Provides the adaptive framework teachers need—and 80+ games—to help children on the autism spectrum become active and physically literate. Games are easy to use, with clear instructions and purpose.
Provides the adaptive framework teachers need—and 80+ games—to help children on the autism spectrum become active and physically literate. Games are easy to use, with clear instructions and purpose.
Erin Bennett is the owner of APAC Lethbridge, which provides adapted physical activity programs for children, youths, and adults of all ability levels in the Lethbridge community. Erin also provides specialized adapted physical education programs for students in the Lethbridge public school district. Erin, a recipient of an Erasmus Mundus scholarship, received a master’s degree in adapted physical activity from the Katholieke Universiteit–Leuven in Belgium and completed her bachelor’s degree in physical education from the University of Alberta. At the University of Alberta Erin worked at the Steadward Centre, which is a specialized center for adapted physical activity founded by Dr. Robert Steadward. Mary Dyck, PhD, is a retired kinesiology instructor from the University of Lethbridge in Alberta, Canada. She taught adapted physical activity for 10 years. During that time, Mary expanded community adapted activity programs as program codirector for Soccability and manager for the Lethbridge wheelchair basketball program. She was the manager for the Canadian deaf indoor volleyball and beach volleyball program that competed at the Deaflympics from 2015 to 2023. She was inducted into the Lethbridge Sports Hall of Fame as a Builder in 2020. She has coauthored two books—Everybody Move and Coaching Volleyball Champions: Principles and Practices of Successful Coaches. Mary has 30 years of experience coaching children, coaching athletes in university and provincial programs, and facilitating coaching clinics in volleyball and soccer.
Inhaltsangabe
Chapter 1. Introduction Understanding Physical Literacy On the Autism Spectrum Characteristics of Children and Considerations for Physical Literacy and Games A Word About Language Conclusion Chapter 2. Adapting Physical Activity Selecting the Best Environment for Developing Physical Literacy ADAPT Decisions Task Progressions Adapting With Equipment Conclusion Chapter 3. Planning Communication Planning for the Learning Environment Planning for Teaching Physical Literacy and Games Motivation Sense of Control Conclusion Chapter 4. Fundamental Movement Skills ABCs of Physical Literacy Teaching Fundamental Movement Skills Single Equipment Teaching Method Ball Sense Go-To Games Recess and Playground Conclusion Chapter 5. Physical Education and Community Planning for Physical Education Transitioning Activities From One-on-One to Inclusive Group Teaching Games for Understanding (TGfU) TGfU Lessons Warm-Up and Sport Skill Games Inclusive Community Sports Program: Soccability Conclusion Chapter 6. Family and Friends Bike Riding Skateboarding (Scooter) Swimming and Water Safety Ice Skating Conclusion Chapter 7. Fitness Fitness In and Outside of School Instructional Considerations and Tools Questions to Ask Activities Conclusion
Chapter 1. Introduction Understanding Physical Literacy On the Autism Spectrum Characteristics of Children and Considerations for Physical Literacy and Games A Word About Language Conclusion Chapter 2. Adapting Physical Activity Selecting the Best Environment for Developing Physical Literacy ADAPT Decisions Task Progressions Adapting With Equipment Conclusion Chapter 3. Planning Communication Planning for the Learning Environment Planning for Teaching Physical Literacy and Games Motivation Sense of Control Conclusion Chapter 4. Fundamental Movement Skills ABCs of Physical Literacy Teaching Fundamental Movement Skills Single Equipment Teaching Method Ball Sense Go-To Games Recess and Playground Conclusion Chapter 5. Physical Education and Community Planning for Physical Education Transitioning Activities From One-on-One to Inclusive Group Teaching Games for Understanding (TGfU) TGfU Lessons Warm-Up and Sport Skill Games Inclusive Community Sports Program: Soccability Conclusion Chapter 6. Family and Friends Bike Riding Skateboarding (Scooter) Swimming and Water Safety Ice Skating Conclusion Chapter 7. Fitness Fitness In and Outside of School Instructional Considerations and Tools Questions to Ask Activities Conclusion
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