21-12-2016 · N=20 BOT-2 BOT-2 Controle groep M-ABC-2 M-ABC-2 N=15 BOT-2 BOT-2 Results 12/21/2016...
Transcript of 21-12-2016 · N=20 BOT-2 BOT-2 Controle groep M-ABC-2 M-ABC-2 N=15 BOT-2 BOT-2 Results 12/21/2016...
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Sports and physical education for children with special educational needs
REMO MOMBARG: [email protected]
SEN for children with Developmental coordination disorder
Outline
1. sportparticipation and education of children in general (skills, attitude and behavior)
2. sportparticipation and education of children with specific needs: stats & barriers
3. characteristics of children with DCD
4. specific needs of children with DCD
Goal: acquire knowledge about sports participation and sports education of children with DCD
Child
Task
TeacherEnviron
ment
Literature
Kirby, A., & Sugden, D. A. (2007). Children with developmental coordination disorders. Journal of the Royal Society of Medicine,100, 182 – 186.
DCD, identification, classification, origin, intervention
Skinner, R.A., & Piek, J. P. (2001). Psychosocial implications of poor motor coordination in children and adolescents. Human Movement Science, 20, 73-94.
impact of DCD on self-worth, social support, feelings
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Example: examquestionsWhich of the following statements about Developmental Coordination Disorder is/are correct, according to Kirby and Sugden (2007)?
I Classification of DCD should be separated from AD/HD and PDD.
II DCD interventions should incorporate parent involvement
a. Statements I and II are correct.
b. Statement I is correct and II is incorrect.
c. Statement I is incorrect and II is correct.
d. Statements I and II are incorrect.
How do you let children love sports
Sportparticipation in general
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21-12-2016 TITEL PRESENTATIE AANPASSEN 7
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21-12-2016 TITEL PRESENTATIE AANPASSEN 9
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Life long sport participation
Sport
Skills
Attitude
Behavior
Physical education
Sport participation
Do we succeed ?
0102030405060708090
100
Sportsparticipation: organized and unorganized sports%
Organized
Unorganized
Bron: Breedveld et al. (2010) kinderen met gedragsproblemen en sport; Lindert (2013) monitor special Heroes *
DCD (Developmental coordination disorder) Kirby & Sugden, 2007
Simultaneous skills & balance
Not efficiënt; a- rhythmic
insufficiënt feeling for bodymovement
3-10 % of all children, 60-80%
boys, comorbidity: adhd
Don’t grow over it 65%
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DCD and participation
Children with DCD participate less in motor activities during recess at school (Smyth & Anderson, 2000)
Children with DCD spent less time in vigorous activity during recess (Bouffard et al., 1996)
Children with DCD spent less time engaged in assigned activities during PE + spent more time engaged in off-task behaviors. (Causgrove Dunn & Dunn, 2006)
Life long sport participation depends on skill, attitude and behaviour
Sport
Skills
Attitude
Behavior
Physical education
Sport participation
1. DCD children have insufficiënt basic skills
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Fundamental motor skills
(A) Walk: run, walk , hop, on toes
(B) Climbing : stairs, bars, rope
(C) Jump : on and over, two feet
(D) Rolls: forward roll on the ground
(E) Balance : on the bank
(F) Throw/catching: different balls
(G) Dribbling : left and right
(H) Hit: baseball, badminton,
Skills
Fundamental motor skills for sports
Fine motor skills
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2. DCD children often lack appropriate behavior
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Social-emotional skills
Learn skills and learn to use them in play
Learn social-skills
-teacher practices skills f.i. trust each other
Use social-skills in regular situations
-scaffolding learning
-reinforcement with cue-cards
Preparation for the playground
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3. DCD children often have a negative attitude towards sport
Childoftenfails
NegativeReactions/
bullying
Fearof
failure
Avoidanceof motoractivities
Motor problems
Reduced physical
fitness &
selfesteem
Less social
participation
Widening Gap.., Skinner & Piek, 2001
Attitude towards sport who is responsible
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Life long sport participation depends on skill, attitude and behaviour
Sport
Skills
Attitude
Behavior
Physical education
Sport participation
Intervention on skills
-error-less learning
-learning by variation
-learning by analogy
-learning by feedback on result
Implicit learning
•Leren zonder dat er een beroep wordt gedaan op expliciete kennis (Masters, van der Kamp & Capio, 2013)
•Natuurlijke ontwikkeling
•Niet afhankelijk van werkgeheugen (Steenbergen, van der Kamp,
Verneau, Jongbloed-Pereboom & Masters, 2010)
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1. Error-less learning
Use of adequate levels
Pre-teaching
Errorless learning is more effective (Maxwell, Masters, & Kerr, 2001; Poolton, Masters, & Maxwell, 2005)
Error-less learning group started easy(25-100)Error-full learning group started difficult (200-100)
ResearchError-less learning has more effect
(Maxwell, Masters, & Kerr, 2001; Poolton, Masters, & Maxwell, 2005)
In practice: Throw and catch 4 levels:
Level 1 bounce and catch one kid (big ball)
Level 2 bounce and catch with 2 kids and a hoop (big ball)
Level 3 bounce and catch different balls, different materials
Level 4 ball-games
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2. Learning by variation: discovery practice
-Children learn to adapt their coordination towards the changing
environmentMotor learning is task and situation specific
Research, passing the ballWOLFGANG & SCHÖLLHORN et al., 2006
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Pre-test Post-test
Passingscores soccer
Tradit Different
Practice: How to catch a ball
EFFECT OF IMPLICIT LEARNING
Instruction: different method; learning by
doing
children time material distance field goal x times speed
catch
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3. Learning by analogy
Use of result and figurative speech
round as a ball“rabbitjumps”
Hand in the cookie jar
ONDERZOEK NAAR ANALOGIE LEREN, L IAO & M ASTERS (2001)
Research :Table tennis: training with external(analogy) or internal (explicit)focus: Liao & Masters (2001)
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What can you say or do here?: knowledge of result/analogy/
This is a analogyof…..
4. Learning by external focusFeedback on result is more effective than on process
External focus is more effective than internal focus
Zachry, Wulf, Mercer, & Bezodis (2005)
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Research (Zachry, Wulf, Mercer, & Bezodis, 2005; Wulf& Su, 2007)
Basketbal setshot:
◦ Knowledge of performance (intern)
◦ Knowledge of result (extern)
Resultaat
◦ KR group: more success, more efficient use of muscles
Practice: knowledge of result
Make use of environment
Make the result visible
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Physical educationGoals of PE: preparation on a life time sports participation
through improvement of skills, attitude and behavior
Effect of direct instruction?Collaborative teaching?
Soccer-exercise at a playground
►Think of solutions
-error-less learning
-learning by variation
-learning by analogy
-learning by feedback on result
Develop a soccer exercise based on implicit learning
Goal: develop motor-skills
Choose◦ Poster (blueprint)
◦ 1 minute pitch
◦ Exercise/sports activity
Illustrate why your solution stimulates motor learning of DCD-children
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SEN for children with Developmental coordination disorder
-sportparticipation and education of children with specific needs
-characteristics of childeren with DCD
-specific needs of children with DCD
Goal: acquire knowledge about sports participation and sports education of children with DCD
Bonus
Child
Task
Teacher
Environment
CHILD
WHAT DO I WANT TO DO? (GOAL)
HOW I AM GOING TO DO IT? (PLAN)
JUST DOING IT (DO)
HOW DID I DO IT? (CHECK)
SELF REGULATION
Kolovelonis, e,a, 2012
Child
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Environment: task-specific & person-specific
Special project: Wii-effect
Effect of Wii on balance-skills
60% of children with DCD have balance problems
Exercises to adjust center of gravity
Effective Interventions
12/21/2016 EDUPROF EXPERT MEETING
Effective motor interventions?: ( Pless & Carlson, 2000; Geelen & Velders, 2006; Netelenbos, 1998)
• Taskspecific• Under stress• Between 6-13 year• 3 -5 times a week• minimium six weeks• motifying elements
Special education:
• Less on strategy, less on process• Visual, external feedback (Lindley, Couteur & Berthouze, 2008; Swanson & Lee, 2001)
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Intervention try-outs
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Break intervention at lunch time• 10 weeks, 3 times week• Children choose two games a day• Direct visual feedback• Adaptive game level• Awards
Research
21-12-2016 INSTITUUT VOOR SPORTSTUDIES
Inclusive criteria:
<15th percentiel totaalscore M-ABC-2
<15th percentiel balansvaardigheid (M-abc-2)
Research questions
1. Effect of wii-intervention on balance-skills2. Effect of wii-intervention on running speed and agility
T1 Intervention T2Experimentele groep M-ABC-2 Wii (X) M-ABC-2N=20 BOT-2 BOT-2Controle groep M-ABC-2 M-ABC-2N=15 BOT-2 BOT-2
Results
12/21/2016 EDUPROF EXPERT MEETING
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pretest post-test
M-ABC-2: Balance
Controlgroup Experimental group
M-ABC-2 balance F(1,28) = 5.34, p = .03,BOT running and agility F(1,28) = 1.23, p = .28
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Neural development
Neural development:
-head to toe
-in towards out
More nervecells, more simultanously
Develepment of synchronous movements
Video (SOFIT: observational instrument fitness instruction time)
Score:• General content• Knowledge content• Fitness• Skills • Game play • Free play
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Instituut voor Sportstudies
“Wij ontwikkelen innovatieve
beroepspraktijken in de sport”
Sportbehavior (N=3710 observation samples)
Sofit: 2 observers, 10 seconds interval, 30 lessons
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Group teacher
PE-teacher
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Difficulty to catch a ball, what can you do?