APENS 2 Motor Behavior

To address the proprioceptive needs of a younger child with a disability, it would be appropriate for an adapted physical educator to engage the child in all of the following activities except:

• Animal walks like a bear crawls

• Resistance tasks like carrying or pushing weighted objects

• Jumping activities like frog jumps

• Body part identification

Augmented feedback, which is critical to learners with disabilities as they acquire motor skills, can provide all of the following except:

• Reinforcement that will improve the chances that learners will repeat the motor performance

• Task-intrinsic feedback that learners can use to improve their performance of the skill

• Motivation that can influence the learners’ perception of their ability to perform the skill

• Expedited learning as the feedback helps learners develop the skill more quickly

It is important that adapted physical educators recognize differing patterns of reflex behavior among individuals with disabilities such as:

• Excessive postural reactions common in individuals with Down syndrome

• Persistent infant reflexes common in individuals with emotional disorders

• Overdeveloped equilibrium reactions in individuals with spinal cord injuries

• Persistent infant reflexes common in individuals with cerebral palsy

When adjusting game-like situations to account for delayed response processing in learners with intellectual disabilities, adapted physical educators could:

• Increase the court or field size

• Increase the number of players

• Use a slower moving object during game play

• Limit the types of skills that can be used to manipulate the object (e.g., strike, pass, dribble, etc.)

Within a soccer unit, an adapted physical educator may attempt to limit the impact of stimulus overselectivity on learners with learning disabilities by:

• Using “zone soccer” with the soccer field divided into multiple zones that have a limited size and number of players/students

• Using “man-to-man” coverage in games with a reduced number of players/students

• Increasing the number of students playing on the field at one time

• Increasing the size and number of goals available on each field

When playing catch with a student with spatial difficulties, it is best to throw the ball:

• To the student’s waist level, at the midline

• To the student’s chest level, at the midline

• To the student’s chest level, just to the right or left of the student

• To the student’s chest level, to their throwing arm side

When teaching the overhand throw to a learner with traumatic brain injury, the adapted physical educator should do which of the following with his/her feedback to the learner:

• Provide similar rates of positive feedback and corrective feedback to the learner regarding his/her skill performance

• Provide ample positive feedback while minimizing corrective feedback that highlights errors in skill execution

• Provide specific congruent feedback for the correct elements of the skill only

• Focus on providing corrective feedback about errors in skill execution at a high frequency

When teaching a student with learning disabilities how to swing a bat at a pitched ball, the adapted physical educator provides feedback after the student has swung and either hit or missed hitting the ball. This is an example of:

• The closed loop model

• The logic model

• Skinner’s model

• The open loop model

When teaching a student with intellectual disability to putt a golf ball, it is important to emphasize slow controlled putts to maintain or improve accuracy. The adapted physical educator’s instruction and cues that emphasize the speed of the movement is based on which of the following?

• Fitt’s Speed Law

• Newell’s Ecological Theory

• Schmidt’s Schema Theory

• Adams’ Closed Loop Theory

When teaching the overhand throw to a learner with traumatic brain injury, the adapted physical educator should task analyze the skill and teach the skill by combining smaller elements of the throw into longer/full throwing sequences. The adapted physical educator does this to:

• Provide sufficient time for motor learning to occur

• Account for deficits in short and long-term memory

• Minimize learning errors

• Improve throwing accuracy