Healthy Lifestyles for Students and Consumers

Physical Fitness, Sports, and Recreation

Kentucky Office for the Blind 2012 AT Conference

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Objectives

To learn about the health benefits of an active lifestyle, the negative consequences of living an unhealthy lifestyle, and the positive impact that regular exercise has for individuals who are blind or visually impaired

To become familiar with modified physical education, recreational, and sports activities available for individuals who are blind or visually impaired

To provide information and examples on adapted sports equipment for individuals who are blind or visually impaired

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Mission Liquid Love

Health Benefits of Regular Exercise

Centers for Disease Control and Prevention

• Live longer• Feel better• Helps you maintain a

healthy weight• Delay or prevent diabetes, some

cancers, and heart problems3

Benefits for Students with Visual Impairments

• Body image• Spatial awareness• Self esteem

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Unhealthy FactsU.S. Department of Health & Human Services

• Over two-thirds of American adults are overweight or obese according to data from the National Health and Nutrition Examination Survey (NHANES) 2003–2006 and 2007–2008.

• All adults: 68%Women: 64.1%Men: 72.3%

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Unhealthy FactsU.S. Department of Health & Human Services

• According to the 1999-2002 NHANES, 16% of children ages 6-19 years are overweight.

• Not only have the rates of overweight increased, but the heaviest children in a recent NHANES were markedly heavier than those in previous surveys.

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Unhealthy FactsU.S. Department of Health & Human Services

Children—6-11 years old—who are more likely to be overweight:•22% Mexican American,•20% African American, and•14% non-Hispanic WhiteFrom NHANES

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Unhealthy FactsU.S. Department of Health & Human Services

Adolescents—12-19 years old—who are more likely to be overweight:•23% Mexican American,•21% African American, and•14% non-Hispanic WhiteFrom NHANES

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Individuals with DisabilitiesObesity rates for children with disabilities are 38% higher than for children without disabilities.

From the 2008 Behavioral Risk Factor Surveillance System,Centers for Disease Controlhttp://www.cdc.gov/ncbddd/disabilityandhealth/obesity.html

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EducationLower rates of obesity are found among American adults with more education. •35% of adults with less than a high school degree are obese.•21% of adults with a bachelor’s degree are obese.The relationship between income and obesity in children is less consistent.www.letsmove.gov

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Causes of Obesity

Genetic makeup

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Poor Diet

Inactivity

Inactivity Facts

• One quarter of U.S. children spend 4 hours or more watching television daily.

• In 2011, 29% of high school students surveyed had participated in at least 60 minutes per day of physical activity on all 7 days before the survey, and only 31% attended physical education class daily.

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Centers for Disease Control and Prevention. (2008). Youth Risk Behavior Surveillance—United States, 2007. Morbidity & Mortality Weekly Report, 57(No.SS-4).

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Inactivity Facts

• The percentage of high school students who attended physical education classes daily decreased from 42% in 1991 to 25% in 1995 and remained stable at that level until 2011 (31%).

• KY requires high school students to have only one semester of physical education and one semester of health for graduation.

Inactivity Facts

According to the National Association of State Boards of Education, Kentucky follows a National Standard for Physical Education that reads:

•National Standards for Physical EducationNational Association of Sport and Physical Education (NASPE)NASPE recommends that schools provide 150 minutes of instructional physical education for elementary school children, and 225 minutes for middle and high school students per week for the entire school year. 14

2012 American Fitness Index

Louisville Ranks 48th of 50 Metropolitan Areas In FitnessImprovement Priority Areas (worse than 20% of target goal): •Lower level of state requirement for physical education classes

http://www.americanfitnessindex.org/quickview.htm

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Inactivity Facts of Children who are Blind or Visually Impaired

Research shows that children with disabilities including visual impairments are often neither fully socialized and not expected to pursue a full range of life options (Stein, 1996).

Children who are visually impaired and blind consistently exhibited lower levels of fitness than sighted peers (Blessing, McCrimmon, Stoval, & Williford, 1993; Lieberman & McHugh, 2001; Skaggs & Hopper, 1996; Winnick & Short, 1985).

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Inactivity Facts of Children who are Blind or Visually Impaired

Children with total blindness are less fit than other children at least partly because of their lower level of habitual activity (Hopkins, Geata, Thomas, & Hill, 1987).

Activities of daily living may demand increased energy, and the need to be fit might be even greater (Buell, 1982).

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Inactivity Facts of Children who are Blind or Visually Impaired

Australian researchers confirmed previous findings that link an increased risk in death from factors that include •Low body mass index•Slow walking speed•Lower levels of physical activity•Cardiovascular disease•Cancer•Greater likelihood of falls

Health Day, US News & World Report, October 13, 2009

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Activities to Improve Level of Fitness

Adults30 minutes of physical activity 5 or more days a week

Children and teens60 minutes of physical activity 5 or more days a week

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Individuals Who Are Blind or VI Often Choose a Sedentary Lifestyle

• Lack of motivation• Lack of opportunity for movement• Inability to initiate the actions of others• Over protectiveness

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Implications for Teaching

• Lack of sight does not directly cause unique motor or physical characteristics.

• Reduced opportunity to move may result in distinct characteristics.

Lieberman, (2005) Adapted PE & Sport21

Impact of Vision on Motor Development

Other Points to Consider…

• Sound is not a pure substitute for the lure to move out in space.

• Developing concept of "the world out there" before s/he will know to move out into space

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Impact of Vision on Motor Development

Other Points to Consider…Sequence of sound localization development –

beginning at ear level, above ear level, below, and finally in front (use of stereo localization)

Process of sound localization typically tutored by vision

Poor base of support may reduce incentive to fight gravity and move out in space

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Adaptation and Modification

AdaptationUsing alternative/accessible equipment(guidewire for running)

ModificationChange/limitation (run 50 instead of 100)

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Adapting Games and Activities

General Considerations

• Student abilities

• Specific activities

• Age-appropriate activities

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• Activity environment

• Equipment

• Rules of the game

• Skill complexity

• Assistance

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Adapting Games and Activities

General Considerations

Suggestions for Inclusion of Students in Physical Education

• Review student’s eye report for possible restrictions

• Consult with the teacher of the visually impaired • Orient the student to the environment• Evaluate the activity• Introduce the activity using detailed verbal

instruction and tactile teaching• Use of peer tutors

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Verbal Instruction

• Use precise language and common analogies. If the skill is more complicated or the child has had little previous experience, the skill may need to be broken down into smaller pieces in a process known as task analysis.

• Do not use the general slang words such as “that,” “heads up,” and “over there.”

• Consistency in word usage is important for effective instructional communication.

• Shortening verbal instructions to verbal cues will help guide the child as well as keep his/her movements consistent and on task. Verbal cues must be precise, clear, and free of additional words.

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Tactile Teaching

Tactile Modeling1

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Physical Guidance3

Co-active Movement2

Keep In Mind

• Most skills that people with sight learn incidentally must be taught and reviewed with the student who has a visual impairment.

• Detailed verbal instruction and tactile teaching are necessary.

• Movement for students with blindness and visual impairment can be facilitated with sighted guides, guidewires, sound devices, and/or verbal cues.

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• Objects can be brightly colored or should at least contrast with the environment.• Oral directions, large print, and taped or

brailled materials are useful.• Real-life objects and situations need to be

experienced.• Stationary equipment is appropriate.• Appropriate lighting needs to be used for

various activities.

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Keep In Mind. Cont’d.

Resources

The following Web link includes– Copy of this PowerPoint presentation– Selected websites (too many to include them all…)– Resources guides, reference books– Research listings– Other handouts

http://www.ksb.kyschools.us/Resources/Links.htm

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Resources

The following Web link includes products/sports equipment to help teach your students.

www.aph.org

Check out the APH Physical Education Web site and the booth in the exhibit hall.

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Sports Opportunities in Kentucky for Children,

Youth, & Adults Who Are Blind or Visually Impaired

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Kentucky School for the Blind Sports

• Track & Field• Wrestling• Cheerleading• Swimming• Goalball

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Lions Camp Crescendo

For Youth with Visual Impairment and Blindness

Lebanon Junction, KYwww.lions-campcrescendo.org/blind_camps.html

Billie J. Flannery(502) 833-3554

bjflannery@lions-campcrescendo.org36

KABA Mission

Empowering Kentuckians who have visual impairment and blindness through health education and athletic opportunities.

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KABA Activities KABA Activities

• Goalball• Judo• Beep Baseball• Yoga

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Goalball

• Invented in 1946 by Austrian Hanz Lorenzen and German Sepp Reindle to rehabilitate blinded war veterans

• Introduced to the world in 1976 at the Paralympics in Toronto, Canada

• Has become most popular team sport for the blind in the world

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Goalball

Research at the Kocaeli University School of Medicine and School of Physical Education conducted on 103 male students with varying degrees of blindness suggests that goalball may be considered an effective option to improve motor skills in visually impaired children (COLAK Tuncay, BAMAC Belgin, AYDIN Mensure, MERIC Bergun, OZBEK Aydin, 2004, Isokenetics and Exercise Science).

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Goalball

• Goalball may be ordered from USABA.• Playing area large enough to accommodate

the court, 18 meters x 9 meters• Court tape• String• Eyeshades• Elbow and knee pads• Athletic supporter and cup for boys

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Goalball Equipment

• Small beeping sound module placed in normal-sized baseball in 1964 by Charley Fairbanks, a Mountain Bell Pioneer.

• Game didn’t catch on until 1975 when the Minnesota Telephone Pioneers presented John Rose, Director of the Braille Sports Foundation, with a newly designed beep baseball that would withstand the impact of being solidly hit.

• That same year, the National Beep Baseball Association was formed; a World Series has been held every year since.

• APH is developing an electronic T-ball for younger children.

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Beep Baseball

How is the mission of KABA accomplished?

• Presentations and demonstrations• Programs• Resource

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KABA Needs Your Help

• Spread the word• Ideas• Volunteers• Board members• Financial

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USABA Sports

• Cycling• Bowling• Goalball• Gymnastics• Judo• Powerlifting

• Rowing• Skiing• Swimming• Track & Field• Wrestling• 5-A Side Football

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USABA Contact Information

33 North Institute St.Colorado Springs, CO 80903719-632-8180www.usaba.org

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Contact Information

Kenneth Jones, KSB Outreach1867 Frankfort AveLouisville, KY 40206502-897-1583 Ext. 258 Kenny.jones@ksb.kyschools.uskennethwj@insightbb.com

Tristan Pierce, APH Research1839 Frankfort AveLouisville, KY 40206502-889-2380tpierce@aph.org

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The End

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