FINDINGS CONCLUSION DISCUSSION AND RECOMMENDATION PDF NOTES,Very important notes for PPSC in all tests.
Findings
There are following findings of this research
1
Physical activity or exercise can improve your health and reduce the risk of developing several diseases like type 2 diabetes, cancer and cardiovascular disease. Physical activity and exercise can have immediate and long-term health benefits. Most importantly, regular activity can improve your quality of life.
According to the Sherrill, (2008) Adapted physical activity science is research and practice directed toward persons of all ages underserved by the general sport sciences, disadvantaged in resources, or lacking the power to access equal physical activity opportunities and rights. APA services and supports are provided in all kinds of settings. Thus, research, theory, and practice related to the needs and rights in inclusive as well as separate APA programs” (Sherrill &Hutzler, 2008).
2
Regular physical activity promotes growth and development and has multiple benefits for physical, mental, and psychosocial health that undoubtedly contribute to learning. Adapted Physical Education is physical education which has been adapted or modified, so that it is as appropriate for the person with a disability as it is for a person without a disability.
According to Hutzler, (2008) Adapted physical education is the art and science of developing, implementing, and monitoring a carefully designed physical education. Instructional program for a learner with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness.
3
Physical activity recommendations vary depending on stage of life. For children 5-17 years old, physical activity promotion should emphasize the adoption of active community transport, enhanced physical education and leisure time play, games and sports. Expansion of physical activity promotion into occupational activities, household chores and planned exercise is more appropriate for adults between the ages of 18 and 64 years old. In this age range, education should stress low-risk, moderate-intensity activities with a progressive increase in dose. In adults 65 and older, physical function can vary widely. For individuals with low fitness levels, moderate-intensity activities can be divided into shorter bouts to help meet recommendations for time spent being active.
According to Caspersen, (1986) Physical Activity In order to incorporate physical activity promotion as one of the goals for APE, it is important to understand what physical activity is. One of the most commonly accepted dentitions of physical activity may be “any bodily movement produced by skeletal muscles that result in energy expenditure.
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Physical activity programming specifically designed to do so can improve psychosocial outcomes such as self-concept, social behaviors, goal orientation, and most notably self-efficacy. These attributes in turn are important determinants of current and future participation in physical activity.
According To Corbin, (2000) Promote Physical Activity in Adapted Physical Education One of the most logical places to start physical activity promotion for students with disabilities is the student’s IEP. All children with disabilities who receive APE services should have an IEP. In comporting a physical activity goal within the student’s IEP may provide a unique solution for the current challenges of adhering to an IEP within inclusive classes. Furthermore, a physical activity goal can closely align with legal requirements such as presenting a current level of performance, providing measurable annual goals and objectives, and accurately monitoring progress.
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Regular physical activity promotes growth and development and has multiple benefits for physical, mental, and psychosocial health that undoubtedly contribute to learning. Specifically, physical activity reduces the risk for heart disease, diabetes mellitus, osteoporosis, high blood pressure, obesity, and metabolic syndrome; improves various other aspects of health and fitness, including aerobic capacity, muscle and bone strength, flexibility, insulin sensitivity, and lipid profiles; and reduces stress, anxiety, and depression. Physical activity can improve mental health by decreasing and preventing conditions such as anxiety and depression, as well as improving mood and other aspects of well-being.
According to Powell, (1985) Physical activity programming specifically designed to do so can improve psychosocial outcomes such as self-concept, social behaviors, goal orientation, and most notably self-efficacy. These attributes in turn are important determinants of current and future participation in physical activity.
Conclusion
Regular physical activity is one of the most important things you can do for your health. Physical activity is defined as any bodily movement produced by skeletal muscles that requires energy expenditure. Physical activity encompasses all activities, at any intensity, performed during any time of day or night. It includes exercise and incidental activity integrated into daily activity. This integrated activity may not be planned, structured, repetitive or purposeful for the improvement of fitness, and may include activities such as walking to the local shop, cleaning, working, active transport etc. Lack of physical activity is associated with a range of negative health outcomes whereas increased physical activity can improve physical as well as mental health. Physical activity increases energy expenditure and is a key regulator in controlling body weight.
Physical education be provided to students with disabilities. Physical Education is defined as the development of physical and motor skills, fundamental motor skills and patterns, skills in aquatics, dance and individual and group games and sports.
Over the past 30 years the incidence of obesity has doubled and the rate of overweight has almost tripled among children. Unfortunately, individuals with disabilities are four times more likely to develop health-related conditions due to a lack of physical activity. Physical education has been identified as an important means to battle this significant problem. It also has been advocated that the focus of general physical education should include the promotion of lifelong physical activity. In addition, IDEA clearly emphasizes the importance of providing access to the general curriculum to children with disabilities. This mandate reinforces the notion of not lowering expectations for children with disabilities and better ensures that they can meet the same standards that apply to all students. However, the focus of APE may not reject those changes yet. Therefore, promoting engagement in lifelong physical activity for all children with disabilities should be an important goal of APE. This can be accomplished by developing IEPs with physical activity goals; carefully considering class content, location and instruction methods that maximize physical activity engagement; and cooperating with other programs within the school to encourage physical activity participation in and outside of physical education classes.
Discussion
Physical activity is the ability to carry out task without undue fatigue, during physical activity the following component are developing physical fitness like cardio-respiratory endurance, muscle strength, muscle endurance, flexibility and body composition. The importance of physical activity has received considerable attention during the past decade. Physical education has been viewed as a cost-effective way to promote physical activity as a public health initiative. In fact, the Centers for Disease Control and Prevention recommend that a “substantial percentage” of students’ overall physical activity should be obtained through school physical education. However, promoting physical activity as a part of adapted physical education (APE) has not been widely advocated within the current literature. The purpose of this article is to provide justification for physical activity promotion within the APE setting and to briefly address strategies for physical activity promotion.
Recommendation
- Includes students with disabilities in regular physical education classes. Specifically, teaching strategies, equipment, environments, and assessments have been adapted to meet the needs of all students.
- Supports students with disabilities who want to participate in other physical activities before, during, and after school.
- Encourages students with disabilities to have the same roles and experiences as their peers who do not have a disability during physical education and other physical activities.
- Therefore, schools are required to comply with the accessibility requirements of the ADA and provide appropriate physical education and physical activity opportunities for students with disabilities.