22036 - ADAPTED PHYSICAL ACTIVITY

Subject type: Mandatory

Coordinator: Sara González Millán

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.

- Demonstrate knowledge in planning and scheduling physical and sports activities in the natural environment (land, water and air), ensuring safety, promoting equal rights and opportunities, and the sustainability of the environment and the code of ethics

- Differentiate the different types of special needs and their main psychomotor repercussions, knowing and being able to use sufficient methodological resources to favor the integration processes of people with special needs through physical activity and adapted sport for the disabled.

- Carry out physical activity and adapted sports programs in formal education and other contexts (therapeutic, recreational, competitive).

The methodology of the subject will be carried out combining face-to-face classroom time, with autonomous work time, with the support of the virtual learning environment. The percentage of time the student spends is distributed as follows:

Both in the face-to-face sessions and in the autonomous work, the student will work individually and in work groups. Each ECTS is equivalent to 25 hours of student dedication, considering the time invested in the total of the activities related to the face-to-face time and the time of autonomous work, that the professor of the subject guides, as well as the reading times, information search, connection to the Virtual Classroom, elaboration of works. 

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.

Item 3. Physical education for students with Special Educational Needs (SEN).

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.

4.2.- 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.

The activities of the subject follow the system of continuous evaluation, that is to say, that throughout the term the professor raises several activities, that the students must solve and deliver. The work of each one of the activities allows to value to the student, the follow-up that does to the asignatura and the elements of improvement, from the comments and notes that the professor will do of the activities. The proposed activities can be individual or in work groups. The teacher gives the instructions so that the students can elaborate and deliver them. All the activities proposed are designed so that students have a practical perspective on the topics that are developed throughout the ten weeks of the term. Individual activities: they will correspond to a whole series of activities (questionnaires of each subject, discussion of related bibliographic sources, etc ...) to deliver through the Moodle platform. Group activities: group work is based on two activities developed in groups of up to six components. A theoretical work of exhibition in class, and the other work of practical exhibition.

Qualification system (Royal Decree 1125/2003, of 5 September) that establishes the European credit system and the system of qualifications for university degrees of an official nature and valid throughout the state: 0 - 4,9: Suspended 5,0 .6,9 - 7,0: Passed 8,9 - 9,0: Remarkable 10 - XNUMX: Excellent.

The assessment at the end of the subject will be obtained through a continuous assessment throughout the term valued at 100% (group work - 40% - and individual work of a compulsory nature - 60% -). Group work is based on two activities developed in groups of up to four or five components (depending on the class group). The group work (40%) of the grade will correspond to the sum of two group work (presentation and delivery of a project of Adapted Physical Activity and Adapted Sport: 20%, and direct a practical session plus the delivery of work: the other 20%). The compulsory individual works (60%) 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. In order to pass the subject, the average of both parts will be obtained, this will have to be surpassed with a minimum of 5 points (out of 10 points).

If you do not reach the minimum of 5 points to be able to average in the continuous assessment, you will have to 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), in order to be able to evaluate the whole subject. In accordance with current regulations, you can only opt for recovery if the subject has been suspended. If the rating is Not Presented, you will not be eligible for recovery.

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 

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

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

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

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

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

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

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.

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.

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

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

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

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

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

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

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

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.