Fitness test adaptations for students with disabilities Rebecca Hultman

Introductions 1st year teacher at Mercer Middle School, Seattle School District Teaching 6-8 grade 1 section of Partner PE Graduated from Pacific Lutheran University BA Kinesiology, K-12 Health and Fitness Education APE practicum w/ SPS in 2017 Volunteer experience with Special Olympics Unified Sports Partner PE – 8 students with disabilities, 2 peer partners, 3 IAs, 1 teacher (me) 3rd period – inclusion class with 6-7 self-contained students This presentation is geared towards/reflects the students in my Partner PE class.

Session Description Students are exposed to fitness testing in elementary school, and continue to participate in fitness tests throughout high school. Students, families, and educators can use fitness tests as tools to discuss fitness levels and identify areas where students can grow. Students with disabilities equally benefit from the data collected from fitness tests, and this session will identify how each fitness test can be adapted. I hope that this session will help educators understand why fitness testing is important for all students, and provide them with the tools and confidence to adapt the tests for their students with disabilities. There is so much information out there that I will not be able to cover it all. And adaptations are so dependent on your class and your students. This presentation will hopefully give you a starting point, some ideas, and other people that you can network with for the future.

Session Framework Introductions Key points Learning objectives Schedule Learning Objectives Introductions Key points Learning objectives Purpose of assessment Fitness Assessments in PE Function of the assessment Possible modifications Activities to try Questions I will be able to explain the importance of data collection when fitness testing my students. I will be able to name 3 tools or resources that will assist me in successfully modifying fitness tests for students with disabilities in my class. 50 minute session Introductions – 2 min Key points – 2 min Learning objectives – 1 min Purpose of assessment – 5 min Fitness Assessments in PE – 3-4 min per assessment x 6 assessments = 18-24 min Function of the assessment Possible modifications Activities to try – 2 min per assessment x 5 assessments = 10 min Resources – 2 min Questions – 5 min

What is the purpose of assessment? Accurately reflect student abilities…in relation to the curriculum What CAN students do? What can students not do? Shape and grow student’s abilities Help with program planning & implementing specific activities to help students grow Lieberman, L. J., & Houston-Wilson, C. (2018). Strategies for inclusion (2nd ed.). Champaign, IL: Human Kinetics.

What are effective assessments? Non-Effective Assessments Prepared and administered with a purpose Always related to curriculum Objective & free from guesswork Components of the skill are identified Reflect the capabilities of the student Assessment is outside scope and sequence Fails to address individual needs of learners Do not benefit the growth of the learner Fail to document students learning and growth Effective assessments – accurately reflects the capabilities of the student being assessed Take away from slides 5 & 6 --- students should be assessed with their abilities in mind, assessments should follow goals and objectives of the curriculum, and assessments should be used to aid in the growth of student learning Lieberman, L. J., & Houston-Wilson, C. (2018). Strategies for inclusion (2nd ed.). Champaign, IL: Human Kinetics.

When and How to adapt? When to adapt? How to adapt? Can the student complete the test without any adaptations? Can the student complete the same test as their peers, but with a few adaptions? Can the student complete a different test that measures the same fitness component? Task – space, size of target, height, time Environment – visual markers, distraction reduction Equipment – color, composition, size, texture Assistance by Peer or Aide – tactile, verbal cues, “Watch Me” demonstration, or partner in test. Now…from this point forward you have to reflect on your students. What students do you have in your classes? What are they successful at? What is challenging? This has to be considered as you move forward in thinking about adaptations. This means you have to KNOW YOUR STUDENTS. You may not get it right the first time – keep trying. Understanding your student’s successes and challenges will help you serve them. We will go over adaptations to the PACER, push-ups, sit-ups, and sit-and-reach

Function of Assessment PACER Function of Assessment Modifications Aerobic capacity assessment O2 in the air  lungs  blood  muscles Run with a peer buddy Change the distance Visual markers Tape on the ground, cones to run to, tether to hold Visual signal in addition to audio signal Consider… 1 mile walk/run “the maximum rate that oxygen can be taken up and utilized by the body during exercise”

Bean Bag Relay Cone/poly spot marks your place Basket with bean bags Empty hula-hoop Goal – to get your bean bags from the basket to your hula hoop Variations Partner work Different number of bean bags Use PACER “music” to practice Game to practice the PACER

Function of Assessment Push-ups Function of Assessment Modifications Upper body strength and endurance Plank Upward facing dog, from knees, from feet Modified Positions From knees Upper body is elevated Tactile prompts for hand/feet position Meter stick along student’s back

Plank progression Upward facing dog Plank from knees Plank from feet

Include visual aids Elevated push-ups My students have done downward facing dog in yoga. They often performed this pose when I asked them to perform a plank. Having a visual example of what the plank vs. downward facing dog pose was helpful.

Bean bag blockers Each person holds a plank position in front of their hula hoop, facing the center Goal – To gently toss the bean bags into the other player’s hula hoops while holding a plank

Function of Assessment Curl-ups Function of Assessment Modifications Abdominal strength and endurance Hands slide to knees Plank Swan pose, from knees, from feet Complete without cadence Use an incline mat Hold peer partner’s hands Hold feet

Function of Assessment Sit-and-Reach Function of Assessment Modifications Hamstring flexibility Hold stretch for shorter amount of time Change leg positioning Physical assistance Reach to parts of the leg Knees Calf Toes *Consider measuring flexibility of other parts of the body

More ideas BPFT – Brockport Physical Fitness Tests Winnick, J. P., & Porretta, D. L. (2017). Adapted physical education and sport. Champaign, IL: Human Kinetics.

Main Take Aways Assessments… Focus on what students CAN do Inform future lesson planning Related to the curriculum Modify fitness tests based on student ability Keep notes on how the test was administered to the student Data data data! Track student progress regularly Are students progressing towards their goals?

Partner PE at Mercer MS Students enter & sit on spots Warm-up Teacher individually greets students High five / fist bump Warm-up Dynamic exercises Stretching Fitness Skill development / content Choice Time 3-4 equipment choices Compliment Circle

Bibliography Lieberman, L. J., & Houston-Wilson, C. (2018). Strategies for inclusion (2nd ed.). Champaign, IL: Human Kinetics. Winnick, J. P., & Porretta, D. L. (2017). Adapted physical education and sport. Champaign, IL: Human Kinetics. https://www.pyfp.org/doc/brockport/brockport-ch5.pdf http://www.humankinetics.com/excerpts/excerpts/test-instruments-used-in-adapted-physical-education https://www.isbe.net/Documents/ASEDC_2016_session7.pdf https://www.ncbi.nlm.nih.gov/books/NBK241308/ https://www.cooperinstitute.org/vault/2440/web/files/662.pdf

Thank you for attending! Questions? Thank you for attending!