2027 - ADAPTED PHYSICAL ACTIVITY

Subject type: Mandatory

Coordinator: Lluís Albesa Albiol

Trimester: Second term

Credits: 6

• Catalan
• Spanish
• English

The subject is not taught in English, only specific moments in readings (slides, articles, newspapers, etc.).

Adapted physical activity is a subject that deals with human movement, physical activity and sport with an emphasis on the interests and abilities of individuals with limited health conditions, disabilities or chronic disorders.

It aims to contribute to the fundamental communication and knowledge skills that every graduate in Physical Activity and Sport Sciences should possess and know, with solvency to grant a quality service for people with disabilities with inclusive or specific environments of the practice, whether recreational, educational, clinical, or sports from a healthy perspective.

This subject has methodological and digital resources to make possible its continuity in non-contact mode in the case of being necessary for reasons related to the Covid-19. In this way, the achievement of the same knowledge and skills that are specified in this teaching plan will be ensured.

In addition, the social and environmental relevance of the gender perspective will be emphasized, through the topic of "Sex, gender and physical exercise", as well as through information-seeking activities and critical debates.

Subject 1. Introduction to the Adapted Physical Activity and the Adapted Sport.

1.1.- Concepts and areas of application of adapted physical activities.

1.2.- The game as a means of attention to diversity.

1.3.- Universal accessibility, material resources and removal of barriers.

Item 2. Adapted sport

            2.1.- Regulation, national and international institutions.

            2.2.- Medical and functional classification of the athlete.

            2.3.- Paralympic sport, recreation and leisure.

Topic 3. Inclusion. Physical education and sports physical activity.

3.1.- The curricular perspective.

3.2.- Special Educational Needs (SEN) and Curricular Adaptations (ACI) in physical education.

3.3.- Inclusive physical activities.

Item 4. Physical and functional disability.

4.1.- Definition, classification, causes and consequences in the motor perceptual field of physical and functional disability.

            4.1.1.- The spinal cord injury.

            4.1.2.- Spina bifida.

            4.1.3.- Cerebral palsy.

            4.1.4.- Cranioencephalic trauma.

            4.1.5.- Stroke.

            4.1.6.- Amputations.

            4.1.7.- Others.

3.2.- Sports and recreational modalities for the physical and functional disability.

Item 5. Intellectual disability and other behavioral disorders.

5.1.- Definition, classification, causes and consequences in the motor perceptual field of intellectual disability and other alterations of behavior.

            5.1.1.- Down Syndrome.

            5.1.2.- Autism.

            5.1.3.- Attention deficit hyperactivity disorder.

5.2.- Sports and recreational modalities for intellectual disability and other behavioral disorders.

Item 6. Sensory disability.

6.1.- Definition, classification, causes and consequences in the motor perceptual field of sensory disability.

            6.1.1.- Visual sensory disability.

            6.1.2.- Auditory sensory disability.

6.2.- Sports and recreational modalities for sensory disability.

Topic 7. Research and research in Adapted Physical Activity and Adapted Sport.

Qualification system (Royal Decree 1125/2003, of 5 September) that establishes the European system of credits and the system of qualifications to the university degrees of official character and validity in all the state territory:

0 - 4,9: Suspended
5,0 - 6,9: Approved
7,0 - 8,9: Notable
9,0 - 10: Excellent

The valuation at the end of the subject will be obtained through a continuous evaluation throughout the quarter valued at 100% and will consist of:

- Attendance and participation in the practical classes (10% of the mark, and it is distributed in 50% attendance + 50% participation).

- The Final Assignments (TFA) it is based on activities developed in groups of a maximum of four or five components (depending on the class group). The TFA (40%) of the grade will correspond to the sum of three deliveries (presentation and delivery of a project of Adapted Physical Activity and Adapted Sport / Directing practical sessions / and Delivery of a work to give an answer to the topic of the subject).

- Thecontinuous evaluation will be individual and group works of a compulsory nature (50%) will correspond to a whole series of activities (questionnaires of each subject, discussion of related bibliographic sources, tasks of the practices, etc ...) to deliver through the platform Moodle. 

To pass the subject, the average of both parts (TFA and continuous assessment) will be obtained, this must be passed with a minimum of 5 points (out of 10 points). In addition to the minimum attendance and/or participation in practices of 75%.

In the case of not reaching the minimum of 5 points to be able to average in thecontinuous evaluation, or at least 75% of compulsory attendance must go to the resit exam. The theoretical-practical exam of the recovery assessment activity will be face-to-face and will consist of a series of test-type questions (multiple answers) and other developmental questions. This exam must be passed with a minimum of 5 points (out of 10 points), to be able to evaluate the whole subject.

In the case of not reaching the minimum of 5 points in the TF extension, there will be a recovery through one or two final assignments of the subject in which it will contemplate the totality of the tasks realized in the subject. 

In accordance with current regulations, you can only opt for recovery, if it has been suspended the subject. If the rating is Not presented, you will not be eligible for recovery.

The total or partial copy in any of the learning activities will mean a "Not Presented" in the subject, without option to present in the proof of recovery and without prejudice of the opening of a file for this reason.

American College of Sport Medicine (ACSM, 2003) “Exercise management for Persons with Chronic Diseases and Disabilities” (2nd edition), Durstine JL and Moore GE Publishers, Human Kinetics Publishers

Simard, C., Caron, F. and Skrotzky, K. (2003), "Adapted physical activity", Barcelona: India.

Winnick, JP (2011), "Adapted Physical Education and Sport (5th)", Human Kinetics.

Block, M. (2016) A Teacher's Guide to Adapted Physical Education. Including Students with Disabilities in Sports and Recreation (4th). Baltimore

Ríos, M. (2003) "Manual of physical education adapted to students with disabilities", Barcelona Paidotribo.

Doll-Tepper, G., and DePauw, KP (1996). Theory and practice of adapted physical activity. Research perspectives. Sports Science Review, 5 (1), 1-11.

Hernández Vázquez, FJ (2012) Inclusion Physical Education. The keys to success for the inclusion of students with different abilities. INDIA. Barcelona.

Ríos M., Blanco A., Bonany T., Carol N., (2001). The game and students with disabilities. 3rd edition, Barcelona. Paidotribo

Block, ME and Obrusnikova, I. (2007). Inclusion in Physical Education: A review of the Literature from 1995-2005. Adapted Physical Activity Quarterly. 24. 103-24.

Gomendio, M. (2001) “Physical Education for the Integration of Children with Special Educational Needs”. Gymnos, Madrid.

Bryant, LG and Curtner-Smith, MD (2008). Impact of a Physical Education Teacher's Disability on Elementary Pupils'. Perceptions of Effectiveness and Learning. Adapted Physical Activity Quarterly. 25. 118.

Guttman L., (1976) “Textbook of Sport for the Disabled,” HM + M Publishers, Milton Road, Aylesbury, England.

Lieberman, L. and Houston-Wilson, C., (2007) "Strategies for Inclusion", Human Kinetics.

Hutzler, Y., & Sherrill, C. (2007). Defening adapted physical activity: International perspectives. Adaptated Physical Activity Quartely, 24 (1), 1 - 20.

Koka, A. and Hein, V. (2006). Perceptions of teachers' General and informational feedback and intrinsic motivation in physical education: two years effects. Perceptual and Motors Skills. 103 (2). 321-332.

Lleixá, T. (1995) “Sensory and body knowledge games”. Ed. Paidotribo. Barcelona

Mendoza, N. (2009), "Practical proposals for inclusive physical education for the secondary stage". Barcelona, ​​India.

Vickerman, Philip. (2007). Training physical education teachers to include children with special educational needs: Perspectives from physical education initial teacher training providers. European Physical Education Review. 13. 385-402.

Kasser, S. and Lytle, R. (2005) "Inclusive Physical Activity. A Lifetime of Opportunities", Human Kinetics.