SPORTS PRACTICE AS THERAPEUTIC METHOD IN PHYSICAL REHABILITATION PROGRAMS FOR CHILDREN WITH SPECIAL EDUCATION NEEDS
DOI:
https://doi.org/10.24193/subbeag.67(4).30Keywords:
sports practice, physiotherapy, special education needs, methodsAbstract
Our main concern consists in offering an optimal physical development rehabilitation program for children with special educational needs. The therapeutic programs we approach in special schools is based on the diversity of physiotherapy methods and playful physical activity. To increase pupil’s interest in physiotherapy sessions and to make this therapy more pleasant for these children, we introduced key elements from regular sport activities in their individual therapeutic intervention programs (e.g. basketball- played at a larger and lower positioned basket, football- played with a lighter ball in a small field, bocce- played with lightweight balls on a smaller field). These programs have been well received, no special needs child was yet to refuse playing any adapted sport for their condition. By introducing regular sports in the physiotherapy programs applied for children in our school, we succeeded to forward socialization, team-work, improving gross and fine motor skills, developing high receptivity towards sports. In order to bring out the best of their abilities, each and every child is given the opportunity and is encouraged to compete in local sports competitions organized for children with special needs. There are connections between mental and physical wellness. Maintaining physical health can also support mental well-being. In this way, everyone can use athletics as a form of treatment. This review will go into great detail on the therapeutic benefits of sport for kids, including how it can help them individually achieve better physical and emotional results and facilitate social integration. For the diversity of the therapeutic program and the healthy development of these children, as well as for the increase of their quality of life, it is necessary to integrate mainstream sports in the curriculum of special schools, as long as they are adapted to the needs of children with disabilities.
References
Abdel-Hussein, Z. (2009). Impact of adapted physical activities on kinetic and functional characteristics of children with disabilities. Journal of Physical Education Sciences, 2(2), 193-227.
Albrecht, J., Elmose-Østerlund K., Klenk C. & Nagel, S. (2019). Sports clubs as a medium for integrating people with disabilities, European Journal for Sport and Society, 16:2, 88-110, DOI: 10.1080/16138171.2019.1607468.
Al-Zoubi, S., & Bani Abdel Rahman, M. (2017). Social empowerment of individuals with intellectual disabilities. European Journal of Education Studies, 3(1), 177-19.
Almond, L. & Whintehead, M. (2012). Phisical Literacy: Clarifying the Napure of Concept. Phisical Education Matters. 7(1) ISSN 1751-0988.
Afxonidis, G., Tsagkaris, C., Papazoglou, A.S, Moysidis, D.V., Tagarakis, G., Foroulis, C., & Anastasiadis, K. (2022) Gender equity, equitable access to multilevel prevention and environmental sustainability: less-known milestones in the history of cardiac rehabilitation, Disability and Rehabilitation 44:17, 4944-4945.
Ben Abdelkrim, N., El Fazaa, S. & El Ati, J. (2007). Time-motion analysis and physiological data of elite under-19-year-old basketball players during competition. British Journal of Sports Medicine; 41(2):69-75.
Bundy, A. C. (1989). A comparison of the play skills of normal boys and boys with sensory integrative dysfunction. Occupational Therapy Journal of Research, 9, 84-100.
Caple, J. (2012). Degree of Difficultiy Project, Retrived from ESPN.com, https://www.espn.com/espn/page2/sportSkills?sort=endurance#grid.
Carey, W.B, Crocker, A.C., Elias, E.R., Feldman, H.M, & Coleman, W.P (2009). Developmental-Behavioral Pediatrics E-Book, Elsevier Health Sciences, V4, 824.
Conte, D., Favero, T.G., Lupo, C., Francioni, F.M., Capranica, L., & Tessitore, A. (2015). Time-Motion Analysis of Italian Elite Women’s Basketball Games: Individual and Team Analyses. The Journal of Strength & Conditioning Research 29(1):144-50.
Crompton, E. (2016). Football therapy. The Lancet Psychiatry, 3(12), 1109 doi:10.1016/s2215-0366(16)30382-0
Desha, L., Ziviani, J., & Rodger, S. (2003). Play preferences and behavior of preschool children with autistic spectrum disorder in the clinical environment. Physical and Occupational Therapy in Pediatrics, 23(1), 21-42.
Fewell, R. R., & Kaminski, R. (1988). Play skills development and instruction for young children with handicaps. In S. L. Odom & M. B. Karnes (Eds.). Early intervention for infants and children with handicaps: An empirical base (pp. 145-158). Baltimore: Paul H. Brookes.
Gargiulo, R. M., & O’Sullivan, P. S. (1986). Mildly mentally retarded and non-retarded children’s learned helplessness. American Journal of Mental Deficiency, 91, 203-206
Goldstein, H., & Cisar, C. L. (1992). Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25, 265-280
Howard, L. (1996). A comparison of leisure-time activities between able-bodied children and children with physical disabilities. British Journal of Occupational Therapy, 59, 12.
Jaarsma, E., Haslett, D., & Smith, B. (2019). Improving communication of information about physical activity opportunities for people with disabilities. Adapted Physical Activity Quarterly, 36(2), 185–201.
Akulovich, K.D. (2021). Technology of Selection and Preparation of Children Aged 6-7 for the Stage of Sports Rehabilitation in Uzbekistan. Annals of the Romanian Society for Cell Biology, 5510–5529, Retrieved from https://www.annalsofrscb.ro/index.php/journal/article/view/3119.
Kofotolis, N. & Kellis, E. (2007). Ankle sprain injuries: a 2-year prospective cohort study in female Greek professional basketball players. Journal of Athletic Training, 42(3), 388-94.
Krustrup, P., Aagaard P. & Nybo L. (2010). Recreational football as a health promoting activity: a topical review. Scandinavian Journal of Medicine & Science in Sports, 20 (Suppl 1),1–13.
Krustrup, P., Helge EW. & Hansen PR., (2018). Effects of recreational football on women’s fitness and health: adaptations and mechanisms. European Journal of Applied Physiology, 118, 11–32.
Krustrup, P., & Krustrup, B. R. (2018). Football is medicine: it is time for patients to play! British Journal of Sports Medicine, bjsports, doi: 10.1136/bjsports-2018-099377.
LeGoff, D. B. (2004). Use of LEGO© as a therapeutic medium for improving social competence. Journal of autism and developmental disorders, 34(5), 557-571.
Lifter, K., Sulzer-Azaroff, B., Anderson, S. R., & Cowdery, G. E. (1993). Teaching play activities to preschool children with disabilities: The importance of developmental considerations. Journal of Early Intervention, 17(2), 139-159.
Linder, T. W. (1993). Transdisciplinary play-based assessment. Baltimore: Paul H. Brookes.
Restall, G., & Magill-Evans, J. (1994). Play and preschool children with autism. American Journal of Occupational Therapy, 48, 113-120.
McInnes, S.E., Carlson, J.S., Jones, C.J. & McKenna, M.J. (1995). The physiological load imposed on basketball players during competition. Journal of Sports Sciences, 13(5), 387-97.
Milanović, Z., Pantelić, S. & Čović, N. (2015). Is recreational soccer effective for improving VO2max a systematic review and meta-analysis. Sports Medicine, 45, 1339–53.
Milanović, Z., Pantelić, S. & Čović, N. (2018). Broad-spectrum physical fitness benefits of recreational football: a systematic review and meta-analysis. British Journal of Sports Medicine. doi:10.1136/bjsports-2017-097885.
Missiuna, C., & Pollock, N. (1991). Play deprivation in children with physical disabilities: The role of the occupational therapist in preventing secondary disability. American Journal of Occupational Therapy, 45, 882-888.
Oja, P., Titze, S. & Kokko, S. (2018). Health benefits of different sport disciplines for adults: systematic review of observational and intervention studies with meta-analysis. British Journal of Sports Medicine, 49, 434–40.
O’Reilly, N. (2001). Introduction to Coaching Athletes with a Disability; Hillary Commission, Wellington, New Zealand Retrieved from https://resources.relabhs.org/.
Puente, C., Abián-Vicén, J., & Del Coso, J. (2017). Physical and Physiological Demands of Experienced Male Basketball Players During a Competitive Game. The Journal of Strength & Conditioning Research, 31(4), 956-962, doi:10.1519/JSC.0000000000001577.
Rapp, A. C. & Corral-Granados, C. (2021). Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective, International Journal of Inclusive Education, doi:10.1080/13603116.2021.1946725.
Rogers, S. J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30, 339-409.
Royeen, C. B. (1997). Play as occupation and as an indicator of health. In B. E. Chandler (Ed.), The essence of play: A child’s occupation (pp. 1-14). Bethesda, MD: American Occupational Therapy Association.
Sayyd, S., Zainuddin, Z., Ghan, D., & Altowerqi, Z. (2020). Sports activities for undergraduate students in Saudi Arabia universities: A systematic literature review. International Journal of Human Movement and Sports Sciences, 8(1), 1-16.
Scott, J. J., Hill, S., Barwood, D., & Penney, D. (2021). Physical literacy and policy alignment in sport and education in Australia. European Physical Education Review, 27(2), 328–347, https://doi.org/10.1177/1356336X20947434.
Shaheen, M., Al Saadi, K., & Al-Hadabi, B. (2019). Effects of a program based on educational technology to improve attention, kinetic abilities, and social skills for Omani students with hearing impairment. International Journal of Sport Science & Arts (3), 56-8.
Shearer, C., Goss, H. R., Edwards, L. C., Keegan, R. J., Knowles, Z. R., Boddy, L. M., & Foweather, L. (2018). How Is Physical Literacy Defined? A Contemporary Update. Journal of Teaching in Physical Education, 1–9. doi:10.1123/jtpe.2018-0136.
Special Educational Needs: Third Report of Session (2005) Great Britain: Parliament: House of Commons: Education and Skills Committee. (2006) (p91), Retrieved from https://publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/478i.pdf.
Standal, O., Nyquist, T., & Mong, H. (2018). Adapted physical activity professionals in rehabilitation: an explorative study in the Norwegian context. Adapted Physical Activity Quarterly, 35(4), 458–475.
Swinth, Y., & Tanta, K. (2008). Play, Leisure, and Social Participation in Educational Settings. Play in Occupational Therapy for Children, 301–317, doi:10.1016/b978-032302954-4.10011-x.
Wang, L. (2019). Perspectives of students with special needs on inclusion in general physical education: A social-relational model of disability. Adapted Physical Activity Quarterly, 36(2), 242–263.
Wen, J. (2020). Do parents enjoy travelling with their young children? An application of learned helplessness theory. Anatolia, 31(3), 511–513, doi:10.1080/13032917.2020.1720757.
Whitehead, M. (2010). Physical Literacy throughout the Lifecourse. London and New York: Routledge, pp 12-14.
Winnick J.P., & Porretta D.L. (2016a). Adapted Physical Education and Sport, Human Kinetics (p XII).
Winnick J.P., & Porretta D.L (2016b). Adapted Physical Education and Sport, Human Kinetics (p 169).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Studia Universitatis Babeș-Bolyai Educatio Artis Gymnasticae
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
