Boni Boswell

Successful Physical Activity Programming for Students with Autism

The purpose of this article is to describe a successful physical activity program for students with autism. The content of this program, known as Success in Physical Activity, focuses on two areas: physical fitness and motor ability. Development of this activity program was based on adaptations of the Treatment and Education of Autistic and Related Communications-Handicapped Children (TEACCH) recreational structure program. The TEACCH recreational structure program includes the following elements: physical structure, schedules, and task organization. Each element is modified to adhere to the physical education environment and to accommodate the unique characteristics and preferences of students with autism.

COMPARISON OF TWO METHODS OF IMPROVING DYNAMIC BALANCE OF MENTALLY RETARDED CHILDREN

To compare the effectiveness of a creative dance and a movement exploration program in relation, to balance performance 26 mildly and moderately mentally retarded boys and girls (ages 8 to 13 years) were randomly assigned to one of the programs. Mean ages of the subjects in the dance and movement exploration groups were 10.5 yr. and 11.1 yr., respectively. Each group received 24 lessons of 30 min. each, in the 8-wk. program. Pre- and posttest distance on six balance-beam tasks and stabilometer performance subjected to multivariate analysis of covariance indicated no significant differences.

Factors Associated with Adolescent Physical Activity during Middle School Physical Education: A One-Year Case Study.

The purpose of this descriptive component of a larger, exploratory case study was to examine associations among lesson contexts, teacher behaviors, and adolescent physical activity over a year of physical education (PE) at one school. Middle school students (n = 206) and their PE teachers (n = 4) were observed twice-weekly across one academic year. Data were collected using the System for Observing Fitness Instruction Time (SOFIT), Behavioral Evaluation Strategy and Taxonomy (BEST) software and Yamax SW-200 pedometers. Students spent 32.5 percent lesson time in at least moderate intensity activity, averaging 1542 steps per lesson. Higher activity levels were associated with lesson contexts of fitness activity, skill activity, and game play; while lowest activity levels occurred during free play. Higher activity levels were associated with teacher behaviors of promoting fitness, demonstrating fitness, and observing; lower activity levels were associated with teacher behaviors of general instruction and management. Facteurs associés l’activité physique chez les adolescents pendant les cours d’éducation physique au collège. L’objet de ce versant descriptif issu d’une large étude de cas exploratoire était d’étudier les relations entre les contextes d’enseignement, les compor tements de l’enseignant, et l’activité physique des adolescents au cours d’une année d’éducation physique dans un collège. Une cohorte de collégiens (N = 206) et leurs enseignants ont été (N = 4) ont été observés deux fois par semaine pendant une année scolaire. Les données ont été recueillies en utilisant le système d’observation du temps d’enseignement en fitness (System for Observing Fitness Instruction Time ; SOFIT), le logiciel taxonomie et stratégie d’évaluation comportementale (Behavioral Evaluation Strategy and Taxonomy ; BEST), et des podomètres Yamax SW-200. Les adolescents ont passé 32,5% du temps de la séance en activité d’une intensité au moins modérée, et ont effectué en moyenne 1542 pas en moyenne. Les plus hauts niveaux d’activité physique étaient associés à des séances utilisant les activités de fitness, les activités d’habileté, le jeu comme supports ; alors que les plus faibles niveaux d’activité sont apparus lors de jeux libres. Les plus hauts niveaux d’activité étaient liés aux comportements de l’enseignant de promotion, de démonstration des activités de fitness, et d’observation ; les plus faibles niveaux d’activité étaient associés aux comportements généraux de présentation des tâches et de gestion de groupe par l’enseignant. Factores asociados con la actividad física adolescente durante la Educación Física en secundaria: Un estudio de caso anual El propósito de la parte descriptiva de un gran estudio exploratorio era examinar asociaciones entre el contexto de las lecciones, los comportamientos del professor, y la actividad física del adolescente durante un año de Educación Física en una escuela. Estudiantes de secundaria (N = 206) y sus profesores de educación física (N = 4) fueron observados dos veces por semana durante un año académico. Los datos fueron obtenidos usando el SOFIT, el software BEST y pedometros Yamax SW-200. Los estudiantes invirtieron un 32.5% del tiempo de clase al menos en una actividad de intensidad moderada, promediando 1542 pasos por clase. Niveles más altos de actividad estaban asociados a clases con actividades de fitness, de aprendizaje, y de juego. Niveles mas altos de actividad estaban asociados con comportamientos del profesor orientados a promoción y demostraciones de fitness , y a la observación; niveles más bajos de actividad se asociaban con comportamientos de los profesores relacionados con la instrucción y organización. Faktoren sportlicher Aktivität von Jugendlichen während des Mittelstufen-Sportunterrichts: eine einjährige Fallstudie Ziel des vorliegenden deskriptiven Teils einer größeren explorativen Fallstudie war die Untersuchung von Zusammenhängen zwischen Unterrichtskontexten, Lehrer/innen-Verhalten und sportlicher Aktivität von Jugendlichen innerhalb eines Jahres an einer Schule. Mittelstufenschüler/innen (N = 206) und ihre Sportlehrer/innen (N = 4) wurden während eines Schuljahres zweimal wöchentlich beobachtet. Die Daten wurden durch Nutzung der Messverfahren Observing Fitness Instruction Time (SOFIT), Verhaltensevaluations-Strategien (Behavioral Evaluation Strategy) und Taxonomie (BEST)-Software sowie Yamax SW-200-Schrittmesser erhoben. Schülerinnen und Schüler haben 32,5% der Unterrichtszeit mit moderater sportlicher Aktivität verbracht, im Mittelwert wurden 1542 Schritte pro Unterricht gemessen. Höhere Aktivitätsstufen hingen zusammen mit Unterrichtskontexten, die Fitness-Aktivitäten, Bewegungsfertigkeiten und Spiele umfassten; niedrigere Aktivitätsstufen wurden während freier sportlicher Aktivität gemessen. Höhere Aktivitätsstufen standen im Zusammenhang mit einem Lehrer/innen-Verhalten, das die Bedeutung von Fitness hervorgehoben hat, bei dem Fitness selber demonstriert und konkret beobachtet wurde; niedrigere Aktivitätsstufen wurden gemessen im Zusammenhang mit einem Lehrer/innen-Verhalten, das sich stärker an generellen Instruktionen und am Unterrichtsmanagement orientiert hat.

A Framework for Preservice Instructional Development

The fright and failure felt by novice teachers upon entry into the “real world” of schools will be reduced if their preparation has included carefully planned steps such as those described in this developmental framework.

Integrating Poetry and Movement for Children with Learning and-or Behavioral Disabilities.

Describes a program, a teaching style, and a lesson format for students with disabilities to increase their appreciation of poetry and allow them to release excess tension

Providing Physical Activity for Students with Intellectual Disabilities: The Motivate, Adapt, and Play Program.

JOPERD • Volume 81 No. 5 • May/June 2010 O verwhelming research has shown that regular physical activity helps to prevent major health problems, such as heart disease, obesity, and diabetes. The prevalence of childhood obesity has increased 300 percent since 1980, and the incidence of type 2 diabetes in adolescents has increased tenfold over the past 20 years (National Institute of Child Health and Human Development, 2006). The use of school-based physical activity programs to prevent obesity in typical students has been studied extensively. However, little research has been conducted on classroom-based physical activity programs for students with disabilities. These activity programs are becoming more widely used in schools to comply with state policies requiring an average of 90 to 150 minutes of physical activity every week. Because it is common for physical educators to help classroom teachers in meeting these state physical activity programs for typical students, it is important to discuss how physical educators can also assist in providing physical activities for students with disabilities.

A Close Look at the Physical Fitness Levels of Elementary Age Students with Intellectual Disabilities

A Close Look at the Physical Fitness Levels of Elementary Age Students with Intellectual Disabilities Introduction: Little is known about the physical fitness levels of school-aged children with intellectual disabilities, when comparing groups of healthy weight and unhealthy weight. Purpose: To compare the fitness levels of healthy weight and unhealthy weight children with intellectual disabilities in three elementary schools in the southeastern United States. Methods: Four fitness measures (PACER, Modified Curl-Ups, Modified Pull-ups, and the Back-Saver Sit-and-Reach) were obtained from 26 youth (10 girls, 16 boys; 10.01 + 1.22). Additionally, fitness levels of students who were overweight/obese were statistically compared with those with healthy weights. Results: A pattern of overall low fitness levels was found in comparison to criterion-referenced standards regarding all of the fitness measures, and students who were overweight/obese performed poorly compared to those with healthy weight. The only statistically significant finding was the comparison of healthy and unhealthy weight groups on the modified pullup. Conclusions: The study suggests a strong need for adaptive physical education and active recess programs that are appropriate for developing the fitness levels of elementary students with intellectual disabilities.

Causal Attributions of Physical Education Majors and Mentally Retarded Adults.

This exploratory study examined the causal attributions and expectancies of 51 physical education majors and 25 mentally retarded adults. The majors completed a written questionnaire concerning their causal attributions and expectancies for motor performance of the adults. The adults responded through an interview procedure regarding causal attributions and expectancies for their own motor performance. Analysis did not support the hypothesis that people make stable attributions about the performance of mentally retarded populations and subsequently maintain low expectancies. Previous experiences of failure did not diminish the expectancies of the adults for their own future succcess.