MPE Blog
Adapted Physical Activity is a concept that has developed over the past few decades. In order to determine an appropriate definition of the concept a quick review of the history of the use of the word adapted is necessary. As Reid (2003) states, the word adapted is problematic. In general the concept is applied to people with a disability. However, that view is too narrow. For example in today’s educational system, adaptations are created for many students in the mainstream classrooms. Adaptations are used to assist students be successful in math and literacy just like they are in physical education (activity). It is then necessary to put the use of the word in the context of the era in which you are speaking. Throughout the early history of our civilizations people with an intellectual or physical disability were ill-treated and in our literature they were depicted as beggars, vagrants, thieves, outcasts…essentially people of little value to society. Clearly physical activity for these people was not a priority.
In the first half of the 20th Century treatment of people with a disability involved isolation (incarceration essentially) in institutions. Physical activity was neglected or seen as detrimental. As the years progressed medical science determined that physical activity would benefit these people and those fortunate enough to go to special schools were exposed to corrective therapies focused on posture, fitness and health difficulties (Reid 2003). Still exercise and physical activity were not common or a concern for the general population of disabled people. Beginning after World War II, people with disabilities began to receive service based assistance as a result of the needs of the injured veterans returning from the war. This benefited the other people who were born with a disability in that they were seen as benefiting from these same services and studies showed physical activity and skills could be developed; swimming, dancing and sports skills were all examples of activities offered these people. Another benefit was the desire to integrate veterans back into society and again those supports and services benefited the general population of disabled people through changes in societal attitudes as well as views on accessibility. The view of physical activity became one of adapting play, games, sports and dance in order to benefit disabled people in their physical, social and emotional development. However, this focus was mainly at the elementary school age level and is where the term adapted physical activity then originated. (Reid 2003) In 1952 a definition was developed for adapted physical activity; “a diversified program of developmental activities, games, sports and rhythms suited to the interests, capacities, and limitations of the students with disabilities who may not safely or successfully engage in unrestricted participation in the vigorous activities of the general physical education programme.” (Reid 2003) The view of adapted physical education as a separate program in a school setting began to be challenged in the 1970s and 1980s. This developed into the movement for inclusive physical education. The 1976 Sherrill definition of adapted physical activity took a scientific view of analyzing movement and developing strategies for remediation of the problems. This definition is important as it opened to door to the use of adapted programs for the general population and valued the person’s self-worth and self-confidence. (Reid 2003) In the 1990s Adapted Physical Activity was adopted internationally as the accepted term and covered education, recreation and sport. Education remained appropriate in the school based context but in all other instances activity was preferred as it applied to any age and setting. (Reid 2003) This view of adaptations to physical activity benefitted the general population as well. Over the last couple decades sports have developed adapted versions of their equipment and rules to accommodate disabled people (wheelchair basketball and rugby for example) and for young children (basketball hoop heights, modified ball and court or field sizes). This concept of adaptations in sport has also been a key area in the Long Term Athlete Development programs in Sport Canada and the Canadian Sport NSOs. Currently, a definition of Adapted Physical Activity should include such concepts as cross-disciplinary knowledge, acceptance of diversity, individual differences, advocacy, adaptations of teaching skills and techniques and independent self-determined physical activity. (Reid 2003) Therefore Adapted Physical Activity could be defined as the monitoring of teaching and instructional techniques in recreational, sport and educational settings, so that the leader is able to modify programs to meet the individual needs of the members of the group in question and better encourage the growth of self-esteem, health, fitness, fundamental movement skills and fundamental sport skills through allowing the achievement of success through adaptations or modifications to the games, skills, strategies and equipment used within a Physical Activity. Special Olympics (SO), The International Paralympic Games and Committee (IPC) and the Canadian Paralympic Committee (CPC) as well as Inclusive Physical Education/Activity (IPE) are three movements, which have, over the last half century, seen enormous growth and support worldwide. As society continues to become more aware of the potential and abilities of people with physical and intellectual disabilities, and as the numbers within these populations has grown significantly (Emerson 2009, CDC 2011, UN Fact sheet), opportunities for people with disabilities will continue to grow. These three movements will undoubtedly spearhead this awareness and growth and there parallel growth and beliefs should aid in that. Three commonalities of these movements are:
Grass Roots The Inclusive Physical Activity movement has benefitted greatly by what the Paralympic and Special Olympics have achieved. Working along a similar timeline Adapted Physical Education/Activity was first recognized by Dr. Ludwig Guttmann, a legendary neurosurgeon. Guttmann realized that, following the end of World War II, persons with physical handicaps were rarely involved in activity and sport. He recommended a variety of physical activities persons with a disability could possibly enjoy, and he stressed the importance of activity in the rehabilitation of persons with spinal injuries. Dr. Julien U. Stein, who became the director of the ASHPER Project on Recreation and Fitness for the Mentally Retarded in 1966, took notice of Guttmann’s work. He also encouraged development of programs and services for people with a disability (Wall, 2003). In Canada in 1947, Dr. Patricia Austin, a high school physical education teacher in Toronto joined the University of Alberta teaching staff and promoted the idea of more research in the applied field. In 1969, she delivered her “The Forgotten Child” address at the CAHPER convention in Victoria where she urged educators to become flexible in their content to accommodate each child. This was an important moment for individuals with a disability, as it was realized that their capabilities, interests, and needs must certainly be met as well as those of other children (Wall, 2003). In 1975, the Education for All Handicapped Children Act was passed. This stated that all students in the United States had the right to non-discriminatory evaluation and placement procedures, and the rule that they must be educated in the least restrictive environment (Wall, 2003). General public awareness of disabled people being active grew in the early 1980s with Terry Fox and Rick Hansen. Their efforts brought true national attention to people with a disability. Dedicated and passionate leadership along with the support of volunteers and parents has allowed both Special Olympics and the Paralympic Movement to flourish within Canada and worldwide. Much of the research and work done by the leaders in Adapted Physical Education/Activity has gone on to benefit Special Olympics and the Paralympic Movement. From the beginning Special Olympics has had visionary leadership support the movement. Eunice Kennedy Shriver and Sargent Shriver led the movement for many years and recently their son Timothy Perry Shriver (Chairman of the Board and CEO of Special Olympics since 1998) has made great inroads in bringing intellectual disability and sport to the public’s general awareness and guided Special Olympics through the creation of a number of programs aimed at the education system and recreation programs. Meanwhile the Paralympic movement has used the research and public and political education to advance its movement. The cooperation of the many disabled sports bodies working together to advance the movement has led to the creation of the International Paralympic Committee and in Canada, the Canadian Paralympic Committee. In fact, a Canadian, Dr. Robert Steadward has been a driving force in the Paralympic movement, through research, worldwide presentations and his position as the first President of the IPC in 1989. Infancy Again, all of the research into physical activity for the disabled has benefitted each movement. With the bulk of research occurring in the Post World War II era these movements are really only a few decades old. Research by Dr. Frank Hayden of the University of Toronto into the benefits of exercise and sport on people with an intellectual disability provided groundbreaking evidence which was contrary to the prevailing beliefs of the day. Dr. Hayden proved that given the opportunity “people with an intellectual disability could acquire the necessary skills to participate in sport and become physically fit.” (Special Olympics Canada website, Our History) His research inspired Eunice Kennedy Shriver to create the first Special Olympics competition, held at soldier Field in Chicago in 1968. The beginnings of the Paralympic movement can be traced back to the ending of World War II. At the time there existed a need for rehabilitative sport for the large number of veterans and civilians injured in the war. Over time this grew into recreational sport and eventually competitive sport. The concept of the Paralympic Games developed over a 12 year period to culminate in the 1960 Paralympic Games held in Rome, Italy. This led to the creation of the International Sport Organization for the Disabled in 1964, which in turn developed over the next 25 years into the modern International Paralympic Committee, officially created September 22, 1989 and based in Dusseldorf, Germany (IPC website). As stated by Legg and Steadward in 2011, the Paralympic movement has moved through three eras: a burgeoning awareness in the early second half of the 20th Century, a rise to prominence in the 1970s-1990s and transcendence into modern athletic relevance since the 2000 Sydney Games. The Movement toward Adapted Physical Education in Canada appears to really be noticed in the 1970s after Dr. Austin’s CAPHER address in 1969. In 1977 in Quebec City the first International Federation of Adapted Physical Activity Conference was held. The 1980s and 1990s saw the government become more involved in the move to get disabled people active; The National Advisory Committee on Physical Activity for Canadians with a disability (1998), its document A Blueprint for Action (1988), The Moving to Inclusion program from Health Canada (1994) all worked to increase Adapted Physical Activity opportunities and quality for Canadians with a disability (Wall, 2003). Beliefs and Values There are many common beliefs and values that are represented within these movements. It is these common beliefs and values that have allowed the growth of each movement to aid in the growth of the others either directly (Adapted Physical Education should provide more physically literate Special Olympians and Paralympians) or indirectly (increased awareness of one movement brings about increased awareness of disabled people in general). Fun and Enjoyment of Sport SO - Sportsmanship with Joy CPC - Sport that is both fun and an agent for personal and social growth. IPE - Enjoyment - Help all students recognize that physical education is about health, fitness and having fun, not necessarily doing everything by the rules. Personal Growth IPC - Inspiration - When intense and personal affection is begotten from the stories and accomplishments of Paralympic athletes, and the effect is applying this spirit to one's personal life. CPC - Excellence - the pursuit and achievement of excellence in all interests. IPE - Personal Development -Emphasize effort and personal progress Leadership SO - Athlete Leadership CPC - Leadership - providing leadership in the advancement of the Paralympic Movement IPE - Leadership – Avoid personal bias, use creativity in program development and communicate clearly and model encouragement and respect for all students regardless of ability or disability. Focus SO - Unity CPC - Athlete Focus - Acting in the best interests of the athletes IPE - Athletic Focus - Cooperative rather than competitive Fairness IPC - Equality - Paralympic Sport acts as an agent for change to break down social barriers of discrimination for persons with a disability CPC - Equity - Exemplified by fairness, opportunity, integrity and trust.. IPE - Equity - Respect for differences and personalized curriculum Life Skills SO - Bravery IPC - Courage - It encompasses the unique spirit of the Paralympic athlete who seeks to accomplish what the general public deems unexpected, but what the athlete knows as a truth. SO - Perseverance IPC - Determination - The manifestation of the idea that Paralympic athletes push their physical ability to the absolute limit. The above comparison was created from the sources below:
The future of these movements only appears to be getting brighter. At the 2010 Paralympics, for example, Canada achieved its best performance in a winter games placing third overall and third in gold medals (CPC, March 19, 2010 Press Release). Meanwhile Special Olympics continues to develop programs and increase awareness of the needs of the intellectually disabled. Within Nova Scotia in 2012 there was a release of the LTAD based Active Start and FUNdamentals programs. These programs focus on building Physical Literacy in people with disabilities. However, a key “selling point” of these programs is that they are applicable to anyone regardless of ability or disability. These programs should have a great impact on the Adapted Physical Education and Activity programs offered at public schools and community recreation sites. As more programs become a part of the public awareness, as more youth with disabilities receive better and more appropriate physical education and recreational programming, Canada should continue to see success at the international level in the Paralympics. Additionally, Special Olympics participation and programs should grow as a result. Clearly, these movements will continue to improve their programs, increase public and political awareness and drive research in the field of Adapted Physical Activity. It is only a matter of time before people with disabilities being activity and athletic are no longer seen as different but rather as the norm. References Canadian Paralympic Committee Website. Retrieved from http://www.paralympic.ca/en/About-Us/History.html Developmental Disabilities Increasing in US. (2011) Centers for Disease Control website. Retrieved from http://www.cdc.gov/features/dsdev_disabilities/index.html Emerson, Eric (2009). Estimating Future Numbers of Adults with Profound Multiple Learning Disabilities in England. Centre for Disability Research. Lancaster University, UK. CeDR Research Report 2009:1. June 2009. Retrieved from http://www.lincs2life.org.uk/Libraries/Local/825/Docs/News/Estimating_PMLD.pdf Fact Sheet on Persons with Disabilities. United Nations Enable: Development and Human Rights for All website. Retrieved from http://www.un.org/disabilities/default.asp?id=18 International Paralympic Committee – Who We Are. Retrieved from http://oldwebsite.paralympic.org/TheIPC/HWA/AboutUs Legg, D. & Steadward, R. (2011) The Paralympic Games and 60 years of change (1948-2008): Unification and restructuring. In Disability in The Global Sport Arena: A Sporting Chance. Special edition of Sport in Society, ed. Jill M. Le Clair. London: Taylor & Francis. Legg, David; Emes, Claudia; Stewart, David; Steadward, Robert. (2004, January 1). Historical overview of the Paralympics, Special Olympics, and Deaflympics. The Free Library. (2004). Retrieved from http://www.thefreelibrary.com/Historical overview of the Paralympics, Special Olympics, and...-a0114366604 Mauro, Terri. About.com Guide. Starting an Inclusive Sports Program Retrieved from http://specialchildren.about.com/od/specialneedssports/qt/Starting-An-Inclusive-Sports-Program.htm Reid, G. (2003). Defining adapted physical activity. In R.D. Steadward, G.D.Wheeler, & E.J. Watkinson (Eds.), Adapted physical activity (pp. 11-25). Edmonton: University of Alberta Press. Special Olympics Canada Website. Retrieved from www.specialolympics.ca/ Special Olympics website. Get Into It Active, US Department of Education and Special Olympics Project Unify. Retrieved from http://media.specialolympics.org/soi/files/resources/Schools_Youth/GII%20Active.pdf Special Olympics website. History of Special Olympics. Retrieved from http://www.specialolympics.org/history.aspx Teaching Tolerance: A Project of the Southern Poverty Law Centre. The Values of Inclusive PE. Retrieved from http://www.tolerance.org/supplement/values-inclusive-pe Wall, A. E. (2003). The history of adapted physical activity in Canada. In R.D. Steadward, G. D. Wheeler, & E. J. Watkinson (Eds.). Adapted physical activity (pp. 28-43). Edmonton, Canada: University of Alberta Press
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