1
Q
What is play?
A
the spontaneous activity in which children engage to amuse and occupy themselves, and to optimize their own brain development
often freely chosen, personally motivated, and pleasurable
2
Q
What is active play?
A
playful context combined with an activity that is significantly above rest (play that involves physical activity)
is sporadic with longer rest periods
may be done alone/with others, rules/no rules, inside/outside
3
Q
Why is play important?
A
develop spatial awareness, senses, social and emotional development, creativity, and imagination, problem solving, dexterity, physical self
4
Q
What are parents’ role in play?
A
set up the environment, play with their children, allow them to use imagination
5
Q
What threatens active play?
A
fear of injury, neighbourhood safety, available play spaces, technology as entertainment, role of parents, laws/policies
6
Q
How has play changed across generations?
A
child - less imagination, more technology
parent - higher safety concerns and surveillance
community - type of play space
social changes - good parenting ideal
7
Q
What did Participaction say about outdoor play?
A
- access to active play in nature and outdoors with it’s risks is essential for healthy child development
- recommend increasing children’s opportunities for self-directed play outdoors in all settings
8
Q
What is the LTAD model?
A
Long Term Athlete Development model
- multi-stage training, competition, and recovery pathway that guides an individual’s experience in the sport and physical activity from infancy through the phases of adulthood
- a framework for developmentally appropriate programs that increase participation and optimize performance
- uses a holistic approach that considers all areas of development so athlete develops as complete person
9
Q
What are the desired outcomes of the LTAD?
A
physical literacy, excellence, and active for life
10
Q
What are some benefits of the LTAD?
A
inclusive to athletes with disabilities, recognizes development of “whole” child, developmentally appropriate skill progression
11
Q
What are the first 2 stages of the LTAD?
A
Active Start
FUNdamentals
12
Q
Describe the active start phase of the LTAD. (when does this begin? what to do? when does optimal development occur?)
A
- no specific age, based on developmental readiness
what to do:
- limit sedentary time
- active play
- gender neutral and inclusive
- non-competitive focus
- develop basic movement skills
optimal development occurs when adults provide a safe place for children to play and when there is unstructured access to a wide variety of colourful toys/equipment
13
Q
Describe the FUNdamentals stage of the LTAD.
A
- focus on FMS and ABCs
- simple rules + fair play
- daily activity repetition
- variety of activities
14
Q
What are the benefits of trying different activities?
A
maximize skillset, many FMS learned, easily find a sport they like by trying many
15
Q
What is specialization?
A
choosing one sport early, undergoing intense training and competition
high amount of deliberate practice, motivated by improved performance
16
Q
What are the pros of specialization?
A
needed for early specialization sports (ex. diving, gymnastics, figure skating)
17
Q
What are the cons of specialization?
A
higher chance of injury, more likely to quit or burn out, lack of social life, limited motor skills
18
Q
What is diversification?
A
sampling many activities until age 13
focus on deliberate play, activities designed to maximize enjoyment
specialize later
- balance of deliberate play and deliberate practice
- ex. baseball, skiing
19
Q
What are the pros of diversification?
A
- better movement skill base and transfer
- lead to continued recreational participation and high performance outcomes
20
Q
What are the 2 possible outcomes of the Developmental Model of Sport?
A
Recreational Participation, Elite Performance
21
Q
Describe the pathway to Recreational Participation.
A
entry into sport sampling years (high deliberate play, low deliberate practice) recreational years (high deliberate play, low deliberate practice) recreational participation
22
Q
Describe both pathways to Elite Performance.
A
1. entry to sport specializing years (deliberate play and practice, reduced several sport involvement) investment years (focus on one sport) elite performance
- entry to sport
early specialization and investment (high deliberate practice, low deliberate play - focus on one sport)
elite performance
23
Q
Why do need to assess physical literacy?
A
- knowing if programming is working (program design, outcome, awareness/engagement about physical literacy, population surveillance)
24
Q
What is the difference between assessment and evaluation?
A
assessment
- gathering information reflects how well a student is achieving curriculum expectations
evaluation
- judging the quality of student learning on the basis of established performance
25
What are the 2 types of evaluation criteria?
norm-referenced
- judgement about a student's learning of an outcome is based on how well a student does in relation to others
criterion-referenced
- judgement about a student's learning of an outcome is based on how well a student does in relation to clearly stated criteria
26
What are 3 physical literacy assessment tools in Canada?
1. Canadian Assessment of Physical Literacy (CAPL)
2. Passport for Life (P4L)
3. Physical Literacy Assessment for Youth (PLAY tools)
27
What is the purpose of the CAPL?
monitoring tool, meant for parents/coaches/teachers that must have sine training
28
Who does the CAPL assess?
children 8-12, children with disabilities can participate but scores are not as valid
29
What does the CAPL assess?
4 domains
- physical competence
- knowledge and understanding
- daily behaviour
- motivation and confidence
30
How is the score/outcome of the CAPL used?
overall score out of 100, score for each of the 4 domains, young people categorized 1-4 (beginning-excellent)
31
What is the difference between convergent and construct validity?
convergent - compare domain scores to teacher ratings
construct - statistics used to help us verify domain scores
32
What is the difference between inter-rater and intra-rater reliability?
inter-rater - among scorers
intra-rater - within one scorer
33
What is the purpose of the P4L?
teaching tool to improve student learning, meant for teachers
34
Who does the P4L assess?
grades K-12
35
What does the P4L assess?
4 components
- active participation (self-reported)
- living skills (self-reported)
- fitness skills (cardio, core, balance)
- movement skills (locomotor, upper/lower limb)
36
How is the score/outcome of the P4L used?
formative assessment (on-going process and future planning)
4 point rubric (no report card)
- emerging, developing, acquired, accomplished
37
What is the purpose of the PLAY?
research, program evaluation, engagement of children/parents, surveillance, awareness
meant for trained professionals
38
Who does the PLAY assess?
youth ages 7+
39
What does the PLAY assess?
6 different tools
ex. PLAYfun
- assesses 18 movement skills (running, balance, object control)
40
What assessment tool would you use and why? (differences, benefits, drawbacks)
use the P4L because:
- easily can be applied in schools since all teachers can use it (others need training or professionals)
- assesses all school age children (vs. 8-12 or 7+)
- both self-reported and observed
- on going process + no report card
drawbacks - may lack accuracy due to lack of training and wide age range
41
How many people experience disability worldwide?
over 1 billion people
20% of people 15+
5% of people 0-14
42
What is the difference between congenital and acquired disability?
congenital - disability from birth
acquired - becoming disabled later in life
43
What is the difference between body functions and body structures?
functions - physiological functions of body systems including psychological
structures - anatomical parts of the body such as organs, limbs, and their components
44
What are impairments?
problems in body functions and structure such as significant loss or deviation
45
What is an activity?
the execution of a task or action by an individual
46
What are activity limitations?
difficulties an individual may have with executing activities, severe enough to interfere with activities of daily living
47
What are ADLs?
activities of daily living
skills that a person must be able to perform in order to live independently
assessed by therapist
48
What are environmental factors?
physical, social, attitudinal environment in which people live and conduct their lives
49
What are participation restrictions?
problems an individual may experience in involvement in life situations, related to accessibility of resources, or accomodations
caused by person-environment interactions
50
What is disability?
a functional challenge caused by impairment, restriction is a function of the relationship between the individual and his/her physical, attitudinal, and social environment
51
What disability-related term is no longer used by the WHO?
handicap
52
Outline the International Classification of Functioning (ICF) Disability and Health Model.
health condition, body functions/structures, participation, environmental factors, and social factors all contribute to affect activities
53
What are the underlying principles of the ICF?
universality, parity and etiological neutrality, neutrality, environmental influence
54
According to the WHO, when does disability no longer exist?
if activities can be changed or adapted so that limitations are minimized or eliminated, then the disability no longer exists
55
Describe the Medical Model.
- inherently negative
- disability as deficiency or abnormality
- resides in the individual (person is their disability)
- remedy comes from professional help
56
Describe the Social Model.
- inherently neutral
- disability as difference
- remedy comes from changes in interactions between individual and society
- remedy can come from individual, advocate, or anyone who affects interactions
57
Describe the Inclusive Model of Ability in Physical Activity (IMAPA)
person and task interact within bubble of context, with shifting levels of capability
context
- negative/positive attitudes
- labeling
- accessibility
58
What are some disabling barriers?
- inadequate policies/standards
- negative attitudes
- inadequate funding
- lack of accessibility
59
What are said to be the most difficult hurdles in the disability field?
- employment and income
- accessibility
- attitudes*
60
What are invisible disabilities?
disabilities that can't be seen (ex. mental illness)
61
What can we do to fight barriers?
- differences not disabilities
- use person first terminology (ex. not calling someone by their disabilities)
- be sensitive to disability language
- keep in mind not all disabilities are visible
62
What is maintstream sport?
activities, events, settings in which individuals with/without disabilities can participate in
63
What is reverse mainstream sport?
athletes without disability competing in traditional disability sport activities (ex. seated volleyball)
64
What is Serious Leisure?
the systematic pursuit of an amateur, hobbyist, or volunteer core activity that is highly substantial, interesting, and fulfilling
65
How has the definition of able-body (AB) sport changed?
- originally meant sport exclusively for athletes without disabilities
- today means sport predominantly for able bodied people because laws and human rights policies prevent exclusion
66
What are the Special Olympics?
- worldwide sport movement for athletes with intellectual disability
- may also have secondary disability
- concept of unified sport
67
What are the Paralympic Games?
- highest level competitive sport for athletes with disabilities
- compete in classes of approximate equal degrees of disability; different sports have different classification systems
68
Describe Deaf Sport.
- governed by International Committee of Sports for the deaf
| - athletes with hearing loss of 55+ decibels in their better ear
69
Describe Wheelchair Sport.
- conducted in wheelchairs for athletes with spinal paralysis or lower limb amputations
70
What is the likelihood for children with disabilities to be obese?
2x more likely than others
71
Why are the moments of first involvement with sport critical for people with disabilities?
feel welcome = likely to return
feel unwelcome = not likely to return
72
What are some supports for athletes with disabilities?
- training partners
- classification and fair competition
- equipment
- knowledgable coaches/officials
73
What social/cultural practices, factors, attitudes, or environments might push people away from participating in sport?
- race
- gender
- cost
- refugee status
- religion
- sexual orientation
- socio-economic status
- body types
74
What is the history of Indigenous peoples in Canada?
- colonialism
- cultural genocide
- aboriginals told not to speak own language, that they were worth less
- had no legal rights
75
What is reconciliation?
ensuring that everything we do today will create a balance in the future
76
What are issues with mascots?
- when people's identities are reduced to mascots, their real concerns can be more easily dismissed
- no group should be mimicked, should have control over representation
Native American examples:
- only exist in the past
- have only a single culture
77
How can PE programming help accommodate to all cultures?
- pay attention to the personal characteristics
- provide programs that are rich in meaningful activities that affirm cultural identities of students
- students before content approach
78
What is the Culturally Relevant P.E theory?
theory for engaging all students in meaningful ways
- curriculum
- teacher as ally
- learning climate
- student and cultural landscape
79
What is gender equity?
- process of allocating resources, programs, and decision making fairly to both males and females without any discrimination on the basis of sex
- addressing imbalances in benefits available to males and females
80
What is the difference between equality and equity?
equality - 1 box for each boy
| equity - boys given boxes until they are all the same height
81
What are some sex differences in FMS?
- girls less likely to have basic skills to participate competently
- girls less likely to self-report the ability to participate
- lower rates of involvement for girls
82
Why do sex differences in FMS exist?
- social norms and stereotypes
- family
- religion and culture
- community priorities
83
Describe Stage 7 of the LTAD.
Active for Life
goal
- smooth transition from developing physical literacy to lifelong physical activity and participation in sport
i) competitive for life
- participation in sports for the love of the game and includes recreational league play through championship competitions
ii) fit for life
- all physical activities as well as non-organized sports such as pick-up games
iii) engagement as sport and physical activity leader
- contributors who enable sport and physical activity to take place such as coaches, officials, volunteers, businesses
84
What needs to be in place if Canadians are to be active for life?
more likely if physical literacy is achieved before the Train to Train stage
- reducing barriers
- fostering inclusion
85
What is tracking?
tendency of individuals to maintain the activities they do for their whole lives
86
What percentage of children ages 5-17 get the required 60 minutes of physical activity per day?
9%
87
What are the 4 core domains used to assess physical literacy?
physical activity behaviours
physical fitness
motor skill
knowledge, attitudes, and beliefs
88
What is the difference between validity and reliability?
validity - the accuracy of the assessment
- do the assessment tasks actually measure what they intend to?
reliability - the ability of the assessment to provide
similar results under different conditions
89
What are some recommendations made by the WHO to remove barriers to disease?
- enable access to all mainstream systems and services
- invest in specific programs/services for people with disabilities
- adopt a national disability strategy and plan of action
- involve people with disabilities
90
What are the calls to action?
87 government - provide public education that tells the national story of Aboriginal athletes
88 government - ensure long-term Aboriginal athlete development and growth and continued support for North American Indigenous Games
89 government - amend Physical Activity and Sport Act to support reconciliation by ensuring that policies are inclusive to Aboriginal people
90 government - ensure national sports policies, programs and initiatives are inclusive of Aboriginal people
(ex. elite development programs, anti-racism programs)
91 officials and host countries - ensure Indigenous peoples' territorial protocols are respected and communities are engaged in planning
KP100
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