• PRIDE/ABA

    Adapted Physical Education Program

       The Adapted Physical Education Program is built upon the policy of introducing students to developmentally, age appropriate, and meaningful gross motor skills. In addition, various instructional strategies such as guided discover, movement exploration, student centered learning, teacher centered instruction and natural play are embedded in the units of study.

       During early childhood, discovering and exploring movement provides a child with profound learning experiences. Young children are delighted with their emerging capabilities and seek out opportunities to play and practice. They run, jump, throw, climb, balance, explore, and pretend among others. It is during early childhood that the foundation is being laid for body management abilities needed in childhood games and recreational activities. In addition, to contributing to the development of skillful movement, it has been suggested that early and appropriate movement experiences help to create neural networks in developing the brain (Hannaford, 1995; Gabbard, 1998).

       Becoming skillful is a gradual process. Young children need movement opportunities and challenges that will foster gradual improvement toward emerging skill development.

       The Adapted Physical Education Program is also grounded in a comprehensive movement vocabulary framework. In order to be able to “speak fluently” with their bodies, children must first learn single words (solo actions and concepts) and then phrases (movement combinations and sequences) before they can speak in conversational language (games and sports).

       Finally, the Adapted Physical Education Program prepares all children for a successful transition into the regular physical education inclusive environment. Understanding where is a student is headed is a critical component to preparing him/her for success. The Adapted Physical Education Program follows the Achievement Based Curriculum Model (ABC Model) as it framework, because it adheres to top-down instructional goal setting process. Very simply, students are instructed from his/her authentic present level of performance, but work towards real-world recreational / educational opportunities and expectations.

     
     
Last Modified on March 25, 2018