Inclusive Physical Activities International Perspectives
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Morin, Alexandre J. S.; Maïano, Christophe; Tracey, Danielle; Craven, Rhonda G.
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Inclusive Physical Activities International Perspectives
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IAP - Information Age Publishing
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9781681238548
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1
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CHF 56.70
:
:
Pädagogik
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English
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345
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DRM
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PC/MAC/eReader/Tablet
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PDF
Increasing numbers of children and adolescents internationally are being diagnosed with secondary health problems (e.g., overweightobesity, diabetes, asthma, anxiety, etc.) due in part, or at least related to, a lack of physical activity. Children and adolescents with various forms of special needs (for example, children and adolescents with physical or intellectual disabilities, children and adolescents from disadvantaged social backgrounds and children and adolescents with chronic illnesses) seem to be particularly at risk for secondary health problems, which in the end limit their social participation and inclusion, as well as their ability to achieve their full potential and to lead happy and fulfilling lives. For these children and adolescents, involvement in regular physical activities (including fitness activities and sports) may have far reaching benefits. For instance, organized physical activities are known to represent an effective vehicle for interventions for children and adolescents with special needs who do not seem to benefit as much as others from more traditional, verbaloriented approaches. Organized physical activities (in or out of school) further provide these children and adolescents with opportunities to interact in a positive manner with prosocial peers and adults who may serve as positive role models for them. There is currently a paucity of research about physical activities that effectively include children and adolescents with a range of special needs or research that identifies evidencebased strategies that seed success in maximizing the involvement in, and the positive biopsychosocial outcomes associated with, the practice of physical activity. This dearth of research is impeding progress in addressing the biopsychosocial disadvantage that these children and adolescents encounter, the development of new solutions for enabling full potential, and ensuring that children and adolescents with special needs not only succeed, but also flourish in life.
This volume includes examples of theory, research, policy, and practice that will advance our understanding of how best to encourage these children and adolescents to participate regularly in physical activity, how to maximize the biopsychosocial benefits of involvement in physical activities, and how to ensure that these physical activities are inclusive for children and adolescents with special needs. The focus will be placed on researchderived physical activity practices that seed success for children and adolescents with special needs, and new directions in theory, research, and practice that have implications for enhancing physical activity practices with atrisk children and adolescents.
The themes covered in this volume include:
Strategies to maximise participation of children and adolescents with special needs in physical activity as a global priority
Strategies to maximise the social inclusion of children and adolescents with special needs in general physical activities;
Effective physical education strategies to enhance biopsychosocial outcomes for children and adolescents with special needs;
Advancing the practice of educators and coaches to cultivate the social inclusion and participation in physical activity of children and adolescents with special needs; and
Challenging the meaning and implementation of inclusive practices in physical education globally.
Cover
1
Series page
2
Inclusive Physical Activities
4
Library of Congress Cataloging-in-Publication Data
5
Contents
6
Foreword
10
SERIES INTRODUCTION: Inclusive Physical Activities
12
Volume Introduction
14
PART I: STRATEGIES TO MAXIMIZE PARTICIPATION OF CHILDREN AND ADOLESCENTS WITH SPECIAL NEEDS IN PHYSICAL ACTIVITY AS A GLOBAL PRIORITY
22
CHAPTER 1: Participation in Community Leisure Programs
24
CHAPTER 2: A Longitudinal Case Study Approach to Describing a Boy With Development Coordination Disorder Experiencing Transitive Intervention Services Toward Inclusive School- and Community-Based Physical Activities
52
CHAPTER 3: Free to Play
74
PART II: STRATEGIES TO MAXIMIZE THE SOCIAL INCLUSION OF CHILDREN AND ADOLESCENTS WITH SPECIAL NEEDS IN GENERAL PHYSICAL ACTIVITIES
94
CHAPTER 4: Strategies to Increase Social Inclusion of Students with Disabilities in Physical Education Settings
96
CHAPTER 5: Physical Education and Sport as a Means to Empower Children With Disability in Educational and Community Settings
112
CHAPTER 6: Strategies to Maximize Social Participation and Inclusion of Students With Disabilities in Physical Education
130
CHAPTER 7: Understanding Inclusion in Physical Education From the Child’s Perspective
154
PART III: EFFECTIVE PHYSICAL EDUCATION STRATEGIESTO ENHANCE BIOPSYCHOSOCIAL OUTCOMES FORCHILDREN AND ADOLESCENTS WITH SPECIAL NEEDS
182
CHAPTER 8: Play Fighting as a Strategy to Copw With Aggressive Behaviors Among Youth With Social Disadvantages in Italy
184
CHAPTER 9: Promoting Social Inclusion and Physical Activity for Students With Special Educational Needs Through Adventure Education
204
CHAPTER 10: Underserved Urban Minority Children
224
PART IV: ADVANCING THE PRACTICE OF EDUCATORS AND COACHES TO CULTIVATE THE SOCIAL INCLUSION AND PARTICIPATION IN PHYSICAL ACTIVITY OF CHILDREN AND ADOLESCENTS WITH SPECIAL NEEDS
244
CHAPTER 11: The Use of Multimedia and the Internet in Providing Global Training Opportunities for Coaches in Adapted Sports
246
CHAPTER 12: A Holistic Approach to Training for Inclusion in Physical Education
270
PART V: CHALLENGING THE MEANING AND IMPLEMENTATION OF INCLUSIVE PRACTICES IN PHYSICAL EDUCATION GLOBALLY
290
CHAPTER 13: Reflections on Professional Practice in Adapted Physical Activity Through a Social Justice Lens
292
CHAPTER 14: Students With Disabilities in Brazil, Japan, South Korea, and the United States
308
About the Contributors
330
