Sports Recreation and Competition: Socialization, Instruction, and Transition

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Sports Recreation and CompetitionSocialization,
Instruction, and Transition

• Chapter 15

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Introduction

• Physical education instruction includes
• Physical and motor fitness
• Fundamental motor skills and patterns
• Skills in games, sports, dance, and aquatics
• Functional competence
• Holistic approach
• Sport encompasses play and games skills and
  leisure-time skills

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Transition Services Mandate in IDEA

• Promotes movement from school to postschool
  activities
• Written into the IEP by age 14 and implemented by
  age 16
• Independent living and community participation
  requires skills for leisure that are functional,
  community-based, and lifetime

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Leisure, Play, and Sport for All

• Promote active leisure for persons with
  disabilities
• Considerations include
• Barriers
• Abundance of free time
• Sport for all

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Barriers to Active Leisure

• Fewer persons with disabilities participate in
  leisure
• Not having people to share experience is most
  frequently reported barrier
• Transition plans should address potential barriers

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Barriers to Active Leisure

• People to share
• Lack of money
• Lack of transportation
• Inadequate equipment
• Inadequate facilities
• Activity not available

• Lack of time
• Lack of specific skills
• Insufficient support groups
• Inappropriate behaviors

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Abundance of Free Time

• More people with disabilities have free time than
  AB peers
• Mean earnings are lower for individuals with
  disabilities than AB peers
• Problems with employment and salaries are
  greater for females than males

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Sport for All

• International active leisure movement
• Broader definition of sport across the world
• Types of sport include top-level elite sport,
  organized or club sport, recreational sport, and
  health or fitness sport

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Sport Socialization

• Becoming involved in sport
• Learning sport roles and values
• Acquiring a sporting identity
• Process facilitated by self, others, and
  environmental interactions
• Process is different for people with and without
  disabilities

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Sport Socialization

• Children without disabilities
• Enrolled in early sport programs
• Earlier for children of athletes
• Children with disabilities
• Differs with congenital and acquired disabilities
• Need to assess level of socialization
• Physical educators include disability sport in
  curriculum

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Sport Socialization

• Children with congenital disabilities
• Lack of knowledge about sport
• Disability sport versus nondisability sport
• Overprotection
• Changing parental expectations
• Lack of role models
• Individuals play a more active role in
  socializing themselves into sport

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Sport Socialization

• Children with acquired disabilities
• Discontinuous sport socialization
• Age is a factor
• Injury or disease interrupts sport socialization
• Reevaluation and consideration of new sport
  options may be necessary

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Assessment of Play and Game Competence

• Should include all members of the family
• Examines how the child uses her or his free time
  when alone
• Compare list of what individual can play and list
  of what individual would like to do
• Examine potential barriers
• Consider skills needed to utilize community
  settings

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Assessment of Play and Game Competence

• Utilize individual and group interviews as well
  as casual conversation
• Utilize leisure surveys, books, and magazines to
  stimulate conversation
• Assess play behaviors with others
• Provide information on available activities
• Examine various facilities
• Examine functional skill performance

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Teaching Play and Game Competence

• Agreement on goals and objectives in several
  areas
• Game and leisure behaviors for time alone
• Game and leisure behaviors for time with others
• Readiness for serious competition
• Basic game and sport components

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Game and Leisure Behaviors for Time Alone

• Need activities to fill time alone
• Depend on available equipment and space
• Highly individualized goals
• Visit home to establish realistic and
  generalizable lesson plans

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Game and Leisure Behaviors for Time with Others

• Learn cooperation and competition behaviors
• Typical progression may be delayed or frozen at
  egocentric or small-group games
• Focus of games should be on having fun, learning
  basic play and motor skills, and reinforcing
  self-esteem
• Individual and dual sports most accessible

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Readiness for Serious Competition

• Serious competition requires ability to make
  social comparisons
• Before age 5 sport should be recreational
• Between 5 and 8 sport should strive to develop
  good self-esteem to prepare for losing
• Between 7 and 8 level of aspiration and personal
  best should be introduced
• Serious competition introduced after age 8

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Basic Game and Sport Components

• Typically learned informally
• Children with disabilities may need specific
  instruction on game components

Players Equipment
Movements Organizational patterns
Limitations/rules Game purpose
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Empowerment for Transition Into Community Sport

• Involvement in after-school and weekend sports
  similar to peers
• Teach age-appropriate sport skills and game
  strategies
• Increase knowledge of parents
• Empowerment of child to make personal choices
  regarding sport involvement

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Use of Community Resources and Transition Outcomes

• Organize field trips and include parents and
  caregivers
• Teach role of spectator and athlete
• Use of community resources as homework
• Teachers as role models
• Individuals with disabilities as role models

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Inclusion of Disability Sport in General Physical
Education

• Consider expanding curriculum to include
  disability sport
• Select the sport
• Cross reference to similar disability sport
• Assess the functional level of performance
• Select the skills and implement
• Address phyiscal, cognitive, affective domain
  when developing modifications

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Wheelchair Basketball

• National Wheelchair Basketball Association
• Various divisions for men, women, collegiate, and
  youth
• Paralympics and World Championships

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Skills to be Taught in Wheelchair Basketball

• Passing
• Dribbling
• Shooting
• Ball movement

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Indoor Wheelchair Soccer

• Sanctioned by the NDSA
• Traditionally played by people with cerebral
  palsy
• Now includes spinal cord injuries, amputations,
  and les autres conditions

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Skills to be Taught in Indoor Wheelchair Soccer

• Pass - same as for wheelchair basketball
• Dribble - same as for wheelchair basketball
• Shooting
• Throw-in
• Shot block

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Slalom Designed Especially for Motorized Chair
Users

• Event within track and field for athletes with
  cerebral palsy, muscular dystrophy, spinal cord
  injury (quadriplegia) and spina bifida
• Sanctioned by the NDSA
• Utilize power or motorized wheelchairs to move
  through a series of gates marked on a specific
  course

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Skills to be Taught in the Slalom

• Reverse gate
• 360 gate
• Figure eight gate
• Circle gate

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Taking Pride in the Paralympic Movement

• Highest-level multisport competition for athletes
  with disabilities
• High eligibility standards that permit only the
  most elite athletes to participate
• Governed by criteria similar to those used in the
  Olympic Games, and Paralympians should be honored
  in the same ways as Olympians

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Summer Paralympic Sports

• Archery
• Athletics
• Boccia
• Cycling
• Equestrian
• Fencing
• Goal Ball
• Judo
• Lawn Bowling
• Power Lifting

• Shooting
• Swimming
• Table Tennis
• Soccer
• Volleyball
• Wheelchair Basketball
• Wheelchair Tennis
• Rugby
• Yachting

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Winter Paralympic Sports

• Alpine Skiing
• Nordic Skiing
• Sledge or Ice Hockey
• Sledge Speed Racing

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Supports for Sport Socialization

• Executive Director for U.S. Paralympics
• Commercial sport equipment companies
• Magazines
• School-based sport participation
• National organizations
• AAASP
• BlazeSports Clubs