group.
• Activity goal Long term goal
• Long term goal Function

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Stretching with Peers
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Partner Exercise
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Activity Goal Characteristics

• Influences the design and construction of
  activity.
• Is determined prior to design and construction of
  activity, but may be changed during refinement
  phase.
• Provides support to breakdown a game or sport.
• Along with strengths, capabilities and
  preferences form the foundation of the model.
• Is determined by activity creator, but is always
  based on some aspect of the individual

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Strengths, Capabilities, Preferences

• Strengths- Any capability at which the individual
  excels.
• Capabilities- Any trait, skill, or ability that
  the individual and group possess and that can be
  utilized in creating or modifying an activity.
• Preferences Generally refers to individual
  preferences that can be utilized in an activity

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Available Resources

• Any person, object, or source of information that
  can be utilized to aid in successful
  participation in activity.

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Community Resource
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Community Resource
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Phase 2 Awareness

• Refers to aspects of an individual of which you
  need to be aware, but are not the central focus
  for the activity.
• Relates to successful participation of activity
• Concepts

• Accommodations
• Specially designed instruction
• Medical awareness

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Accommodations

• Any specific physical aid needed for individual
  to participate in activity
• Have a focus on individuals disability
• Impacts the successful completions of tasks
• Are usually needed for participation
• Are usually used in other settings (work, school,
  home)

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Specially Designed Instruction (SDI)

• Specific teaching strategies, particularly
  related to learning style, which are based on
  individual needs and maximize the opportunity for
  successful participation.

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SDI Characteristics

• Often relates to individuals disability
• Has an impact on whether tasks are successfully
  completed
• Often is combined with accommodations during
  construction
• Almost always is converted into a modification
  during construction

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SDI Examples

• Predictable routines
• Clearly defined expectations
• Short lessons or use of intervals
• Clear beginning, middle, and end to activities
• Use of finished box
• Reinforcement
• Behavior management plan
• Repetition
• Modeling
• Brailing
• Assistance - prompt hierarchy, fade prompts
• Time to process information before expecting
  response
• Small teaching ratios
• Feedback
• Choice-making opportunities
• Bright color contrasts
• Environments with fewest distractions

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Medical Awareness

• Identify any health or medical related concerns
  such as diabetes, cardiac conditions, seizure
  disorders, or asthma.
• Medical doctor clearance for participation in
  exercise programs

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Phase 3 Implementation

• Implementation is the construction of the
  activity, based on the preliminary phases of the
  model.
• Concepts

• Activity design
• Environment
• Modification

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Activity Design

• The physical set-up of the activity by combining
  all previous concepts within an environment.
• Strengths, Capabilities, Preferences Available
  resources SDI and Accommodations Activity
  Design

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Phase 4 Evaluation

• Safety
• Task completion
• Individual response

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Environment and Modification

• Modification Involves changing components,
  equipment, or rules to a preexisting game.
• Pre-existing game Any sport, game, or activity
  that has been previously performed and has
  specific rules.
• Environment - The physical set-up of the activity
  by combining all previous concepts within an
  environment.

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How to design activity?

• Identify strengths, capabilities, preferences,
  and available resources that can utilized to meet
  activity goal within an environment that includes
  appropriate accommodations and modifications for
  success.
• Any questions that may arise with regards to
  design should be determined by a previous model
  component (usually the goal or SDI).
• Analyze to make sure design is safe

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Individual Response
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Individual Response
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Phase 5 Refinement

• Involves analyzing evaluation results and
  determining what changes need to be made.
• Concepts
• Progression
• Functionalize activity

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Progression

• Increasing demand of task or activity based on
  consistency of task completion

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Functionalize Activity

• Changing the activity or changing aspects of the
  activity to meet a more specific area of need,
  usually leading toward meeting a long term goal..

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Common Areas to Change

• Incorporate academics
• Incorporate choice-making
• Increase sensory input
• Increase areas of motor ability
• movement in different directions
• coordination
• balance
• Incorporate fitness components

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Run, Play, Move
Matt LaCortiglia