SPOR06044 2022 Disability Sport Inclusion

Identify common types of disability, associated medical complications, and physical and mental benefits of physical activity.

Describe models of inclusion, the role of NGO's/NGB's and legislation in the area of disability.

Use practical tools which may be employed to negotiate communication and cognitive difficulties whilst working with a person with a disability.

Design and deliver adapted physical activity sessions to people with disabilities.

This module challenges candidates to consider diverse learning abilities by using one-to-one workshops with people with disabilities. Lectures will help the learner identify key concepts in the area of disability. An e-portfolio will encourage the learner to employ skills in reading, research, referencing, and presentation. The multiple-choice quiz will test knowledge and recall skills at the end of the term. Moodle will act as a repository to support students with diverse learning needs and to run online assessments.

75% attendance is required to achieve LO3 and LO4 and successful completion of the e-portfolio is dependent on a high level of participation. The following assessment strategies will be employed:

• An e-portfolio will capture the work done by students during workshops and their face-to-face interactions with people with disabilities. It will help consolidate learning and allow the student to reflect on practice. Signposted reading will support practice and evidence of reading, paraphrasing, and referencing skills will be reflected in the portfolio.

• An end-of-term online multi-choice quiz (MCQ) will test recall, related to theoretical knowledge.

• Non-attendance for practical will result in the learner having to repeat attend the practical component.

• Candidates may re-sit the MCQ in the autumn. 

1.0 Identify common types of disability, associated medical complications, and physical and mental benefits of physical activity.

• Describe different types of disability (hidden, physical, psychological, and cognitive).

• Examine the research evidence in relation to the benefits of physical activity for populations with a disability.

2.0 Describe models of Inclusion, NGO's/NGB's and legislation in the area of disability.

• Describe models of inclusion and how they can be employed to engage people with disabilities in physical activity.

• National Disability Authority and relevant legislation.

• NGB's (e.g. Vision Sport Ireland, Special Olympics, and Paralympics).

• Describe medical and functional classification systems used for competitive sports.

3.0 Use practical tools which may be employed to negotiate communication and cognitive difficulties whilst working with a person with a  disability.

• Use of social stories for people with autism

• Use of positive reinforcement and repetition

• Use of verbal and non-verbal communication

• Focus on people-first language

• Identify barriers to effective communication 

4.0 Design and deliver adapted physical activity sessions

• Identify the five components of fitness

• Identify the principles of training.

• Conduct a needs analysis/Observation checklist.

• Design modified lesson plans based on needs analysis (e.g. STEP model)

• Plan sessions in a progressive manner to create a programme of activity.

• Self-reflect on programme design and implementation.