2 Adapted PE for Special Needs Educators (1).pptx

READ ABOUT APE

1. I ntroduction to Adapted Physical Exercises and sport sept, 2025

2. Chapter One Definition and Concept of Adapted PE

3. 1.1 Historical Development of Adapted Physical Education Educational services for the individuals with disabilities has been relatively recent . But the use of physical activity or exercise for medical treatment and therapy is not new . Therapeutic exercise was traced in 3000 B.C in china. A ncient Greeks and Roman also recognized the medical and therapeutic value of exercise . However, the idea was same to meet the unique needs of individuals .

4. History… In 1838 , physical activity began receiving special attention at the Perkins school for pupils with visual impairments in Boston. This was the first physical education program in the United States for the students who were blind. P hysical education prior to 1900 was medically oriented and preventive , developmental or corrective in nature Sherrill (2004). Its purpose was to promote the health and to prevent the illness .

5. History… F rom 1930 to 1950 there was progress in physical education program for the students with disabilities in United States, from there it has been known as adapted physical education . 1952 the American association for health, physical education and recreation formed a committee to define the sub discipline and give direction and guidance to the professionals . The committee defined APE as “a diversified program of developmental activities , games , sports , and rhythmic activities for the students’ with disabilities who cannot take part in regular vigorous activities.

6. History… In 1965 Joseph P Kennedy has launch the project on recreation and fitness for persons with intellectual disabilities. Later on in 1968 the project was known as program for handicapped. From that time the progress has taken place in this field . It was observed that there are some children with disabilities were not merely isolated from a school program, but were excluded from school entirely.

7. History… The parents of children with disabilities became familiarize with the word to sorry or some excuses which is given by the school authority. To solve this kind of problem from the society On November 29, 1975, congress enacted public law 94-142, the Education for all handicapped children act. In 1990 , a new law was passed (P.L 101-476) that changed the name of P.L. 94-142. Now this law is officially known as individual with disabilities education act (I.D.E.A).

8. History… All parts of the original 1975 law are still together. (i.e. free appropriate public education , priority children, least restrictive environment (LRE) , due process , an individualized program to meet the children with disability demand, related service to assist in special education)through this law children with special needs have been granted for the first time the right to receive a free, appropriate public education in the least restrictive environment.

9. History… Appropriate means that, by valid assessment and evaluation, education will be individualized to meet the child‘s unique needs. Least restrictive environment means that the child cannot be removed by chance from the regular main stream educational environment. The most significant addition to education of individuals with disabilities occurred on October 8, 1986, when congress passed public law 99-457, education for all handicapped children Act amendments of 1986. According to this law the main philosophy focused on the need to encourage the educator to identify the child’s development achievement level, and to determine how the child might best reach successive stage.

10. History… The law I.D.E.A it poses particular concerns for physical educators . The law perceived physical education as purely an education of the physical phenomenon which includes physical and motor fitness , fundamental motor skills , skills in aquatics , individual and group games and sports , including intramural and life time sport. Most physical education activities include the elevation of self-esteem and social development as two important nonphysical outcomes . Everyone has its own self-esteem . Helping a child’s to achieve a higher level of self-esteem through successful participation in physical education and also to enhance social development, because the physical exercise setting offers the child’s opportunities to gain experience and proficiency in functioning as a group member.

11. History… With the guidance of teacher the child forms concepts in the activity setting about: Cooperation, Competition, Giving and taking, Leading and following, Taking turns, Abiding by rules, Playing fair , and working together to achieve common goal.

12. History… The child with disability often has relatively few opportunities for social development under any circumstances, physical education emphasis on individual to group relations, seems to facilitate the socialization process of the child with special needs.

13. 1.2 Meaning of Adapted Physical Education APE is an individualized program involving physical and motor fitness , fundamental motor skill, skills in aquatic and dance, individual and group games which is designed to meet the unique needs of individuals. Adapted physical education is viewed as a sub discipline of physical education that provides the opportunity to the children with disabilities for their overall development.

14. Adapted sport(AS) R efers to modified sport . It is created to meet the unique needs of individuals with disabilities. AS may be conducted in integrated settings in which individuals with disabilities interact with without disabilities participants . For example, basketball is a regular sport whereas wheelchair basketball is the adapted sport. Goal ball (a game created for individuals with visuals impairment) in which players attempt to roll a ball that emits a sound across their opponent’s goals is an adapted sport because it was created to meet unique needs . In general adapted sport focuses on the modification of sport rather than on disability .

15. 1.3 Objectives and Goals APE Objectives are consistent with those of regular physical education and sports . Movement , skills , and sports can be learned, B ut equipment , rules , and environmental structure may need to be modified to allow for maximum participation and benefit

16. objectives of APE is to : promote the development of fundamental skills. deliver physical fitness activities that increase/maintain endurance, flexibility, and strength. promote the acquisition of the social skills like fair play, sportsmanship, and respecting the rights of others . increase the participation in school and community programs such as Special Olympics or Paralympics. promote the development of the skills related with the adapted sports e.g. softball, volleyball, basketball, table tennis etc. provide fun activities for the students with disabilities. Consult with regular physical education teachers to facilitate the inclusion of students with disabilities in regular physical education classes.

17. Goals of APE An understanding of what he/she can and cannot do physically . Optimal participation within the scope of his/her disability. Ability to participate in group activities and to be a leader therein

18. 1.4 Role of Adapted Physical Education Teacher The two major roles D irect service provider C onsultant

19. A) Direct service provider In this role, the adapted physical education teacher evaluates , plans , and implements instructional programs in physical and motor fitness, fundamental motor skills and patterns, skills in aquatics, dance, individual and group games and sports, including intramural and lifetime sports, for students with disabilities.

20. B) Consultant Here the teachers help in others program . They perform formal student evaluations , and they are integral members of the individual education plan (IEP) team . Some adapted physical educators function solely as direct service providers while others work only as consultants . But most adapted physical educators provide some degree of direct and consulting services, depending on the needs of their districts.

21. P oints to be kept in mind before staring the APE program Student evaluation : a student must be evaluated before being placed Evaluators : adapted physical education specialist/teacher Evaluation instruments : based on their suitability for the child’s age and for the activities to be evaluated .

22. Norm-referenced tests : compare with their age-matched peers; it is usually on the basis of norm-referenced evaluations that we determine that children are lagging behind their peers. b) An instrument that evaluates behaviors of interest : c) E valuating a child’s motor skills

23. Examples of evaluation instruments that specifically address a child’s motor skills Peabody Test : for early childhood Test of Gross Motor Development : for ages 3-10 Competency Testing for Adapted Physical Education : For ages 6-17 +

24. Three basic ways of evaluation Once students are identified as special educational needs, Referral : this can come from any professional or parent who believes there is a significant motor delay in a child’s physical activity skills. Based on this referral, the student should be screened, and then a decision should be made on whether to complete a formal evaluation. R e-evaluate in case of transfer : if the student is transferring from another school where he or she was receiving adapted physical education services, the adapted physical education specialist should re-evaluate this student with formal and informal evaluations. Progress evaluation : a student who is already in AEP needs to be evaluated every three years unless the (IEP) committee determines that no further evaluations are needed.

25. The adapted physical education teacher must know that what PE program arrangement options are available for students with disabilities.

26. S trategies for teaching students with disabilities Modifying of Games and Activities General Considerations: Most children with permanent disabilities will have already developed necessary modifications to permit their participation in certain activities. Allow these children to proceed at their own rate of involvement . If they experience difficulty or cannot make the necessary adjustments, step in and assist.

27. B) Adaptations must be made to suit the child's abilities rather than his/her disabilities . C) Modification of game rules should not be discouraged rather it should be regulated to meet the needs of the group. D) Do not try to change a game to a certain degree that the children lose sight of where they started to play . E) When you are working with a new disable student , start slowly and gradually introduce him to new activities. Keep in mind the child may have some fear of new experiences.

28. Methods of Modifying Games and Activities : 1 . Reduce the size of the playing area 2. Use lighter equipment 3. Slow down moving objects 4. Modify the rules 5 .Provide additional rest periods

29. 1 Reduce the size of the playing area a. Change the boundary lines b. Increase the number of players c. Decrease the height of the net or goal d. Use equipment that will reduce the range of play

30. 2 Use lighter equipment : a . Plastic bats, “whiffle”' type balls b. Large plastic beach balls; bladder balls

31. 3 Slow down moving objects: a . Change the throwing style to underhand b. Throw the ball with one bounce c. Roll the ball d. Increase the size of the ball e. Decrease the weight of the ball f. Decrease the air pressure within the ball

32. 4 Modify the rules: a . Sit down or lie down rather than stand b. Walk rather than run c. Kick rather than strike d. Throw or strike rather than kick e. Permit additional trials; strikes, throws, jumps f. Allow for substitution g. Reduce the time periods of the game h. Reduce the number of points required to win a contest

33. 5 Provide additional rest periods: a . Discuss rule infractions b. Discuss strategy and team play c. Rotate players in and out of game or into active and inactive positions d. Reduce the time periods of the game

34. Teaching Suggestions: It is strongly recommended that each student have a parent permission slip for any pool activities. Safety procedures must always be emphasized (no running on pool deck, use of railing and stairs or ramp to enter pool, no splashing others). When dealing with the severely handicapped, a one-to-one student/teacher ratio is necessary . As fear and reluctance are often the case, in case of the very first lessons in swimming may only include entering the pool and play with water . Three feet five inches of water ( chest deep water for instructor ) is appropriate for water activities. Teach the multisensory approach by addressing as many senses as possible. The instructor may hold student in either supine or prone positions , depending on the skill being taught.

35. Chapter-Two : Fundamental Motor Skills F undamental skills are very important for our daily life these skills are walking , running, hopping, skipping, sliding, jumping, kicking, dribbling, throwing, ball bouncing, catching, pushing, pulling and lifting

36. Movement and acquisition of motor skills are fundamental elements of human behavior. Many fundamental motor skills that children and youth acquire under normal circumstances actually require little formal instruction . All the species have their respective fundamental skills. Among birds, an obvious phylogenetic behavior is flying; among fish swimming; among humans walking; these behavior are necessary for survival.

37. The major concern should be that opportunities exist for such skills to emerge and be perfected . For children with special motor development needs, these basic skills sometimes do not emerge naturally. The possible reasons for this include lack of opportunity for skill practice extent of a disability. Whenever such situations arise, special attention in physical education is indicated.

38. 2.1 Causative factors of low motor skills Attitudinal and Environmental influences, Delayed development of the central nervous system (CNS ), I nadequate instruction and V ery few opportunities to practice .

39. Intervention for children with low skilled A ttitudinal and environmental influences Poor attitudes resulting in low motor skills can often be modified improving parental attitudes toward physical education psychological support to avoid negative self-concept Designing PE program according to their special needs

40. Young people’s attitudes toward skill development and physical education are often flexible . It is difficult to improve attitudes because motor skills have improves or vice versa . Attitudes , like habits are often more easily formed than changes. So whenever necessary one should start as early as possible .

41. D elayed central nervous system (CNS) development when attitudinal influences on the child are positive and one finds no reason to suspect neurological dysfunction, then delayed CNS development is the cause of low motor skills. In most instances, minor development delays reflect the normal range of CNS maturation at any age. Examination by neurologist should be considered. Continuing delays or continued negative response to remediation indicate the need for medical evaluation . Once the cause of low motor skills is attributed to delayed CNS development within normal parameters, intervention can follow one of two courses depending on individual circumstances.

42. If delayed development has been accompanied by a history of low achievement in regular physical education, the child may need remediation to achieve present motor potential . This child needs to catch up . When the child’s developmental delay is identified early, remediation to catch up will not be as necessary if a program is sensitive to the child developmental pace and level.

43. M inimal brain dysfunction The adapted physical educator is not expected to diagnose specific causative factors that underline low motor skills, but the educator should be able to diagnose delays in specific motor proficiency areas and the extent of the delay. A screening device can be administered to conform.

44. some of screening tests Denver development screening tests :to measure motor proficiencies of youngster age 1 month to 6 years Scale of intra gross motor assessment battery: It offers flexibility in assessing basic motor skill development of the nondisabled, children who are mentally retarded, and developmentally delayed children of preschool or elementary school age. This test battery includes 11 test items : walking, stair climbing, running, throwing, catching, jumping, hopping, skipping, striking, kicking, and ladder climbing.

45. Inadequate instruction and few opportunities to practice Rosenbaum (1991) believes that low motor skill performance can occur if children have inadequate instruction and too few opportunities to practice. So it is advisable to give the appropriate instruction to the child whenever it needed and provide him opportunity to practice that skill. Then only the problem can be solve.

46. 2.2 Developing fundamental motor skills Children with low skills often experience difficulties in achieving even basic skill performance levels, yet acquisition of basic skills is essential . Such skills are foundation of efficient movement

47. B asic motor skills A motor skill is a learned ability to cause a predetermined movement outcome with maximum certainty . Motor learning is the relatively permanent change in the ability to perform a skill as a result of practice or experience . Performance is an act of executing a motor skill. The goal of motor skills is to optimize the ability to perform the skill at the rate of success , precision , and to reduce the energy consumption required for performance. Continuous practice of a specific motor skill will result in a greatly improved performance. One should note that not all movements are motor skills.

48. Types of motor skills Gross Motor skills : Are the abilities usually acquired during adulthood and older age as part of a child's motor learning . By the time they reach two years of age, almost all children are able to stand up, walk and run, walk up stairs, etc. These skills are built upon, improved and better controlled throughout early childhood, and continue in refinement throughout most of the individual's years of development into adulthood . These gross movements come from large muscle groups and whole body movement. These skills develop in a head-to-toe order. The children will typically learn head control, trunk stability, and then standing up and walking. It is shown that children exposed to outdoor play time activities will develop better gross motor skills.

49. Gross motor … Require the use of large muscle groups to perform tasks like walking, balancing, and crawling. The skill required is not extensive and therefore are usually associated with continuous tasks. Much of the development of these skills occurs during early childhood. The performance level of gross motor skill remains unchanged after periods of non-use. Gross motor skills can be further divided into two subgroups: locomotor skills, such as running, jumping, sliding, and swimming; and object-control skills such as throwing, catching and kicking

50. 2. Fine motor skills requires the use of smaller muscle groups to perform smaller movements with the wrists, hands, fingers, and the feet and toes . These tasks that are precise in nature, like playing the piano, writing carefully, and blinking. Generally , there is a retention loss of fine motor skills over a period of non-use. Discrete tasks usually require more fine motor skill than gross motor skills. Fine motor skills can become impaired. Some reasons for impairment could be injury, illness, stroke, congenital deformities, cerebral palsy, and developmental disabilities. Problems with the brain, spinal cord, peripheral nerves, muscles, or joints can also have an effect on fine motor skills, and decrease control

51. Basic motor skills Walking Running Hopping Skipping Sliding Jumping Kicking Dribbling Throwing

52. Movement and acquisition of motor skills are fundamental elements of human behavior. Many fundamental motor skills that children and youth acquire under normal circumstances actually require little formal instruction . The major concern should be that opportunities exist for such skills to emerge and be perfected. For children with special motor development needs , these basic skills sometimes do not emerge naturally . The possible reason for this includes lack of opportunity for skill practice and development interruption due to the nature and extent of disability . Wherever such situations arise, special attention in physical education is indicated . A teacher should be familiar with all aspects so that he/she can tell the significance and developmental aspect of all skills.

53. Chapter Three Components of Perceptual Motor Efficiency Balance, Postural and locomotors awareness, Visual perception, Auditory perception, Kinesthetic perception, Tactile perception, Body awareness and Laterality and directionality

54. Perception is interpretation of information monitored by the nervous system. Perceptual motor efficiency is the ability to interpret sensory stimuli resulting from movement; perceptual motor efficiency may involve perceiving through movement . Interpretation is important because sensory experiences alone have no meaning. They are merely electrical impulses traveling from sensory input mechanism along nerve pathways to the brain.

55. 3.1 Balance is important because the ability to control one’s center of gravity is critical to development of skilled movement patterns. T ypes of balance 1. Static balance: E.g. standing on one foot 2. Dynamic balance: E.g. walking on the balance beam 3. Balance with the medium moving: E.g. on a bus in motion

56. 3.2 Postural and Locomotors Awareness The human organism possesses the ability, need and desire to move. Almost all human functions exhibit some movement component. In perceptual motor development ambulation is important because it allows exploration of the environment. Exploration leads in turn to simulation of the senses and thus to perceptual development. Perception occurs through movement , the ability to select and control movement becomes significant when teaching children.

57. Postural and locomotor awareness activities assist the individual in realizing movement potential . The more effectively one can move, the more one is able to make direct contact with and take control of the environment . Postural and locomotor awareness, is a facilitator of effective movement, precipitates comfortable feelings as one moves through the environment. Secure , threat free movement minimizes stress. Easy movement also minimized distraction, thus maximizing perceptual fluency.

58. 3.3 Visual Perception Visual perception is more than seeing; it involves making value judgment and interpreting what one sees. Children rely on visual perception to learn.

59. 4 Auditory Perception Auditory perception is more than hearing . It is the ability to translate what one hears into meaningful information . The ability to understand sound develops , in some measure, from the ability to move. Movement produces sound and sets the stage for auditory perception development . While form a movement the child observes that different movements cause different sounds. The child also realizes similarities and differences in sounds that emanate from different objects. The mass and consistency of objects create different sounds when the objects are manipulated, but the objects remain mute until accidentally or purposefully contacted and manipulated. Perception of sound is very important if the child has no idea about judging the distance, direction, direction of travel, and characteristics of the sound he will be not able to perceive the sound properly.

60. 3.5 Kinesthetic Perception Kinesthetic perception is an awareness of one’s body position in space . It enables one to conceptualize configurations that the body assumes and the body’s relationship to its immediate environment . Kinesthetic perception involved in judgments such as whether or not one is moving, and if moving how rapidly. It provides awareness of the body’s form whether moving or standing still. Kinesthetic perception helps to determine whether one is moving forward, backward, sideways, at an angle, in an arc, or in any combination . If the individual is airborne, it enables determination of speed, trajectory and distance from the surface . In these situations, kinesthetic perception is an important safety skill.

61. 3.6 Tactile Perception It is the ability to interpret sensations of touch . Touching, feeling and manipulating objects are dependent on movement to experience tactual sensations. This sensation can be experience by active as well as passive person. In this, emphasize is given on touching the object.

62. 7 Body Awareness Body awareness, sometimes called body image, refers to an awareness of body parts and segments . It is the ability to name parts and an awareness of one’s body parts as one move. Body awareness activities focus attention on body segments and parts. Such activities help individual to understand that body has two sides that work together, in opposition, or individually.

63. 3.8 Laterality and directionality Laterality is an internal awareness that the body has a left and right side. Directionality is also thought to give dimension to space. A child with good directionality development may be capable of conceptualizing right-left, above- below, in front- behind, and various combinations

64. Evaluating perceptual motor efficiency All motor activities possess some perceptual motor component, some activities more than others . Perceptual motor assessment typically serves one of several purposes. In some cases assessment can be done objectively but in some cases subjectively assessment is required.

65. Perceptual-motor theory and practice reflect the basis that perceptual competence is initially achieved largely through the medium of movement. Unlike the components of physical and motor fitness, the various components that constitute perceptual motor efficiency are closely interrelated . Nevertheless, the physical educator can create activities that focus on development of proficiency in each movement. Methods of assessing perceptual motor efficiency vary in sophistication, and more definitive tools are needed. In addition to existing instrument, teachers are encourages to design their own assessment using selection from the assessment items and performance criteria available in this chapter can be use as a starting point . Three to five ways of measuring proficiency for each perceptual component are recommended.

66. Chapter-Four Specific Physical Exercises for Children with Disabilities

67. 4.1 Learning Disabilities Suggested activities for children with learning disabilities Gross Moto r Activities Visual Memory Tasks Identification of Body Parts Participating in Modified Sports Activities

68. 1. Gross Motor Activities a . Running, skipping, hopping or leaping to auditory inputs. b. Jumping over obstacles or on patterns with specific command. c. Executing locomotor tasks with the eyes closed. d. Executing balancing tasks with the eyes closed. e. Starting and stopping on command. f. Climbing stairs to an auditory beat. g. Throwing and catching on command. h. Kicking and throwing for accuracy.

69. 2. Visual Memory Tasks a. Superimpose cutout body parts with a corresponding outline and drawing them on a blank circle. b. Reassembling an outlined figure that has been cut apart.

70. 3. Identification of Body Parts a. Kicking a ball with the foot. b. Slapping a ball with the hand. c. Rolling a ball up with arm. d. Tapping a ball with the fingers. e. Dropping a ball on the toes.

71. 4. Participating in Modified Sports Activities Soccer Basketball Volleyball Aquatic sport Adventure sport

72. 4.2 Intellectual disability Suggested Activities for children with Intellectual disability Students who are older and have achieved some degree of skills performance can participate in most sports and games with very little modification for example basketball , soccer and volleyball etc. For very young students and those who cannot participate with success in more complex exercises and games, a variety of simple activities that will achieve the goal of desired physical development should be introduced.

73. The simplest of activities are the skills of everyday life : walking , balancing , twisting , turning , bending , and climbing stairs . Slightly more involved are the basic play skills : running, hopping, jumping, skipping, kicking, hanging, catching and throwing. The skills must be presented to students in a way that they will take pleasure in performing them. Fun is the most effective motivator for the intellectual disability. Variety in presentation is vital to achieving interest in their performance.

74. some ways in which variety activities may be accomplished Walking at varied tempos and with different sizes and kinds of steps, such as short quick steps, slow giant strides, tiptoeing. 2. Running at varied tempos. 3. Jumping on both feet, one foot; attaining various heights. 4. Hopping on one foot and on alternate feet. 5. Skipping at varied tempos.

75. 6. Marching at varied tempos; alternating with running, skipping and jumping ; accompanied by hand-clapping. 7. Climbing stairs, alternating the feet. 8. Catching and throwing a large balloon. 9. Catching and bouncing the ball.

76. 4.3 Hearing Impairment Selected Activities Balance and the hearing impaired Dance and creative movement Swimming Basketball Touch or regular football Trampoline Gymnastics and tumbling Competitive athletics

77. 4.4 Visual Impairments They can participate in many of the same physical activities that sighted individual enjoy provided that the children with the visual impairment have learned basic motor skills , possess minimal levels of physical fitness , and have has some opportunities for interesting movement experiences. These movements can be develop by physical activities.

78. They can succeed in the regular class with nondisabled children when jogging, distance running, sprinting , weight training, swimming , gymnastic, wrestling and tumbling are offered. For participation in visual motor activities , softball, or volleyball extreme modification is required. 2. S ome other games in which teacher can use beep balls (blind base ball) , waffle balls with bells inside, or beach balls with noisemakers equipment for the individual having visual disabilities. When the child is participating in physical activities in the class it will increase the social interaction among them.

79. 3 . There is some special equipment . large soft ball can be use and its better if it will be yellow or orange in color. Audible balls emit a being sound for easy location. They should rugged enough for kicking, throwing, dropping, or hitting . types audible balls are basketball , soccer balls, and softball and playground balls .

80. 4. Gross body movement usually precedes fine motor coordination activities and should be encouraged at an early stage . Place the child on a bare floor or mat and allow free movement, assisting when necessary. Rolling , scooting, crawling, and other gross movements involve the entire muscular system. Place the child on her back and guide her into rolling and gradually toward creeping independence. Various activities and toys also can develop body control .

81. 5. If the student walking techniques are poor, improvement is necessary to run effectively. Teach the child to maintain the balance without spreading the feet. Encourage free arm movements by swinging the child’s arms during a walk . Reinforce the heel toe technique by having the child begin steps with the heel, roll to the balls of the feet, and end on the toes. Discourage the child from shuffling the feet , if necessary, move the child’s feet up and down to demonstrate walking shuffling. Walking on the matters helps the students learn to lift the feet.

82. 6. Developing concepts about the things are very necessary . When attempting to develop concepts of size, such as big and little, use items similar to the students . Do not talk about a little ball and then provide the student large ball will not fit the concept.

83. 7. Failure to develop body image and a sense of position in space are common problems of the child who is visually impaired. The teacher should find different ways to develop body image and sense of position in space through different activities.

84. General exercise The child who is visually impaired must be exposed to many athletic and developmental activities. Strength , muscle tone, and flexibility can be improved by performing specific exercises that are commonly identified with hath yoga . The student needs to develop good hand and finger coordination, head and neck control, and skill in using body parts . Many body image and spatial movement concepts are learn automatically like bending stretching exercise, mathematical concepts like counting. This kind of exercise not needs any kind of equipment . It can be done in classroom, gymnasium, or at home. There are some general exercises also which the people who have visual disorder can do these are: breathing, neck rolls, tiptoe stretch, triangle, standing forward bend, bow seated forward, and relaxation exercise.

85. 4.5 Cerebral Palsy Suggested Activities Swimming is an excellent exercise for patients with cerebral palsy as the water has a certain amount of resistance to it . The patient can float and his or her weight is much more buoyant than it is without water, so the person's movements are less restricted. Cold water is beneficial for increasing muscle tone while warm water tends to relax muscles. Stretch tightened muscles by working on the problem area for several minutes each day. For example, if the problem is tight calf muscles , the patient should exercise the legs by standing on his or her toes and slowly bouncing up and down . Also, flexing the calves in a sitting position, with the toes flexed and touching the toes, is a great stretching exercise.

86. Assist the patient in performing weight resistance exercises , using only the amount of weight that the patient can safely handle. Weight wrist bands, ankle bands and small dumbbells are ideal for this purpose. Work the arms and legs in a cycling motion , using stationary bikes or hand machines. This can provide many positive effects for improving breathing and muscle strengthening. Stretching is a basic exercise for all cerebral palsy patients.Different kinds of exercises can promote stretching. Just standing as tall as the palsy will allow is strongly beneficial. Supports should be used where needed, in case the patient is not capable of standing alone.

87. Try different types of aerobic exercises , such as jogging, walking and climbing the stairs . These exercises work on improving circulation as well as muscle flexibility and strength. Many children enjoy dancing and it can be a great way to improve muscle tone and tightness as well as their breathing and circulation. Rolling and catching exercise – Two students sit on the floor a few feet apart and roll a large ball back and forth. Simple throwing and catching activity – A volleyball attached to a rope is suspended from the ceiling above the student. He throws it and attempts to catch it on the return swing.

88. Throwing and catching activity – Two students sit a few feet apart, tossing a heavy rubber balloon between them. (The balloon is slower that a ball and permits more time for performing the catch.) Bouncing and catching exercise - Each student sits in a chair and bounces and catches a large ball. Throwing for accuracy exercise – Students sit in a circle around a target. They throw a beanbag at the target. Mimicking games - The students mimic animals by assuming various arm positions suggestive of the animals, such as holding the arm down from the head to resemble the elephant’s trunk. Interpretative movements – Various emotions are expressed by movements of the arms, such as waving them gaily or letting them droop sadly.

89. For less severely afflicted elementary school students, the physical education program may be similar to the regular elementary program. Activities and basic skill games which are applicable with a minimum of adaptation are: Kicking a soccer ball for accuracy Dribbling a soccer ball with the feet Walking a low balance beam Older students with limited disabilities may participate in these activities: Archery and Interpretive Dance activity Running Games and Calisthenics exercise

90. 4.6 Autism Exercise guidelines The design of physical education programs focuses on overall physical activity and managing inappropriate behavior. Physical activities are rhythmic . Large-muscle activities used are continuous such as running, hopping, jumping or cycling. Physical activity levels are increased slowly as the child learns and performs new exercises. Music can be added for background or as a reward for positive behavior. They can benefit from pre-designed video programs that use music and visual cues to teach aerobic exercise .

91. 4.6.2 Physical Activities Experts recommend physical activities for children with autism spectrum disorder to promote mental and physical development . However , teacher/parent cannot simply get child to do any activity – it has to be challenging, fun, yet enhances their essential sensory and physical skills . Before teacher makes the physical activity program for the child he must be sure to choose the right activities and ways to enhance their results.

92. Tips for Choosing Physical Activities on Autistic Children Parents or guardians of children with autism ultimately decides what physical activities the child is going to engage in, since most of these children may not know exactly what their interests are. Thus , the parent is responsible for introducing those sports or physical activities to the child. An interesting note about this is that there is a lot of responsibility involved in choosing what physical activities to recommend to child.

93. Below are some tips to keep in mind: begin by evaluating the child’s attitude , interest , aptitude , and capabilities before recommend a physical activity for them to do and be assured that it is something that they will have fun doing. Consider if there is a need to involve other participants into the activity, then analyze whether the child is comfortable with that setup. Understand what potential problems might arise from doing a certain physical activity . Teacher need to avoid activities that produce excessive noise since it can be troublesome for an autistic child. On the other hand, look at the intensity level of the activity and try to understand whether it is causing the child distress .

94. Outdoor Childhood Games One of the most beneficial activities for autistic children is to expose them to the outdoor environment for physical, emotional, and mental health . Many children love to play games outdoors and it is the perfect opportunity for them to enjoy profound benefits . Basic childhood games that are not socially complex are ideal for children with autism. These games include tag or follow the leader, which does not require too much physical contact with other people but would keep them active and help regain their confidence about playing with other kids . Water balloon is another great option which stimulates various types of senses.

95. Organized Sports Allowing child to engage in various sports activities is a great way to enable them to expand on their interest. Teacher need to focus on individualized sports over competitive ones, since the latter could be difficult to handle for autistic children. In the case of organized sports, it usually involves children of their age. These types of sports usually do not require equipment to perform and not much sensory stimulation happening . Some of the ideal sports for autistic children include golf, baseball, running, bowling, martial arts, or cross country skiing are excellent choices.

96. Physical Activities to Avoid Aside from learning about sports or physical activities ideal for children with autism, another equally important consideration involves physical activities to avoid. It includes the following: Dancing : Trying to memorize the dance steps and coordinate them into a sequence can be confusing and stressful for an autistic child. So its better to avoid dancing activities which requires more step coordination but simple activities can be done. Football : The intense level of action and physical contact could be troublesome for a child. Boxing or Kickboxing : It could expose children with autism to the possibility of getting hurt or damaged.

97. Keep in mind the above tips when choosing the best physical activities for children with autism to ensure that they can get the most benefits. On the other hand, physical activities must facilitate in their mental and physical development.

98. 4.6.3 Benefit of Physical Education   There is overwhelming evidence that physical exercise is a boon to academic learning . It gives children the cognitive tools they need to learn and retain more, and numerous scholarly studies have shown benefits for children in the general education population, as well as those with disabilities such as autism. With diagnoses of autism and other disabilities on the rise, the movement to mainstream these children makes sense, but can be difficult to carry out in practice. Physical education is one tool that educators can use to improve learning and behavior in autistic students , as well as the general education population .

99. Exercise has many benefits for autistic children. These benefits are as follows: Moreover , physical education not only improves academic performance, but can also hold emotional benefits for young adults with disabilities. Autism is often a barrier to a student's ability to make friends and fit in with others, which can leave the autistic child feeling, isolated and emphasizing their differences (what they may interpret as deficiencies) instead of their connection to other children . Yet the social connection that exercise provides that sense of belonging to a team or group can foster friendships and help children with autism and other disabilities overcome their emotional disconnect from others. This can be a great help, as many autistic children will resist forming interpersonal relationships .

100. 4.7 Arthritis Exercise helps ease arthritis pain and stiffness . Exercise is crucial for people with arthritis . It increases strength and flexibility , reduces joint pain, and helps combat fatigue. Even moderate exercise can ease the pain and help in maintain a healthy weight.

101. Importance of exercise Exercise can help to improve health and fitness without hurting the joints. Along with current treatment program, exercise can : Strengthen the muscles around joints , Help in maintain bone strength , Give more strength and energy to get through the day, Make it easier to get a good night's sleep , Help in controlling of weight , Make feel better about oneself and improve sense of well-being .

102. Modification in behavior : Physical education also reduces the instances of inappropriate behaviors and, over time, leads to the child's increased enjoyment of exercise. It helps in behavior modification through various activities. Autistic children often have motor skills, fitness levels and comprehension well below their peers , which can make physical education challenging, especially as many have difficulty communicating with others and processing sensory information as well. Physical exercise gives the chance for the child to become social in society and helps in improvement of communication skills .

103. It is necessary to take the advice of doctor about how exercise can fit into current treatment plan. What types of exercises are best for one who has arthritis and which joints are involved . The doctor or a physical therapist can work with patient to find the best exercise plan to give the most benefit with the least aggravation of joint pain. It is necessary to protect joints so there are some tips which should be kept in mind while doing exercise . Start slowly to ease joints into exercise.

104. Consider these tips as you get started Apply heat to the joints you'll be working before you exercise . Heat can relax your joints and muscles and relieve any pain you have before you begin . Heat treatments involve warm towels , hot packs or a shower should be warm, not painfully hot , and should be applied for about 20 minutes . Move your joints gently at first to warm up. You might begin with range-of-motion exercises for five to 10 minutes before you move on to strengthening or aerobic exercises. Exercise with slow and easy movements . If you start noticing pain , take a break . Sharp pain and pain that is stronger than your usual joint pain might indicate something is wrong . Slow down if you notice inflammation or redness in your joints.

105. Trust your instincts and don't exert more energy than you think your joints can handle. Take it easy and slowly work your exercise length and intensity up as you progress. Strengthen exercises help you build strong muscles that help support and protect your joints. Weight training is an example of a strengthening exercise that can help you maintain your current muscle strength or increase it.

106. Aerobic or endurance exercises help with your overall fitness. They can improve your cardiovascular health, help you control your weight and give you more stamina. In this way you'll have more energy to get through your day. Examples of low-impact aerobic exercises that are easier on your joints include walking, riding a bike and swimming. Try to work your way up to 20 to 30 minutes of aerobic exercise three times a week. You can split up that time into 10-minute blocks if that's easier on your joints.

107. Don't overdo yourself You might notice some pain after you exercise if you haven't been active for a while. In general, if your pain lasts longer than two hours after you exercise, you were probably exercising too strenuously. Talk to your doctor about what pain is normal and what pain is a sign of something more serious. If you have rheumatoid arthritis, ask your doctor if you should exercise during general or local flares. One option is to work through your joint flares by doing only range-of-motion exercises, just to keep your body moving.

108. Other activities Any movement, no matter how small, can be helpful . The activities which traumatize affected joint jumping, wrestling catching heavy object are contraindicated . Ideal activities should be done swimming, tri-cycling and bicycling and the stretching exercises are good example .

109. 4.9. Asthma Physical exercise The student with asthma usually can tolerate non-endurance physical education , therefore: Provide exercise for general physical fitness , reflex activity and muscle building at his individual level of functioning. Allow relay games with exercise periods of one to five minutes and rest periods for five minutes or longer. Encourage swimming , which is often well-tolerated. Activities that are developmental in nature and include muscular relaxation and breathing exercise and exercise that strengthen the trunk . Participation in regularly scheduled physical education classes for recreation and carryover value . Intermittent exercise, such as games and team sports are more suitable than uninterrupted exercise .

110. Life-time sports activities for the asthmatic: tennis, archery, badminton, jogging, golf, volleyball, swimming, racquetball, shuffleboard, handball and bowling Breathing exercises such as expansion of the abdomen breathing out phase The student is told to make a sound with the mouth as in blowing out a candle. Students who find it difficult to completely empty the lungs of air may aid themselves by applying hard pressure to both side of the chest. Breathing should be taught from all positions: reclining, sitting and standing. Short distance jogging with the student breathing rhythmically by inhaling and exhaling on each step.

111. 10. Poliomyelitis Treatment and exercise Rehabilitation is necessary to develop the function ability with muscles that remain. Depending on the severity of the paralysis child might require the instruction in walking with crutches or long leg braces or using wheelchair . Specific activities are difficult to give because it does depend on the severity but adapted physical education teacher should see the severity and limitation in the movement and then general exercise or some recreation games can be suggested to the child.

112. Learning Disability Children with learning disability possess average or above average intelligence. For these children difficulties in learning may arise from an inability to assimilate available information . Learning disability covers varieties of verbal and nonverbal disorders. Verbal disorder includes problem of written and spoken language , reading and arithmetic , while nonverbal disorder includes the problem of perception , inattention , hyperactivity , perseveration and social imperceptions .

113. Summary It is up to physical education teacher , to make modifications necessary to ensure a high quality physical education experience for students according to their special needs . Early intervention and exposure to a variety of sports and physical activities increases fitness improve skills and helps to maintain a high quality of life.

114. Chapter- Five Fitness Games and General Exercises

115. In selecting activities to enhance fitness teachers should use a “means to an end” philosophy. The activity is the means and the fitness component is the end . By knowing which activities and experiences promote each component of physical fitness teacher can develop a file of means to an end.

116. The following activities were selected for their specific fitness value. 1 Straddle Bowling 2 Squirrels in Trees 3 Circle Hook On 4 Jumps the Shot 5 Inch Worm 6 Hot Potato Relay and Tag

117. 5.1 Straddle Bowling Components of fitness : body coordination Students participate in groups of three. One student will stand in straddle position. Student in wheelchair may substitute by placing foot rests in the ‘up” position. One student’s will bowl. One student retrieves. After each roll of the ball, students rotate. Bowler tries to roll ball between the other students’ straddled legs. A ball between the legs scores 2 points; a ball touches one leg but deflects outside the straddle scores 1 point. Distance rolled and scoring may be modified to suit each situation.

118. 5.2 Squirrels in Trees Components of fitness : Agility resulting from rapid change of direction in search of an unoccupied “ tree” explosive strength resulting from forcefully thrusting oneself into motion from stationary start. In this activity students are designated as either squirrels or trees. Trees face each other and clasp hands with arms extended. One squirrel is permitted inside each tree. Squirrel with- out trees are interspersed in the midst of the activity. When the teacher calls out squirrel change, trees raise arms on one side, and all squirrels ambulate to get into a tree (those squirrels in trees must leave and seek a new tree). Only one squirrel is allowed per tree, leaving some squirrels always in the midst of the group. The object is not to get caught without a tree. The teacher should change designations often so all students have an opportunity to be active.

119. 5.3 Circle Hook On Components of fitness : cardiovascular endurance and agility For this activity three students will form a circle. A forth student remains outside the circle. One student, a member of the circle, is designated to be tagged by the student outside the circle. Circle players may maneuver in any way they wish so the pursuing child (tagger) cannot tag the designated circle member. Tagger cannot enter the circle. In avoiding the tagger, circle students cannot release clasped hands. If the designated child is tagged or if the circle players release their hand clasp, the tagger becomes part of the circle and one of the circle members then becomes the new tagger.

120. 5.4 Jumps the Shot Components of fitness : Dynamic balance resulting from taking off and landing, explosive strength resulting from jumping and cardiovascular endurance if activity is prolonged. In this game students form a circle. A student in the center swings a weighted rope while moving within the circle. A dampened towel wadded up and tied to a rope and functions as a safe yet sufficiently heavy weight. The student in the center gradually lengthens the rope until students forming the circle must jump over the shot. The shot should be swung midway between the ankle and knee. A child who entangles the rope by failing to jump takes the students place in the center and swings the shot until another child misses. For some children the weighted rope swings too rapidly, and repeated failure should be limited.

121. For such students, a long fiberglass rod (which may be ordered from an equipment catalog or fashioned from a defunct spinning rob or long CB whip antenna) may replace the weighted rope. Using the rod, the student in the center can move the rod on the floor at a speed slow enough to be compatible with a child’s jumping and balance capabilities. For some children the rod might be stopped completely before the child jumps. As the child momentarily airborne the rod may be slid under his/her feet, there by building success into the activity.

122. 5.5 Inch Worm Components of fitness : Hop extensor flexibility, muscular strength or endurance depending on individuals level of fitness and body coordination For this game the student assumes pushup position. Hands remain stationary and feet step forward toward stationary hands. When the students is in as tight a pike as possible, the feet become stationary and the hands walk forward until the starting push up position is again assumed.

123. 5.6 Hot Potato Relay and Tag Components of fitness : Speed Speed is generally considered a phenomenon of running. Actually, speed is involved whenever anybody segment moves rapidly. In the hot potato relay, two circles are formed. A beanbag is the hot potato. At the signal students pass the hot potato around the circle as rapidly as possible. In this game, all students can be seated so ambulates using crutch and wheelchairs are not at a disadvantage. The group that first passes the hot potato around the entire circle for a specified number of times is the winner. Circles should be kept small so activity is intense. For purposes of skill development only, introducing competition may be of little value. In such situations students can pass the hot potato as rapidly as possible with no need to win.

124. 5.7 Exercise Program Many children with disabilities do not get enough physical activity and they are not physically fit. Because physical activity patterns are formed in early childhood, the child who is visually impaired must be exposed to many athletic and developmental activities. Strength, muscle tone, and flexibility can be improved by performing specific exercises that are commonly identified with hath-yoga (Krebs, 1979). The student needs to develop good hand and finger coordination, head and neck control, and skill in using body parts.  

125. Many body image and spatial movement concepts that seeing children learn automatically (e.g., bending, stretching, and reaching exercises) reinforce academic skills such as reading readiness (e.g., left to right and top to bottom progression), printing and cursive handwriting (e.g., muscle strength from stretching wrists and fingers), mathematics (counting), and geometry (parallel, triangle, line, and straight).

126. Physical fitness components Physical fitness depends primarily on the functional integrity of the circulatory, respiratory , and muscular systems. Development of physical fitness is not directly associated with development of any specific motor skill. People who have good motor skills tend to have active life-styles, which stimulate physical fitness. Physical fitness cannot be learned as a motor skill. Rather, it is attained through physical exercise or training. There are physical fitness component and motor fitness components which are necessary.

127. These components are as follows: Strength Flexibility Cardiovascular endurance Explosive strength

128. Motor fitness components Balance Agility Speed Coordination Reaction time

129. General exercises Krebs (1979) suggests the following exercises : Breathing Neck Rolls Tiptoe Stretch Tree Triangle Hero Standing Forward Bend Frog Cobra Bow Seated Forward Bend Relaxation

130. SUMMARY Once teachers understand the basic components of physical and motor fitness, they can select activities that enhance proficiency , particularly of students with low fitness . F itness games are helpful to improve fitness components and serves as recreational activity for the disable children. G eneral exercises can be done without any equipment, these exercises.

131. Chapter – Six Measurement and Assessment in Adapted Physical Education

132. Types of test Milanicomparetti motor development screening test, Measuring rudimentary movements, Measuring fundamental movements, Measuring physical fitness, Measuring physical activity, Assessment of physical and motor fitness, Ohio state university scale of intra gross motor assessment, Assessment of central auditory processing disorder neuropsychology test

133. The measurement and assessment of primitive reflexes and postural reactions is becoming increasing and common in adapted physical education. The Milani Comparetti motor development screening test is a good example of an instrument that assesses reflex and reactions

134. The Milani Comparetti Motor Development Screening Test Purpose : is designed to assess motor development in young children, birth to 24 months. Although the instrument has obvious use for infant and child program, the inclusion of several reflexes and reactions in the battery makes it appropriate for older developmentally delayed individuals as well, especially those with cerebral palsy .

135. Description there are 27 items in this test. Nine of the items are classified as spontaneous behaviors which test for head control in four postures (vertical, prone, supine, and pulled from supine) body control in three postures (sitting, all four and standing) and two active movements (standing from supine and locomotion ) the remaining 18 items are called evoked responses and test Five primitive reflexes (hand grasp, asymmetrical tonic neck, Moro , symmetrical tonic neck, and foot grasp) and 13 righting, parachute, or tilting reaction . In evaluating behavior testers are required to evaluate the progression of development . In this test tester has to see whether the reflex or reaction is absent or present . Age norms are associated with each of the test items

136. Reliability and validity: Test retest data provide evidence of acceptable levels of reliability. Age norms were established based on the performance of 312 subjects. Content validity is claimed based on general acceptance of test items by physicians and therapists. Advantage : the advantage of this test is relative ease of administrations, which is due to the limited number of test items. Physical and occupational therapist are likely to have experience with this test and might be resources for the adapted physical educator.

137. Measuring Rudimentary Movements Rudimentary movements are the first voluntary movements e.g. reaching, grasping, sitting, crawling, and creeping. So if the educationist can measure it in the early stage the modification can be done in the movement by continue practice. The test to measure rudimentary movements is pea body developmental motor scales.

138. Pea body developmental motor scales Purpose : The pea body development motor scale assesses the motor development of children ages birth to five years in both fine and gross motor area . Items are categories in to six areas: reflexes, stationary (balance) locomotors, object manipulation, grasping and visual motor integration .

139. Description: the PDMS-2 includes 249 test items (mostly developmental milestone) arranged across six areas. The items are arranged chronologically within age levels ( e.g. 0 to 1 month, 6 to 7 month, 18 to 23 months) and each is identified as belonging to one of the six categories being assessed (e.g. reflexes, locomotion ) it is recommended that testers begin administering items one level below the child’s expected motor age . Items are score on a 0, 1, 2 basis according to specified criteria. Testing continues until the ceiling age level is reached (a level for which a score of 2 is obtained for no more than 1 of the 10 items in that level) composite scores for gross motor quotient (reflex stationary balance, locomotion and object manipulation) fine motor quotient (grassing and visual motor integration and total motor quotient (combination of gross and fine motor subtests are possible).

140. Reliability and validity: empirical research has established adequate levels of reliability and validity. Information is provided for subgroups as well for general population . Advantage: it is the first large number of test items which represent the larger sample of behavior than exist in many other tests. And second advantage is six categories help teacher to pinpoint exactly which areas of gross motor development are problematic . Finally scoring system and availability of normative data provide the teacher with more information on student performance than many other test do.

141. Measuring Fundamental Movements Fundamental movements are those associated with early childhood, such as throwing, catching, skipping and hopping etc . The test of gross motor development emphasizes a process oriented approach to the assessment of fundamental movements

142. Test of gross motor development Purpose : the test of gross motor development has four purposes: to design a test representing gross motor content frequently taught in preschool and early elementary grades including special education; to develop a test that could be used by various professionals with a minimum amount of training; to design a test with both norm referenced and criterion referenced standards; and to place a priority on the gross motor skill sequence rather than the product of performance.

143. Description : the test measures ability in 12 gross motor areas divided in to two subtests . The locomotor subtest is composed of run, gallop, hop, leap, horizontal jump, and slide. The object control subtest consists of striking a stationary ball, stationary dribble, catch, kick, underhand roll, and overhand throw. For each skill the tester is provided with an illustration, equipment and condition requirements, directions and performance criteria. Children receive one point for meeting each of the performance criteria give for each of two trials. These criterion based scores can be added and compared to norm referenced standards . Age norms are provided in half year increments for age’s three to eight for both subtests.

144. Reliability and validity: reliability coefficients are quite high (genarlly.84 to.96) evidence of content related, criterion related, and construct related validity is provided. Advantage: the sound process of test construction should provide the user with a good deal of confidence the scores obtained by children accurately reflect their fundamental movement abilities. The facts that both c riterion referenced and norm referenced standers are provided increases the test’s utility .

145. Measuring Specialized Movements Teachers who work with students with disabilities who compete in special sport programs, such as those sponsored by wheelchair sports, athletic for blind students the national disability sports alliance are encouraged to develop their own test specific to event in which the athletes competes. One example of sports skills test that can be used with athletes with disabilities comes from Special Olympics sports skills program guidelines.

146. Sports skills program guide: complement existing physical education and recreation programs for people with disabilities age 8 to older in sports skills instruction.

147. Description: the sports skill series is a curriculum that included 26 sports divided in to 3 categories: special Olympic summer sports, special Olympic winter sports, and nationally popular sports. Although not a test instrument per se authentic assessment is critical aspect of the program. The assessment consists of task analysis and testers check off those focal points that the student is able to perform. For instance, in athletics there are 11 test items corresponding to track and field events, within each test testers check the focal points an athlete can demonstrate (e.g. performing a single leg take off for a running long jump) each focal point is also accompanied by an assessment of the students readiness to perform that skill ( e.g athlete can locate her starting mark).

148. Reliability and validity: no information has been reported but content validity probably could be claimed because the tests reflect task analyses of sports skills developed by experts in the field. Advantage: a primary advantage of the program guides is convenience- a teacher or coach can adopt the existing task analytic curricula for many sports activities. The program has been used with participants with intellectual disabilities for some time and has been shown to have good utility for that group. A disadvantage is that neither reliability nor validity of the various test instruments has been formally established.

149. Measuring Physical Fitness There are many standardized tests of physical fitness for the teacher. More recently developed tests have emphasized the measurement of health related aspects of fitness and have employed criterion referenced standard. There are two tests one is fitness gram and Brockport physical fitness test which extends the health related criterion referenced approach to younger’s with disabilities.

150. Brockport physical fitness test The Brockport physical fitness test ( Winnick and short 1999a) provides a health related criterion- referenced physical fitness test appropriate for youngster (age 10 to 17) with or without disabilities.

151. Description: the test battery includes 27 test items from which teachers can chooses. Typically students would be tested on four to six test items from three components of fitness: body composition, aerobic functioning, and musculoskeletal functioning, muscular strength, endurance and flexibility. Although specific test item are recommended for younger’s with intellectual disabilities, cerebral palsy, visual impairment, spinal cord injuries and congenital anomalies and amputations, teacher are encourage to personalized testing. Personated involves identification of health related concerns pertaining to the students, establishing a desired fitness profile for the students, selecting components and sub components of fitness to be asses, selecting test items to measure those components selecting health related, criterion referenced standers to evaluate fitness, thus teacher have the option to modify any of the elements of the testing program as outlined in the test manual. Both general and specific standards are available as appropriate. A general standard is one that appropriate for the general population and has not been adjusting in any way for the effects of disability. A specific standard is one that has been adjusted for the effects of an impairment of disability. Specific standers are available only for selected test items for particular groups of youngsters

152. Reliability and validity: the test items in the Brockport physical fitness test are believed to valid and reliable. Evidence for validity and reliability is provided in a lengthy technical report that readers can access through the fitness challenge software, the computer program developed to sport the Brockport physical fitness test. Advantage: the Brockport physical fitness test was patterned after the fitness gram, and many of the standard especially for the general population, were adopted from that test . Thus teacher in inclusive setting should find it relatively easy to go back and forth between the tests as necessary. This test includes the training guide and computer software, skinfold caliper.

153. Measuring Physical Activity It is important for the physical education teacher to finding the ways of measuring physical activity that describe that status of a student’s activity level and to document changes in that level. At present, four general types of activity measures are available for teachers: heart rate monitor, activity monitor, direct observation and self-report instrument . Heart rate monitor despite their accuracy have limited applicability in school situation because of the cost and limitation (only few children can be measure a one time.) Pedometers are relatively inexpensive and have good utility for measuring walking activity, but they do not have broad applicability in measuring physical activity in general.

154. Coding student’s activity through direct observation is not expensive but it can be time consuming because only few youngsters can be monitors at one time by trained observer. These all approach can be used in adapted setting if the class size is small. Thus self-report instruments are probably the most appropriate means of measuring physical activity in school setting . Self-report instruments require students to recall and record their participation in physical activity . If student with disability have difficulty with self-report teachers or parents might need to provide an estimate of their information instead . Computer program software called activity gram provides teacher with an easy method of measuring student’s physical activity.

155. Activity gram Purpose : activity gram (cooper institute aerobics research 1999b) recodes, analyzes and saves students physical activity data and produced reports based on the data. Description: activity gram is part of the fitness gram 6.0 software package. The program prompts youngster’s top recall and their physical activities over the previous day in 30 minutes time block. Students select activities from within six categories: lifestyle activity, active aerobic, active sports, muscle fitness activities, flexibility exercises and rest and inactivity. Students are also asked to rate the intensity of the activity like light, moderate and vigor’s. The printing activity gram report summarized the entered data in the three ways . It reports the total number of minutes of at least moderate level activity for up to three days; it provides a time profile for each day showing levels of activity (rest, light, moderate and hard) across hour of the day; and it gives an activity profile that describes which of the six activity categories the students pursued.

156. Reliability and validity: because the subjective nature of recall and reporting, measurement limitations are associated with all self-report instruments. This test had provided valid and reliable estimated of physical activity and also accurately identifies periods of moderate to vigorous activity. Advantage: this test is designed for the students with disabilities in mind. Activity gram can be useful in adapted physical education setting. Specific activity will vary ( eg . running vs pushing a wheelchair) but the six categories of physical activity are appropriate for the most students with or without disabilities. Younger children and those with intellectual disability however might have trouble rescaling and entering activity data . The teacher and parents could be trained to make direct observations and could enter the data on behalf of a student’s who has difficulty using system.

157. Assesment of Physical and Motor Fitness AAHPERD ( American alliance for heath, physical education, recreation and dance) Youth Fitness Test A well- known test that purports to measure physical and motor fitness is the AAHPERD Youth Test offered by the American alliance for heath, physical education, recreation and dance (AAHPERD, 1976a). The test has existed since 1958 and has undergone revisions. In its present, form, it includes national forms and assesses physical fitness of youngster’s age 9 to 17+ years.

158. This test include following items. 1. Flexed arm hang and pull up : shoulder girdle muscular strength or muscular endurance, depending on the student’s fitness level at the time of testing. 2. Flexed knee sit-up: timed number completed in one minute; abdominal and hip flexor strength or muscular endurance, depending on student’s fitness level at the time of testing.

159. 3.Shuttle run for agility: Fig 9.5 Ability run configuration

160. 4.Standing long jump for explosive strength 50 yard dash for running speed 9 min run for ages 10 to 12, and 12 min run for ages 13 or older for cariovascualr endurance. AAHPERD (1980) published the health related physical fitness test. This test is alleged to focus solely on items known to correlate with health. Items believed to be more directly related to the acquisition of motor skills are not on the test.

161. Health-related physical fitness items include the following: Triceps, sub scapular, and abdominal skin fold (subcutaneous body fat) Sit-ups (abdominal and hip flexor strength and endurance) Sit and reach (flexibility) One-mile or 9-min for ages 10 to12, 11mile or 12-min run for ages 13 or older (cardiovascular endurance)

162. Ohio State University Scale of Intra-Gross Motor Assessment The test battery was developed by Dr. Mike Loovis and Walt Ersing (1980). It is designed to assess the efficiency and maturity of children from preschool age through 14 years. Eleven gross motor skills were selected: walking, running, hopping, jumping, catching, throwing, stair climbing, ladder climbing, kicking, skipping, and striking.

163. Assessment for Central Auditory Processing Disorder Central auditory processing disorder (CAPD) is assessed through the use of special tests designed to assess the various auditory functions of the brain. However , before this type of testing begins, it is important that each person being tested receive a routine hearing test for reasons that will become obvious later. There are numerous auditory tests that the audiologist can use to assess central auditory function. These falls into two major categories: behavioral tests and electro-physiologic tests.

164. The behavioral tests are often broken down into four subcategories, including monaural low-redundancy speech tests, dichotic speech tests, temporal patterning tests, and binaural interaction tests . It should be noted that children being assessed for CAPD will not necessarily be given a test from each of these categories. Rather the audiologist will select a battery of tests for each child. The selection of tests will depend upon a number of factors, including the age of the child, the specific auditory difficulties the child displays, the child's native language and cognitive status, and so forth. For the most part, children under the age of 7 years are not candidates for this type of diagnostic testing . In addition, central auditory processing assessments may not be appropriate for children with significant developmental delays (i.e., cognitive deficits).

165. Electro-physiologic tests Electro-physiologic tests are measures of the brain's response to sounds. For these tests, electrodes are placed on the earlobes and head of the child for the purpose of measuring electrical potentials that arise from the central nervous system in response to an auditory stimulus. An auditory stimulus, often a clicking sound, is delivered to the child's ear and the electrical responses are recorded. Some electro-physiologic tests are used to evaluate processing lower in the brain whereas others assess functioning higher in the brain. The results obtained on these tests are compared to age-appropriate norms to determine if any abnormalities exist.

166. Behavioral tests This is a test in which the speech signals have been altered electronically by removing portions of the original speech signal. The test items are presented to each ear individually and the child is asked to repeat the words that have been presented. A percent correct score is derived for each ear and these are compared to age-appropriate norms. Another speech test are as follows: Dichotic speech tests : In these tests different speech items are presented to both ears either simultaneously or in an overlapping manner and the child is asked to repeat everything that is heard (divided attention) or repeat whatever is heard in one specified ear (directed attention). Temporal patterning tests : These tests are designed to test the child's ability to process nonverbal auditory signals and to recognize the order or pattern of presentation of these stimuli.

167. Neuropsychology Test The primary activity of a neuropsychologist is the assessment of brain functioning through structured and systematic behavioral observation. Neuropsychological tests are designed to examine a variety of cognitive abilities , including speed of information processing , attention, memory, language, and executive functions, which are necessary for goal-directed behavior. By testing a range of cognitive abilities and examining patterns of performance in different cognitive areas, a neuropsychologist can make inferences about underlying brain function.

168. SUMMARY Measurement and assessment in adapted physical education is very necessary . Assessment batteries that are more thought are considered diagnostic . Diagnostic tests of physical and motor proficiency detect only the extent and focus of developmental delay . Whenever fitness assessment is done for special population, the tester must be sure that the administered test item does not discriminate the basis of disability. Student performance scores from test batterers must provide meaningful information. When evaluating, the instructor must include all dimension of psychomotor domain for example, if a test battery assesses only physical fitness components, then the instructor must search out additional test items from another test battery that include motor skill performance. E.g. balance, eye hand coordination. After taking their test then only the instructor will be able to suggest the related activities for child.