Sonya Felmly
KIN 579
West Chester University
Video Part One
 http://www.youtube.com/watch?v=pQm8-
9gy3F4&feature=plcp
Objectives
 At the end of this presentation you will be able to
 Determine if a modification is appropriate
 Identify and describe Mosston and Ashworth’s teaching
styles
 Understand the importance of peer tutoring, teaching
stations, cooperative learning, and reverse
mainstreaming.
 Make the appropriate accommodations on how your
presenting your information to the class.
Students with Disabilities…
 Students with disabilities can be successful in the
general physical education class.
 General physical education teachers must be prepared
to modify how the class is organized, how information
is presented, and how support personal are utilized.
 The first step to begin modifying lessons
is to determine how you teach your class!
Is Your Adaptation Appropriate?
 You must make sure that the modification you are
implementing does not have a negative effect on the
student with the disability, peers without disabilities, and
the general physical education teacher.
 Example:
 A general physical education teacher decides to speak
slower when instructing the entire class to accommodate a
child who has trouble with understanding verbal direction.
Lieberman and Houston-Wilson
(2002) Adaptation Checklist
 Is the adaptation safe?
 Does the modification maintain the concept of the
game?
 Was the child included in the adaptation, or does he or
she embrace the concept?
 Is the game still age-appropriate?
 Is the child still included successfully?
Lieberman and Houston-Wilson
(2002) Adaptation Checklist
 Is the adaptation holding the child back or not
affording a challenge?
 Does the adaptation still allow the child with a
disability to work on either class goals or IEP goals?
 Does the adaptation alienate the child from the rest of
the class?
 Other?
Teaching Styles
 Teaching style takes account of the learning
environment, the general routine, and how
the lesson is presented.
 Mosston and Ashworth (2002) described
nine different teaching styles.
Mosston and Ashworth’s
Reproduction Styles
 Reproduction Styles is when the teacher makes all of the
decisions.
 Decisions include what the students do, when they do it,
how they do it, how long they do it, who (if anyone) they
do it with, and with what equipment they use.
 The major advantage of these styles are that teachers have
control over the entire class and students know exactly
what to do.
 The major disadvantages of these styles
are students are less likely to be creative
and are more passive learners.
Reproductive styles…
Teaching Styles
Command
Examples
Dribbling a basketball using the cues given by the teacher.
Students replicate what the teacher demonstrated.
Practice
Passing a soccer ball to a partner.
The students are able to practice the skill while the teacher gives
individual feedback to all learners.
Reciprocal
Students taking turns bowling while using the teacher feedback cards.
Students give each other immediate feedback by using the criteria the
teacher provided.
Self- Check
Students throwing footballs at different targets. Students would be
providing themselves with feedback by going through the checklist
provided by the teacher.
Inclusion
Students hurdling over different size hurdles.
Students determine the level that can already perform and it offers them
a challenge. Students determine when they are ready to move to the next
level.
Mosston and Ashworth’s
Production Styles
 Production styles is when the students make
all of the decisions.
 Students are suppose to discover the most appropriate
movement pattern to solve a particular movement
pattern.
 Production styles allows the students to actively learn
by experimenting and discovering. Students tend to be
more investing in their learning and retain the learned
information for a longer period of time.
 A disadvantage is this style is it takes a great deal of
time for students to achieve the objective.
Mosston and Ashworth’s
Production Styles
Teaching Styles
Examples
Guided Discovery
Students try different starting positions for the forward roll in
gymnastics.
The teacher presents the students with sequenced questions and
students need to discover the answers.
Convergent Discovery
Students throw several different size activity balls. The teacher asks
the students what is the relationship between throwing the ball
farther and the size of the ball?
The teacher presents a question and the students’ needs to find the
answer by using logical procedures, reasoning, and critical thinking.
Divergent Discovery
Students need to get through the spider web activity during their
cooperative learning unit.
The teacher presents a question and the students need to find several
responses.
The teacher selects the general topic. The students create their own
questions, then collect data, discover answers, and organize the
information.
Learner’s Individual Designed Program
Video Part Two
 http://www.youtube.com/watch?v=m5C28nbesmQ&fe
ature=plcp
Class Formats
 Class formats refers to how students are organized in
the class.
 Seaman et al. (2003) outlined class arrangements that
are frequently used in the physical education setting.
One-to-One instruction (one teacher or assistant for
every student)
2. Small Groups: 3-10 students working with a teacher
1.
Class Formats
3. Large group: entire class participating together as one
group
4. Mixed group: using various class formats within one
class period.
5. Peer teaching or tutoring
6. Teaching stations: student rotate and practice
different skills that are already set up by the teacher.
7. Self-paced independent work: students work
independently and at their own pace by following
directions on task cards.
Peer Tutoring
 Peer Tutoring is when students help other students.
 Tutors are trained by the Physical Education teacher.
 Peer Tutors can be students helping each other in the
same class (reciprocal learning), students assigned to
help a particular student with a disability, or an older
student helping a younger student.
Peer Tutoring
Advantages of older peer tutors
 More reliable
 More focused
 Can handle more responsibility
 Better behavior from the student with
the disability.
Peer Tutoring
Advantages of same age peer tutors
 Student is already in the class
 Easy to set up
 Students already know each other
Disadvantages of same age peer tutors
 You will need several students to be peer tutors
 It can change the relationships between children with
and without disabilities.
Teaching Stations
 Physical Education teachers can set up three or more
stations.
 After 3-5 minutes students rotate to the next station.
 Stations can be unrelated (jumping rope, scooters,
throwing and catching, push-ups) or can be focused
around a theme.
 Stations allow students to be independent and they
accommodate students of all different abilities.
Cooperative Learning
 Students work together to accomplish a goal or task
 Goals can only be achieved if all members of the group
work together.
 Individuals in each group are given specific jobs
 Cooperative learning encourages students to help each
other and work together.
Reverse Mainstream
 Students without disabilities are included in a class
made up of students with disabilities.
 Students without disabilities are not peer tutors but
engage in the activities with the students with
disabilities.
Advantages
 It provides good role models
 Allows more people to participate in team sports
Verbal Instructions
 Verbal instructions refers to the length of verbal
challenges used to present information to the class.
 Students with autism, some intellectual disabilities, or
hearing impairments will need to have verbal
instructions modified to meet their needs.
Modify Verbal Instructions
 Seaman et al. (2002) suggest the following
modifications:
 Use single-meaning words

Run to the base instead of go to the base
 Give only one command at a time
 Ask students to repeat the command before preforming
it
 Say the command and then demonstrate the task
Demonstrations
 Demonstrations include who gives the
demonstrations, how many are given, how often they
are given, and the best location for the
demonstrations.
 Some modifications for demonstrations can include:
 Having a student with visual impairment stand closer to
the teacher
 Teacher or peer tutor can highlight key parts of the
demonstrations for students with an intellectual
disability.
Visual Supports
 Visual supports are any kind of visual prompts that
helps a student understand and interact with their
world.
 Visual supports are very helpful with students with
autism.
 Visual supports can help students follow rules, know
what is happening in their day, transition from activity
to activity, and help students communicate.
Video Part Three
 http://www.youtube.com/watch?v=M1lN4lKf4HY&fea
ture=plcp
Visual Supports
 Visual Schedules- schedules can
be for the entire day, part of the day,
or for a specific class.
 Schedules help keep students from being confused or
upset during transitions.
 Information Sharers: Help students answer questions.
 For example: Billy is entering the Math classroom after
Physical Education class. The Math teacher asks Billy, “
What did you learn today in PE?” Billy has a picture of a
volleyball which prompts him to say, “Played volleyball.”
Visual Supports
 Checklists/Organizers
 Many students with disabilities are able to complete the
beginning or ending of a task.
 Checklists helps students remember all of the steps to
complete the specific skill.
 Visual Behavioral Supports
 Reminds students of the behavioral expectations along
with a reinforcement.
Time
 Time of the day or season is important to consideration
when creating lessons.
 Some children who receive medication might be have
physical education in the afternoon.
 Students who tire easily might be more successful in a
morning physical education class.
Duration
 Duration is how long a student will be preforming
or engaged in an activity.
 Duration can include how many physical education
classes a student has every week, how many weeks will
be spent on different units, or how long a student will
be engaged in the activity during the class period.
Size and Nature of Group
 How large the group is and the make-up of the group.
 Modifications for grouping
 Students with intellectual disabilities can be placed on a
team with more people.
 Students can work in small groups (station work)
 Students can be paired up with a
classmate who is at the same skill level.
Instructional Setting
 Where is the class held?
 Includes indoors, outdoors, weight room, pool,
temperature lighting, floor surface, boundaries, and
markings on walls.
 Some modifications can include



Bright cones or tape to mark boundaries
Hula hoops or poly spots to mark students personal space
Partitions to block off parts of the gym
Provide Structure or Routine
 All students preform best when they always know what
is expected from them.
 Students with disabilities have a hard time dealing
with change. It can lead to self-injurious behaviors,
confusion, withdrawal, and misbehaviors.
 It is important to keep the routine as
consistent as possible.
Level of Difficulty or Complexity
 Teachers can modify the difficulty of each skill for
individual students without needing to change it for
the rest of the class.
 For example, students are learning positioning in
soccer. For a student with an intellectual disability the
teacher can tape off a certain area for the student to
play in.
Levels of Motivation
 How much and types of reinforcement students need
to be motivated to stay on task.
 Verbal praise
 Extra privileges
 Free play
 Tokens/ Tickets
 Stickers
 Popsicle Sticks
Question #1
 What criteria listed below does not belong on the
adaptation checklist?
Does the modification maintain the concept of the game?
2. Is the game age- appropriate?
3. Is the child still included successfully?
4. Does the adaptation still allow the child with a disability
to work on either class goals or IEP goals?
5. All of the criteria listed above is on the adaptation
checklist.
1.
Question #2
 Example: Students working in pairs throwing a
football at a target. One partner throws the football
while the other partner observes and gives feedback by
using the teachers cue cards.
1. Practice
2. Reciprocal
3. Convergent discovery
4. Self-Check
Question #3
 The teachers job is to present a question to the
students. The students job is to use logical procedures,
reasoning, and critical thinking to determine the
answer.
1. Guided Discovery
2. Convergent Discovery
3. Divergent Discovery
4. Inclusion
Question #4
Which of the following is a visual accommodation?
1.
2.
3.
4.
5.
Visual Schedules
Information Sharers
Checklist
Visual behavior supports
All of the above
Question #5
 What accommodations are you
going to use to make sure that
students with disabilities are
successful in your general physical
education class?
Summary..
 Students with disabilities can be successful in the general
physical education class by modifying how the class is
organized and how information is presented.
 Some things to keep in mind..
 What teaching style are you using?
 What class format are you going to use?
 Is the accommodation appropriate?
 Which would be better for your students verbal instructions,
demonstrations, or visual supports?
 Are you going to use peer tutors?
 Are you going to use station work, cooperative learning, or
reverse mainstreaming?