The purpose of this study was to find out the positive and negative experiences of physical activity from people with disabilities. They used a qualitative approach of research through semi structured interviews with 20 people with disabilities who have personal experience of participating in physical activity. Each interview lasted 70-110 minutes and was audio-taped and transcribed. They chose the participants through a sampling strategy of 6 physical and 6 verbal disabled people, at least 8 males and 8 females, at least 5 from each age group of 18-23, 24-40 and 41-60 years of age and lastly at least 5 from each category of congenital disability, acquired abruptly or gradually. Interviews focused on their negative and positive experience in physical activity. They spoke about what happened and how it had been experienced. Participants’ most positive experiences were being capable and surpassing limits. They mostly spoke about experiences where their abilities stood out rather than their disability. More than 75% of negative experiences originated from physical education from not being included as they could not participate fully, experience of failing as they found the activities harder than others and did not get any help. Lastly experience of not being listened to such as teachers would not listen to them about how they could not participate fully and made them play. This study shows that there are concerns regarding participation in physical education lessons. This is significant as it introduces children to different physical activities and is important in promoting an active lifestyle. By having a sampling strategy they were able to gain different perspectives of experiences from different areas gaining a wider range of kn...
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...oth HSF and LSF schools were shorter (15.9mins and 21.6mins). Lessons were based on skills practice, management and fitness activities. Teachers focused on managing students, providing instructions or demonstrations. Break was scheduled for 15 minutes but the average length only lasted 8 minutes. Results show that children spent more time active during break rather than in PE lessons. This shows that PE lessons are not fulfilling their aim to promote an active lifestyle. However, there are barriers to teaching PE for students with disabilities such as amount of space and facilities needed which can affect the amount of time they spent participating and engaging in lessons. So this article does not reflect on schools that are not SEN as children who do not have disabilities may find it easier to participate and engage in lessons, therefore increasing activity time.
With 600,000 people across Australia who have participated in aerobics at one point in time, it can be manifested that aerobics is one of the most marginalized sports within the country (Ausport, 2000). With such a marginalized sport, there are many stereotypes that are associated with just the word aerobics. This is explored through the survey that was conducted and was answered by the students at StAC. Many of the stereotypes that are believed in society are that aerobics is a sport dominated by females and that it more of a dance class. This report will evaluate the possible influences that have shaped students’ perceptions using Figueroa’s Framework and Maslow’s hierarchy. Aerobics is a form of physical exercise that combines rhythmic aerobic exercise with stretching and strength training routines with the goal of improving all elements of fitness (flexibility, muscular strength, and cardio-vascular fitness) (Balbach, 2013). It is usually performed to music and may be practiced in a group setting led by an instructor. It can clearly be seen that with music and a fitness instructor leading the class that many people may have these common stereotypes fulfilled. Figueroa’s framework explains the concepts of equity, access and equality through the 5 levels constructed by Professor Figueroa (Crossley, 2013). Another significant piece of evidence held in this report is Maslow’s hierarchy and is the theory involving the psychology of human development (Macleod, 2007).
Standard 7- Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.
Institutions such as schools, community groups, sporting clubs, and religious groups are a part of this level and are able to help kids choose a sport and partaking in physical activity. Schools have had the most impact on my participation in volleyball as they made the sport a choice for inter-school sport and also an option in HPE. The school has not forced me to take place in volleyball, but they have made it easy and fun to participate in, making myself enjoy the sport so much that I watch the pros play it on TV. Without these influences, I would not have thought of playing volleyball for the school. (Author; Dr Ralph Richards; year of publication; N.A last updated; 7 September 2016; Title; Clearinghouse for
McKenzie, T. L., Alcaraz, J., & Sallis, J. F. (1994) Assessing children's liking for activity units in an elementary school physical education curriculum. Journal of Teaching in Physical Education, 13, 206-215.
Physical activity is an important factor that determines how healthy an individual is. To achieve a high level of wellness, one must take part in physical activity on a regular basis. Many people see exercise as a burden, and as annoying activity that forces them to leave the comfort of the indoors. What these people do not realize is that a sedentary lifestyle increases ones risk for many negative health conditions, and that these conditions can be averted by taking part in fun activities. Exercise is very important, and does not have to be challenging, or difficult. It can take the form of enjoyable sports and activities that make exercising a lot easier
The most interesting topic discussed in chapter seven is the sections concerning the medical and social models of disability. I find the difference of the focus of the two models very interesting because one leads to a very different perspective of disability than the other. I find myself aligning more with the thought that both models have to exist in order for the full understanding of disability to come into view. In other words, I do not completely agree nor disagree with either model. To explain, as the medical model is based off of the ideology of normality, which suggests that being in a normal state of good health is the standard for which to base off any deviance or sickness, a definition of normal is required. A definition of good
Standing Committee on Recreation and Sport Research Group 2007 ‘Participation in Sports and Physical Recreation, 2005-06, cat. no. 4177.0’, pg. 5
Participation in sport, particularly in adults is shown to be rapidly decreasing. In The general Household Survey (2002, cited in National statistics) it was discovered that with the exclusion of walking, only 43% of the population had participated in some form of exercise in the four weeks prior to the research interview. It is accepted with recent statistics that participation rates in the UK are not adhering to the advised five times a week from the Department of Health, the author feels this is a worrying reality as there are many health implications resulting from a national neglect towards exercise.
Physical education has yet to become an established and important feature in Australian and English school programs. At one level physical education has enjoyed considerable political support, acquired support from athletes and secured a place on Australia and England's national curriculum. However on another level physical education has been the subject of crisis meetings in Australia, on the verge of being wiped out in later secondary school education in England and had numerous reviews. So why is physical education important? The major factor being the increasing rise in obesity, but also children appear to have less knowledge of physical skill, lack fitness and are very inactive is a few reasons why physical education needs remain in the curriculum but also gain greater priority.
In school, all students have to be trained Physical Education (PE) and the students with physical ability need to be encouraged to participate in this course without embarrassment and difficulties. They need to be trained differently, but they still have to participate in the class.
The perspective of this paper is to develop a philosophy on physical education and then explain what kind of job we plan on having later on in life and relate physical education to that. The purpose for developing this philosophy is to try and get the most out of the people I’m working with on physical education, whether it is an adult or adolescent.
Opponents of physical education in schools state that gym is not the best way to utilize students’ time. Students’ should be given the choice to participate in gym class or not because many students aren’t as athletic and don’t enjoy it enough to want to do it in school. Despite this downfall, PE is important in students’ life and even though some don’t enjoy it as much, they need it in order to be successful in life. If not, diseases and health risks could come up and it wouldn’t be robust. Ultimately, physical education provides superior benefits.
Topics will include factors such as developmentally appropriate physical education, factors influencing the learning of motor skills, development of movement tasks, and a comprehensive understanding of human movement taxonomies.” With this article, it is describing the importance of teaching children to appropriate healthy lifestyles that will help them in the future, this including learning about physical activity and improving their motor, communication, numeracy skills, etc. A lot of the content that is taught in this class revolves around teaching students about physical activity. A part of the article talks about how it is incredibly important to implement physical activity in schools. On page 19 of (Rink, 2014) it states that motor skill competence is a primary mechanism for physical engagement, well as children who have established this competence are more likely to participate in physical activity. This is the exact same concept of physical literacy, which is the main importance of the article. Furthermore “young children up to the age of seven do not have accurate perceptions of their own competence at motor skills.” This is the importance of teaching kids about physical activity at a young age so they know what to do later in life, which is exactly what the article stresses about when implementing physical activity as a cross-curricular program. On page 278-279 of (Rink, 2014), they discuss the importance of creating awareness of what students do outside of class and maintaining a physical life, as well as holding students accountable for what they do to be active. Furthermore, the textbook also includes adding the parents to the scene and educating them about physical activity, so they can help their kids. Finally, it adds
Some activity clubs we provide include, dancing, running, jump roping, basketball and soccer clubs, just to name a few. These clubs encourage kids to stay active. Our PE program also sends out monthly newsletters to the parents that give them ways to help their child live a healthy lifestyle. The National Association for Sport and Physical Education states, “Regular physical activity improves functional status and limits disability during the middle and later adult years. Physical activity contributes to quality of life, psychological health, and the ability to meet physical work demands. Physical education can serve as a vehicle for helping students to develop the knowledge, attitudes, motor skills, behavioral skills, and confidence needed to adopt and maintain physically active lifestyles. The outcomes of a quality physical education program include the development of students’ physical competence, health-related fitness, self-esteem, and overall enjoyment of physical activity. These outcomes enable students to make informed decisions and choices about leading a physically active lifestyle. In early years children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in their movement ability. Evidence suggests that the level of participation, the degree of skill, and the number of activities mastered as a child directly influences the extent to which children will continue to participate in physical activity as an
NSW Department of Education and Communities (2011) states “children and youth need to be moderately to vigorously active for 3 x 20-minute sessions per week, in addition to the daily 30 minutes of accumulated activity time recommended.” Therefore it is important that physical education lessons promote high activity levels for majority of the lesson. Physical education teachers need to evaluate the ways in which they use the time available in physical education lessons as an opportunity to be vigorously active, to ensure they are being active as well as achieving the other learning outcomes of physical education (NSW Department of Education and Communities, 2011). Many of today’s physical education programs limit the amount of activity that they involve their students in, for example, students are...