Badminton programs.

Physical activity through educational, recreational and competitive badminton contents to us as a valid reason to fight a long list of deficiencies that call into question the happiness and welfare of persons with disabilities alternative, given that, minimum levels of fitness and coordination can be acquired gradually and with the fluidity that allows the enjoyment and practice since the beginning of the activity, the minimum skills for its implementation.

In this way, we will analyze the conditions for the implementation of badminton programs tailored to the needs of the physically disabled.

Porter Ellet, the great example

Here we see a video about Porter Ellet, basketball player on his high school team. It is the leading scorer (16 points on average) and the authentic leader of Wayne High School Badgers. And all this with one arm.

Ellet lost his right arm in an accident when he was a child. While it has only one arm, fight as one: scores, grab rebounds, steals balls and is the natural leader of the team.

The Porter, rather than a history of the sport, is a great example of overcoming that deserves applause. Ellet offset the loss of his arm with patience, practice and good work, as you can see in the video. It is an example.

Physical activity in young people with physical and sensory disabilities

The following study examined gender, disability type, age, and specific diagnostic category in relation to habitual physical activity levels (HPA), perceived fitness (PF), and perceived participation limitations (PPL) of youths, ages 6 to 20 years.

You may view or download it below with just one click

Factors Influencing the Physical Activity Levels of Youths With Physical and Sensory Disabilities

Athletics for blind

Athletics is surely one of the most widespread among people with visual disability sports. It is practiced in international competitions in more than 70 countries. All competitions are organized according to the rules of the International Association of Blind Sports Federation (IBSA) and the rules of the International Athletics Federation (IAAF) apply to all traditional events Athletics except for testing Hurdling , Steeplechase and Pole Vault. IAAF Rules are strictly enforced in the case of athletes with great visual rest (B3), while modifications are necessary in cases of more severe visually impaired (B2) and all those without visual rest (B1) .

Some of these changes include adjustments on site or in the mode of use and mostly regulate the way in which it is providing assistance to these categories (by guides athlete testing and racing by callers guidance in field events and releases).

The other major amendment to the regulations, testing takes place in horizontal jumps, in which the take-off board disappears, replaced this by a marked area with lime, which lets you view the last tread athlete before jumping.

Official website of the Spanish Sports Federation for the Blind (FEDC). Retrieved on April 30 in: http://www.fedc.es/

Disability tennis

Then a video that teaches us how tennis can be adapted to any person from the grassroots level is shown. We can see how people with disabilities can play against friends without disabilities participating in inclusive sessions.

Inclusive physical education.

In this video we can see a brief introduction of what is inclusive physical education, physical education course is designed around participation, development of basic physical skills and beginners to advanced sports and games .

Inclusive education ensures that students with disabilities are involved in the lesson.

 

Adapted physical education

Then plyometric exercises conducted by students with intellectual disabilities in a physical education class, thereby improving their physical abilities and promoting the acquisition of numerous physical, psychological and social benefits that provides physical activity is.

Features that make the paddle ideally suited for working with groups with disabilities.

– Pitch: small, with one or two inputs, which prevents the dispersion of the student and helps focus attention.

– Lots of tools with many possibilities of varying size  weight facilitates effective adaptation by type of disability.

– Ability to use a lot of phones with different size, color, weight, which makes it easier to practice.

– Ability to include a lot of adjustments.

 

 

Integration / inclusion of a child with Down Syndrome in swimming.

Factors involved in the process of swimming activity:

– The formation of the instructor and experience in dealing with disabled children.

As noted Barzola et  (2005) and Rivers (2003), adequate teacher training and their previous experience as a teacher in the field of disability condition the fact that a child is integrated / included in the class. The process of integration / inclusion will depend largely teacher.

– Guidelines teaching guidelines..

strategies taking instructor for the student with SD is integrated / inclusive (Rivers, 2003) is named ‘didactic  The guidelines that the monitor has to consider in the swimming activity are:. The explanations offered to students methodological adaptations, the material, the objectives in each class and type of activity

– Perceptions and attitudes integration / inclusion.

In general, the agents show a perception and a positive attitude towards integration / inclusion of these children. However, some of them offer a negative perception of the possibility of integrate you or include you in a class like this. This is due to the limited ability of the student with SD of relating to others. As manifested by the agents, we may say that students with SD is part of the activity and the group where the activities are developed in a playful context

-The swimming as an activity of integration / inclusion

In general, the agents believe that the Swimming can be an activity to integrate students with SD, despite being an individual sport. In addition, practice has many advantages and benefits (Menendez and Torres, 2008; Jardí, 2002 Orsatti, 1999 Morehouse, 1974).

 

For more information: http://altorendimiento.com/la-integracioninclusion-de-un-nino-con-sindrome-de-down-en-natacion/

Badminton adapted. A proposal for the integration of students with physical disabilities.

We found in badminton an effective instrument for improving the quality of life of people with physical disabilities, considering that, on one hand, helps with physical therapy to prevent or eliminate deficient aspects associated with disability, to prevent It gets worse and mitigate its consequences.

On the other hand, as psychological and social therapy, we guarantee full and active participation in the social life of people with disabilities, helping them to lead a more independent life.

 

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