Physical education and health education classes should be designed to benefit all children regardless of their abilities. Writers share information within the Adapted category about different types of disabilities and how teachers can create learning experiences appropriate for all learning levels.
(This essay was originally published on SHAPE America’s member Exchange [December, 2015] and is reprinted with permission.)
Does this scene sound familiar? You’re in a social setting and someone politely asks, “What do you do?”
Quickly the question morphs into a conversation killer if you answer, “I teach physical education.” A few seconds of uncomfortable silence follow. “What do you coach?” they ask, hoping for respite. “I don’t coach,” you say. Discomfort heightens. Blank stares. What to do?
Who among us would not like to be considered an inspiring teacher? What’s the secret? Phoebe Constantinou shares a slide presentation of the stages of development for becoming inspiring. A great resource for each of us to reflect upon or to share with others who would like to improve their teaching.
Click on the link below to download a PDF file. Be patient, it might take a minute or two
“Just because I’m blind doesn’t mean I don’t know how to throw and catch,” – Anneka (aged 7)
In last month’s editorial, “The End of Physical Education as We Know It” I suggested that health education and physical education teaching was about to undergo a revolution. SHAPE America’s intent to get all of America’s school-aged students physically active and healthy within 14 years – 50 Million Strong by 2029(50MS) – marks the end of business as usual. It’s also a beginning.
Starting this year, all of us need to accept that “doing our best” when teaching isn’t good enough. If we want to get respected in our public schools we need to get onboard with not just “doing” but rather “achieving.” Math teachers whose students don’t develop math competencies aren’t highly regarded. Similarly, if our students can’t demonstrate something worthwhile they’ve learned from us, why should health and physical educators deserve respect?
(This essay was originally published on SHAPE America’s member Exchange [October, 2015] and is reprinted with permission.)
Heard about the new math? Well here it is: PE + HE + PA = 50MS, specifically designed for public school health education and physical education teachers. SHAPE America recently announced its intent to get all of America’s students physically active and healthy within the next 14 years. The shorthand for this is “50 Million Strong by 2029” or even shorter “50 Million Strong (50MS).”
We launched 50MS nationally in the Miami-Dade County School District last month. Superintendent of the Year Alberto Carvalho endorsed the goal and proudly spoke about the success of his own district’s physical education program – the fourth largest in the nation. You can read more about this event here. Beyond the attendance of various dignitaries, the event was highlighted by the presence of a small group of smiling preschoolers wearing 50 Million Strong shirts. It’s this group of students who will be graduating high school in 2029, and these are the ones we have to make sure have the skills, knowledge and desire to stay physically active and make healthy lifestyle choices.
(This essay was originally published on SHAPE America’s member Exchange [August, 2015] and is reprinted with permission.)
Last month I suggested the best way for us to achieve SHAPE America’s goal of “50 Million Strong by 2029” was for each of us to ask ourselves, “What’s my number?” Instead of letting the immensity of changing the physical activity and health habits of 50 million students overwhelm us, let’s focus on how you personally can contribute. If we all do our part, we will succeed.
Not long ago, Mark Zuckerberg, the young Facebook creator, set about wiring the world — or more specifically, getting every person on the planet connected to the Internet. A 7.325 billion-person challenge! As you can imagine, he had some immense problems to overcome. But he saw it as doable and convinced others to join the enterprise. If interested, you can learn more at internet.org. It’s an interesting project but what I found especially intriguing is the approach being taken. The problems that need to be solved have been clearly identified and strategies are being developed to resolve them. In other words, the way to solve big challenges is through taking small steps and not giving up.
This is exactly how the health and physical education profession can succeed. It’s not only about getting every school-aged student physically active and healthy, but also about earning public respect for what we contribute to public education. But we need evidence! It is not sufficient to talk about the value of health and physical education. We need to prove it. And this is why it is so important for each of us to seize the opportunity that “50 Million Strong by 2029” is offering.
(This essay was originally published on SHAPE America’s member Exchange [June, 2015] and is reprinted with permission.)
Some time ago, Kevin Costner starred in a movie called “The Guardian.” He played Ben Randall a legendary Coast Guard rescue swimmer admired for his success saving lives. A new recruit, determined to better Randall’s achievements, repeatedly asks him for his “number.” How many lives has he saved? Randall avoids responding, until close to the movie’s end when, pressed again for his number, he responds, “Twenty-two.” The rookie life saver is surprised because it is a rather unimpressive number for a legend. But then Randall explains, “Twenty-two is the number of lives I failed to save!”
Jim Perry, familiar to many of you as one of SHAPE America’s longtime sport advocates, reminded me of this story after my recent presentation at the Southwest District/Utah AHPERD conference in Park City. He’d listened to me talk about “50 Million Strong by 2029,” SHAPE America’s goal to get all kids entering preschool this fall physically active and healthy in 14 years (or sooner). At the end of the session, audience members began personalizing the challenge. They described their unique piece in the puzzle. As K-12 health and physical educators they were responsible for two, three, or four hundred kids. The numbers varied by level but the point was clear. The way to reach 50 million is for each of us to focus on what we can do. None of us can change the behaviors of millions, but each one of us can take responsibility for changing the physical activity and health habits of all of the students we serve in our schools. After listening to this exchange, it was Jim who in his usual quiet and deliberative manner suggested that each of us should focus on answering the question, “What’s my number?”
Bracing and orthotic management for children with disabilities is often overlooked in physical education. Orthotics may be defined as custom-made devices that are fabricated to address musculoskeletal deformities, deficits, or discrepancies, while attempting to increase function or regain mobility of a specific musculoskeletal structure.
Orthotic wearing schedules, maintenance, and compliance are among some of the most important components leading to successful orthotic interventions or treatment plans. Physicians, orthotists, and therapists work diligently to select the most appropriate orthotic device for a child while considering his or her diagnosis, physical limitations, level of cognition, gait abnormalities, range of motion (ROM), skin sensitivities, and environmental factors. Because children wearing orthotic devices spend most of their time in school settings, it is important for adapted physical educators to understand the basic components of orthotic management in order to meet treatment goals, increase physical function, and most importantly to ensure the safety of the child.
Typically, orthotic braces are prescribed to maintain alignment, prevent further deformity, and facilitate independence during functional activities. Orthotists and therapists generally instruct orthotic patients to wear the device during all physical activities, and recommend disuse of the orthosis during several activities of daily living such as bathing and sleeping. Adapted physical educators should keep the following factors in mind when working with special needs students who wear custom-made orthotics:
