Research in Dance and Physical Education

Current Issue

Research in Dance and Physical Education - Vol. 4 , No. 2

[ Article ]
Research in Dance and Physical Education - Vol. 4, No. 1, pp.17-25
ISSN: 2586-1034 (Online)
Print publication date 30 Jun 2020
Received 05 Nov 2019 Revised 30 Apr 2020 Accepted 15 Jun 2020
DOI: https://doi.org/10.26584/RDPE.2020.6.4.1.17

Designing the Physical Activity Program for Children with Disabilities
Eun Hye Kwon*
Texas A&M University - San Antonio, Assistant Professor, USA

Correspondence to : *Email address: Eunhye.kwon@tamusa.edu


Abstract

The level of the physical activity (PA) of children with disabilities are lower than children without disabilities. Based on the studies, there are several barriers to participate in the physical activity for people with disabilities in the aspects of personal, social, environmental, and program (Frey, Stanish, & Temple, 2008; Sheilds, Synnot, & Barr, 2012). To promote the PA level for people with disabilities, the holistic approach needs to be implemented to design PA program for children with disabilities. The purpose of this article is providing an example of a theory-driven PA program for the successful participation of children with disabilities into the PA program.


Keywords: Physical activity for children with disabilities, Theory-driven Physical Activity Program, PA participation for children with disabilities

References
1. Anderson D.M., Bedini, L.A., & Moreland, L. (2011). Getting all girls into the game: Physically active recreation for girls with disabilities. Journal of Park and Recreation Administration, 23(4), 78-103.
2. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
3. Bandura, A. (1986). Social foundations of thought and action: A social-cognitive view. Englewood Cliff, NJ: Prentice-Hall.
4. Bressan, E. S., & Weiss, M. R. (1982). A theory of instruction for developing competence, selfconfidence, and persistence in physical education. Journal of Teaching in Physical Education, 2, 38-47.
5. Charlop-Christy, M.H., Le, L. & Freeman, K.A.(2000). A comparison of video modeling with in Vivo modeling for teaching children with autisum. Journal of Autism and Developmental Disorder, 30(6), 537-552.
6. Cooley, E.J. & Ayres, R.R. (2988). Self-concept and success-failure attributions of nonhandicapped students and students with learning disabilities. Journal of Learning Disabilities, 21(3), 174-178.
7. Danish, S. J., Petitpas, A. J., & Hale, B. D. (1995). Psychological Interventions: A Life Development Model. In S. M. Murphy (Ed.), Sport Psychology Interventions (pp. 19-38). Champaign, IL: Human Kinetics.
8. Darren E.W., Nicol C.W., & Bredin S.S. (2012) Health benefits of physical activity: the evidence, Medical Knowledge that matters, 174, 801-809.
9. De, S., Small, J., & Baur, L. A. (2008) Overweight and obesity among child with disabilities, Journal of Intellectual and Developmental Disability, 33, 43-47.
10. Dowrick, P.W. (1991). Practical guide to using video in the behavioral sciences. New York, NY: Wiley Interscience.
11. Dunn, A. L., Trivedi, M.H., & O’Neal, H.A. (2001). Physical activity does-response effects on outcomes of depression and anxiety. Medicine and Science in Sports and Exercise, 33, 587-597.
12. Frey, G.C., Stanish, H.I., & Temple, V.A. (2008). Physical activity of youth with intellectual disability: review and research agenda. Adapted Physical Activity Quarterly, 25(2). 95-117.
13. Marcus, B.H., Forsyth. L.H (2008) Motivating people to be physically active. Champaign, IL: Hyman Kineitcs.
14. Marcus, George. E., John.L., Sullivan, ElizabethTheiss-Morse, & Sandra L., Wood (1995). With malice toward some: how people make civil liberties judgements. Cambridge, U.K: Cambridge University Press.
15. McCullagh, P., Weiss, M. R., & Ross, D. (1989). Modeling considerations in motor skill acquisition and prformance: An integrated approach. Exercise and Sport Sciences Reviews, 17(1), 475-513.
16. Morgan, K., & Beth, P.A. (1998) Customary physical activity and psychological wellbeing: A longitudinal study. Age and Ageing, 27 (Supple. 3), 35-40.
17. Murphy, K. R., Osten, K., and Myors, B. (1995). Modeling the effects of banding in personnel selection. Personnel Psychology, 48, 61-83.
18. Rappaport, J. (1981) In praise of paradox: a social policy of empowerment over prevention. American Journal of Community Psychology, 9(1), 1-25.
19. Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1, 173-208.
20. Shilds., N., Synnot, A.J., & Barr. M. (2012). Perceived barriers and facilitators to physical activity for children with disability: a systematic review. British Journal of Sports Medicine, 46(14), 978-997.
21. Williams, J.M. (2010). Relaxation and energizing techniques for regulation of arousal. In J.M. Williams (Ed.) Applied sport psychology: Personal growth to peak performance (6th ed.) (pp. 247-266). New York, NY: McGraw Hill.
22. Weiss, M.R., Ebbeck. V., Wiese-Bjornstal. (1993). Developmental and Psychological factors related to children with learning of physical skills. Pediatric Exercise Sciences, 5(4), 301-317.
23. Wiess, M. R. (1993) Developmental and psychological factors related to children’s observational learning of sport skills. Pediatric Exercise Science, 5, 301-317.
24. Warburton, D.E., Nicol, C.W., & Bredin, S.S. (2006). Health benefits of physical activity: the evidence. Canadian Medical Association Journal, 174(6), 801-809.