Sports Recreation and Competition: Socialization, Instruction, and Transition Chapter 15

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

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

Leisure, Play, and Sport for All Promote active leisure for persons with disabilities Considerations include –Barriers –Abundance of free time –Sport for all

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Basic Game and Sport Components Typically learned informally Children with disabilities may need specific instruction on game components PlayersEquipment MovementsOrganizational patterns Limitations/rulesGame purpose

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

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

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

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

Skills to be Taught in Wheelchair Basketball Passing Dribbling Shooting Ball movement

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

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

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

Skills to be Taught in the Slalom Reverse gate 360˚ gate Figure eight gate Circle gate

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

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

Winter Paralympic Sports Alpine Skiing Nordic Skiing Sledge or Ice Hockey Sledge Speed Racing

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