A Chance to Play is a Chance to Learn: Integrating Individuals with Physical Disabilities into Physical Education
DOI: 10.23977/curtm.2020.030204 | Downloads: 4 | Views: 305
Colin G. Pennington 1, Lacie W. Pennington 2
1 Tarleton State University, Stephenville, TX
2 SporTherapy, Fort Worth, TX
Corresponding AuthorColin G. Pennington
Coaches and physical educators are likely to come into contact with numerous students under their care who have a variety of physical impairments. These impairments, on the surface, may appear to be significant deterrents to participation in physical education, sports, and/or physical activity. However, with some modifications and special attention to these students and specific activity selection, physical education and sporting experiences can be an extremely inclusive environment for students with physical disabilities and limitations. Therefore, the purpose of this article is to focus specifically on youth and pediatric physical disabilities and cognitive impairments, and the manifestations of particular symptoms as they relate to physical activity and movement opportunities in physical education. General backgrounds of the conditions are detailed, as well as recommendations to modifications of physical activity, and general safety/First Aid responses for individuals with these conditions. It is recommended that physical activities and physical education for each student be individualized depending upon one's particular set of conditions. For complete and fulfilling exercise and sport experiences, both static and dynamic exercises are encouraged, although it is important to consider the level of intensity of the exercise or activity. Furthermore, open circuit activities, like traditional team sports such as basketball or soccer, inherently possess more risks and concerns to safety than closed circuit activities.
KEYWORDSPhysical education, adapted sport, intergration, epilepsy, Marfan syndrome, vision impairment
CITE THIS PAPER
Colin G. Pennington and Lacie W. Pennington, A Chance to Play is a Chance to Learn: Integrating Individuals with Physical Disabilities into Physical Education. Curriculum and Teaching Methodology (2020) 3: 81-89. DOI: http://dx.doi.org/10.23977/curtm.2020.030204.
 American Academy of Pediatrics. (1996). Health supervision for children with Marfan syndrome. Pediatrics, 98, 978-982.
 Arida, R. M., Cavalheiro, E. A., da Silva, A. C., & Scorza, F. A. (2008). Physical activity and epilepsy. Sports Medicine, 38(7), 607-615.
 Buell, C. E. (1982). Physical education and recreation for the visually handicapped. American Alliance for Health, Physical Education, Recreation and Dance, PO Box 704, Waldorf, MD 20601.
 Brna, P. M., Gordon, K. E., Woolridge, E., Dooley, J. M., & Wood, E. (2017). Perceived need for restrictions on activity for children with epilepsy. Epilepsy & Behavior, 73, 236-239.
 Collard, S. S., & Ellis-Hill, C. (2017). ‘I’d rather you didn’t come’: The impact of stigma on exercising with epilepsy. Journal of Health Psychology, 22(10), 1219-1230.
 Curti, S., Coggon, D., Hannerz, H., & Mattioli, S. (2016). Heavy lifting at work and risk of retinal detachment: a population-based register study in Denmark. Occupational Environmental Medicine, 73(1), 51-55.
 Fraser, S., & Steel, D. (2010). Retinal detachment. BMJ Clinical Evidence.
 Haegele, J. A., Sato, T., Zhu, X., & Kirk, T. N. (2019). Paraeducator Support in Integrated Physical Education as Reflected by Adults With Visual Impairments. Adapted Physical Activity Quarterly, 36(1), 91-108.
 Haegele, J. A., Yessick, A., & Zhu, X. (2018). Females With Visual Impairments in Physical Education: Exploring the Intersection Between Disability and Gender Identities. Research Quarterly for Exercise and Sport, 89(3), 298-308.
 Iams, H. D. (2010). Diagnosis and management of Marfan syndrome. Current Sports Medicine Reports, 9(2), 93-98.
 Kozub, Francis M. (2011). Other Health-Impaired Conditions. In J. P. Winnick (Eds.), Adapted Physical Education and Sport (350-351). Champaign, IL: Human Kinetics.
 Lieberman, L. J., Lepore, M., Lepore-Stevens, M., & Ball, L. (2019). Physical Education for Children with Visual Impairment or Blindness. Journal of Physical Education, Recreation & Dance, 90(1), 30-38.
 McEwan, M. J., Espie, C. A., Metcalfe, J., Brodie, M. J., & Wilson, M. T. (2004). Quality of life and psychosocial development in adolescents with epilepsy: a qualitative investigation using focus group methods. Seizure, 13(1), 15-31.
 Pennington, C. G. (2019). Sport Education and Physical Activity: Recommendations for Maximizing the Model. International Journal of Physical Education, Fitness and Sports. 8(1), 122-125. https://doi.org/10.26524/ijpefs19114.
 Pennington, C. G. & Webb, L. M. (2019). Inclusive Physical Activity and Physical Education for Students with Epilepsy. Journal of Physical Education, Recreation & Dance. Manuscript in press.
 Pyeritz, R. E. (2013). Marfan syndrome and related disorders. In Emery and Rimoin's Principles and Practice of Medical Genetics (pp. 1-52).
 Ronen, G., & Janssen, I. (2018, October). Canadian youth with epilepsy: In Annals of Neurology (84, S345-S345), NJ, USA: Wiley.
 Steinhoff, B. J., Neusiiss, K., Thegeder, H., & Reimers, C. D. (1996). Leisure time activity and physical fitness in patients with epilepsy. Epilepsia, 37(12), 1221-1227.
 Webb, L. M. & Pennington, C. G. (2019). Facilitating Physical Activity with Individuals with Marfan Syndrome. Journal of Physical Education, Recreation & Dance. https://doi.org/10.1080/07303084.2019.1649573.
 Willis, J., Hophing, L., Mahlberg, N., & Ronen, G. M. (2018). Youth with epilepsy: Their insight into participating in enhanced physical activity study. Epilepsy & Behavior, 89, 63-69.
 Winnick, J. P. (1985). The performance of visually impaired youngsters in physical education activities: Implications for mainstreaming. Adapted Physical Activity Quarterly, 2(4), 292-299.
 Wong, J., & Wirrell, E. (2006). Physical activity in children/teens with epilepsy compared with that in their siblings without epilepsy. Epilepsia, 47(3), 631-639.