PALACKÝ UNIVERSITY OLOMOUCFaculty of Physical Culture

European Standards in Adapted Physical Activity

Olomouc 2010

Reviewers: ChristinaEvaggelinou(AristotleUniversityofThessaloniki,Serres,Greece) MariaDinold(UniversityofVienna,Austria)

AcknowledgementThisbookisthemainoutcomeoftheEUSAPAproject.Therearemultipleindividuals,whotookpartintheprojectandallofthemcontributedtotheoutcomesoftheprojectduringthemeetings,com-municationordatacollection.Manythankstoallprojectpartnersandrepresentativesof thepartnercountries,whoare listedbellow.WithoutyouEUSAPAwouldneverbeasuccessfulproject.OnthetopofthishardworkinggroupwehadaprojectsteeringcommitteewhichconsistedofprojectleaderMartinKudláčekandleadersforthreeareasofAPA:(a)AdaptedPhysicalEducation–AijaKlavina;(b)APAinsports–NataliaMorgulec-Adamowicz;andfinally(c)APAintherehabilitationsetting,wherethreeexcellentcolleaguestookonthetaskofleadingduringtheproject–YvesVanlandewijck,BartoszMolikandfinallyJoeriVerellen.Manythankstoallcolleagues,whotookpartinpreparingandwritingthisbook.

Eds.©MartinKudláček,NataliaMorgulec-Adamowicz,JoeriVerellen,2010Cover©JitkaJešinová,2010ISBN978-80-244-2584-9

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Project PartnersCzech Republic: • PalackyUniversityinOlomouc,CzechRepublic(coordinatinginstitution)–OndřejJešina,Martin

Kudláček,DavidSmékal,HanaVálková

Belgium: • CatholicUniversityofLeuven–JoeriVerellen,YvesVanlandewijck,DebbievanBiesen • Hogeschool-UniversiteitinBrusel–KarinBultiauw

Finland: • UniversityofJyväskylä–PauliRintala • FinnishAssociationofSportsfortheDisabled–AijaSaari • SatakuntaUniversityofAppliedSciencesinPori–TarjaJavanainen-Levonen

France: • JosephFourierUniversityFrance–PatriceFlore,HeleneMasson,YvesEberhard

Ireland: • InstituteofTechnology,Tralee–NiamhDaffy,UrsulaBarrett

Latvia: • LatvianAcademyofSportEducation,Riga–AijaKlavina • LatvianParalympicCommittee–AndrisUlmanis,RutaKlavina • RigaStradinsUniversity–PavelMustafin

Poland: • TheJozefPilsudksiUniversityofPhysicalEducationinWarsaw–BartoszMolik,NataliaMorgu-

lec-Adamowicz,IzabelaRutkowska

Portugal: • UniversityofCoimbra–JosePedroFerreira,MariaJoaoCampos,NidiaAmorim

Sweden: • SwedishDevelopmentCentreforDisabilitySport–KennetFrojd,AndersOlsson,SvenBlomquist,

AnitaWester,PekkaErvasti,LenaHammar

United Kingdom: • LoughborougUniversity,PeterHarrisonCentreforDisabilitySport–DavidHowe,CarlaSilva

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European Federation of Adapted Physical Activity: • MariaDinold,ChristinaEvagelinnou

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Contents

1 EUSAPA: An Introduction ...................................................................................7Martin Kudláček 1.1 AdaptedPhysicalActivity..................................................................................................71.2 AdaptedPhysicalActivityinEurope.................................................................................81.3 EuropeanStandardsinAdaptedPhysicalActivities........................................................10

2 Adapted Physical Education in School ................................................................. 11Martin Kudláček and Aija Klavina2.1 EducationofstudentswithspecialeducationneedsinEurope........................................112.2 StateofinclusivephysicaleducationinEurope..............................................................132.3 Competenciesofphysicaleducationteachers..................................................................142.4 Adaptedphysicaleducationteacher/consultantoccupationdescription.........................162.5 Functionalmap(FM)inAdaptedPhysicalEducation....................................................172.6 Knowledge,competenceandskillsframework(KCSF)inAPE......................................202.7 Summary..........................................................................................................................242.8 References........................................................................................................................24

3 Adapted Physical Activities in Rehabilitation ....................................................... 27Joeri Verellen, Bartosz Molik and Yves Vanlandewijck3.1 Definitionofrehabilitation..............................................................................................273.2 AdaptedPhysicalActivitiesinrehabilitation...................................................................283.3 Standardoccupations.......................................................................................................293.4 Keyactivities....................................................................................................................293.5 Competences....................................................................................................................323.6 Curriculumrequirements.................................................................................................333.7 Futurerecommendations..................................................................................................35

4 Adapted Physical Activities in the Sport Area....................................................... 37Natalia Morgulec-Adamowicz and José Pedro Ferreira4.1 StateofAdaptedSportsinEurope..................................................................................374.2 DoweneedAPAprofessionals?Ifsowhy?.....................................................................384.3 DoweneedAPAprofessionalsinsport?........................................................................394.4 Whatkindofprofessionalsdoweneed?..........................................................................394.5 Whatcanwedotoimprovethissituation?......................................................................404.6 APAcoach–occupationdescription..............................................................................404.7 Functionalmap(FM)ofAPAcoach...............................................................................404.8 Knowledge,competenceandskillsframework(KCSF)ofAPAcoach............................434.9 References........................................................................................................................46

5 Summary of Project ............................................................................................ 47Martin Kudláček

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6 Examples of Good Practice in Adapted Physical Education .................................. 49Ursula Barrett, Niamh Daffy, Christina Evaggelinou, Lena Hammar, Aija Klavina, Kaisu Laasone, Pauli Rintala6.1 Adaptedaquaticsandoutdooreducationphysicaleducationundergraduatetraining

attheInstituteofTechnologyTralee,Ireland...................................................................496.2 In-servicephysicaleducationteachertraininginadaptedphysicaleducationfor

studentswithdisabilities..................................................................................................516.3 Researchproject“Peertutoringforstudentswithsevereandmultipledisabilitiesin

inclusivephysicaleducation”.............................................................................................536.4 BestStart:InclusiveSchoolsProject,Ireland...................................................................556.5 SpecialEducationsupportinAPAinSweden.................................................................566.6 SDM–Sherbornedevelopmentalmovement–aholisticmethodfortrainingsocial

andmotorskills...............................................................................................................576.7 Reflecting through Art: Paint with us ................................................................................ 606.8 Behaviouralmanagementinphysicaleducation...............................................................616.9 BuntúsDVDwithpracticalexamplesofhowtoadaptprogrammeforinclusionof

studentswithdisabilities(Ireland)...................................................................................63

7 Examples of Good Practice in Adapted Physical Activity in Rehabilitation ............ 65Nidia Amorim, Patrice Flore, Tarja Javanainen-Levonen, Bartosz Molik, Pavel Mustafin, Sandrine Tomasi, Joeri Verellen7.1 Adapted physical activity education for physiotherapy students ..................................... 657.2 COPDrehabilitationtraining..........................................................................................667.3 Functionally based exercise program for children with cerebral palsy ............................ 687.4 Handcyclingandtricyclingasapartofrehabilitationprogramofpersonswith

lowerextremityimpairments............................................................................................697.5 Sitting and standing volleyball in post war countries ...................................................... 707.6 Foundation for Active Rehabilitation ................................................................................ 727.7 APA in rehabilitation – case study Satakunta/Finland ...................................................... 73

8 Examples of Good Practice in Adapted Physical Activity in Sports ........................ 77Niamh Daffy, Jose Pedro Ferreira, Kati Karinharju, Aija Saari, Hana Válková, Debbie Van Biesen8.1 SportSpecificNationalTrainingProgramtoCoachAthleteswithdisabilities..............778.2 Differentworld…(programforfootballcoaches)...........................................................808.3 ActivitiesforAll–adaptedwindsurfing.........................................................................838.4 SportingChanceProgramme–Ireland..........................................................................878.5 CoachingSkillsDevelopmentinBocciaandSwimming.................................................90

9 Appendices......................................................................................................... 95Appendix1: EUSAPAFunctionalMap–AdaptedPhysicalEducation...................................95Appendix2: EUSAPACompetenceSkillKnowledgeFramework–AdaptedPhysical

Education..............................................................................................................98Appendix3: EUSAPAFunctionalMap–Rehabilitation.......................................................101Appendix4: EUSAPACompetenceSkillKnowledgeFramework–Rehabilitation...............103Appendix5: EUSAPA Fuctional Map – Sport ......................................................................... 104Appendix6: EUSAPACompetenceSkillKnowledgeFramework–Sport............................105Appendix7: BasicstructureofEuropeanMasterin

AdaptedPhysicalActivityEMMAPA2............................................................107

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1 EUSAPA: An IntroductionMartin Kudláček

1.1 Adapted Physical ActivityAdaptedPhysicalActivity(APA)isaservicedeliveryprofessionandanacademicfieldofstudywhichsupportsanattitudeofacceptanceofindividualdifferences,advocatesenhancingaccesstoactivelife-stylesandsport,andpromotesinnovationandcooperativeservicedeliveryandempowermentsystems.AdaptedPhysicalActivityincludes,butisnotlimitedto,physicaleducation,sport,recreation,andreha-bilitationofpeoplewithdisabilities(EUFAPA,2006).Adaptedphysicaleducationisarelativelyyoungscholardiscipline.Ontheotherhandthisdisciplinecanbetracedbackasfaras3000BC.AncientChi-nesebelievedintheimportanceofahealthybodyandearlyondevelopedexercisesthatpromotedhealth.ThesewereinternalformsofKungfu;TaichiandChikung.MostadaptedphysicaleducationtextbookstraceitsrootstoEuropeandacknowledgeSwedishgymnasticsastheforerunnerofadaptedphysicaleducationPerHenrikLing(1776–1839)startedgymnasticsinSweden.Hisapproachtogymnasticswasmorecalisthenicsthengymnastic.Lingexploredthebeneficialinfluenceofexercise,whenithelpedhimtocurehisweakarm.

Some readers will be familiar with term Adapted Physical Education, which is the most com-monlyusedtermforthediscipline,professionandservicedeliveryintheUSA.Itencompassesmainlydirectteachingofstudentswithspecialeducationneeds(SEN)andprovidingsupporttogeneralPEteachers.TheFrench-speakingleadersofCanadaandBelgiumwhofoundedFederationInternationaledel’ActivitePhysiqueAdaptee– InternationalFederationofAdaptedPhysicalActivity (IFAPA) in1973hadabroadervision,whichincludedmanyprofessions,agegroups,andservicedeliverysettings.IFAPAsoriginalpurposewas“togiveglobalfocustoprofessionalswhouseadaptedphysicalactivitiesforinstruction,recreation,remediation,andresearch”

Inthe1970s,theconceptsofadaptandadaptedwerebelievedtobewellunderstoodinFrench,English,andotherRomancelanguages.Techniquesforadaptingactivities,instruction,programs,andfacilitiesweredescribedinsourceswithsuchtitlesascorrective physical education, corrective sport,APE, sport therapy,andsports for the handicapped IncountrieslikeGermany,CzechRepublic,andJapan,whoselanguageswerederived fromdifferent roots, adaptation strategieswereusedalso, although thewordadapted wasnotwellunderstood(Hutzler&Sherrill,p.3)

HutzlerandSherrill(2007)alsoproposetoutilisetheconceptualframeworkICF2001developedbytheWorldHealthOrganizationandintheirarticleprovideexampleofimplementationofAPAcon-textandterminologywithinICF2001(Table1).

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Table 1. Specific Example for APA Practices Using Across ICF Categories in APA PlanningICF Category Significance to

participantAPA practices Service provider,

level; track accentExamples of aktivity goals

Body structure Have physical foundation & acceptable appearance

Prevent from deterioration, enhance or improve

APA specialist; accent on rehabilitation (European perspective)

Reduce weight; align posture; increase bone density

Body function Be able to perform Prevent from deterioration, develop, improve

APA specialist; accent on rehabilitation (European perspective). In USA, this could be fitness training.

Restore range of motion; increase power; lose weight

Activity or task performance, related to physical activity

Doing meaningful tasks

Teach, train, coach APA specialist teacher; General PE teacher / Instructor / Coach, each with additional APA knowledge; accent on education, recreation, & sport

Reach for the ball; finish 10 laps in swimming; maintain position; cross the road; enter a bus

Participation in physical activity for enjoyment

Being accepted as part of a reference group

Educate, reflect, empower,

APA specialist co-working with Class teacher / Social worker / Psychologist / important significant others; accent on education & recreation

Participate in ball games; be assertive; be accepted among peers; achieve leadership

Elimination of barriers to goal achievement

Having no restrictions, or opposition to participation (Equity)

APA practices APA practitioner across levels together with social worker, volunteer community activist; accent on recreation & sport

Change attitudes, set rules for; use law and affirmative action

1.2 Adapted Physical Activity in EuropeTheareaofadaptedphysicalactivityonaEuropeanlevelispromotedmainlybytheEuropeanFedera-tionofAdaptedPhysicalActivity,whichdatesitsbeginninginthe80s,whenthefirstEuropeancongresswasorganizedby Dr. Jean-Claude DePotter,attheUniversitéLibredeBruxelles(Belgium),inordertofoundaEuropeanbranchoftheinternationalfederation(IFAPA).DePotterbecamethenalsothepresi-dentofIFAPA(1987–1991)andwasaveryactivecollaboratorforthedevelopmentoftherespectivestudyprograms(EMDAPAandDEUAPA).TheEuropeanchairpersonsoftheEuropeanAssociationofResearchintoAdaptedPhysicalActivity(EARAPA)inthefollowingyearshavebeen:Dr. Gudrun Doll-Tepper,FreeUniversityBerlin,Germany(1987–1993),Dr. Herman Van Coppenolle,K.U.Leuven,Bel-gium(1993–2002),Dr. Maria Dinold,UniversityofVienna,Austria(2002–2006),andDr. Jean-Claude DePotter(2006–2010,newname:EuropeanFederationofAdaptedPhysicalActivity–EUFAPA)andcurrentlyDr.MartinKudláček,PalackýUniversityOlomouc,CzechRepublic.

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EUFAPAisaEuropeanorganisationconcernedwiththepromotionanddisseminationofexperi-ences,resultsandfindingsinthefieldsofadaptedphysicalactivityandsportscience,andtheirpracticalapplicationtothebenefitofindividualsacrossthelifespan.The fundamental purposes of EUFAPA are:(a)ToencourageEuropeancooperationinthefieldofphysicalactivitytothebenefitofindividualsofallabilities;(b)Topromote,stimulate,andcoordinatescientificresearchandexperiencesinthefieldofAdaptedPhysicalActivity(APA)throughoutEurope,andtosupporttheapplicationofresearchresultsinvariousareasofprofessionalpracticesuchaseducation,adaptation,inclusion,coaching,leisure,recrea-tion,andrehabilitation.;and(c)Tomakescientificknowledgeofadaptedphysicalactivityandpracticalexperiencesavailabletoallinterestednationalandinternationalorganizationsandinstitutions.

EUFAPAalsopromotes scientificfinding in thediscipline in the European Journal of Adapted Physical Activity (EUJAPA) and European congresses (EUCAPA). EUJAPA isaninternational,multidis-ciplinaryjournal,introducedtocommunicate,shareandstimulateacademicenquiryfocusingonphysicalactivityofpersonswithspecialneeds.ArticlesappearinginEUJAPAreflectthecrossdisciplinarynatureoftheacademicdisciplineofadaptedphysicalactivityrangingfromphysicaleducation,throughsport,recreation,rehabilitation,dance,sportmedicineorhealthcare.Thismultidisciplinaryjournalprovidesthelatestacademicinquiryrelatedtophysicalactivityforspecialpopulations.Regularfeaturesincludequalitative andquantitative research studies, case studies, review articles, viewpoints,methodologicalguidelines,andeditorialcommentary.

TheEuropeanconferences(EUCAPA)tookplaceinfollowingplaces:1993 Leuven(Belgium)1995 Leuven(Belgium)1998 Thessaloniki(Greece)2001 Vienna(Austria)2002 Amiens(France)2004 Dortmund(Germany)2006 Olomouc(CzechRepublic)2008 Torino(Italy)2010 Jyväskylä(Finland)Planned 2012 Killarney (Ireland)

TherearemultipleorganisationsonEuropeanandnationallevels,whichfocusonactivitiesrelatedtosportandphysicaleducationofpersonswithdisabilities.Themostinfluentialinclude:InternationalParalympicCommittee/EuropeanParalympicCommittee,SpecialOlympicsInternational,IWAS,CP-ISRA,INAS-FIDandIBSA.Manyoftheseorganisationsortheirnationalmembersplayanimportantrole in servicedeliveryand trainingprofessionals,Therefore therearemany initiatives in thefieldofAPA,althoughmanyofthemcanbenamedbytermsalternativetoAPA.HoweverourknowledgeofthestateoftheAPAprofessioninEuropeisverylimitedandatmanytimesoutdated(inrelationtorelativelyfastdevelopmentsinlegislationandsocialinclusionofpersonswithdisabilitiesinEurope).AcloserlookintostateofAPAinthreeareas:(a)adaptedphysicaleducation,(b)APAinrehabilitationand(c)APAinsportswillbeprovidedinfollowingchapters.

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1.3 European Standards in Adapted Physical ActivitiesIthasbeenshownthatsportandphysicalactivityingeneralcanleadintotheempowermentofthosewhohavebothacquiredandcongenitaldisabilities.Associetalparadigmandattitudestowardpersonswithdisabilitieschanged,theyarefacingnewchallenges.Alldevelopedsocietiesshouldbeestablishingsupportservicesandnetworks,whichwouldaimtowardsgreateracceptance,involvementandinclusionofpersonswithdisabilities.Thesechangesshouldnotbeonly“paperbasedsuggestions”butthesetofrealinitiatives.Theeducationofprofessionalsworkingineducation,recreationandsportinbothsegregatedandinclusivesettingsshouldbeapriorityinallEUcountriesascompetentprofessionals(e.g.teach-ers,coaches,physiotherapists)areoneofthekeystonestoinclusion(EuropeanCharterofSportforallpersonwithdisabilities,2001).Inordertoensurethisthereshouldbeclearrequirementsoncompeten-ciesthatallspecialistsinthisareashouldacquireaswellthecompetenciesthatshouldbetransferredtogeneralPE,sportandrecreationspecialists.ThisprojectisinitiatedbyEuropeanFederationofAdaptedPhysicalActivity,whoseaimisamongothers:“ToencourageEuropeancooperationinthefieldofphysi-calactivitytothebenefitofindividualsofallabilities.”Accordingtothepublishedstudiesteachersofphysicaleducationstilldonotmanagetoincludechildrenwithdisabilitiesingeneralphysicaleducationandthelevelofsportparticipationofpersonswithdisabilitiesissignificantlylowerthaninmainstreamsociety.

Ourprojectaimedtocontributetomoresocialinclusionbysettingupthestandardsfortrainingprofessionalswhowillberesponsibleforinclusionintheareasofphysicalactivities.InaccordancewiththerecommendationofministersofeducationofEUcountryfrom30.4.2003(rec.Nr.1improvementofphysicaleducationforchildren,includingthosewithdisability).Theobjectivesoftheprojectare: (a)Todescribe theprofessionalcompetencies ineachof the threeareasofAdaptedPhysicalActivities: (1)adaptedphysicaleducationinschools;(2)APAinsport,and(3)APAinrehabilitation;(b)ToidentifytheneedsforeachAPAareainallpartnercountiesand;(c)Todefineacademicstandards(subjectspe-cificcompetenciesandlearningoutcomes)inthethreeareasofAPA.ThisbookisoneofkeyoutcomesoftheprojectpresentingatheoreticalframeworkofprofessionalcompetenciesneededbythoseworkingintheareaofAPA.Thepresentbookconsistsoftwoparts.Thefirstpart,EUSAPAFRAMEWORK,presentsthreeareasofAdaptedPhysicalActivitiesandafunctionalmapwiththeknowledgecompe-tenceandskillsframeworkforeachoftheareas.ThesecondpartofthebookisdevotedtotheEXAM-PLESOFGOODPRACTICESINAPA.ExamplesarepresentedseparatelyinthreeareasandareaccompaniedbyaDVD.

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2 Adapted Physical Education in School Martin Kudláček and Aija Klavina

2.1 Education of students with special education needs in EuropeEducationofstudentswithspecialeducationneeds(SEN)inEuropehasundergonemajorchangesinpast20yearsandthesituationindifferentEuropeancountriesissignificantlydifferent.Teachingofstu-dentswithSENisdrivenbyeducationallegislation,whichdefinesSEN,appropriateeducationandsup-portservices.InthefollowingtextwecanseedifferencesinSENservicesandAPEinselectedcountriesoftheprojectpartners.UpdatedinformationabouttheareaofAPEandsupportservicesinEuropeancountriescanbefoundontheEUFAPAwebsiteatwww.eufapa.eu

BelgiumInBelgianlegislationspecialeducationisreservedforchildrenandadolescents,onthebasisofamulti-disciplinary assessment. Specialised education is provided for students whose needs are of the sametype,theirneedsdefinedintermsoftheprincipaldisabilitycommontooneofeightgroups.APEisnotexplicitlymentionedinlegislation.ProfessionalpreparationinrelationtoAPAisbeingdeliveredatCatholicUniversityinLeuven.

Finland InFinland studentshave special educationalneedswhen theirpossibilities for growth,developmentorlearningaredecreasedbythereasonofdisability,sicknessordecreasedworkingorder.Studentsinneedofpsychologicalorsocialsupportorwhoareatriskintheseareashavetherighttohaveassist-ancefortheirlearning.Studentswithminorlearningoradjustmentdifficultieshavetherighttoreceivepart-timespecialneedseducationinconjunctionwithmainstreaminstruction.Ifastudentcannotbeincluded inmainstreameducationdue todisability, illness,delayeddevelopment, emotionaldisorderorotherreasons,heorshemaybeadmittedtospecialneedseducation.Specialeducationisprovidedprimarilyinconjunctionwithmainstreaminstructionorinaspecialclassoratsomeotherappropriatelocation.Adaptedphysicaleducationcanbedeliveredbyteachers(daycare/classroom/specialeducation/basiceducation/P.E.teachers/APA-teachersetc.)accordingtotheageofpupils.TeacherpreparationinrelationtoAPAisbeingdeliveredinmultipleinstitutions(e.g.UniversityofJyväskyläorHaaga-HeliaUniversityofAppliedSciencesinVierumäki).

FranceThere isnoestablished term inFrancewhich refers to thepopulationof childrenwhobenefit fromspecificmeasuresdefinedonthebasisofspecialeducationalneeds:thetermsused(disabledchildren,non-adaptedchildren)areallveryspecific,linkedtocertainconnotations,andmarkedbyahistoricalsituation.Accordingtothe Law n° 200�-102 of February 11, 200�forequalrightsandopportunities,par-ticipationandcitizenshipofdisabledpersons,thedefinitionofdisabilityisconstitutedbyanylimitonactivityorrestrictionontheparticipationinsociallifeinperson’senvironmentduetoasubstantial,du-rable,orpermanentalterationofoneorseveralphysical,sensorial,mental,cognitive,orpsychicfunctions,

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toamultipledisabilityortoadisablinghealthproblem. APA professionals in France have an advantage over colleagues from other European countries because APAisexplicitlymentionedinlaw.Article L.212-1 of Sport Code, Decree of 12/10/200� published (official Journal JO: n° 2�� du 0�/11/200� text number 21) by the Ministry of Health, Youth, Sports and Associative Lifestates:AprofessionalwithaBachelordegreeinAPAcanleadphysicalactivitysessionsintheaimsofmaintaininghealth,ofrehabilitationorintegrationforpersonswithmotororpsychologicaldisabilities,exceptinthesportfield.APAstudiesareofferedinmultipleFrenchinstitutions.

IrelandInIreland‘Specialeducationalneeds’aredefinedinrelationtoapersonasarestrictioninthecapacityofthepersontoparticipateinandbenefitfromeducationonaccountofanenduringphysical,sensory,mentalhealthorlearningdisability,oranyotherconditionwhichresultsinapersonlearningdifferentlyfromapersonwithoutthatcondition.’Adaptedphysicaleducationisnotexplicitlymentioned,buttheSpecialNeedsEducationAct2004(EPSEN)definesSupportServicesforinclusion,whichshouldberesponsiblealsoforsupportininclusivePE.Relevantservicescanbe:(a)JuniorCyclePEProgramme-InclusionOfficer,(b)PhysicalEducationAssociationofIreland,(c)PrimaryCurriculumSupportPro-grammeor(d)SpecialEducationSupportServices.APAstudiesormodulesaredeliveredinmultipleinstitutionswiththeInstituteofTechnologyTraleebeingleadinginstitutioninmultiplenationalandinternationalAPAprojects(e.g.Sportinclusiondisabilityofficers).

PortugalInPortugalstudentswithSENaredefinedaschildrenandyoungpeoplereceivingspecialeducationbecausetheyhavedifficultiesintheirlearningprocessandparticipationineducation,consideringtheinteractionbetweeninter-relatedfactorsandlimitationsintheirfunctioning(DGIDC Direcção-Geral de Inovação e de Desenvolvimento Curricular (Innovation and Curricular Development Department), Ministry of Education).PE(APE)isnotexplicitlymentionedinthelaw,butthelawincludesstatementsaboutareaswherespecialneedshavebeenidentifiedandrequiresacertaintypeofspecialisedsupport.PEisoneofthoseareas,howeverwithoutindicatingitastheAPA/APE.TheprofessionalsthatworkwithchildrenwithspecialneedsinPE(APA/APE)onadailybasisarePEteachers.AmongthemarePEteacherswithcomplementaryformationonAPA(atundergraduateandpos-graduatelevel)taughtforexampleattheUniversityofCoimbra.

LatviaInLatvia the term“specialneeds” isgiven to thechild if she/hehasanassigned impairment that isincludedinthelistdevelopedbytheLatvianMinistryofEducationandScience(LMES):(1)visualimpairments,(2)hearingimpairments,(3) learningdisability, (4)moderateandlightmentalretarda-tion,(5) languageproblems,(6)chronicdiseases likediabetes,asthma,(7)physicalproblems,and(8)somepsychoneurologicaldiseases(Regulation Nr.�42, LMES, 200�). Adaptedphysicaleducationisnotexplicitlymentionedinlaw.Requirementsforpedagogicalstaffateducationsettings:teachermusthavehighesteducationstudyprogrammediplomainparticularsubject(forexample,insporteducation).TheAPEteacherisnotincludedinthelistofprofessionsineducationandaccommodationsinsporteduca-tionarenotexplicitlylisted.AdaptedphysicaleducationisbeingtaughtaspartofstudiesofPEandphysiotherapyattheLatvianAcademyofSportEducationinRiga.

PolandSpecialNeedsEducation(SNE)inPolandconcernschildrenandyouthswithdevelopmentaldisabilitieswhorequirespecialorganisationofwork,workingmethodsandspecialequipment.Itcantakeplaceingeneralschools,integrationschools/classes,orspecialschools/classes.SpecialEducationcoversthefol-

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lowinggroupsofstudentswithspecialeducationalneeds:slightmentaldisability,moderateandseverementaldisability,profoundmentaldisability,hearingimpairment,visualimpairment,physicaldisabili-ties,chronicdiseases,psychiatricproblems,multipledisabilities,autism,socialandbehaviouralproblems,languagedisordersandcommunicationproblems.SNEisregulatedbytheAct on School Education of � September 1��1,withfurtheramendmentsandtheresolutionofMinisterofNationalEducationaboutspecialneedseducation.AllpupilswithSENreceivetheassistancefromPsychologicalandEducationalServicesCentresfreeofchargeandonthevoluntarybasis.Resultsofpsychological,pedagogicalandmedicalassessmentserveasabasisforqualifyingpupilsforsuitableformsofeducation(generalschools,integrationschools,specialschools)althoughthefinaldecisionisuptotheparents.Thereisnoinforma-tionaboutAPE.However,theeducationalsysteminPolandcreatedthesocalledspecialeducationalsystem(ACT about System of Education, �/0�/1��1). TeachersinspecialPEshouldparticipateinspeciallife-longlearningcoursesfordevelopingtheirowncompetencies.

2.2 State of inclusive physical education in Europe Growingnumberofstudentswithdisabilitiesbeingincludedingeneraleducationresultsinasituationwheremoreandmorephysicaleducationteachersarefacedwiththerealityofteachingthesestudentstogetherwiththerestofthechildren.Inmostcasesteachersarenotpermittedtodecideiftheywillhaveastudentwithadisabilityintheirclass,buttheycandecidetowhichextenttheywillincludethisstudent(Lienertetal.,2001).AccordingtoSherrill(1998,p.107),“Thepracticeofassigningalmosteveryonetoregularphysicaleducationandassumingthatteacherswilltaketheinitiativeinadaptinginstructioniswidespread.”

Theprocessofeducatingchildrentogetherhashadmanytitlesinpaststartingwithmainstream,changingintointegrationandfinallyarrivingtocurrenttitleofINCLUSION.Inclusionmeansprovid-ingstudentswithappropriatesupportandassistanceasneedtoensuresuccess.Inclusionmeansthatthestudentwithadisabilityispartoftheclassroomandnotanoutsider.Thestudentisthusincludedinactivities,andactivitiesareadaptedtoensureparticipation.Theterm“inclusion”isalmostuniversallyacceptedinEnglishterminology,butinsomecountriesdifferentterms(e.g.integration)arestillusedpreferably.RecentlyBlockandObrusníková (2007) aswell asO´Brien,KudláčekandHowe (2009)presentedextensivereviewsofstudiesoninclusivephysicaleducationandcriticisedthelimitednumbersandqualityofpublishedstudies.TounderstandthenatureofinclusionandservicedeliveryinadaptedphysicaleducationiscrucialfortheimprovementsofphysicaleducationofstudentswithSEN.Lienertetal.(2001)focusedontheexperiencesandperceptionsofphysicaleducatorsfromtheUSAandGer-many.Teachershadpersonalconcernsaboutuncertaintyandworryabouteverydaydemandsandtheircompetencetomeetthesedemands.Inmanagerialconcernsteacherswereworriedaboutlackofresourc-es,largeclasssizesandinadequatefacilities.Teachingwasalsoreportedtobemuchmoredifficultinaninclusivesetting.Finallyteachersheldcollaborationconcernsaboutsupportandteamteachingwithotherprofessionalsorsupportpersonnel.Morley,Bailey,TanandCooke(2005)foundthatteacherswereconcernedwiththelackofsupportservicesandtrainingandalsoabouttheaccessibilityofenvironment.Fitzgerald(2005)alsofounddiscrepanciesbetweeninclusivecurriculumpoliciesandschool-dayreali-ties.HeroldandDandolo(2009)emphasizedtheneedtoupgradeinitialteachertrainingprogrammestoaddressinclusivephysicaleducationmoreeffectivelyandpointedoutthelimitationsofBritishNationalCurriculuminPEasaframeworkforinclusion.Learningmoreaboutteachersconcerns,perspectivesandexperienceswithinclusivephysicaleducationcanhelpEuropeanandNationalpolicymakerswithpolicyanddecisionmakingrelatedtoschoolrulesandcurriculumguidelines.Teacherscanalsofeelliketheirvoiceisbeingheardandfinallythisinformationcanbeusedforteacherpreparationprogrammes.CurrentlymostteachersdonotfeelcompetenttoteachstudentswithSENininclusivephysicaleduca-tionandinmostcasesthereisabsence(orlackof )supportservicesandresourcestofacilitateinclusioninPE.

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Therefore the followingchanges shouldbemade inorder tobring togethereducationalpoliciesandstrategiesofsocialinclusionwiththeeverydayschoolrealityofinclusion/exclusionofstudentswithspecialeducationneedsinphysicaleducation: (a) All physical education teachers should receive appropriate training,whichshouldempowerthem

toteachstudentswithSENinaninclusivesetting.SuggestedmodelforsuchtrainingcanbefoundonwebsiteofprojectEIPET Europeaninclusivephysicaleducationtraining(www.eipet.eu).

(b) All professional teaching physical education in special schools or institutions should have an appropriate training. WhileinclusionofstudentswithSENisthepreferablemodeofteaching,therearestillasignificantnumberofspecialschoolsandcountriesshouldmakesurethatphysicaleducationispartofschoolsservicesandtheseservicesarebeingdeliveredbyqualifiedprofessio-nals.

(c) Adapted physical education consultants should be employed in all European countries inordertoprovideanappropriatesupportforphysicaleducationteachersininclusivePE.Theseprofessi-onalscouldalsoworkparttimeasPEteachersinspecialschoolsorclassesandparttimeasAPEconsultants.TheframeworkofcompetenciesneededtobecomeaqualifiedAPEprofessionalisoneofkeyoutcomesofthisproject(Appendix1and2).Adaptedphysicaleducationbuilds itsAPErelatedcompetenciesonprofessionalfoundationsinphysicaleducationandspecialeducationtrai-ningprogrammes.

(d) Appropriate support tophysicaleducationofstudentswithSENshouldincludealso:(i) trainerparaprofessionals(teacherassistants),(ii) programmesforpeertutoring,(iii)adaptedequipmentand(iv) supportbycommunityordisabilitysportservices.

2.3 Competencies of physical education teachers PhysicaleducationisacompulsorypartofeducationinmostEuropeancountries.WhatdiffersistheamountofallocatedteachinghoursforPEinEUcountries,theapproachtocurriculumandtherequire-mentsforprofessionalpreparationofphysicaleducationteachers.ThekeyEuropeanprojectintheareaofPEaimedtoalignprofessionalpreparationanddevelopEuropeanqualificationframeworkinphysi-caleducationandothersportstudieswastitledAEHESIS(AligningaEuropeanHigherEducationStructureInSportScience).AswestronglybelievethatEuropeanQualificationsFramework(EQF)inadaptedphysicaleducationshouldbebasedonfoundationofEQFinphysicaleducationwepresentkeyoutcomesofAEHESISprojectintheareaofphysicaleducation.ThepresentedtextisthedigestfromthepublicationImplementation of the Bologna Process and Model Curriculum Development in Physical Education Teacher Education authored by Ken Hardman, Gilles Klein, Göran Patriks-son, Antonín Rychtecký & Francisco, Carreiro da Costa (pp. 75–77) , whichcoverstheoutcomeofAEHESISprojectinrelationtoknowledgeandskillsneededbyphysicaleducatorsinEurope.

Programmes of Study Outcomes (Knowledge) •Genericknowledgerelatedtoeducation

- Knowledgeandunderstandingofpupils’individualneedsanddevelopment- Knowledge of a curriculum that is formatively/developmentally based and progressively se-

quencedwithclearlydefinedaims,learningoutcomesandkeyconcepts- Knowledgeofarangeofpedagogicalanddidacticalprocessesandskillstoincludeevaluation

ofstudentprogress,reflectivethinking,appropriatedecision-makingandinitiativetaking,andadaptivebehaviours

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- Knowledgeandskillstosupportpupil’slearning,progressionanddevelopmentwithintheschoolcurriculuminaninformedandimaginativemanner

- Knowledgeofethicallyandprofessionallysoundattitudes,valuesandsafebehaviours(teachingandlearning,physicallyandsocially)

- Knowledgeoftheschoolasasocialinstitutionandcontextualisationofprofessionalpractices.- Managementofrisk-taking

• Specificknowledgerelatedtophysicaleducation- PE-relatedsubject(specialist)knowledgeandunderstandingtoincludeacquisitionofasubject

contentknowledgebaseinavarietyofphysicalactivitiesandrelatedscientificareasofstudyem-bracingkeyconceptsandskillsthatprovidethematerialtobetaughtandtheabilitytoemployarangeofteachingstylesandmethodswithinavarietyofcontexts

- KnowledgeofPEcurriculumdevelopmentandimplementation- Knowledgeofstructure,functionandcontrolofphysicalsystemsaswellasunderstandingand

applicationofanatomicalandbiomechanicalprinciplestomovement- KnowledgeofPE/Sportinsociety,historical,culturalandsociologicaldevelopments- Psychological/sociologicalknowledgeofhumanmovement- Knowledgeofpreparation,conductandreportingofaPE-relatedproject

Competencies specific skills (Do) •Genericskillsrelatedtoeducation

- Curriculumplanninganddeliverycompetencewitharangeofteachinginterventions- Effectiveclassroommanagementwiththeabilitytorespondto,andmanage,changelearners,

andhandleissuesinaninformedwaysoastodeveloptheirpracticeinachangingworld.- Applicationofarangeofpedagogicalanddidacticalprocessesandteaching/learningmanage-

ment techniques/skills that guarantee differentiation of learning tasks and teaching styles,whichareappropriatebothtothetasksandtothestudents

- Effectiveplanningandsettingofexpectations- Undertakeassessmentandevaluationandmonitorformativeprogressandachievement- Manageownperformanceanddevelopment- Manageanddevelopstaffandotheradults- Manageresources- Policyformulationandstrategicleadership

• Specificskillsrelatedtophysicaleducation- Activelycommittotheprovisionofequalopportunitiesrespecting principles of inclusion and

differentiationofteachinginPE- AbilitytodemonstratecompetenceinPEcurriculumplanningandreviewandappreciatethe

needforcurriculumdevelopmentconnectingtheorywithpractice- ApplyarangeofPE-relatedpracticalandteachingskills- Abilitytosynthesiseandapplyknowledgeandunderstandingtothecriticalanalysisandevalu-

ationofphysicaleducationtheoryresearchandpractice- RelateaimsofPEtomoregeneralcurricularobjectives- Prepare,conductandreportonaPE-relatedproject

It is important to build any APE related activities on already existing physical education pro-grammes.InourcasetheeffortsonstrengtheningcompetenciesofPEteachersshouldbebuiltonthefindingsandoutcomesofpreviouslymentionedAEHESISproject.TheAEHESISPEAreaResearchGroup(Hardmanetal.)identifiedcategoriesofteachersqualifiedtoteachPEinschoolsacrossEuropeand,inaccordancewiththeexistingdiversepractices,recommendsthatconsiderationbegiventorec-ognisingthreededicatedcategorylevelsofPE Teacher: (a) Physical Education Teacher (One Subject Specialist)usually240ECTSdedicatedtoacquiringPErelatedcompetencies;(b) Physical Education

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Teacher (2–3 Subjects) usuallyminimumof35–50%(thatis84–120ECTS)ofcontentexcludingpro-fessionaltrainingisPE-related;and(c) Generalist Teacher usuallyminimumof10%(thatis24ECTS)ofcontentisPE-related.The‘GeneralistTeacher’willusuallyberesponsibleforteachingPEinprimaryschools.Inlightofthesefactswemustadvocateforanappropriate training in pre-service and in-serv-ice PE teachers education related to inclusive PE,whichshouldempowerthemtoteachstudentswithSENinaninclusivesetting.ConsideringlimitedspaceallocatedforPEareainPEteachersstudyingalsoanothersubjectorgeneralistteacher,weshouldexpectthatitmightbechallengingtointroducingcoursesortopicsaimedtoteachAPEspecificcompetencies.Forminimumappropriatetrainingwesug-gesttofollowEIPETmoduleaimstoprovideanappropriatetrainingforPEteacherstobesuccessfulininclusivePE.IntheEIPETmodule(course)studentslearnto:(a)Plandevelopmentallyappropriatelearningexperiencesinphysicaleducation,whicharealsosuitableforstudentswithspecialeducationalneeds(withdisabilities);(b)Teachstudentswithspecialeducationalneedsinaninclusivesetting;(c)Evaluateprogressoflearningofstudentswithspecialeducationalneeds;(d)Advocatefortheneedsandrightsofstudentswithspecialeducationalneeds.Themoduleconsistsof48contacthours(12weeksx4hours)with24hoursoflecturesaimedtocovertheknowledgebaseidentifiedontheknowledge,skillsandcompetenciesframework,12hoursoftutorialaimedtoassiststudentinplanning,discussspecificneeds,encouragesharingof ideasandencouragereflectivepracticeand12hoursofpracticumaimedtogivestudentsapositiveexperience,provideprogressionwhichwillincreasestudentconfidenceandprovidecontactsandexperienceswithlocaldisabilityorganisations.Thesuggestedmodelforsuchtrain-ingcanbefoundonwebsiteofprojectEIPETEuropeaninclusivephysicaleducationtraining(www.eipet.eu).Itis importanttoemphasisetheneedtohavepracticumasintegralpartofthismoduleasonlycontactandpositiveexperienceinworkwithstudentswithSENcanassureacquiringsubstantialcompetenciesneededininclusivePE.

2.4 Adapted physical education teacher/consultant occupation description

Inlightofpreviousfacts,westronglybelievethatthereisagreatneedtointroduceAPEprofessionalsinEurope.Theseprofessionalsshouldbethemainsourceofsupporttogeneralphysicaleducation(GPE)teacherstoensuretrueandappropriateinclusioninphysicaleducationofstudentswithSENwithouttoogreatburdenonGPEteachers.Howevertoourunderstandingbasedonathoroughliteraturereviewaswellasstudiesofprojectpartnersintheircountries,currentlyAPEschoolbasedprofessionalsdonotexist(orareverylimited)inEurope.ThenatureofworkofadaptedphysicaleducationteachersisEuropehasnotbeenstudiedandthusweprovideexamplesfromtheUSA,wherethisprofessionhasbeenwellrecognisedsince1960s.KellyandGansender(1998)havepointedoutthatadaptedphysicaleducatorscanprovidebothdirectandindirectservices,whiledirectservicesmeandirectteachingofchildrenwithdisabilitiesandindirectservicemeansprovidingsupporttoteachersattemptingtoincludechildrenwithdisabilitiesintheirgeneralphysicaleducation.AstudybyLytleandCollier(2002)investigatedAPEspecialists’perceptionsofconsultation.Resultsindicatedthattheskills,attitudesandknowledgeoftheAPEspecialistcombinedwiththeeducationalenvironmentwereinfluentialfactorsinthetypesofserv-icesprovided.Theuseofconsultationsandtheirimplementationwereofteninfluencedbythesocial,intellectualandphysicalenvironment.Allparticipantscommentedthatnoformaltraininginconsulta-tionwasprovidedaspartoftheirtraining.InanotherstudyLytleandHutchinson(2004)discoveredthefollowingrolesoftheAPEteachersintheUSA:(a)advocator;(b)educator;(c)courier;(d)resourcecoordinator;and(e)supporter/helper.Thereweresomenegativereactionstothesupporter/helperrole,asthesituationofterritorialissueswiththeGPEteacheroftenarose.OverallitwashighlightedthatthevariousrolesintheconsultationprocessisahugepartoftheAPEteacher’sdailylife.Specifictraininginconsultationwasnotpartoftheparticipants’APEtraining.LytleandHutchinsonsuggestedthatmoretraininginareassuchasadultinteractionsandeffectivecommunicationintheconsultationprocess

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isrequired.Kudláčeket.al.(2008)studiedthenatureofworkandrolesofpublicschooladaptedphysi-caleducatorsinselectedschooldistrictsintheUnitedStateswiththeaimofaddingtotheinformationbase toenable the improvementof servicedeliveryandprofessionalpreparation.Results showedthedifferencesinthenatureofworkamongAPEspecialists.Participantshadhighteachingloads(44–90students) and servedawide rangeof schools (1–20),which createdquitedifferent teachingprofiles.MostteacherswereinvolvedinAPEconsulting.Resultsalsoindicatedtheneedtoincorporateissuesofconsultingintoteacherpreparationandtochangetheuniversitystudiestomakethemmorerelevantto“reallifeteaching”.TheEUSAPAprojectpartnersalsostudiedthesituationofAPEintheircountrybutfoundverylimitedevidencebydifferentprofessionalssomehowrelatedtoinclusivephysicaleducationorPEinspecialschools.Theirfindingandreportwereincorporatedincreationoffunctionalmapandknowledge,competenceandskillsframeworkforAPEprofessionals.ItisimportanttomentionthatintheUSAtherearenationalstandardsAPENS(AdaptedPhysicalEducationNationalStandards)andAPEprofessionalspassingtheexamscanbecomeCertifiedAPEspecialists(CAPEs).EUSAPAprojectaimstobefirststepbycreatingframeworkofcompetenciesneededbyAPEprofessionalsinfunctionalmapandknowledge,competenceandskillsframework.

2.5 Functional map (FM) in Adapted Physical EducationThefunctionalanalysisofthesurveyledtothedevelopmentoftheFunctional Map(appendix1),whichisastructuredwayofdescribingthefunctionsoftheAdaptedPhysicalEducationteacher/consultant.TheKey PurposeofAPEprofessionalis:(a)toplandevelopmentallyappropriatelearningexperiencesforstudentswithSEN,(b)TeachstudentswithspecialeducationalneedstogetherwithstudentswithoutSEN;(c)EvaluatelearningprogressofstudentswithSENandeffectivenessofappliedteachingandsup-portstrategies;and(d)totakepartinprofessionalcollaborationtoimproveteachingqualityforstudentswithSEN.

Key Areas(planning,teaching,evaluatingandcollaborating)needtobefulfilledwithKey RolesandKey Functions.Keyroles(“basicfunctions”)areunderstoodastheessentialfunctionsneededtoachieveparticularkeyareas(“majorfunctions”),whilethekeyfunctions(“sub-functions”)aredetailedfunctionsneededtobeperformedinordertoachieveparticularkeyroles.Thereforeeachkeyareaisbro-kenintothekeyroles(A.1toA3,B.1toB4,C.1,etc.),whicharecomposedofthekeyfunctions(A.1.1toA.1.2,A.2.1toA.2.3,A.3.1toA.3.4,etc.).ThefunctionalmapprovidesasubstantialframeworkofexpectedtasksthattheAPEprofessionalwillberesponsiblefor.ThefunctionalmapwasdevelopedaspartofEUSAPAprojectbytheworkinggrouponeducation,whichtookintoconsiderationPAPTECAmodelpublishedbySherrill(2004)aswellasfindingsofpublishedstudiesinthearea.Following is the structured description of job expectation.

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A. Plandevelopmentallyappropriatelearningexperiencesinphysicaleducation(PE),whicharealsosuitableforstudentswithspecialeducationalneeds(SEN)

ManyprofessionalsconsiderthemostchallengingpartofAPEprofessionteachingandadaptati-ons,butcarefulandresponsiblepreparationcreatessolidfoundationforsuccessful teaching.APEteachermustbeableto:(1)assesstheneedsofstudents,(2)adaptschoolcurriculum,(3)plandeve-lopmentallyappropriatelearning,(4)prepareteachingenvironmentand(5)beabletocollaboratewithrelevantpartners.Thesekeyrolesarelistedbelowtogetherwithkeyfunctionstodescribejobexpectationsindetail.A.1 Assesstheneeds(currentlevelofperformance)ofstudentswith(SEN)

A.1.1 Identifythespecialneedsofstudentsinrelationtoadaptedphysicaleducation(APE)(e.g.informationfromfamily,usingappropriatescreeningtests)

A.1.2 Identifythesupportservicesandresources,whichcanfacilitateAPE(e.g.,assistantpersonnel,equipment,environment)

A.1.3 Identifyspecialneedsforthepurposesofprescriptionofindividualgoalsandthemostappropriateteachingstrategies

A.1.4 Identifycompetenciesandattitudesofstudents,teachersandotherstaffinrelationtoparticipationofstudentswithSENinphysicaleducation.

A.2 Adaptschoolcurriculuminphysicaleducationtomeettheindividualneedsofallstudents withspecialeducationalneeds

A.2.1 Identifythestrengthsandweaknessesinschoolphysicaleducationcurriculuminrela-tiontoadaptedphysicaleducation

A.3 PlandevelopmentallyappropriatelearningexperiencesinadaptedphysicaleducationA.3.1 Prepareindividualeducationalplanforthephysicaleducationofstudentswithspecial

educationalneedsA.3.2 Identifythemostappropriatelevelofsupport(e.g.nosupport/parttimesupport/full

timesupport)A.3.3 Planthemostappropriatecommunicationstrategiesinrelationtostudentswithspe-

cialeducationneedsA.3.4 Planthemostappropriatebehaviouralmanagementstrategiesinrelationtostudents

withspecialeducationneedsA.4 Prepareteachingenvironmentbeforearrivalofstudentwithspecialeducationalneeds

A.4.1 Prepareassistantpersonnel(e.g.teacherassistants,peertutors)A.4.2 PrepareotherstudentsA.4.3 PrepareschoolstaffA.4.4 Ensurethatfacilities,equipmentandenvironmentareappropriateandsafe

A.5 CollaboratewithoutofschoolorganisationsA.5.1 Contactrelevantcommunitybaseddisabilityorganisationsforpotentialcooperation

(e.g.SpecialOlympics,Localsportsclubs)

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B. TeachstudentswithspecialeducationalneedstogetherwithstudentswithoutSEN The art of teaching is the core of adapted physical education teachers. Some say that all good

teachingmust(should)beadaptedtotheneedsofstudentswithvariousdisabilitiesandthusallPE should therefore be adapted PE. However it is crucial to recognise possible difficulties andchallengesPEteacherscanfaceinteachingstudentswithSEN(e.g.accountsofstudiesbyLienertetal,2001;Morley,Bailey,TanandCooke,2005).Thefollowingthreekeyrolescanbeexpected:(1)adaptingteachingtomeettheneedsofallstudents,(2)managingstudent’sbehavioursand(3)communicationwithstudentswithSEN.Thesekeyrolesarelistedbelowtogetherwithkeyfuncti-onstodescribejobexpectationsindetail.B.1 AdaptteachinginordertomeettheneedsofALLstudentsinadaptedphysicaleducation.

B.1.1 Useappropriateadaptedequipment,whichcanfacilitateinclusivephysicaleducation(e.g.brightlycoloured,sounded,lighterorheavier,bigger)

B.1.2 UsetaskanalysisfordesirableskillsB.1.3 Adapttherulesofgames,teachingstyleandphysicalsetting(currentenvironment)to

facilitateparticipationB.1.4 Use appropriate instructional accommodations (e.g., physical/verbal cues, prompts,

feedback,reinforcement)B.2 Managestudents’behaviourtoassurethemostappropriateandsafelearningforALL

studentsinAPEB.2.1 Positive/negative reinforcementofdesirable/undesirable students’ behaviourswhere

appropriateB.2.2 Keeprecordsrelatedtobehaviouralmanagementplan

B.3 CommunicatewithstudentswithSENtoassuretheirunderstandingandmaximum participation

B.3.1 Useappropriatecommunicationtools(e.g.,Braille,signlanguage,augmentativeandotheralternativecommunicationtools)

C. EvaluatelearningprogressofstudentswithSENandeffectivenessofappliedteachingandsupportstrategies

AcrucialaspectofteachingstudentswithSENisevaluationoftheirlearningprogressandsuccessofourteachingstrategies.ManytimestheprogressinlearningofourstudentsisveryslowandweneedtokeepevidenceoflearninginrelationtostudentsIEP.Keyrolesinthisareaare:(1)evalua-tionoflearningprogress,(2)evaluationofsuitabilityofcurriculumand(3)evaluationofappliedstrategies.Thesekeyrolesarelistedbelowtogetherwithkeyfunctionstodescribejobexpectationsindetail.C.1 EvaluatelearningprogressofstudentwithSENinrelationtohis/herIndividualEducation

Plan(IEP)goalsC1.1 Useappropriateevaluationtoolstomeasurestudents’progressinrelationtotheIEPC1.2 AssignappropriategradeaccordingtoIEP

C.2 EvaluatethesuitabilityofthecurriculumadaptationstostudentswithSENC.2.1 Assessappropriatenessofcurriculumtoindividualneedsandabilities

C.3 Evaluateeffectivenessofappliedteachingandsupportstrategies.C.3.1 AssessappropriatenessofappliedteachingC.3.2 Assessappropriatenessofsupportstrategies

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D.ProfessionalcollaborationtoimproveteachingqualityforstudentswithSEN Adaptedphysicaleducation iscrossdisciplinary innatureandfrequentcollaborationwithother

professionalsorparentsofstudentswithSENcanbeexpectedbyAPEprofessionals.Keyrolesinthisareaare:(1)collaborationwithotherprofessionals,(2)collaborationwithparentsofstudents,(3)advocacyforrightsofstudentswithSENandfinally(4)professionallife-longlearningin.Thesekeyrolesarelistedbelowtogetherwithkeyfunctionstodescribejobexpectationsindetail.D.1 CollaboratewithprofessionalsinAPE

D1.1 CollaboratewithotherspecialistsprovidingPE/APED1.2 Collaboratewithhealthandrehabilitationprofessionals(e,g.,Physiotherapist,Occu-

pationalTherapist,SpeechTherapist,psychologists)D1.3 Collaboratewiththedisabilitysportandrecreationrepresentatives

D.2 CollaboratewithotheradvocatesofstudentswithSEND.2.1 Collaboratewithparents/guardiansofstudentswithSEND.2.2 CollaboratewithNon-GovernmentalOrganisations(e.g.,inchildrenrights)

D.3 ImproveprofessionalskillsandknowledgeD.3.1 IdentifyneedsforprofessionaldevelopmentintheareaofAPE.D.3.2 Engage in continuing professional development activities (e.g. reading professional

publications;attendingconferences(workshops,seminars)tolearnaboutnewtrendsinAPE)

D.3.3 Communicate with other PE/APE specialists to share your experiences and learnabouttheexamplesofbestpractices

D.3.4 Self-evaluateD.4 Advocatefortheneedsandrightsofstudentswithspecialeducationalneeds

D.4.1 AdvocateappropriatesupportinphysicaleducationservicedeliveryforstudentswithSEN

D.4.2 Advocatetheutilisationofadaptedphysicaleducationspecialist,teacherassistantsorpeerstutorswhereappropriate

D.4.3 AdvocatefortherightsofpersonswithSENforphysicalactivities

2.6 Knowledge, competence and skills framework (KCSF) in APEAfter the completenessof the functionalmapmoredetailedanalysiswas carriedout todevelop theKnowledge,CompetenceandSkillsFramework(KCSF),whichdescribesPerformance Requirementsforadaptedphysicaleducationteacher/consultant(appendix2).KeycompetenciesAPEprofessionalsshouldacquirecanbedividedinfourareasfocusedon(1)preparation,(2)teaching,(3)evaluationand(4)collaborationandlife-longlearning.CompetenciesdescribedinKCSFare(beingabletoperform):(a)Assesstheneeds(currentlevelofperformance)ofstudentswithspecialeducationalneeds(SEN);(b)Adaptschoolcurriculuminphysicaleducation(PE)tomeettheindividualneedsofallstudentswithSEN;(c)Plandevelopmentallyappropriatelearningexperiencesinadaptedphysicaleducation(APE);(d)PrepareteachingenvironmentbeforearrivalofstudentwithSEN;(e)AdaptteachinginordertomeettheneedsofALLstudentsinPE;(f )Managestudents’behaviourtoassurethemostappropriateandsafelearningforALLstudentsinPE;(g)CommunicatewithstudentswithSENtoensuretheirun-derstandingandmaximumparticipation;(h)EvaluatelearningprogressofstudentwithSENinrelationtohis/herIEPgoals;(i)EvaluatethesuitabilityofthecurriculumadaptationstostudentswithSEN;(j)Evaluatetheeffectivenessofappliedteachingstrategies;(k)Collaboratewithvariousrelevantprofes-sionals;(l)CollaboratewithotheradvocatesofstudentswithSEN;(m)Improveprofessionalskillsandknowledge;and(n)Advocatefortheneedsandrightsofstudentswithspecialeducationalneeds.WithallcompetenciesweshouldconsiderrangeofstudentsofschoolagewithvariousSENamongwhichwecaninclude(1)visualimpairments,(2)hearingimpairments,(3)learningdisability,(4)moderateand

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lightmentalretardation,(5)languageproblems,(6)chronicdiseaseslikediabetes,asthma,(7)physicalproblems,and(8)somepsychoneurologicaldiseases(RegulationNr.542,LMES,2003fromLatvia).ThusallAPEprofessionalsshouldacquirebellowspecifiedknowledgealsoinrelationtotheseSEN(andpossiblemoreinaccordancewithnationalregulationsandlegislation).

Assess the needs (current level of performance) of students with special educational needs (SEN) InordertoplandevelopmentallyappropriateeducationtostudentswithSENAPEprofessionalmustbeableto:(a)Selectappropriateassessmentsfittingthestudentsprofile;(b)Administerassessment;and(c)Writethereport.

Theknowledgetheindividualneedstolearntodothis: • Specialeducationneeds(differentfunctionalabilities,motor,cognitive,social,behavioral,commu-

nication) •Varietyofassessmentsapproaches(holistic,normreference,criterionbasedetc) •Varietyofassessments(MovementABCetc) •Relevantregulationsonreportwritinganddissemination

Adapt school curriculum in physical education (PE) to meet the individual needs of all students with SENInordertoadaptschoolcurriculuminPEinrelationtotheneedsofstudentswithSENAPEprofes-sionalmustbeableto:(a)AnalysecurrentPEcurriculuminrelationtostudentsneedsand(b)Adaptcurriculum.

Theknowledgetheindividualneedstolearntodothis: •Currentcurriculum(schooldistrict/national) •Curriculumdevelopmentprinciples •Curriculumadaptationprinciplesandstrategies

Plan developmentally appropriate learning experiences in adapted physical education (APE) InordertoplanappropriatelearningAPEprofessionalmustbeableto:(a)developIndividualEducationPlans(IEP)inPE;(b)planinclusivePElessontoensureappropriateandsafelearningforallstudents;(c)planappropriatebehaviouralmanagementstrategies;(d)planmotivationstrategiesforstudentstoparticipate;and(e)planappropriatecommunicationstrategies.

Theknowledgetheindividualneedstolearntodothis: •RelevantregulationsonIEPdevelopment • Philosophy,purposeandaimsofIEP • StrategiesfordevelopmentofanIEP(e.g.multidisciplinaryteam) •Conceptoftheleastrestrictiveenvironmentandcontinuumofsupportinphysicaleducation •HealthandsafetyissuesinrelationtoinclusivePE(e.g.contraindications) •Causesandconsequencesofbehavioralproblems •Behaviourmanagementandmodificationtechniques •Motivationstrategies •Communicationstrategies(interpreter,communicationboardsetc)

Prepare teaching environment before arrival of student with SEN InordertoprepareenvironmentAPEprofessionalmustbeableto(a)preparehumanenvironments(assistantpersonnele.g.,teacherassistants,peertutor,studentswithoutdisabilitiesandschoolstaff );and(b)preparethephysicalenvironment(facilities,equipment,temporal).

Theknowledgetheindividualneedstolearntodothis: •Knowledgeofpeertutor/para-educatorprogrammes

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• Schoolstructuresandfunctions •Attitudinaltheoriesanddisabilityawareness •Adaptationtheoryandpracticalapplicationinrelationtoequipmentetc. • Physicalaccessissues

Adapt teaching in order to meet the needs of ALL students in PE InordertoadaptteachingAPEprofessionalmustbeableto:(a)useappropriateinstructionalstrategies(e.g.,physical/verbalcues,prompts,feedback,andreinforcement);(b)adapttherulesofgames,physicalsettingandequipment;and(c)usetaskanalysisfordesirableskill.

Theknowledgetheindividualneedstolearntodothis: • Instructionalstrategies •Adaptationstrategies •Adaptedgames,rules,teachingstyles •Taskanalysis

Manage students’ behavior to assure the most appropriate and safe learning for ALL students in PE. InordertosuccessfullymanystudentsbehaviourAPEprofessionalmustbeableto:(a) providepositive/negativereinforcementofdesirable/undesirablestudents’behaviourswhereappropriate;(b)observeandkeeprecordsrelatedtobehaviouralmanagementplan;and(c)counsel/guidestudentstowardsadoptingmoreappropriatebehaviours–choice.

Theknowledgetheindividualneedstolearntodothis: • Identifyandunderstandthecausesofbehaviouralproblems •Appropriatebehaviouralmanagementstrategiesandtheories(e.g.,positiveandnegativereinforce-

ment,self-actualisation,self-empowerment,Hellisonmodeletc.)

Communicate with students with SEN to ensure their understanding and maximum participation Inordertoteachstudentswemustassuremaximumunderstandingandthusappropriatecommunica-tion.ThusAPEprofessionalmustbeabletouseappropriatealternativeandaugmentativecommunica-tiontools.

Theknowledgetheindividualneedstolearntodothis: •AppropriatecommunicationstrategiesforstudentswithSEN(e.g.Braille,signlanguage,augmen-

tativeandothercommunicationtools)

Evaluate learning progress of student with SEN in relation to his/her IEP goalsAsteachinginrelationtoallstudentsbutspeciallythosewithSENmustbeevaluatedtheAPEprofes-sionalmustbeabletouseappropriateassessmentmethodstomeasurestudents’progressandgradethestudentaccordingtohis/herpotentialandprogress.

Theknowledgetheindividualneedstolearntodothis: •Differingmethodsofassessment • Individualisedholisticapproachforevaluatingstudent’sprogress

Evaluate the suitability of the curriculum adaptations to students with SENInordertoevaluatethesuitabilityofcurriculumadaptationsAPEprofessionalmustbeabletoassessappropriatenessofcurriculumtoindividualneedsandabilities.

Theknowledgetheindividualneedstolearntodothis: •NationalPEstandards •Curriculumadaptationstrategies

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Evaluate the effectiveness of applied teaching strategiesInordertoevaluatetheeffectivenessofappliedteachingstrategiesAPEprofessionalmustbeabletoevaluateeffectivenessofappliedteachingandsupportstrategies.

Theknowledgetheindividualneedstolearntodothis: •Methodsand tools toassess teachingand support strategies (e.g.,peer tutorprogramme,useof

behaviourplan,adaptationstoenvironment,rules,tasketc.)

Collaborate with various relevant professionalsThenatureofteachingofstudentswithSENrequiresfrequentcollaborationwithotherrelatedpro-fessionalsAPEprofessionalthereforemustbeableto:(a)collaboratewithotherspecialistsprovidingPE/APE;(b)collaboratewithhealthandrehabilitationprofessionals(e.g.,physiotherapist,occupationaltherapist,speechtherapist,psychologists);and(c)collaboratewithsportorganisations,relevantprofes-sionalorganisationsforpersonswithdisabilities.

Theknowledgetheindividualneedstolearntodothis: •TheroleofrelevantprofessionalsandtheirapproachesinrelationtoAPE •Natureofcooperationandcommunicationwithsupportstaff •Teamworking •Disabilitysportorganisationsforpotentialcooperation(e.g.,localsportsclubs)

Collaborate with other advocates of students with SENParentsorguardiansofstudentswithSENarekeypartnersinteachinginAPE(legallyresponsible),asaregovernmentandnon-governmentalorganisations.TheAPEprofessionalthereforemustbeabletocollaboratewithparents/guardiansofstudentswithSENandcollaboratewithNon-Governmentalandgovernmentalorganisations(e.g.,inchildrenrights).

Theknowledgetheindividualneedstolearntodothis: •Rolesandrightsofparentsguardians(legallyresponsible) •Natureofcooperationandcommunicationwithsupportparentsguardians(legallyresponsible) •Teamworking •Rulesandrolesofrelevantorganisations

Advocate for the needs and rights of students with SENAscurrentlysituationinmostEUcountriesisnotappropriateintheareaofteachingAPE/PEtostu-dentswithSENAPEprofessionalshouldbeabletoadvocateforequalprovisionofPEforallstudentsaswellasadvocatefortherightsofstudentswithSENforparticipationinPE/APE(e.g.,supportserv-ices,adaptedequipment).

Theknowledgetheindividualneedstolearntodothis: •Legislationandrelevantnationalandinternationalpolicies •Disabilityservices,APAanddisabilitysportsstructures •Educationalstructuresandservices •Advocacyapproaches(leverage,literatureetc)

Improve professional skills and knowledgeFinally in every changing post-modern societies and professional field of education of students with SEN the APEprofessionalmustbeableto:(a)identifyneedsforprofessionaldevelopmentintheareaofAPE;(b)engageincontinuingprofessionaldevelopmentactivities(e.g.readingprofessionalpublications;at-tendingconferences(workshops,seminars)tolearnaboutnewtrendsinAPE;(c)sharetheirexperiences

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withotherAPEteachers(e.g.learnabouttheexamplesofbestpractices)and(d)self-evaluatehim/her-selfinrelationtoprofessionalissues(e.g.burnout,needforsupportorlearning).

Theknowledgetheindividualneedstolearntodothis: •Appropriateprofessionaldevelopmentopportunities • Sourcesofinformation(e.g.in-servicetraining,associations,organisationsetc.) •ToolsforselfevaluationinrelationtotheabilitytoimplementPE/APE(e.g.videorecordingand

analysisofsessions,writtenreportsetc.)

2.7 SummaryInsummaryofthischapterwemustsaythatthesituationineducatingstudentswithSENinPEinEu-ropecurrentlyneedssubstantialimprovements.Asmentionedinprevioustextwesuggestthefollowingchangesinordertobringtogethereducationalpoliciesandstrategiesofsocialinclusiontogetherwiththeeverydayschoolrealitytoinclusion/exclusionofstudentswithspecialeducationneedsinphysicaleducation: (a)All physical education teachers should receive an appropriate training;(b)All pro-fessionals teaching physical education in special schools or institutions should have an appropri-ate training; (c) Appropriate support tophysicaleducationofstudentswithSENshouldinclude:(i)trainingofparaprofessionals(teacherassistants),(ii)programmesforpeertutoring,(iii)adaptedequip-mentand(iv)supportbycommunityordisabilitysportservicesand(d)adapted physical education consultants should be employed in all European countries inordertoprovideanappropriatesupportforphysicaleducationteachers in inclusivePE.Theseprofessionalscouldalsoworkpart timeasPEteachersinspecialschoolsorclassesandparttimeasAPEconsultants.TheframeworkofcompetenciesneededtobecomequalifiedAPEprofessionalisoneofkeyoutcomesofthisproject(Appendix1and2).AdaptedphysicaleducationbuildsitsAPErelatedcompetenciesonprofessionalfoundationsinphysicaleducationandspecialeducationtrainingprogrammes.We suggest that APE professionals are being prepared as a specialisation within physical education teacher education training with substantial space allocated for acquiring APE specific competencies developed as part of EUSAPA KCSF in adapted physical education.

2.8 ReferencesBlock,M.E,&Obrusnikova,I. (2007).Inclusion inPhysicalEducation:AReviewoftheLiteratureFrom1995–2005.Adapted Physical Activity Quarterly, 24,103–124.Fitzgerald,H.(2005).Stillfeelinglikeasparepieceofluggage?Embodiedexperiences(Dis)Abilityinphysicaleducationandschoolsport.Physical education & Sport Pedagogy, 10(1), 41–��.Herold,F.&Dandolo,J.(2009).Includingvisuallyimpairedstudentsinphysicaleducationlessons:acasestudyofteacherandpupilexperiences.The British Journal of Visual Impairment, 2� (1),75–84. Kelly,L.K.,&Gansender,B.(1998).Preparation and job demographics of adapted physical educators inPreparationandjobdemographicsofadaptedphysicaleducatorsintheUnitedStates.Adapted Physical Activity Quarterly, 1�,141–154.Kudláček,M.,Ješina,O.,Štěrbová,D.&Sherrill,C.(2008).Thenatureofworkandrolesof publicschooladaptedphysicaleducators intheUnitedStates.European Journal of Adapted Physical Activity, 1(2), 4�–��.Lienert,C.,Sherrill,C.,&Myers,B.(2001).PhysicalEducator’sConcernsAboutIntegratingChildrenWithDisabilities:ACross–CulturalComparison.Adapted Physical Activity Quarterly, 1�, 1–17.

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Lytle,R.K.,Collier,D.(2002).TheConsultationProcess:AdaptedPhysicalEducationSpecialists‘Per-ceptions.Adapted Physical Activity Quarterly, 1�, 261–279.Lytle,R.K.,&Hutchinson,G.E.(2004).AdaptedPhysicalEducators:TheMultipleRolesofConsul-tants.Adapted Physical Activity Quarterly, 21, 34–49.Morley, D., Bailey, R.,Tan, J., & Cooke, B. (2005). Inclusive Physical Education: teacher‘s views ofincludingpupilswithSpecialEducationalNeedsand/ordisabilities inPhysicalEducation.European Education Review, Vol II(I), 84–107.O’Brien,D.,Kudláček,M.,&Howe,P.D.(2009).AcontemporaryreviewofEnglishlanguageliteratureoninclusionofstudentswithdisabilitiesinphysicaleducation:AEuropeanperspective.European Jour-nal of Adapted Physical Activity, 2(1), 4�–�1.Sherrill,C.(1998).Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan.(5thed.).Boston,MA:WCB/McGraw-Hill.

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3 Adapted Physical Activities in Rehabilitation Joeri Verellen, Bartosz Molik and Yves Vanlandewijck

ThefollowingchapteraimstodefinethepurposeandtheaddedvalueofanAdaptedPhysicalActiv-ityprogrammeasapartoftherehabilitationprogramme.Furthermore,pointingoutthegoalsandthebenefitsofadaptedphysicalactivities,anddefiningthekeyactivitiesofanAdaptedPhysicalActivityprogramme in rehabilitation,will result in the specificationofanumberof competences required tosuccessfullyfulfilsuchaprogramme.Fromthesecompetencies,suggestionswillbemadefortheopti-misationofcurrentcurriculumrequirementsinordertoenhancetheeducationofprofessionals.Finally,recommendationswillbeoutlinedtodefine,developandsafeguardalegislativeprofessionalstatusfortheAdaptedPhysicalActivityprogrammeanditstherapists,specialists,instructors,etc…,i.e.thosewhoarecoordinatingtheAdaptedPhysicalActivityprogramme.

3.1 Definition of rehabilitationRehabilitation isahealthcareprofessionthatprovides treatment to individuals todevelop,maintainand/orrestoremaximummovementandfunctionthroughoutlife.Thisincludesprovidingtreatmentincircumstanceswheremovementandfunctionarethreatenedbyaging,injury,diseaseorenvironmentalfactors.Rehabilitationisconcernedwithidentifyingandmaximisingqualityoflifeandmovementpo-tentialwithinthespheresofpromotion,prevention,treatment/intervention,habilitationandrehabilita-tion.Thisencompassesphysical,psychological,emotional,andsocialwellbeing.Rehabilitationthereforerequiresamultidisciplinaryapproach.Dependingonthetargetgroup(cf.supra),contributingdisciplinestotherehabilitationprogrammeincludeamongothersmedicineandnursing,physiotherapy,occupa-tionalandphysicaltherapy,psychologicaltherapyandsocialtherapy.

Rehabilitationprogrammescancomprisebothinandoutpatientsettings.Often,adistinctioncanbemadebetweenformal rehabilitation settingssuchasrehabilitationcentresandrehabilitationunitsordepartmentsinlocalhospitals,aswellasinformal settingssuchasservice-homesanddepartmentsforpatients/clientswithparticularneeds(e.g.personswithphysical,physiological,intellectualorpsychiatricimpairments,elderly,warveterans,abusevictims,etc.).

However, both the relative contribution of the various aforementioned disciplines in rehabilita-tionandthedefinitionoftherehabilitationsetting(formaland/orinformal)islargelyvaryingbetweenthedifferentcooperatingEuropeanpartnercountries.Asaconsequence,althoughrehabilitationacrossEuropeancountrieshasanumberofsimilarities,theinterpretationofrehabilitationwithrespecttopro-grammecontentandprogrammeenvironmentisdependentofeachcountry’spoliciesandlegislation.Nonetheless,thesuggestionsandrecommendationsstatedinthefurthercourseofthischaptercanbeappliedtoallcountries.

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3.2 Adapted Physical Activities in rehabilitationInthelastdecades,Adapted Physical Activityhasbeenacknowledgedasavaluableadditiontotheafore-mentioned disciplines within the rehabilitation programme. Similar to rehabilitation, the definition,thepurposeandevolution,thesettingandthecharacteroftheAdaptedPhysicalActivityprogrammesis largely varying between the different cooperating European partner countries.Therefore, a surveywasperformedtoanalysethesedifferences.Theresultsofthissurveyindicatethatinsomecountries,Adapted Physical Activity is not included in the rehabilitation programme. Other countries have amodestsportsprogramme,which ismostlyoptional forpatients/clients,andshouldthereforenotbeconsideredasignificantpartoftherehabilitationprogramme.Atpresent,moreandmorecountrieshaveafullydevelopedphysicalactivityprogramme.However,theseprogrammesarealsooftenoptionalforpatients/clients.Aswell,inmostcountriestheAdaptedPhysicalActivityprogrammeisnotconsideredasaseparateentitywithinthemultidisciplinarycharacterofrehabilitation.AdaptedPhysicalActivityismostlyembeddedwithinthephysiotherapyprogramme,possiblyduetothefactthatthereisnolegisla-tivenomenclaturefortheinclusion,andtheapplicationofanAdaptedPhysicalActivityprogrammeasaseparatedisciplineinrehabilitationinanyofthecooperatingEuropeanpartnercountries,noristherea legislative professional status for adapted physical activity therapists, specialists, instructors, etc…,i.e.thosewhoareresponsiblefortheAdaptedPhysicalActivityprogrammewithintherehabilitationprogramme.Consequently,itcanbeconcludedthatalthoughmostcountrieshavedonemanyeffortstoimplementadaptedphysicalactivitieswithintherehabilitationprogrammes,therearestillanumberofstepsthatcanbetakenwithrespecttotheformationandlegislativeprotectionoftherapists,instructors,specialists,andallthosewhoareinvolvedintherehabilitationprogrammes,andthelegislativestructureandnomenclatureofadaptedphysicalactivityasafullyacknowledgeddisciplineinrehabilitation.

Benefits of APA in rehabilitationThemeaningfulnessofanAdaptedPhysicalActivityprogrammeasanadditionaldisciplinetothereha-bilitationprogrammesissituatedonthreeechelons.Thefirstisdirectlyrelatedtotherehabilitationpro-gramme,andisassociatedwiththecomplementarycharacterofphysicalactivityandsportsparticipationto the classicalphysiotherapyprogrammes.Previous investigations in scientific researchhavealreadysuggestedthatphysiotherapyprogrammesoftenhaveaninsufficientattentionforthepatient’s/client’sgeneralphysicalfitnesslevel,theirfunctionalityandfunctionalpotential,andtheadaptationandopti-misationofpotentialaids,takingintoconsiderationthepatient’s/client’sfunctionality,andtheactivitiesofdaily livingtobeperformed.Nonetheless, ithasalreadybeendemonstratedthatadaptedphysicalactivitiesduring,butalsoaftertherehabilitationphasehaveabeneficialeffectontheseindications.Assuch, implementingadaptedphysicalactivitieswithintherehabilitationprogrammemayresult inanenhancedqualityandsuccessfulnessoftherehabilitationprogramme,andpreventforpatients/clientstorelapse.

Secondly,adaptedphysicalactivitieshaveabeneficialeffectonthepatient’s/client’spsychosocialwell-being.Patients/clientswithirreversibleimpairments/disordersoftenslideintoadownwardspiralofsocialisolationduetoasedentarylifestyle.Ithasbeensuggestedthatadaptedphysicalactivitiesinanon-disabilityorientedapproachenhancespersonalcontactsduringsportsparticipation,thereforecreat-ingopportunitiestoshareexperiencesandtolearnhowtoacceptorcometotermswithanimpairment,disorder,etc…

Athirdmajorpurposeof adaptedphysical activities in rehabilitationapplies toeducational andhealthrelatedissues.Throughphysicalactivityandsportspatients/clientsexperiencehowtheirbodyre-spondstoexerciseinavarietyofcircumstanceswithrespecttointensity(bothmaximalandsubmaximalefforts)andexternalconditions(weather,environment,etc…).Aswell,throughadaptedphysicalactivi-tiesinrehabilitation,patients/clientslearnhowtointerprettheseresponses,howtorecognisesymptomsthatcontraindicatephysicalactivityandsport,andhowtocounteractortreatthesesymptoms.Inad-dition,patients/clientsexperiencethebenefitsofphysicalactivityandsportswithrespecttotheirqual-

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ityoflife,andtheexecutionofactivitiesofdailyliving.Consequently,theAdaptedPhysicalActivityprogrammehastoconvincepatients/clientsaboutitsusefulness,toensureacontinuationofanactivelifestyleafterrehabilitation.

Duetotheargumentsandbenefitsdiscussedpreviously,thestrategytorealiseanAdaptedPhysicalActivityprogrammeinrehabilitationisoftheupmostimportance.Itisnecessarytoofferawiderangeofsportsdisciplinestogetacquainted,andbeinitiatedwith,allowingforpatients/clientstoselectapropersportsdisciplineforpost-rehabilitationcontinuation.Moreover,throughtheinclusionofawidevarietyofphysicalactivitiesintheprogramme,thefunctionalityofthepatients/clientsisoptimallystimulated,thereforemaximisingthefunctionalpotentialofeachpatient/client.Aswell,theextremecharacteristicsofcertainsportsdisciplinesallowanoptimaladjustmentandfine-tuningoftheaidtothepatient’s/cli-ent’sfunctionalabilities.Finally,theAdaptedPhysicalActivityprogrammeispreferablyorganisedinanintegratedsetting, includingrecreationalandcompetitiveathletes, i.e.hands-onexperts, tomaximisethetransferofknowledgeandexperiencefromhands-onexpertstopatients/clients inrehabilitation,optimisethesocialreintegrationintosociety.

3.3 Standard occupationsOnlyinafewrehabilitationcentresacrossEurope,theAdaptedPhysicalActivityprogrammeisconsid-eredasaseparateentitywithintherehabilitationprogramme,andcoordinatedbyprofessionals(physi-otherapistsorphysicaleducators)withaspecialisationinAdaptedPhysicalActivity.TheAdaptedPhysi-calActivityprogrammehowever,isoftenconsideredasapartofthephysiotherapyprogramme,andisthereforemostlycoordinatedbyphysiotherapists.Asmentionedpreviously,currentlythereisnolegisla-tiveprofessionalstatusforAdaptedPhysicalActivitytherapists,specialists,instructors,etc…,i.e.thosewhoareresponsiblefortheAdaptedPhysicalActivityprogrammewithintherehabilitationprogramme(infuturereferencesthetermprogrammecoordinatorwillbeused).ThedevelopmentandsafeguardingofsuchaprofessionalstatusfortheAdaptedPhysicalActivitycoordinatoristhereforewarrantedtoop-timisetheimplementationandqualityofanAdaptedPhysicalActivityprogrammeinrehabilitation.

3.4 Key activitiesThissectiondescribesthekeyactivitiesassociatedwiththeAdaptedPhysicalActivityprogrammecoor-dinator.ThesekeyactivitiesconstituteasetoftasksanddutiesthatcorrespondwiththeresponsibilitiesofcoordinatinganAdaptedPhysicalActivityprogramme.Theyaresubdividedinanumberofkeyareas,consistingofvariouskeyroleswithanumberofspecifickeyfunctions.ThekeyactivitiesofanAdaptedPhysicalActivityprogrammecomprehend4majorresponsibilities:planning,informationandeduca-tion,assessmentandevaluation,andimplementation(Appendix3).

PlanningImplementingaqualitativeandsuccessfulAdaptedPhysicalActivityprogrammerequirescarefulplan-ningandcooperatingwiththeotherdisciplineswithintherehabilitationprogramme.Programmeco-ordinatorsneedtorealisticallyassessthevalues,thebenefitsandtheresponsibilitiesofadaptedphysicalactivitieswithinthemultidisciplinarycharacterofrehabilitation,takingintoconsiderationthepatient’s/client’swell-beingbothduringandafter therehabilitationphase.Thisalsodemandsaprofoundun-derstandingofthepatient’s/client’scondition,functionalabilitiesandpotential,andtheimpactoftheAdaptedPhysicalActivityprogrammehereon.Thisincludesthepossiblebenefitsaswellaspotentialcontraindications,healthrisksandriskfactorstoparticipateinphysicalactivities.

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TheplanningactivitiesoftheAdaptedPhysicalActivityprogrammecoordinatorcanbesumma-risedasfollows: •AssesstheroleandaddedvalueofanAdaptedPhysicalActivityprogrammewithinthemultidisci-

plinarycharacteroftherehabilitationprogramme.-IdentifytheresponsibilitiesoftheAdaptedPhysicalActivityprogrammeasacomplementary

partoftherehabilitationprogramme.-IdentifythestrengthsandweaknessesofthecurrentlyusedrehabilitationandAdaptedPhysical

Activityprogramme.-Identifytheavailableandrequiredresources(facilities,equipment)toimplementtheAPApro-

gramme.-DevelopastructuredAdaptedPhysicalActivityprogrammeincollaborationwithrehabilitation

team.-IdentifytheshortandlongtermaimsoftheAdaptedPhysicalActivityprogramme.

•Assessthe(dis)abilities,riskfactors,needsandpotentialofthepatient/client.-Understandtheconditionofthepatients/clientsanditsconsequencesintermsoffunctional

(dis)abilities,healthconditions,etc...-Understandclinicalinvestigationdata(e.g.X-rays,gaitanalyses,cardiorespiratorytests)andthe

conclusionsandrecommendationsofrehabilitationspecialists.-Assessthepatient’s/client’scurrentandpotentialleveloffunctioning.-Understandthepatient’s/client’sresponsetophysicalactivity;identifyandremediatepotential

contraindications,healthrisksandriskfactors.

Information and educationAsmentionedpreviously,thebenefitsofphysicalactivitiesandsportsduringandafterrehabilitationarecountless.Inordertoensureacontinuationofanactivelifestyleafterbeingdischargedfromrehabilita-tion,patients/clientsneedtobeprovidedwithsufficientinformationregardingpossiblephysicalactivi-tiesandsportsdisciplines,andtheexistingcommunitybasedphysicalactivityprogrammesandsportsorganisationsinthepatient’s/client’shomeregion.

Aswell,patients/clientsareoftenunawareoftheconsequencesofanimpairmentordisorderontheirfunctionalpotential.Moreover,animpairmentordisorderoftenresultsinanalteredresponsetoexerciseandsports,andmayevenleadtohazardoushealthsituationsifnottakenintoconsideration.Patients/clientsneedtobeeducatedaboutthebenefitsofphysicalactivitiesandsports,andthepotentialrisksofasedentarylifestyleontheirwell-being.Thereforeitisimportantforaprogrammecoordinatortoeducatepatients/clientsabouttheconsequencesofanimpairmentordisorderonthepatient’s/client’sfunctionalpotential,howthebodyrespondstoexercise,howtointerprettheseresponses,howtorec-ognisesymptomsthatcontra-indicatephysicalactivityandsport,andhowtocounteractortreatthesesymptoms.

TheinformationandeducationresponsibilitiesoftheAdaptedPhysicalActivityprogrammecoor-dinatorcanbesummarisedasfollows: • Providetheappropriateinformationtoguaranteeacontinuationofanactivelifestylepostrehabili-

tation.-Informthepatient/clientaboutcommunitybasedphysicalactivityprogrammesandtheshort

andlongtermbenefitsofphysicalactivity.-Provideadatabasewithinformationregardingcompaniesandcommunitybasedorganisations

toensureacontinuationofactivelifestylepostrehabilitation.-Provide information regarding legislationaboutpossiblebenefits fromnational, regional and

localgoverningbodieswithrespecttophysicalactivityandsportspostrehabilitation. •Educatepatients/clientsabouttheir(dis)abilitiesandpotentialthroughphysicalactivity.

-Educatethepatient/clientabouthis/herfunctional(dis)abilities,responsetoexercise,potentialhealthrisks,riskfactorsandcontraindicationswithregardstophysicalactivity.

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-Educatethepatient/clientabouttherecognitionandremediationofsymptomsthatpotentiallyleadtohealthrisks,injuries,etc...

-Educatepatients/clientsabouttheAPAprogrammeanditsbenefitsduringrehabilitation.

Assessment and EvaluationInordertoguaranteeaqualitativeandsuccessfulAdaptedPhysicalActivityprogramme,evaluationsofthequalityoftheAdaptedPhysicalActivityprogrammearenecessary.Thisrequiresaregularmonitoringoftheprogrammeoutcomes,andregularprogrammerefinementsindialoguewiththeotherdisciplinecoordinatorsintherehabilitationprogramme.

Inaddition,toensureamaximalparticipationandoptimalresultofallpatients/clients,theprogressofthepatient/clientneedstobeassessedonaregularbasisaswell.Thisincludesevaluatingthephysicalfitnesslevel,thepsychologicalwell-being,andthesocialstatusofthepatient/client,andadaptingtheprogrammecontenttotheseevaluationsifnecessary.

TheevaluationactivitiesoftheAdaptedPhysicalActivityprogrammecoordinatorcanbesumma-risedasfollows: •EvaluatetheeffectsoftheAdaptedPhysicalActivityprogrammeasapartoftherehabilitationand

post-rehabilitationprocess.-MonitorthelongtermhealthrelatedoutcomesoftheAdaptedPhysicalActivityprogramme.-DeterminetheeffectsoftheAdaptedPhysicalActivityprogrammeonfunctionalabilityofthe

patients/clientsincollaborationwithrehabilitationteam. •Evaluatethepatient’s/client’sresponsetophysicalactivity,his/herprogress,andcomparewiththe

presetgoals.-Assessandevaluatethepatient’s/client’sphysicalandpsychologicalwellbeinganditsprogress,

andremediateifnecessary.-Assessthemotivationofthepatient/clienttowardtheAdaptedPhysicalActivityprogramme,

andremediateifnecessary.-Monitorandassesstheresponsestophysicalactivitytoensuresafeandsuccessfulparticipation.-Documentindividualdevelopmentandprogressaccordingtotheaimsoftherehabilitationand

theAPAprogramme.-Identifytools,methods,etc…tooptimisethepatient’s/client’sfunctionalabilitiesindailylife

andinphysicalactivity.

ImplementationThemainkeyactivityoftheAdaptedPhysicalActivityprogrammecoordinatoristheimplementation,coordinationandapplicationoftheAdaptedPhysicalActivityprogramme.Thisincludesthedevelop-mentofanindividualisedprogramme,fine-tunedtothespecificneedsofeachpatient/client,andyetapplicableinagroupsettingwithinthetotalscheduleoftherehabilitationprogramme.Theimplementa-tionofasuccessfulAdaptedPhysicalActivityprogrammecoordinatoralsocomprisesoptimalparticipa-tionthroughtheimplementationofawidevarietyofphysicalactivitiesandsportsintheprogramme,andthroughtheadaptationoftheinstructions,encouragements,rulesandsettingswhenappropriate.Finally, it is recommended toorganisepart of theAdaptedPhysicalActivityprogramme in a com-munitybasedsettingtoensureanactivelifestylepostrehabilitation,toguaranteeamaximaltransferofexperiencefromathletesandhands-onexpertstopatients/clientsinrehabilitation,andtooptimisethepatient’s/client’sreintegrationprocessintosociety.

The implementation activities of the Adapted Physical Activity programme coordinator can besummarisedasfollows:

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• ImplementanindividualisedAdaptedPhysicalActivityprogrammecomplementarytotheotherdisciplineswithintherehabilitationprogramme.-DevelopastructuredandindividualisedAPAprogrammeincollaborationwiththemultidisci-

plinaryteam.-Facilitate andoptimiseparticipation throughadaptationof the instructions, encouragements,

rulesandsettingswhenappropriate.-Initiatecommunitybasedphysicalactivity.

3.5 CompetencesMastering theaforementionedkeyactivities to runaqualitative, safeandsuccessfulAdaptedPhysi-calActivityprogrammeinrehabilitationrequiresthedevelopmentofvariouscompetencesinterwovenwithinthosekeyactivities.Thesecompetencescomprehendspecificbackgroundknowledgeincombina-tionwithavarietyofskills,andcanbesubdividedinanumberoftherapeutic,pedagogicalandmanage-mentaspects(Appendix4).

Therapeutic competencesCompetencesregardingthetherapeuticaspectsinAdaptedPhysicalActivityprogrammesaremainlyassociatedwiththecharacteristicsofthetargetpopulation,andtheimpactofphysicalactivityandsportson the targetpopulation’spotentialandwell-being.CoordinatinganAdaptedPhysicalActivitypro-grammeinrehabilitationdemandsaprofoundknowledgeoftheconsequencesofanimpairmentordis-orderonthepatient’s/client’sfunctionalstatusandgeneralwell-being,anditsconsequenceswithrespecttothepatient’s/client’sresponsetophysicalactivityandsports.Thisincludesanunderstandingofthepathologyofthepatients/clientsanditsconsequencesintermsoffunctional(dis)abilities,healthcondi-tions,etc...;anunderstandingofclinicalinvestigationdata(e.g.X-rays,gaitanalyses,cardiorespiratorytests,psychologicalevaluations)andtheconclusionsandrecommendationsofrehabilitationspecialistsfromotherdisciplines;theassessmentofthepatient’s/client’scurrentandpotentialleveloffunctioning;andanunderstandingofthepatient’s/client’sresponsetophysicalactivity;identifyandremediatepoten-tialcontraindications,healthrisksandriskfactors.ThemaingoalofthesecompetencesistoguaranteeaqualitativeandsuccessfulAdaptedPhysicalActivityprogramme,andtoensureasafeenvironmentfortheimplementationofandparticipationtotheprogramme.

Inaddition,inordertomatchthepatient’s/client’sfunctionalstatustothepre-setprogrammegoalsandtargets,itisnecessarytodevelop,conductandinterpretregularprogressevaluationsthroughdirectassessmentssuchasfieldandlaboratorytests,questionnaires,etc…,andindirectassessmentssuchasteammeetings,observations,etc…furthermore,itisimportanttounderstandtheseprogressevaluationsaccordingtotheaimsoftheprogrammeandthepotentialofthepatient/client,andadjusttheindividu-alisedscheduleifnecessary.

Therapeuticknowledgeandskillsfurtherinclude: •Understandthegeneralrecreationandsportadaptationmodelforpatients/clientsincludingtheir

personalprofile,thefunctionrelatedimplications,thespecificactivityrequirements,andtheaimofparticipation.

•Understandandevaluatetheinterrelationbetweendeterminantsofhumanfunctioning. •Understandandevaluatetheimpactofimpairmentonhumanfunctioning. •Estimateandassesstheactivitypotentialofapatient/clientthroughtests,observations,etc…and

describetheresultingfunctionalprofile. •Understandthepathophysiologicalbasisofchronicdisease,disabilityanddisorder. •Tounderstandtheimpactandrisksofphysicalactivity. •Toknowtheimpactofmedicationonexerciseperformance.

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•Understandindicationsandcontra-indicationsofsportsandadaptedphysicalactivitiesinthereha-bilitationofspecificpopulations.

•Master the ability to safely apply the Adapted Physical Activity programmes, including regularevaluations,usingriskstratificationandpre-programmescreening.

Pedagogical competencesPedagogicalaspectsinAdaptedPhysicalActivityprogrammesmainlyincludeskillsregardingworkingwithgroups,teachingstrategies,andprinciplesofadaptingphysicalactivitiesandsports.Duetospecifictarget population characteristics, the instructions, encouragements, rules and settings of thephysicalactivityorsportoftenneedadaptationstomaximallymotivatepatients/clients,andensureoptimalandsuccessfulparticipation.Pedagogicalaspectsareoftenneglectedinrehabilitationsettings,butnonethe-less,theyconstituteakeydeterminantinthequalityandsuccessfulnessoftheAdaptedPhysicalActivityprogramme.Pedagogicalknowledgeandskillsfurtherinclude: •Understandthetheoryofprogrammedevelopment. •Masterteaching,trainingandcoachingskills(didacticalskills),neededforawell-balancedapproach

inatherapeuticenvironment. •Understandtheprinciplesofadaptingactivities,gamesandsports. •Masteracomprehensiveoverviewondisabilitysports. •Understandthesport-specificequipment–user–interfaces. •Beabletoadaptactivitiestothefunctionalpotentialoftheparticipants. •Understandthemajorcomponentsinfluencingtheprocessofadaptingactivitysituations. •Mastertheprofessionalskilltoinitiateandeffectivelyprocessadaptation.

Management competencesOptimisingthequalityofboththeAdaptedPhysicalActivityprogrammeandtheentirerehabilitationprogrammeasawholerequiresanunderstandingof themultidisciplinarycharacterof rehabilitation,andthecontentandrelativecontributionofthedifferentdisciplineswithintheprogramme.Assuch,programmecoordinatorsneedtobeabletoofferthebestsuitableAdaptedPhysicalActivityprogrammetakingintoconsiderationthevariousdisciplinesinrehabilitation,andthevalueoftherelativecontri-bution of the Adapted Physical Activity programme to the rehabilitation programme. Managementknowledgeandskillsfurtherinclude: •Mastermanagementstrategiesincludingaplanningmodelapproachinprovidingsportandphysi-

calactivitiesforpeoplewithimpairments,disabilitieshandicaps,disorders,etc… •Master those skillswhicharenecessary in thepreparationofa strategicpolicy formanagement

andintegrationofAdaptedPhysicalActivityprogrammeswithinthemultidisciplinarycharacterofrehabilitation.

•Understand the various community based physical activity and sports organisations eligible forpatients/clientsintheAdaptedPhysicalActivityprogramme.

3.6 Curriculum requirementsCurrent status: Adapted Physical Activity courses and orientations in academic curriculumsMostEuropeancountrieshaveimplementedAdaptedPhysicalActivitycoursesintheacademiccurricu-lumsofPhysiotherapy,PhysicalEducationandHumanMovementSciences.However,theseareoftenintroductorycourseaimingatofferingabriefoverviewofAdaptedPhysicalActivityasadomain.Asaconsequence,thecourseoftendissolveswithinthecurriculumasitoffersonlylittlepracticaltoolsornonewhatsoeverforfutureprofessionalsencounteringAdaptedPhysicalActivity.Inaddition,withre-

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specttothedevelopmentoftheaforementionedcompetencesforAdaptedPhysicalactivityprogrammecoordinators,thestrengthsofthephysiotherapyprogrammesareoftentheweaknessesofthephysicaleducationandkinesiologyprogrammes,andviceversa.Screeningsofthecontentofthephysiotherapy,physicaleducationandkinesiologyprogrammesrelatedtotherequiredcompetencesforAdaptedPhysi-calactivityprogrammecoordinatorsindicatethatphysiotherapyprogrammespaymaximalattentiontothetherapeuticcontext,whereaspedagogicalaspectsofAdaptedPhysicalActivitiesareoftenneglected.Ontheotherhand,themainfocusinphysicaleducationandkinesiologyprogrammesismostlypeda-gogical,withlessattentionforadaptedphysicalactivitiesinatherapeuticcontext.Inaddition,theimple-mentationofAdaptedPhysicalActivitycoursesinthephysicaleducationandkinesiologyprogrammesacrossEuropeisorganisedlessuniversally.SomeprogrammesexclusivelypayattentiontopedagogicalaspectsofAdaptedPhysicalActivities,whereasothersmainlyfocusonactivelifestylesandrecreationalsportsinspecificpopulations.Consequentlyitcanbestatedthattheexistingprogrammesarenotopti-maltodeliverprofessionalscapableofcoordinatingaqualitativeAdaptedPhysicalActivityprogrammeasapartoftherehabilitationprogramme.

ManyEuropeanuniversitiesandcollegeshaveaspecialorientation“AdaptedPhysicalActivity”onaMasterlevelwithinthecurriculumsofPhysicalEducationorKinesiologybesidesotherorientationssuch as “Fitness and Health”,Training and Coaching”, “Sports Management”, “Sports Psychology”,“SportsPedagogies”,etc…However,alltheexistingAdaptedPhysicalActivityorientationsacrossEu-ropeincludealltargetpopulations(e.g.personswithphysical,physiological,intellectualorpsychiatricimpairments,elderly,warveterans,abusevictims,etc…),alltargetlevels(fromhealthrelatedphysicalactivitiestorecreationalandelitesports),andallprofessionaldisciplines(education,fitnessandhealth,trainingandcoaching,management,sportspsychology,etc…).Thecurrentlyexistingprogrammesarethereforeonlyabletoofferanextensivebutstilllimitedoverviewoftheentiredomain,ratherthanspe-cialisingprofessionalsinaspecificprofessionaldiscipline.Asaconsequence,studentsgraduatingfromAdaptedPhysicalActivityorientationsaredisciplinewiseinsufficientlyarmedtocompetewithpeersgraduatingfromotherspecialisedorientations.

Future recommendations for studies in APABecauseoftheaforementionedarguments,theexistingAdaptedPhysicalActivitycoursesneedtobeexpanded, optimised and integrated in the curriculums to alleviate the shortcomings of the existingprogrammes.Thiscanberealisedwithcomplementaryobligatorycoursessuchas“Indicationsandcon-tra-indicationsofsportsandadaptedphysicalactivities inrehabilitation”and“Pedagogicalaspects inAdaptedPhysicalActivities”intheexistingcurriculumsformedicalandparamedicalprofessionalsaswellasphysicaleducatorsandkinesiologists.

Aswell,withrespecttoacademicorientations,itisrecommendedtodevelopanorientationAdaptedPhysicalActivityconsistingofafirmintroductorytruncus communiscoveringallareasofAdaptedPhysi-calActivity,withspecialisationsusingadisciplinebasedratherthanapopulationbasedsubdivision,aspresentedlaterintext.Forfuturereferenceshowever,itisrecommendedtostrivetoanimplementationofsufficientAdaptedPhysicalActivitycoursesinthecurriculumsofPhysiotherapy,PhysicalEducationand Kinesiology and its special orientations, rather than organising a separate orientation “AdaptedPhysicalActivity”.

Intheend,theaimofallcoursesandcurriculumsshouldbetodeliverprofessionals(physiothera-pists,fitnessandhealthinstructors,trainersandcoaches,managers,sportspsychologists,etc…),allwithsufficientcompetences,backgroundknowledgeandskills(cf.supra)tomasterthekeyactivities(cf.su-pra)necessarytodevelop,organiseandcoordinateavaluable,qualitativeandsuccessfulAdaptedPhysi-calActivityprogrammewithinthemultidisciplinarycharacterofrehabilitation.

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3.7 Future recommendationsThesurveysandpartnershipmeetingsconductedthroughoutthecourseofthisprojecthaverevealedanumberofnewinsightswithrespecttotheimplementationofadaptedphysicalactivitiesinrehabilita-tionprogrammes,theprofessionalstatusofAdaptedPhysicalActivityprogrammecoordinators,andtheeducationofprofessionalsinrehabilitation.Thefollowingfuturerecommendationstooptimisethequal-ityoftheAdaptedPhysicalActivityprogrammewithinthemultidisciplinarycharacterofrehabilitationcanbesummarised: •Developalegislativestructureandnomenclatureofadaptedphysicalactivities,sothattheAdapted

PhysicalActivityprogrammecanbeconsideredasafullyacknowledgeddisciplineinrehabilitati-on.

• Fragmentationofmedicalandparamedicalcareinvarioussmallrehabilitationunitsresultsinredu-cedexpertise and fundingperunit.Acentralisationof rehabilitationprogrammes inonlya fewspecialisedcentresisthereforewarrantedtoensureanoptimalandqualitativerehabilitationpro-gramme.

• Initiateandfacilitateco-operationsbetweenrehabilitationcentresandcommunitybasedsportsandphysicalactivityorganisationsthroughasubsidisedregionalsportsandphysicalactivityadministra-tion.

•Creategovernmentallyacknowledgedandsubsidisedmandatesfortheemploymentofaprogrammecoordinatorinallrehabilitationcentres,responsibleforthedevelopment,organisationandcoordi-nationoftheAdaptedPhysicalActivityprogrammecomplementarytotheotherdisciplineswithintherehabilitationprogramme.

• ProvidethemeanstoallowacademicAdaptedPhysicalActivityexpertstodevelop,optimise,imple-mentandevaluateanAdaptedPhysicalActivityprogrammeasaspecialorientationintheexistingcurriculumsformedicalandparamedicalprofessionalsaswellasphysicaleducatorsandkinesiolo-gists.

• ProvidethemeanstoallowacademicAdaptedPhysicalActivityexpertstodefine,develop,optimise,addand/orexpand,implementandevaluatethenecessaryAdaptedPhysicalActivitycoursesintheexistingcurriculumsformedicalandparamedicalprofessionalsaswellasphysicaleducatorsandkinesiologists.

• Integratecomplementaryobligatorycoursessuchas“Indicationsandcontra-indicationsofsportsandadaptedphysicalactivitiesinrehabilitation”and“PedagogicalaspectsinAdaptedPhysicalActi-vities”intheexistingcurriculumsformedicalandparamedicalprofessionalsaswellasphysicaledu-catorsandkinesiologiststodeliverprofessionalswithsufficientcompetencestodevelop,organiseandcoordinateavaluable,qualitativeandsuccessfulAdaptedPhysicalActivityprogrammewithinthemultidisciplinarycharacterofrehabilitation.

•Enhance the attitudeofmedical andparamedicalprofessionals regarding the roleof sports andphysicalactivitiesasacomplementarydisciplineintheexistingrehabilitationprogrammesthroughtheintegrationofAdaptedPhysicalActivitycoursesintherespectivecurriculums.

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4 Adapted Physical Activities in the Sport Area Natalia Morgulec-Adamowicz and José Pedro Ferreira

Sportisoftenconsideredpartofplay.Playbydefinitionisanon-utilitarianpracticethathasbothintel-lectualandphysicalcomponents(Guttmann2004)thatispursuedsimpleforthejoyofit.Inanorgan-isedformplaybecomesagame.Howevergamescanbecompetitiveornon-competitive.Thecompeti-tivegamesareknownasconteststhatcanagainbedividedintointellectualandphysicalcomponents.SporthasbothintellectualandphysicalcomponentsbuttrationallyinEuropewecelebratethephysicalnatureofsportingcontext.Becauseofthecomplexinterrelationshipbetweenplay,gamesandsportthedefinitionofsportvariesgreatlyacrossEurope .Generally sportcanbedividedon: (a)participationsportand(b)performancesport.Someauthorsthenfurtherdifferentiateonsportsforchildrenandeliteperformancesports(SportsCoachUK),whileotheralsoincludephysicalfitnessandhealthandoutdoorrecreation(adventure)aspartofsportsector(Pilkington).Regardlesssportisgrowingsocialphenom-enoninEuropeanditsimportancecanbedocumentedbyEUcommissionpublishingWhitepaperonsports(EUCommission,2007,p.3)whichdefinessportas:

…an area of human activity that greatly interests citizens of the European Union and has enormous po-tential for bringing them together, reaching out to all, regardless of age or social origin. According to a November 2004 Eurobarometer survey, approximately �0 % of European citizens participate in sporting activities on a regular basis within or outside some �00,000 clubs, which are themselves members of a plethora of associations and federations. The vast majority of sporting activity takes place in amateur structures. Professional sport is of growing importance and contributes equally to the societal role of sport. In addition to improving the health of European citizens, sport has an educational dimension and plays a social, cultural and recreational role. The societal role of sport also has the potential to strengthen the Union’s external relations.

ClearlyitisimportanttopicandpartofthepotentialofsportidentifiedbysportscienceexpertsaswellasEuropeanpoliticalleadersisitsabilityforsporttoincludeparticipationofpersonswithdisabili-tiesatalllevels.EUcommissionencouragesMemberStatesandsportorganisationstoadaptasportinginfrastructuretotakeintoaccounttheneedsofpeoplewithdisabilities.“.MemberStatesandlocalau-thoritiesshouldensurethatsportvenuesandaccommodationsareaccessibleforpeoplewithdisabilities.Specificcriteriashouldbeadoptedforensuringequalaccesstosportforallpupils,andspecificallyforchildrenwithdisabilities.Trainingofmonitors,volunteersandhoststaffofclubsandorganisationsforthepurposeofwelcomingpeoplewithdisabilitieswillbepromoted(Whitepaperonsport,pp.7–8).”

4.1 State of Adapted Sports in EuropeThepresentsituationofAdaptedPhysicalActivity(APA)inEuropeisdeeplyandclearlyinfluencedbytheideaofheterogeneity.InspiteofthecommonEuropeanUnionguidelinesandpoliciesforEducationandSportsupportedbydifferentagreementsandofficialreports(theBolognaProcess,the2010Edu-cationandTrainingProgramme, the 1997 AmsterdamTreaty’sDeclarationonSport, 1998 Helsinki Report on Sport, the2000Nice’sCouncilDeclarationonSport,the1992Recommendation 1185 on rehabilitation policies for the disabled)builtupoverthetwolastdecades,aimingtoprovidesimilarop-portunitiestoalltheEuropeancitizens,therealityisslightlydifferent.Europeisstillcharacterizedbya

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hugediversityofsocial,educationalandhealthsystemswithdifferentpriorities,verymuchinfluencedbyregionalpoliciesandbythestrengthofeachindividualmember’seconomy.

InSport,thisheterogeneityofpoliciesisclearlyacceptedasthe EuropeanUnion assumes to play a minor and mostly indirect role in sport policy, because (a) sport is normally considered to be outside the competencesconferred by the member states to the European Union and (b) sport is in general or-ganised internally, on a European continental level (which is not the same as the level of the European Union), or globally.Theideaofheterogeneityisalsoverymuchsupportedbythecontinuousincreaseofnewmembers,everincreasingtheUnion’sdiversityasaresultofenrichmentandenlargement,butalsodifferentlevelsofdevelopmentwhichdirectlyinfluencethetypeofservicesandthequalityoftheserv-icesprovidedtodifferentEuropeancitizensindifferentstatemembers.

BecauseAPAisessentiallyfocusedonaservicedeliveryprofessionandasanacademicfieldofstudy,it isexpectedthatthequalityandavailabilityofservices inAPAdiffersfromoneEuropeancountrytoanother,verymuchinfluencedbyEducation,SportandHealthpoliciesandprioritiesineachStatemember.Somecountriesoffergoodqualityservicedeliveryandtrainingsystemsforprofessionalswork-ingwithpersonswithdisabilitieswhileothercountrieshavewelldevelopedacademicstudyprogramsinAPAbutlimitedservicedeliveryandsomeothercountrieshaveneitherservicedeliverynorstudyprogrammes.

FourdistinctgroupsofEuropeancountriescouldbeidentifiedbasedontheinformationcollectedduringthisproject,intendifferentEuropeancountries: •CountrieswhereAPAalreadyexistsasaprofession,providingservicesinthethreedifferentareas

ofintervention(education,sportandrehabilitation)andtheservicesprovidedarefinancedbythenationaleducational,sportandhealthsystems(ex:Finland).

•CountrieswhereAPAexistsasaprofessioninoneofthethreeinterventionareasandservicesontheothertwoareofferedbyotherprofessionalswithexpertiseinAPA(ex:Belgium,CzechRepub-lic,France,Sweden).

•CountrieswhereAPAdoesnotexistasanofficialprofessionbutwhereAPAservicesareprovidedforalltheareasofintervention(education,sportandrehabilitation)byotherprofessionalwithbac-kgroundinAPA1(P.E.teachers,coachesorphysiotherapists)(ex:Ireland,Latvia,Poland,Portugal,UnitedKingdom).

•CountrieswhereAPAdoesnotexistasanofficialprofessionandwhereAPAservicesareofferedbynoneorpoorlyqualifiedprofessionals(volunteers).

4.2 Do we need APA professionals? If so why? Somepeoplemayconsiderthisasanutopiapositionbutwestandforthe idealisticapproachthat ifinclusionwouldbearealityineachEuropeanStateMemberwewouldnotneedAPAprofessionals.AllprofessionalswouldhaveanAPAbackgroundforeducation,sportandrehabilitation,andwouldbequalifiedtoanswerthespecificneedsofchildren,youngstersandadultswithdisability.Fromthispointofview,perhapswewillnotneedAPAprofessionalsinthefutureinEuropeandthepresentneedwouldbeatemporaryone.

However,thepresentrealityinEuropeismuchdifferent,andyesweneedAPAprofessionals inEuropeandyeswewillprobablyneedthemforlongerthanweexpectbecausemanyEuropeancountriesarenotyetprovidinggoodqualityservicesinAPA,andmanychildren,youngstersandadultswithdis-abilitystilldonothavethesamesportandexerciseopportunitiesofferedtootherindividualswithoutdisability.UnfortunatelythefutureisnotbrightasrecentpoliciesinsomestatemembersshowaslowdownorevenimportantcutsintheinvestmentmadetomaintainorimprovethequalityofAPAservicesalreadyprovidedbaseduponpoliticalandeconomicaldecisions.

1 InthesecountriesProfessionalprovidingAPAservicescouldbeconsideredasAPAProfessionalifAPAwouldberecognizedasapro-fession.

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4.3 Do we need APA professionals in sport? Yeswedo.Inthelastdecades,thenumberofathleteswithdisabilityparticipatinginsporthasincreaseddramatically.Top level sport for athletes with disabilities has become increasingly organized, highlycompetitiveandachievedthepotentialtocreateadditionalneedsbothatphysiological,technicalandtacticaldomains,requiringhigherlevelsofexpertiseanddeeperlevelsoftrainingskillsandknowledgedifferentfromthoserequireduntilthenjustfortherapeuticandrecreationalpurposes.

OvertheyearstheimpactofdisabilitysportonsocietyhasbeenincreasingmuchasaresultofthegrowingexpositionofdisabilitysportonthemediaandtheinclusivepoliciesimplementedinmostoftheEuropeancountries.Ontheotherend,economicinterestsrealizedthatdisabilityworldisstillanunexploreddiamondforpublicityandbusinesspurposessobetteropportunitiesandconditionsarepro-videdtoelitedisabilitysportathletes,howeverthereisapricetobepaid.Higherlevelsofcompetition,pressureforbetterresults,differentcompetitiveenvironments,morepressurefromthemedia,sponsorscommercialinterestsarejustafewexampleshowdisabilitysportachievedthepotentialtocreateanxietyinmanydisabilitysportparticipants.Thisnewrealityrequiresfurtherspecialisedservicesinpsychologi-calcounsellingandtrainingaswellasthedevelopmentofnewcompetencesandexpertiseforanewgenerationofAPAcoachesinvolvedbothinrecreationaland/orperformancesportcontexts.

ThisneedforAPAspecialistsinsportisalsorecognisedandreinforcedbyarecentreviewoftheEuropeanUnion5-levelstructureforthequalificationandrecognitionofcoachingqualifications,whenhighlightingtheneedforequalityofopportunityinsportasakeyunderpinningprincipleoftheEuro-peanQualificationsFramework,andprovidingastrongemphasisontheinclusionofminoritygroups(ENSSEE,2007)andtheneedforadequatecoachqualificationstoprovideopportunitiestoworkwiththesegroups.

4.4 What kind of professionals do we need?Weneedqualifiedandskilfulprofessionalsabletomeetathlete’sneedsrelatedtodisabilitysport.Alsoofimportancearequalifiedsportprofessionalsthatareabletoassess,plan,prescribeandmonitorgoodquality training sessions, according the specificneedsof theathletes, indifferentdisability sports, aswellastounderstandathletesbehaviourbothintrainingandincompetitionandabletomotivatethemtofocusinpre-definedgoalsinordertoempowerthemasathletesandgivethemtheopportunitytoimproveperformance.

EUSAPAprojectaimstoestablishthemajorguidelinesforkeyrolesandkeyfunctionsaswellasknowledge,competencesandskillsframeworkforprofessionalsworkingindisabilitysport/APAcoach-ing.Thesetypesofguidelinesdevelopedinthisfirststageoftheprojectaregeneralones,applicabletobothlevelsidentifiedforprofessionalpurposesintheareaofcoaching(ENSSEE,2007): a) Coachofparticipation-orientedsportspeople,i.e.,coachesinvolvedinleisureandnonformalcom-

petitivetrainingaswellascoachesinvolvedinlowernon-competitivedevelopmentlevels. b) Coachofperformance-orientedathletes,i.e.,coachesinvolvedinformaltalentorientationathletes/

teamsandhighperformancelevels.

Future stagesof thisprojectwill focus theirattentionon thedefinitionof specificcompetences,skills andknowledgebasedon the revised structureof4 levels for recognising thecompetences andqualificationsofcoachessuggestedbytheENSSEE(2007),providingfurtherin-depthforthemini-mumqualificationsneededtoachieveeachlevel.

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4.5 What can we do to improve this situation?The major contribution of European Standards in Adapted Physical Activities project is to provideguidelinestoimprovethelevelofservicedeliveryinAPAbothatlocalandEuropeanlevelprovidingfurtherevidencefortheimportanceandneedofAPAasaprofessioninEurope.Themainobjectivesofprojectare:(a) DescribetheprofessionalcompetenciesineachofthethreeareasofAdaptedPhysicalActivities:

(1) Adaptedphysicaleducationinschools;(2) Adaptedsportsandrecreation;(3) Adaptedphysicalactivitiesinrehabilitation;

(b) IdentifytheneedsforeachAPAareainallpartnercounties;(c) Defineacademicstandards(subjectspecificcompetenciesandlearningoutcomes)inthethreeareas

ofAPAanddevelop international academic framework toguarantee thequality ofprofessionalpreparationsinthefieldsofAPAatEuropeanlevel.

4.6 APA coach – occupation description Thenatureofworkofsportscoaches(insomecountriesalsonamedtrainers)andinstructorsisalreadydescribedbyEuropeanClassificationofSportandSportRelatedOccupations(NEORS2) whichisaEuropeanclassificationofoccupationsforthesportsector producedbyEuropeanObservatoireofSportandEmployment(EOSE).Sportcoachesandinstructorsplan,develop,implementandevaluatecoach-ingprogrammes and sessionsmeant toguide improvementof athletes/teams (performance-orientedsportsparticipantsatacompetitiveorahighperformancestage)orsportspersons(participation-ori-entedsportsparticipants,includingchildren,adolescentsandadultsatainitiationstageoraongoing/non-competitivestage)inasinglesportandatidentifiablestagesoftheathlete/sportspersonpathway(EOSE,2008a).

InordertodescribeandspecifythenatureofworkoftheAPAcoaches,themethodologyofTheSportandActiveLeisureSectorQualificationStrategy(step3)wasused(EOSE,2008b).ToidentifythekeytasksandactivitiesundertakenbytheworkeritisrecommendedbyEOSEapproach(inthestep3rdofthestrategy)tousesurveysandfocusgroupsofpracticingprofessionals.InEUSAPAprojectthesur-veywaspreparedbyexpertsfrom10participatingcountries(Belgium,CzechRepublic,Finland,France,Ireland,Latvia,Poland,Portugal,Sweden,UnitedKingdom)andaddressedtocoachesfromsportand/orrecreationfederations,organizationsandassociationsforindividualswithandwithoutdisabilityatthenational,regionalandlocallevel(e.g.CzechOlympicCommittee,PolishParalympicCommittee,GreatBritainWheelchairBasketballAssociation,SpecialOlympicsIreland,SwedishBasketballFederation,Rekryteringsgruppens, Association of Physical Culture, Sport andTruism of Blind andWeakseeing“CROSS”)inallpartnercountries.Additionally,theexpertsaskedselectedAPAcoachesabouttheworkactivitiesinwhichtheyareengaged;theknowledgeandskillsneededintheiroccupation;thebehavioursrequiredintheirwork;thetoolsandequipmentused;andthefuturetrendsandconcernsthatmayaffectwhattheydoandhowtheydoit(EOSE,2008b).

4.7 Functional map (FM) of APA coachThefunctionalanalysisofthesurveyledtothedevelopmentoftheFunctional Map(appendix5),whichisastructuredwayofdescribingthefunctionsoftheAPAcoach.TheKey PurposeofAPAcoachisto

2 NomenclatureEuropéennedesProfessions/Occupationsdusportetenrelationaveclesport

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plan,develop,implementandevaluateadaptedcoachingprogrammesandsessionsmeanttoguideim-provementofathleteswithdisabilities/teams(performance-orientedsportsparticipantswithdisabilitiesatacompetitiveorahighperformancestage)orsportspersonswithdisabilities(participation-orientedsportsparticipantswithdisabilities,includingchildren,adolescentsandadultsatainitiationstageoraongoing/non-competitivestage)inasinglesportandatidentifiablestagesoftheathlete/sportspersonpathway.ToachievetheabovekeypurposethefiveKey Areas (planning,management,coaching/in-structing,monitoring,adaptedsportdevelopment)needtobefulfilledwithKey RolesandKey Func-tions.Keyroles(“basicfunctions”)areunderstoodastheessentialfunctionsneededtoachieveparticularkeyareas(“majorfunctions”),whilethekeyfunctions(“sub-functions”)aredetailedfunctionsneededtobeperformedinordertoachieveparticularkeyroles.Thereforeeachkeyareaisbrokenintothekeyroles(A.1toA3,B.1toB4,C.1,etc.),whicharecomposedofthekeyfunctions(A.1.1toA.1.2,A.2.1toA.2.3,A.3.1toA.3.4,etc.).

Following functional map describes what job roles and functions can be expected from APAcoach: A. Planning ManyprofessionalsconsiderthemostchallengingpartofAPAprofessioncoachingathleteswith

disabilities, but careful and responsible preparation creates solid foundation for successful andsafeinstructionsinsport.APAcoachmustbeableto:(1)Developandadaptexerciseandtrainingprograms,(2)assessmentthecurrentsituationandpasthistoryofathleteswithdisabilities;and(3)Developandadaptexerciseandtrainingplans.TheseKeyrolesarelistedbellowtogetherwithkeyfunctionstodescribejobexpectationsindetail.A.1 Developandadaptexerciseandtrainingprogrammesforindividualswithdisabilities

forspecificsportsA.1.1 Identifymission,vision,aimsandobjectivesoftheorganizationinrelationtoprovi-

sionofopportunitiesforpeoplewithdisabilitiesinsportandrecreationindifferentsettings(e.g.inclusive/segregated/unifiedorcompetitive/recreational)

A.1.2 Identifycompetencies,environmentsandattitudesneededtomeetprogrammeobje-ctives

A.2 InitialassessmentofcurrentsituationandpasthistoryA.2.1 Compileacomprehensiveaccountofprevioushistoryrelevanttofutureparticipation

insport/recreation(e.g.medical,achievements,social,communicationetc)A.2.2 Assessindividualinthefollowingareas:interestandmotivation;sportsspecific(i.e.

anthropometrics,bioenergetics,neuromuscular,psychological,functionalability,clas-sification);communication

A.2.3 Assesstheenvironmentoftheindividual(e.g.economics,sportandrecreationstructu-res,extrinsicbarriers,family,supportsetc)

A.3 DevelopandadaptexerciseandtrainingplansA.3.1 Agreeshort,mediumandlongtermgoalsbasedonstrengthsandweaknesses.A.3.2 Identifyresources(e.g.human,equipment,finance)A.3.3 Devisetrainingplantocoverfollowingareas:physical,tactical,technicalandpsycho-

logicalA.3.4Agreemonitoringprocessandschedule

B. Management IndisabilitysportAPAcoachcanmanytimesalsobeexpectedtodealwithmanagementissues

including:(a)communicationandcooperationwithkeypartners,(b)administration,(c)financialtasks,and(d)humanresourcesrelatedresponsibilities.TheseKeyrolesarelistedbellowtogetherwithkeyfunctionstodescribejobexpectationsindetail.B.1 CommunicationandCooperation

B.1.1 Consultwithotherprofessionalsaspartofamulti-disciplinaryteamB.1.2 Communicate with staff/volunteers, athletes, families, school, organizations and

media

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B.2 AdministrationB.2.1 PreparereportsB.2.2 MakebookingsB.2.3 Maintaincorrespondence

B.3 FinancesB.3.1 PlanbudgetsB.3.2 Organizefundraisingstrategy

B.4 HumanResourcesB.4.1 RecruitandevaluatestaffB.4.2 Recruitandevaluatevolunteers

C. Coaching/Instructing MostexpectationsfromAPAcoachwillbeintheareaofadaptingcoachingmethodsandstrategies

totheneedsofpersonswithvariousdisabilities.TheseKeyrolesarelistedbellowtogetherwithkeyfunctionstodescribejobexpectationsindetail.C.1 Adaptcoachingstrategies

C.1.1 AdaptcoachingstylestomeettheneedsoftheindividualC.1.2 AdaptcoachingmethodsC.1.3 PlancommunicationstrategiesC.1.4 PlanbehaviouralStrategies

D. Monitoring Keypartofgoodcoachingalsorelatestothemonitoringofprogressinrelationtotrainingorexer-

ciseplans.TheseKeyrolesarelistedbellowtogetherwithkeyfunctionstodescribejobexpectationsindetail.D.1 Evaluateimpactandre-adjusttheplan

D.1.1 Regularlyestablishifgoalshavebeenmet(asperplan)D.1.2 Re-assessindividualandsocialstrengthsandweaknessesaccordingtoplanD.1.3 Identifycausesforunder/overachievementofgoalsD.1.4 Re-agreeshort,mediumandlongtermgoalsbasedonstrengthsandweaknesses.D.1.5 Re-Identifyresources(e.g.human,equipment,finance)D.1.6 Re-devisetrainingplantocoverfollowingareas:physical,tactical,technicalandPsy-

chological E. Adaptedsportdevelopment Asadaptedsports(insomecountriesdisabilitysports)andinclusionofathleteswithdisabilitiesinto

mainstreamsportsisinmanyEUcountriesunderdevelopedexpectationsfromAPAcoachcanalsobeintheareasof:(a)advocacyfortheadaptedsportsand(b)life-longlearning.TheseKeyrolesarelistedbellowtogetherwithkeyfunctionstodescribejobexpectationsindetail.E.1 Advocacy

E.1.1 PromoteadaptedsportE.1.2 LobbyingforrealizationofrightsE.1.3 AdvocateforstandardsinAPAincludingtheneedforspecialists

E.2 LifelonglearningE.2.1 IdentifyownneedsforprofessionaldevelopmentE.2.2 Engage in continuing professional development activities (e.g. reading, workshops

etc)E.2.3 NetworkingE.2.4 Self-evaluation

ItisimportanttostatethatitwasdecidedinEUSAPAprojecttofocusongeneral/complexmodelofAPAcoachfunctions.HowevertheextentandnumberoffunctionsneededtoachievethekeypurposedependonAPAcoachenvironmentandcontext.TheapplicationofthisapproachalsoneedtotakeintoaccountthedisabilitysportstructuredifferencesamongEUcountries,forexampleAPAcoachworking

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forabignationalfederation(e.g.SpecialOlympicsPoland)willnotmakebookings(B.2.2),whileforAPAcoachinasmallassociation(e.g.WarsawGoalballClub)itmaybetheregularfunction.Inaddi-tion,thedetailedrecognitionofAPAcoachingfunctionswithrespecttotheexistinglevelsofcoachingandincluding8-levelstructureofEuropeanQualificationFramework(EQF)willbethefollowingstepinthenextproject.

4.8 Knowledge, competence and skills framework (KCSF) of APA coach

AftercompletingthefunctionalmapmoredetailedanalysiswascarriedouttodeveloptheKnowledge,Competence and Skills Framework (KCSF), which describes Performance Requirements for APAcoach(appendix6).InthepresentKCSFapproachtheperformancerequirementsarebasedonthekeyrolesfromthefunctionalmap(A.1toA.3,B.1toB.4,C.1,D.1toD.2,andE.1toE.2).Allperformancerequirementsaredescribedintermsofskills3andknowledge4neededforAPAcoach.MoreoverKCSFprovideinformationofappropriateevidencetodemonstratetheparticularperformancerequirements.

Recently,somechangesintheEUhaveoccurredthatimpactonthestructureofcoacheducation.ENSSEE(2007)hasobserved importantnewperspectiveon theeducationofcoaches,wherecoacheducationhasbeenstronglyembeddedwithinthehighereducationsector.Focusontheemployabilityandtheneedofthelabourmarketislikelytoleadtoagreaterdegreeofinteractionbetweenthehighereducationsectorandnational/internationalfederationsthanthanpreviouslyhasbeenthecase(ENS-SEE,2007).TakingintoaccountthisnewcontexttheEuropeanStandardsofAdaptedPhysicalActiv-ity(EUSAPA)werepreparedtogetherwithreviewedversionofErasmusMundusMasterinAdaptedPhysicalActivity(EMMAPA),whichnowincorporatesanintroductorycourseoncoaching.However,thereisstillanemergingdoubtabouttherecognitionofAPAcoach’squalifications(knowledge,skillsandcompetences).Itshouldberecommendedthatuniversity-basedAPAcoacheducationwillberec-ognized by the relevant federation/organizations which are issuing the coaching licences. Moreover,futurerecognitionofAPAcoachvocationalqualificationhasalsotoidentifynon-formallearning 5(e.g.volounteersindisabilitysport)andinformallearning 6(e.g.familymembersofindividualswithdisabilitywhogetinvolvedindisabilitysport).

Develop and adapt exercise and training programmes for individuals with disabilities and/or special needs for specific sportsInordertodevelopandadaptexerciseandtrainingprogrammesforindividualswithdisabilitiesprofes-sionalmustbeableto:(a)developappropriateprogramme;(b)communicateintheappropriateenviron-ment;and(c)adaptintheappropriateenvironment.

Theknowledgetheindividualneedstolearntodothis: • Mission,vision,aimsandobjectivesoftheprogramme • Individualswithdisabilitiesand/orspecialneedsinrelationtosport(exerciseandtraining) • Sportopportunitiesandsettingsforindividualswithspecialneeds•SportsSciencesandtheoryofsporttraining

3 Abilitiestoperformtasksandsolveproblems(Cedefop,2008). 4 Theoutcomeoftheassimilationofinformationthroughlearning.Knowledgeisthebodyoffacts,principles,theoriesand

practicesthatisrelatedtoafieldofstudyorwork(Cedefop,2008). 5 Learningwhichisembeddedinplannedactivitiesnotexplicitlydesignatedaslearning(intermsoflearningobjectives,

learningtimeorlearningsupport),butwhichcontainanimportantlearningelement.Non-formallearningisintentionalfromthelearner’spointofview.Itnormallydoesnotleadtocertification(ENSSEE,2007).

6 Learningresultingfromdailyactivitiesrelatedtowork,familyorleisure.It isnotorganizedorstructuredintermsofobjectives,timeor learningsupport.Informal learningis inmostcasesunintentionalfromthelearner’sperspective.Ittypicallydoesnotleadtocertification(ENSSEE,2007).

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•Sportsspecificbackgroundwithrulesandclassifications•Legalandethicalissues•Generalprinciplesofadaptation

Initial assessment of current situation and past historyInordertoexecuteinitialassessmentAPAprofessionalmustbeableto:(a)considerandassessaccessi-bilityinthesportsspecificcontext;(b)usespecificassessmentinstruments;and(c)analyzeandinterpretthedataonthebasisoftheory.

Theknowledgetheindividualneedstolearntodothis:•Protocols,testmeasurements,batteries,biographicalinformation,techniquesforquestioning•Accessibilityissues

Develop and adapt exercise and training plans InordertodevelopandadapttrainingplansAPAprofessionalmustbeableto:(a)identifyresources;(b)adaptanduseappropriateequipment;(c)applyprinciplesoftheoryofsporttraining;and(d)setrealisticgoals.

Theknowledgetheindividualneedstolearntodothis: •Rulesandclassifications • SportsScience •Theoryofsporttraining • Sportsspecificbackground

Competencies related to communication and cooperationInordertocooperateeffectivelyAPAprofessionalmustbeableto:(a)communicatewiththeappropri-atesupportnetworks;(b)communicateeffectivelywithparticipantsandtargetgroups;and(c)identifyandchooseappropriatestrategiestocommunicatewithkeyindividualsornetworks.

Theknowledgetheindividualneedstolearntodothis:•Methodsofalternativecommunication•Generalcommunicationstrategiesasrequired

Competencies related to Administration InordertobeeffectiveadministratorAPAprofessionalmustbeableto:(a)performadministrativetasksandorganizeandprioritizeinformation.

Theknowledgetheindividualneedstolearntodothis:•Basicadministrationsystems•Languageandinformationtechnology•Preparereports

FinancesInordertobesuccessfulinfinancialissuesAPAprofessionalmustbeabletoeffectivelymanageaccountsandbeabletosourceappropriatefunding.

Theknowledgetheindividualneedstolearntodothis:•BasicBookKeeping

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Human ResourcesInordertobesuccessfulinhumanresourcesareaAPAprofessionalmustbeabletomanagepeopleandrecruitandevaluatestaffandvolunteers.

Theknowledgetheindividualneedstolearntodothis:•Motivation,coping,leadershipstrategies•Recruitmentprocessprinciples

Adapt coaching strategiesAdaptedcoachingisattheheartofAPAprofession.InordertobegoodinthisareasAPAprofessionalmustbeableto:(a)useappropriatecoachingmethods;(b)communicate;and(c)activelyengagewiththecoachingenvironmente.g.interaction,learningprocess,cooperation,cohesion.

Theknowledgetheindividualneedstolearntodothis:•Coachingstylesandcoachingmethods•Generalcommunicationstrategiesandmethodsofalternativecommunicationasrequired•AppropriateSportsScienceknowledge

Evaluate impact and re-adjust the planTobeabletoevaluatetheimpactoftrainingplanAPAprofessionalmustbeableto:(a)usespecificas-sessmentinstruments;(b)practicallyinterpret,reassessandre-adjusttheplan;and(c)beselfreflexive.

Theknowledgetheindividualneedstolearntodothis:•Protocols,observationtechniques,testmeasurements,batteries,biographicalinformation,techniqu-

esforquestioning

AdvocacyAscurrentlysituationinmostEUcountries isnotappropriate intheareaof includingpersonswithdisabilitiesinsportsAPAprofessionalshouldbeabletoadvocateforequalprovisionofsportforall.ThereforeAPAprofessionalneedstoacquiretheabilitytocommunicateanddevelopnetworksaswellastheabilitytocreateopportunitiesforempowerment.

Theknowledgetheindividualneedstolearntodothis:•Legislationatlocal,nationalandinternationallevels•Supportservices•Marketing

Lifelong learning Tokeepuptodatewithnewtrendandfindingsintheareaofsporttrainingandadaptedphysicalactivi-tiesallAPAprofessionalsmustbeableto:(a)effectivelymanagetime;(b)accept/re-acttonewtrends;(c)identifyindividualneedsforprofessionaldevelopment;and(d)activelyengagewithotherrelevantprofessions.

Theknowledgetheindividualneedstolearntodothis:•Accessandevaluateappropriateresources•Educational/careerprogressionopportunities

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4.9 ReferencesCEDEFOP(2008).TerminologyofEuropeaneducationandtrainingpolicy.Luxembourg:OfficeforOfficialPublicationsoftheEuropeanCommunities.ENNSE(2007).ReviewoftheEU5-levelstructureforthequalificationandrecognitionofcoachingqualifications.CompliedbytheEuropeanCoachingCouncil,asub-committeeoftheEuropeanNetworkofSportsScience,EducationandEmployment.EOSE(2008a).Guideforthedesignofaeuropeanindustryframeworkofsportandactiveleisureoccu-pationswithmajorjobdescriptions(NEORS-08).EQF-SportProject.EOSE(2008b).AGuidetodevelopingasectorqualificationstrategyincluding:AFunctionalmapping,ACompetence,SkillsandKnowledgeFramework,AQualityAssuranceprocess.EQF-SportProject.EUCommission(2007).WhitePaperonSport.COM(2007)391final.Guttmann,A(2004[1978])From Ritual to Record: the Nature of Modern Sport.NewYork:ColumbiaUniversityPress.

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5 Summary of Project Martin Kudláček

Adaptedphysicalactivity isaprofessionneeded inEurope in theyear2010.There isgrowingsocialinclusionofpeoplewithdisabilitiesandwiththeiremancipationalsogrowingparticipationinphysicalactivity,sportsandphysicaleducation.TheInternationalParalympicmovementwaspioneeredinEu-rope,wheresportwasconsideredanintegralpartofrehabilitationatStokeMandevilleinUnitedKing-dom,KladrubyinCzechRepublicandmanyotherrehabilitationplacessince1940s.Ontheotherhandcurrently inmostEuropeancountriescoachesand instructorsofvarioussportsareusuallynotbeingpreparedtoincludepeoplewithdisabilitiesintheireverydaypractice.Therearealsonumerousaccountsoftheneedtoensuresupportsystemsforinclusioninphysicaleducation.Webelievethatwithoutappro-priatesupportthereisdangerthatinclusivePEbecomesonlyapoliticalstatementorclichéwithouttrueparticipation.ThereforewestronglyadvocateforinclusionofAPErelatedservicesinnationallegislationandeducation,therapeuticandcoachingpractice.

Adaptedphysicaleducationmustbebuiltonthefoundationonphysicaleducationteacherprepara-tion(PETE)programmesandAPAinsportorrehabilitationsettingsshouldbebuiltonafoundationofsportcoaching.WeshouldhopethatinfutureAPAspecificcompetencieswillbecomeintegralpartsofPETEprogrammesandprogrammesforsportcoachesandinstructorsatalllevelsinallsports.Thereisalwaysadangerthatinclusionrelatedissueswillbechangedonly“onpaper”asa“politicalinitiative”ratherthanaprofessionalapproach.Thereforewemustwork:(a)onfurtherdevelopmentsandpromo-tionofAPArelatedcompetenciesandstandards;(b)changesinnationallegislationandpractices;and(c)introductionofspecialisedstudiesatalllevelsofprofessionalpreparationsbeforeAPAcompetencieswillbefullyintegratedinallprofessionalpreparationsinthesportsector.AgoodexampleofsuchastudyprogrammeistheEUmastersinAPAEMMAPA2(appendix7).

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6 Examples of Good Practice in Adapted Physical Education

Ursula Barrett, Niamh Daffy, Christina Evaggelinou, Lena Hammar, Aija Klavina, Kaisu Laasone, Pauli Rintala

6.1 Adapted aquatics and outdoor education physical education undergraduate training at the Institute of Technology Tralee, Ireland

TheInstituteofTechnologyTraleeofferHealthandLeisurestudieswithanoptionoftransferringtoPhysicalEducationStudiesinyear3.Inthefirst2yearsoftheirHealthandLeisurestudiesapproxi-matelyhalfofthecohortofstudentscompletesamajorinaquaticscompletinglevel1AssistantSwim-mingTeachersandFullSwimmingTeachersQualifications.AspartofthefullSwimmingTeacherstheywilldiscussthedifferentdisabilitiesandworkingwithpeoplewithdisabilities.Theywouldsometimesteachachildwithadisabilityintheirteachingclasses.Theyalsocoveractivitiestodevelopwatercon-fidenceinthewaterandlatertoprogressontoallstrokes.TheycoveranintroductiontotheHalliwickconceptcoveringentries,exit’ssupportsandactivitiesrelatedtotheTenPointProgramme.TheyalsocompletetheNationalRescueAwardforSwimmingTeachersandCoachesandtheNationalPoolLife-guardQualification.AspartoftheNationalPoolLifeguardqualificationtheybecomeawareofissuestoconsiderwhensupervisingandrescuingallgroupsincludingpeoplewithdisabilities.Thesecondhalfofthestudentgroupcompletesamajorinoutdooreducationandaminorinaquatics.TheminorincludesafoundationlevelHalliwickcourseduringtheirsecondyearofstudy.

InthirdyearthestudentswhohaveselectedPhysicalEducationStudieswillallcompleteamoduleinAdaptedPhysicalActivity:OutdoorEnvironments.Thismoduleisdesignedtohelpstudentstoworkin theareaofadventure/outdooractivitieswith individualswithavarietyofdisabilities.Themoduleaimstoprepareandenablestudentstodeliveractivitiesforspecificpopulationspromotingfullinclusion,enjoymentandsuccess.ActivitiesincludeKayaking,surfing,adventuregames,androckclimbingamongothers.StudentsworkalongsideAdventureActivityinstructorsintheimplementationofactivitieswithspecificpopulationgroups.Thesesessionsactaspracticalworkshopsandallowthestudentstoputtopracticethetheoreticalknowledgetheyhavegainedatlectures.Studentsarealsogivenopportunitiestoleadactivitiesinacloselysupervisedandsupportiveenvironment.Followingthis,studentsarerequiredtodesignaprogrammeforaspecificpopulationgroupandoffermeansofreviewfortheindividuals.Re-flectivejournalsarekeptoftheworktheyundertake.Formallecturesareusedtoensurethelearnersareawareofthespecialneedsofaparticipantwithdisabilityinanadventuresportssetting.CasestudiesandlessonplanningexerciseshelppreparethestudentsforthepracticalworkshopsrununderthesupervisionofSpecialistOutdoorinstructors.

InthefourthyearoftheirstudiesthePhysicalEducationundergraduatesundertakeamoduleinadaptedphysicaleducation.Thismoduleaimstogivethestudenttheknowledgeandskillstodesign,implementandassessphysicaleducationclassesforpeoplewithdisabilitiesinbothinclusiveandsegre-

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gatedsettings.Thelecturesprovidethetheoreticalunderpinningforthemodulearea,whilethepracticalsallowthestudentstoimplementaseriesofclassesforpeoplewithdisabilitiesundersupervision.WhilethismodulecoversallstrandsoftheIrishPECurriculumsomestudentswillreceiveadditionalexperi-enceineithertheaquaticsoroutdooreducationsettings.Oneexampleistheswimmingclassesforchil-drenwithintellectualdisabilitieswherestudentsworkwithparticipantsinlowratiosfor45minutesperweekovera10weekperiod.Thesessionconsiststypicallyof30minutesdevelopingwaterconfidence,motorabilityandstroketechnique.Thefinal15minutesisusuallyagamessessionwithactivitiesrang-ingfromaquaaerobicstoHalliwickstylegamesoraquaticbasketball.Swimmersareexaminedrelativetotheirabilitylevelthroughanaquaticexaminationpackcalled“Aquaducks”whichwasdevelopedandproducedbytheITTstudents,whichrangesfrombasicwaterconfidence,stroketechniqueandbasiclifeguardtechniques.

Graduatesof thePhysicalEducationStudieshonoursdegreeatITTgoontocompleteaPost-graduateDiplomainEducationandtoteachPhysicalEducationinsecondlevelschools.Theadaptedelementsoftheaquaticsandoutdooreducationtrainingtheyreceiveaspartoftheirundergraduatede-greecoveralloftheknowledgeskillsandcompetenciesidentifiedintheEUSAPAprojectinrelationtothestrandsofaquaticsandoutdooreducation.

Contact detailsOutdoorEducation:TomasAylward,Tomas.Aylward@staff.ittralee.ieAquatics:AoifeNiMhuiri,Aoife.NiMhuiri@staff.ittralee.ieorKarenWeekes,Karen.Weekes@staff.ittralee.ie

Relevance of EGP to EUSAPA projectAdaptedaquaticsandoutdooreducationphysicaleducationundergraduatetrainingattheInstituteofTechnologyTraleeisanexcellentexampleinphysicaleducationteachertraininghelpingstudentstoac-quirecompetenciesneededtoworkwithstudentswithspecialneeds.KeytosuccessofITTAPErelatedprogramsissupervisedandsupportedpracticumwherestudentsgetpositiveexperiencesinworkwithpersonswithdisabilities.

EUSAPA competencies presented in this EGP a. Ability to use appropriate instructional strategies (e.g., physical/verbal cues, prompts, feedback,

reinforcement) b. Abilitytoadapttherulesofgames,physicalsetting,equipment c. Abilitytousetaskanalysisfordesirableskill d. AbilitytocollaboratewithotherspecialistsprovidingPE/APE

Example of good practice was described by Ursula Barrett from Institute of Technology in Tralee, Ireland.

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6.2 In-service physical education teacher training in adapted physical education for students with disabilities

Target group:Physicaleducationteachers,physicaleducationstudents,sportinstructors.Purpose:ProvidePEteacherswiththeoreticalandpracticalknowledgeaboutusingadaptedphysicalactivitieswithingeneralPEprogrammetoincreasesafe,meaningfulandsuccessfulparticipationofstu-dentswithdisabilities.

Description of EGPThein-servicetrainingforPEteachersinadaptedphysicalactivityforstudentswithdisabilitiesisafourday(36hours)workshoporganisedbytheEducationCentre“ASports”inLatvia.Participantsacquireknowledge,effectivemethodsetc.forimprovingtheirskillstowardmoreefficientandcompetentprovi-sionofPEservicestodiversegroupsofstudents.Thelocationisaspecialschoolforstudentswithphysi-calimpairmentsinRiga.Sincein-servicetrainingcoursesusuallyareorganisedduringschoolholidays(AutumnandSpring),organisershavefullaccesstoallfacilitiesneededforworkshops,forexample,thegymandsportequipment,smallgymswithmirrorwalls,hall,changingroomsetc.

Thethemesofworkshopsare:(1) Specialexercisesforstudentswithpostureproblems(e.g.,scoliosis,orthopaedicproblems)(2) Adaptedphysicalactivitiesforstudentswithvisualimpairments(3) Adaptedphysicalactivitiesforstudentswithhearingimpairments(4) Adaptedphysicalactivitiesforstudentswithintellectualimpairments(5) Adaptedphysicalactivitiesforstudentswithphysicalimpairments(6) Dancingforpeoplewithintellectualimpairments(7) Adaptedphysicalactivitiesforstudentswithattentiondeficitandhyperactivitydisorder(8) WhatPEteachersshouldknowabouthealthissuesandphysicalloadofstudentswithdisabilities?(9) Informationonsportorganisationsprovidingoutofschoolsportactivitiesforchildrenwithdisabi-

litiesinLatvia

Allworkshopsareprovidedbyhighlyexperiencedspecialistswithmorethan10yearsexperienceinworkingwithstudentswithdisabilities.70%oftrainingsessionsarepracticalactivitiessothatteacherslearnthemselvesandunderstandtheexercisesandactivitiestaughtinworkshops.Also,thein-servicetrainingpromotescooperationbetweenvariouspeopleinthesamefield.Itisaproperplaceforexchang-ingideasandhelpingtosolveproblems.

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Relevance of EGP to EUSAPA projectIn-servicetrainingexamplefromLatviaisanexcellentexampleinphysicaleducationin-serviceteachertraininghelpingteacherstoacquirebasiccompetenciesneededtoworkwithstudentswithspecialneedsandtochangetheirattitudetowardinclusivePE.

EUSAPA competencies presented in this EGP a. Ability to use appropriate instructional strategies (e.g., physical/verbal cues, prompts, feedback,

reinforcement) b. Abilitytoadapttherulesofgames,physicalsetting,equipment c. AbilitytocollaboratewithotherspecialistsprovidingPE/APE d. Abilitytocollaboratewithhealthandrehabilitationprofessionals(e.g.,physiotherapist,occupatio-

naltherapist,speechtherapist,psychologists) e. Abilitytocollaboratewithsportorganisations,relevantprofessionalorganisationsforpersonswith

disabilities f. AbilitytoidentifyneedsforprofessionaldevelopmentintheareaofAPE g. Abilitytoengageincontinuingprofessionaldevelopmentactivities(e.g.readingprofessionalpubli-

cations;attendingconferences(workshops,seminars)tolearnaboutnewtrendsinAPE

Example of good practice was described by Aija Klavina from Latvian Academy of Sport Education.

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6.3 Research project “Peer tutoring for students with severe and multiple disabilities in inclusive physical education”

Target group:Studentswithmultipleandseveredisabilities,studentswithoutdisabilities.Purpose:Increaseinteractionsbetweenstudentswithsevereandmultipledisabilities(SMD)andtheirpeerswithoutdisabilitiesinphysicaleducation.Furthermore,toenhancestudents’withSMDinclusionineverydaylifeinschoolandincreaseaccesstoalloftheactivitiesforstudentswithSMD.

Description of EGP Thisresearchprojectwasdoneintwoelementaryschools.Participantswerethreestudentswithsevereandmultipledisabilities(Cerebralpalsy,musculardystrophyandintellectualdisability)andninegeneraleducationstudentswhoservedaspeertutors.AllstudentswithSMDattendedspecialclassroomformostoftheirschoolday,buttheyparticipatedingeneralphysicaleducationwithageappropriatepeerswithoutdisabilities.Theclasssizeswereabout25–30students.ThephysicaleducationwastaughtbyGPEteachersandstudentswithSMDwereassistedbyteacherassistantsandadaptedphysicaleduca-tion(APE)personnel.Theprojectconsistedofthreestages: 1) Observationofintactphysicaleducationclass 2) Selectionandtrainingofpeertutors 3) Implementationofpeertutoring

DuringobservationofintactPEclassstudentswithSMDmostfrequentlyinteractedwithadults(i.e.,APEteacher,assistantteacher).Allstudentsweresociallyisolatedfromothersandmostofactivitiesdidtogetherwithadults.ItmightbeattributedtocontinuouscloseproximityoftheassistantpersonnelandstudentswithSMDthat increasedstudents’dependenceonadultsandlimitedtheir interactionswithclassmates.

PeertutorswereselectedfromthesameclassstudentswithSMDjoinedinPE.Tutorsweretrainedforthree30-minutetrainingsessions.ThestudentwithSMDandhisorherteacherassistantattendedthesecondandthirdsession.Thetrainingmanualwasprovidedtoallpeertutorsincludingfivetutoringstepstheyhadtolearn:(1)instructions(e.g.,cues,prompts),(2)demonstration,(3)physicalassistance,(4)feedback,and(5)errorcorrection.OnthesecondandthirdsessionpeertutorspracticedtheirskillsworkinginpairsincludingstudentwithSMD.

Whenthepeertutoringinterventionwasimplemented,interactionbehavioursbetweentargetstu-dents and peer tutors raised immediately.Teacher assistants and APE specialist monitored tutoringactivitiesfromabouta3–5mdistanceandensuredasystematicrotationofpeertutors(10minperiodforonetutor)sothatnoneofthetutorswouldgettiredoroverwhelmedduringthetutoringprocess.Also,theuseofmultiplepeertutorsandtheorganisationalarrangementincludingsystematicpeertutorrotationbenefitedmaintenanceofthehighlevelofinteractionbehavioursbetweenstudentswithSMDandpeertutors.Furthermore,theinteractionbehavioursbetweenstudentswithSMDandotherpeers(notpeertutors)alsoslightlyincreasedduringpeertutorintervention.Studentsnotdesignatedaspeertutorsoccasionallyjoinedthetutorsandstudentswithdisabilitiesdyadandshoweddesiretoassistinactivities.

Relevance of EGP to EUSAPA project ThisprojectcontributedtothepracticeonpeertutoringasaneffectiveinstructionalstrategytoincreaseinteractionsbetweenstudentswithSMDandotherpeerswithoutdisabilitiesintheinclusivelearningenvironment.PeertutoringseemstobeverysuccessfulandefficientwayofsupportinadaptedphysicaleducationandthusshouldbeconsideredinallEuropeancountries.

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EUSAPA competencies presented in this EGP a. Abilitytopreparehumanenvironments(assistantpersonnele.g.,teacherassistants,peertutor,stu-

dentswithoutdisabilitiesandschoolstaff ) b. Abilitytopreparethephysicalenvironment(facilities,equipment,temporal) c. ThisEGPalsorelatewithtransferofbasiccompetenciesinadaptationandappropriatesupportto

peertutors d. IntroductionofpeertutoringdependsonteachersabilitytoadvocateforequalprovisionofPEfor

allstudentsandabilitytoadvocatefortherightsofstudentswithSENforparticipationinPE/APE(e.g.,supportservices,adaptedequipment)

Example of good practice was described by Aija Klavina from Latvian Academy of Sport Education.

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6.4 Best Start: Inclusive Schools Project, Ireland

Description of EGPTheBestStart: InclusiveSchoolsprojecthasevolvedoutof schoolsvisits that the IrishWheelchairAssociation(IWA)–Sportdevelopmentteamhavebeenconductingaroundthecountrysince2007.ItwasrecognisedearlyonthatnoresourceswereavailabletoofferteachersinthewayoftrainingcoursesormaterialwhichwouldfacilitatethefullinclusionofchildrenwithphysicaldisabilitiesintoPhysicalEducationclasses.Inadditionfollowingresearchintotheresourcesprovidedatprimaryteachertrain-ingcollegesandspecialistphysicaleducationteachertraininguniversities,againalackofresourceswasevident.

AssuchIWA–SportsetaboutresearchingthePrimaryPhysicalEducation(PPE)syllabusandtheJuniorCertificatePhysicalEducation( JCPE)toidentifyareasofpotentialexclusionandidentify-ingwaysofovercomingthem,whilestillsupportingtheaimsofthesyllabusandallowingteacherstodeliveraneffectiveclassforallparticipants.TheresourcepackconcentratesonthePPEastheseresourcematerialshavethepotentialtohavethegreatestimpactintheshortestperiod.ThePPEisdividedintofivestrands,Athletics,Aquatics,Games,Gymnastics&Outdoor&Adventureactivities,whichinturndivedinto22coreareas,e.g.:GamesisdividedintoBallhandling,Kicking,Carrying,Striking,Games&Appreciation,which in turnhave76Sub-Core areas, e.g.:BallHandling isdivided intoRolling,Throwing&Catching.AcrossthesyllabusthereispotentialtodrawonotherNGB’sresources,astherearedirectlinksto36othermainstreamNGB’swithinthesyllabus.InvolvingtheseNGB’sasmuchaspossiblewillhavethedualadvantageofusingtheirresourcesandexposingthemtoourphilosophyofinclusivepractices.

FollowingonfromthelaunchandrolloutoftheIWA–SportInclusiveSchoolsResourcePackthefollowingapproachwillbetakentothedeliveryoftheprojectovertheoncomingacademicyear: • InclusiveSchoolsvisitsongoing; • InclusivePhysicalEducationIn-Servicetraining; • InclusivePhysicalEducationTeacherEducation; •EuropeanInclusivePhysicalEducationTraining.

Thefullresourcepackisreadilyavailableonlineatwww.iwasport.com.

Relevance of EGP to EUSAPA projectThisEGPisanexcellentexamplefromIrelandwheredisabilitysportorganisationIWAdevelopedandlaunchedin2007project,inwhichhelpsPEteacherstoacquirebasiccompetenciesneededtosuccess-fullyteachstudentswithphysicaldisabilities.ManysportorganisationsareawareoffactthatchildrenwithSENmustbeexposedtosportinphysicaleducationinordertodevelopfundamentalmovementcompetenciesuponwhich,sportspecificskillscanbebuild.

EUSAPA competencies presented in this EGP a. AbilitytocollaboratewithNon-Governmentalandgovernmentalorganisations(e.g.,inchildren

rights) b. Abilitytoengageincontinuingprofessionaldevelopmentactivities(e.g.readingprofessionalpubli-

cations;attendingconferences(workshops,seminars)tolearnaboutnewtrendsinAPE c. Ability to use appropriate instructional strategies (e.g., physical/verbal cues, prompts, feedback,

reinforcement) d. Abilitytoadaptthefollowing:therulesofgames,physicalsetting,equipment e. Abilitytousetaskanalysisfordesirableskill

Example of good practice was described by Niamh Daffy for Institute of Technology, Tralee, Ireland.

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6.5 Special Education support in APA in SwedenDescription of EGPSwedishschoolshas specialeducatorsandeachmunicipalityhas support teamthat is responsible toensurethatallstudentsreceivebasicsupport.Whenthemunicipalityneedsadditionalsupport,schoolscanapplyforitattheNationalAgencyforSpecialEducationandschools.TheAgencyistheState’ssupplementarysupportofSpecialEducationissuesforstudentswithdisabilities.

APAisoneofmanyareas inwhichtheagencygivessupport.Supportmustbegivenequalandwherethereisaneedforit,alloverthecountry.Thecurrentsituationisthatabout10persons(Advi-sors)isworkingtogivesupportandadviceinvariousdegreeswithissuesrelatedtoAPA.Effortsarethatallstudentsmustachievetheobjectivesofeducationandofferaneducationthatischaracterizedbyequivalence,inclusion,accessibilityandfellowship.UNConventionontheRightsoftheChild,Sala-mancaDeclarationandtheUNStandardRulesforPersonswithDisabilitiesisthebasisforcurriculumorganizationinSweden.Theeducationmustthereforebeinclusiveandshallonlyinexceptionalcases,taketheformsofsegregation.

An advisor in the agency provides support for educators and school management at individual,groupandorganizationallevel.AdviceinthefieldofAPAalsoincludesconsultationwitheducationalpublishersonthedevelopmentofappropriateteachingmaterialandindifferentdevelopmentprojects.TheAuthorityalsocooperateswithvariousuniversitiesincoursesandtrainingrelatedtoAPAandor-ganizesandparticipatesincourses,in-servicetrainingandconferences.

SkillsandknowledgeasanadvisorwithintheAgencyshouldhavetoprovidespecialeducationalassistanceintheAPAare • Pedagogicalstrategies • SuccessFactorsforaninclusiveeducationinPE • ApproachesandattitudesandValueissues • Movementsimpactforchildandadolescentdevelopmentandlearning • PsychomotorTraining • Approach,methodologyandapplicationinpractice • Equipmentandmaterials • Assessmentandanalysis

Efforts to provide advice and assistance in the field of APA are relatively new and are therefore still under development.

Relevance of EGP to EUSAPA projectThisisanexcellentexamplefromSwedenwithefforttoprovidetheappropriatesupportofinclusivePEbytrainedandexperiencesspecialist.Ideallythesespecialistsshouldreceiveeducation,whichwouldallowthemtoacquireallAPErelevantcompetencieslistedbellow.

EUSAPA competencies presented in this EGP a. Assesstheneeds(currentlevelofperformance)ofstudentswithspecialeducationalneeds(SEN). b. Adaptschoolcurriculuminphysicaleducation(PE)tomeettheindividualneedsofallstudents

withSEN. c. PlandevelopmentallyappropriatelearningexperiencesinAPEandprepareteachingenvironment

beforearrivalofstudentwithSEN. d. AdaptteachinginordertomeettheneedsofALLstudentsinPE. e. Managestudents’behaviortoassurethemostappropriateandsafelearningforALLstudentsin

PE. f. CommunicatewithstudentswithSENtoensuretheirunderstandingandmaximumparticipation.

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g. EvaluatelearningprogressofstudentwithSENinrelationtohis/herIEPgoals. h. EvaluatethesuitabilityofthecurriculumadaptationstostudentswithSENandtheeffectivenessof

appliedteachingstrategies. i. CollaboratewithvariousrelevantprofessionalsandotheradvocatesofstudentswithSEN. j. Improveprofessionalskillsandknowledge. k. Advocatefortheneedsandrightsofstudentswithspecialeducationalneeds.

Example of good practice was described by Lena Hammar, The National Agency for Special Education and schools.

6.6 SDM – Sherborne developmental movement – a holistic method for training social and motor skills

Description of EGPSDM–amethodfortrainingsocialandmotorskillswasdevelopedbyMs.VeronicaSherborne(1922–1990)anditisbasedonthetheoryofmovementanalysisbyRudolfLaban.Thismethodwasdevelopedfirstfortheneedsofchildrenandadultswithintellectualdisabilities,butbecauseofitsvariabilityandpossibilitiesforadaptationitiswidelyusedingeneralandspecialeducationinschoolsandkindergar-tensandalsoforadultandelderlypeople.Teachers,trainers,physiotherapists,occupationaltherapists,speechtherapistsandotherprofessionalsworkingwithchildrenandadultsusetheSDM-methodinteachingandinindividualandgrouptherapy.Manychildrenwithspecialneedshaveproblemsinmo-torcontrolandacademicskillbutalsoinsenses,perception,controllingthelevelofactivation,attentionandconcentration.Alltheseproblemsmakeacquiringthesocio-cognitiveskills(socialperception,roletaking,problemsolvingandaccuracyofself-evaluation)verycomplicated.Theabilitytocommunicateisbasedonneuraldevelopmentandtheneuralconnectionsneedtraininginordertodevelop.Weneedsocial-cognitiveskills,self-competenceandcommunicationskillsinallkindsofsocialinteractionandsocialrelations,alsoineverylessonandlearningsituation.InnormalPE-lessonstherearelotofpeople,motion,disturbance,demandsoffastlearning,hiddenoropencompetition,maybeevenfrustration.InSDM-lessonswetrytoavoidthesehiddenproblemsbyanalysingandcomparingthedemandsofsitu-ationandabilitiesofthechildren.Childrenwithspecialneedsareoftenrejectedfromthegroupduetotheirproblems.Thesubsystemsintheclassroom’snon-controlledsituationsmayexcludethosewhowouldbenefitmostfromtheinteractionthatoccursinthegroup.InPEitmeansalackoftrainingofbothmotorandsocialskillsduringthelessonsandfreetime.Thissegregationhappensmostlyduringtheyearswhicharethemostimportantforthechild’sdevelopment.InSDM-lessonstheteacherandthesupporterscontrolthelearningenvironmentverystrictly.Theyhelpthechildtocontrolthesituationandemotionsandhelpsolvingtheproblems.However,theydonotdothethingsthechildhastodoinordertolearn!Affectiveatmospheresupportslearningandisespeciallyimportantforchildrenwithlearningproblems.Themorethechildenjoys,themorehe/sheiswillingtotrain.

TheSDM-methodincludestrainingofbasicmotorskills,whichenablelearningcomplicatedmo-torskills.Mostsportsskillsdemandcombiningmotorskillsandtheyaredifficult,ifthechildcannotperformsimultaneousmovementsormovementchains.Theobjectivesof thetrainingarenotspecialsportskills,velocity,musclestrengthorfitness.Trainingconcentratesinskillsandtheelementsofmotorcontrolprocess,butitisinanycasephysicallyveryversatileandcanalsobestraining.Theexercisesformaprogressivesystem.Thefirstonesareverysimple,likethosechildrenhavealwaysdonewitheachothersorwiththeirparents.Laterontheexercisesbecomeasdemandingaspossible–withouttheupperlimit.Themethoddoesnotuseanyequipment,justpeople,spaceandbodies.

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The objectives of SDM and their background • Supporting the child to work in a controlled way so that he/she can discriminate and integrate

sensations.Beingabletousesensoryinformationforstartingandcorrectingthemovementisthebasisofskilfulmoving.Theimpairmentsofsensoryorganscannotbecorrectedbymovementexer-cise,buttheproblemsinsensoryintegrationandusingthesensoryinformationcanbediminished.

• Supporting the child to seek developmentally important experiences on his/her own initiation. Whenthechildmastersthebasicskills,he/shestartstotrainmotorskillsalmostalltheday.ThenormalmotordevelopmentneedsmoretrainingthanjusttherapysessionsorPE-lessons.Allchil-drenmusthavepossibilitytoplaywithotherchildren.

• Creating safe conditions and situations for developing strong self-competence. Theexercisesareselectedsothatthechildcansucceedinthem.Inthebeginningthechildcanhavesupport,butassoonaspossibletrainingwillbeindependentandonchild’sowninitiation.Theisalotofpossibi-litiestodifferobjectivesandlevelofdemands,soeverychildcanfindthesuitableexercisewithoutthefearoffailingorloosingincompetition.Themorethechildgetspositiveexperiencesthemorehe/sheenjoysandwantstotrymoredemandingtasks,likepeersdo.

• Creating situations where the child can train socio-cognitive skills. Pearlearningisaveryremar-kablepartofdevelopmentbothinmotorandsocialskills.Theteacher’staskistosupportinteractionbetweenchildrenandbetweenchildrenandadults.Theobjectiveisthatinteractiontransfersalsooutsidethelessons.

• Supporting the development of child’s learning abilities. AsidefromtrainingmotorskillsSDMconcentratesonsupportingthedevelopmentoforientation,observation,perception,concentration,memory,timeconcepts,planning,problemsolvingandcontrollingactivitylevel.Alltheseskillsareimportantalsoinclassroomsituations,ingamesandotherpeerrelations.

The Themes of the SDM-programmeTheexercisesaregroupedunderthebasicmovementelements.Inthebeginningthechildtrainsthebasicskills,simplesinglemovements.Theexercisesbecomemoreandmoredifficultaccordingthede-velopmentofskills.Actuallythethemescannotbetotallyseparated,becauseallelementsexistineverymovement,thequestionisjustinthefocusoftraining.

Thebodyawarenessisthebackgroundofallmovements.Thethemeincludesbodypartsandsize,personalspace,lateralityetc.Thechildlearnstonamehis/herbodypartsandfindtheirpossiblemove-ments.Thechildlearnstocontrolandusethemonthewayhe/shewantsto.Themostproblematicissuesseemtobebodysize,awarenessofthetrunk,lateralityandcrossingthemidline.

Thespatialawarenessisveryimportantinoureverydaylife,includinggamesandtraffic.Thisthemedealswithpersonalandsharedspace.Personalspaceismorepartofmovementelements.Sharedspacemeansthespaceyousharewithotherpeopleduringtheactivity,relationshipswithpeopleandobjects.Thechildlearnsthespatialconceptsandhowtousethem:infront,forward,backward,sideward,under,over,totheleft,totherightetc.

Awareness and control of movement elements, which means ability to control space, time andstrength.Thespatialformofmovementincludeslevels,directionsandwidenessofmovementandposi-tions,e.g.thedirectionofstepsorarmandbodymovements,smallandlarge,straightandroundmove-ments.Incontrollingthetimeelementsthechildlearnstorecognisedifferentrhythmsandcontroltherhythmofmovement,timesequences(howlongtimetheexerciselasts,timetoexerciseandrestetc.)andthevelocityofthemovement.Controllingstrengthconcernstheappropriateamountofpowerusedinmovementanddifferencesbetweenrelaxedandactivemuscles.Inmovementelementthemestheobjec-tiveistobeabletovaryandcontroloneelementattime,thetasksareveryeasy.

Movementflowistheresultofcontrollingsimultaneouslyalltheelementsofmovementappropri-atelyandbeingabletoconnectthemovementpatternsandchains.Inthemovementflowthemetheob-jectiveistocontrolmorecomplicatedmovementsandsituations.Thisthemeisthebasisofspecialsportskills.Workinginpairsandgroupsmaybethemostenjoyablethemeanditiscombinedasamethodto

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trainingformerthemes.Thegroupmaybeformedofonechildandoneadult,manychildrenandadultsorchildrenwithoutadults.Formingthegroupdependsonthefunctionallevelofchildren.Inparticularwhenthechildrenareseverelydisabled,veryimpulsive,withdrawingetc.theidealistohaveanadultpartneroranolderchildforeachchildtohelpthechildincrossingthresholds.Therolesofthepartnersaresupportingorassisting(toyou),doingtogether(withyou)andopposingthepartner(againstyou).Theadults’activitydiminishesallthetimeandtheresponsibilityoftheinitiation,contact,solvingprob-lems,formingandobeyingrulesetc.istransferredtothechildrenlittlebylittle,yetassoonaspossible.

Stepsoritemsinworkinginpairsandgroupsstartfrombeingawareofotherpeopleinthegroup.Thisobjectiveconcernsmainlymostseverelydisabledorsomeautisticindividuals.Almostallchildrenneedtrainingintoleratingthepresenceanddisturbanceofotherpeople’svoicesandmoving.Makingcontactwithapartnerandotherpeople(eyecontact,speaking, touching),communicatingandbeinginclosecontactwiththemarethenextsteps.Littlebylittlethetaskscontainmoreworkingingroups,problemsolvingelements,creativity,expression,helpingeachothersetc.Theresultwillbefluentworkingindifferentrolesinthepartnershipandasamemberofproductiveteam.Thisisnormalplay.

Controlling one’s level of activation Theability toworkwithappropriate intensity, calmdownandrelaxandchange these levelsfluentlyandatspeedaccordingthedemandsofthesituationarethepreliminarydemandsofsuccessfulaction.Withouttheappropriatecontrolofactivationattention,observing,gaininginformation,planningandimplementingthetasksinanenjoyablewayarenotpossible.Manychildrenneedhelpinlearningtheseskills,especiallythemostimpulsivechildren.Thisthemeexistsineverytaskandtheteachermustplanalltaskssothatthechildgetstheneededsupportforcontrolledperformance.Likeinallotherthemestheresponsibilityistransferredtothechildlittlebylittle.Concentration,exertionandevenemotionsvaryalotduringthelesson.Maybethemostvisibleexercisesinthisthemearethereal3–5relaxationsduringthelesson.Theyareasimportantexercisesasalltheothers.Therearealso“minibreaks”betweentaskshelpingthechildtomovefromonetasktoanother.

ConclusionIt isveryimportanttotaketimeforreal learning,repetitionsandtrainingagainandagain.Thepro-grammestaysalmostthesameforseverallessons.Theelementscanbeaddedtothesameexercise.Whenthebasisbecomesstrongthetraininggivesaverypositiveimpulsetothechild’sdevelopment,becausetheskillswillfollowthechildtoplayingoutsideofgymsandclassrooms.TheSDM-methodiseasytostartandrewardingtouse.Theteachercanuseone’sowncreativityinplanningtasksandlessons,heorsheisnotboundtoreadymadeprogrammes.SDMisaveryreflectivemethodandtheteachermustbeaveryactiveobserverduringthelessontobeabletofollowtheindividualneedsofchildren.Youneedjustabasiceducation,(afewdays),tostart.Furthereducationtakesyoutomoreandmoreadvancedlevelsandinternationalgatheringsgivesupportforcontinuing.

Relevance of EGP to EUSAPA projectThisisanexcellentexampleofspecificprogramme,whichhasbeenusedinanadaptedphysicaleduca-tionsetting.Itcanbeconsideredaspartofpsychomotoricsactivitiessometimesalsocalledmovementactivities.WebelievethatallAPEprofessionalsshouldbeawareofbasicprinciplesofsuchprogrammesandcanbecomespecialistsinlicensedprogrammesaspartoflife-longlearning.

EUSAPA competencies presented in this EGP a. Ability to use appropriate instructional strategies (e.g., physical/verbal cues, prompts, feedback,

reinforcement). b. Abilitytousetaskanalysisfordesirableskill

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c. Ability to provide positive/negative reinforcement of desirable/undesirable students’ behaviourswhereappropriate

d. Abilitytocounsel/guidestudentstowardsadoptingmoreappropriatebehaviours–choice e. Abilitytouseappropriatealternativeandaugmentativecommunicationtools

Example of good practice was described by Kaisu Laasonen, Research Manager in Saimaa University of Applied Science in Finland.

6.7 Reflecting through Art: Paint with us

Description of EGPTheimplementationofseveralParalympicSchoolDaysinGreecewasanexcellentopportunityfortheimplementationofdifferentkindsofactivities/projectsinGreece.Lately,intheframeofaPhDthesisaseriesofactivitieswereimplementedwithHighschoolstudentsinthecityofSerresinGreece.One(ofthetotalsthirteen)isofaparticularimportancesinceitisconductedinthelocalcommunity.ThisparticularactivityisentitledReflecting through Art: Paint with us.

Goals of activity a) Tocooperatewiththelocalmunicipalityinordertoaltertheirpolicytowardsthesensitisationsof

thecitizenstowardsdisabilityingeneralanddisabilitysportsinparticular. b) Tobring together young studentswithelderly individuals inorder thefirst tobecome sensitive

towardsmovementdifficultiesandrecognisethevalueofsports. c) StudentslearnaboutParalympicwheelchairsportsforeliteathleteswithphysicaldisabilities;stu-

dentslearnaboutroadsportsandtheathleteswithdifferentdisabilitieswhoareeligibletopartici-pate.

d) Elderlypeoplewilllearnaboutsportsforindividualswithadisabilityormovementdifficulties.

Environment : Outdooractivitywithinthecity.People involved in the activity: Artteacher,HighschoolStudents,elderlyhomeresidents,residentialadministrationstaff,universitystudents.Introduction to the activity: TheartteacherprovidesthebasicinformationregardingtheParalympicGames,wheelchairParalympicsports,andParalympicSchoolDayProgram.Running the activity: Theleaderdividesthegroupaccordingly,assignsthemwithaparticulartask,helpsthemandguidesthemtowardtheoutsideofthesketch.Participantsareaskedtopaintthewallholdingthebrushwithmouthorholdingthebrushwiththefingersortheirtoes.Assessment: Participantsareinvitedtodiscusswiththeartteacherandgroupleadersthevalueoftheoutcomeof thisactivity towards themselves, towards theretiringhomeaesthetics, towardthecity ingeneral.

Relevance of EGP to EUSAPA projectTheParalympicschooldayprojectmentionedinthisEGPisanexcellentexampleofanactivityforpre-paringtheenvironmentforinclusivephysicaleducation.Thefollowupproject“Reflectingthroughart”canhelpustobringissuesofdisabilitysportintonormallifeofschoolandoutcomesofsuchactivitycanbecomeintegralpartofschoolenvironment.

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View of the final product of the activity

EUSAPA competencies presented in this EGP a. AbilitytoadvocateforequalprovisionofPEforallstudents b. AbilitytoadvocatefortherightsofstudentswithSENforparticipationinPE/APE(e.g.,support

services,adaptedequipment) c. Abilitytocollaboratewithsportorganisations,relevantprofessionalorganisationsforpersonswith

disabilities d. Abilitytocollaboratewithparents/guardiansofstudentswithSEN e. AbilitytocollaboratewithNon-Governmentalandgovernmentalorganisations(e.g.,inchildren

rights)

Example of good practice was described by Christina Evaggelinou from Aristotle University of Thessaloniki, Department of Physical Education and Sports Science – Serres, Greece.

6.8 Behavioural management in physical educationBehavioural management in physical educationDescription of EGP Behaviourmanagementskillsareparticularlyofimportancetoteachersintheeducationalsystem.Oftenwetalkaboutbehaviourmodificationinwhichthefocusisonchangingbehaviour,whileinbehaviourmanagementthefocusisonmaintainingorder.Thepurposeofbehaviourmanagementisalloftheac-tionsandconsciousinactionstoenhancetheprobabilitythatstudentswillchoosebehaviourswhicharepersonallyfulfilling,productive,andsociallyacceptable.Forexample,aphysicaleducationteachermayusethesetechniquestoteachappropriatesocialbehavioursforhis/herstudents.Manyoftheprinciplesandtechniquesofbehaviourmanagementusedarethesameasbehaviourmodificationyetdeliveredinalessintensiveandconsistentfashion.Behaviourmodificationapproachesinvolvestudentsmoreactively

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inplanningandshapingtheirownbehaviourthroughparticipationinthenegotiationofcontractswiththeirteachersandthroughexposuretotrainingdesignedtohelpthemtomonitorandevaluatetheirbehaviourmoreactively,tolearntechniquesofself-controlandproblemsolving,andtosetgoalsandreinforcethemselvesformeetingthesegoals.

Expertsagreethatalackofbehaviourmanagementskillsisthemostsignificantbarriertoeffectivephysicaleducationteaching.Theinabilitytomanageandmotivatestudentbehaviouristhemostoftenmentionedreasongivenbybeginnerteachersforleavingtheteachingprofession.Theproblemismagni-fiediftherearealargenumberofstudentswithdiverseemotional,social,cognitive,andphysicalabilitiesin the samephysicaleducationclass.Lately,effectivebehaviourmanagementhasbecomeevenmorechallengingwiththeinclusionofanincreasednumberofstudentsidentifiedasat-riskorwithseriousbehaviourproblemsingeneralphysicaleducationclasses.Thesestudentsrepresentagrowingnumberofallstudentsinschools.Ingeneralbehaviourmanagementstrategieshavebeenveryeffectiveinreducingclassroomdisruption.Thegoalofallteachersistominimisebehaviourproblemsbycreatingapositiveteachingandlearningenvironment.Thefollowingstrategieshelpteachersreinforcedesirablebehaviourstopreventbehaviourproblems(Dunn&Leitschuh2006): • Structuring the physical environment: Before children enter an instructional environment they

shouldknowwhattheyareexpectedtodo,wheretheyshouldgo,andwhattodowhentheygetthere.Theroomshouldbeorganisedwithactivityareasandequipmentclearlymarked.Activitystations,forinstance,canbeletteredornumberedtohelpstudentswhohavedifficultyfollowingdirections.

• Modeling:Teachersmustserveaseffectivemodelsfortheirstudents.Allstudents,includingthosewithdisabilities,looktotheteacherasastandardforproperconduct.

• Reinforcingdesirablebehaviour:Thesensitiveteacherseekseverypossibleopportunitytoprovidepositivereinforcement.Usingtechniquessuchasverbalpraiseandpublicrecognitionincreasesthelikelihoodthatappropriatebehaviourswillbeexhibitedagaininfutureclasssession.

• Regulatedpermission:Therearetimeswhenit isdesirabletopermitexceptionsordeviationsinthenormalclassroutineforastudentwhoishavingdifficulty.Forexample,astudentwhofindsitexceptionallydifficulttostandin linebeforereturningtotheclassroomcouldbeassignedtheresponsibilityofgatheringandreturningequipmenttotheproperarea.

• Developing,statingandenforcingconsequences:Studentsneedtoknowthattherearerules,stan-dardsofbehaviour,andconsequencesforinappropriatebehaviour.Therulesmustbeclearandrea-sonableandtheconsequencesappropriatetotheinfraction.

• Studentandteachercontracts:Therearetimeswhenitisdesirablefortheteacherandstudenttodevelopacontractaspartofaconferenceinwhichaproblemisacknowledged,expectedbehavioursareidentified,andrewardsandconsequencesarespecified.

Beyondtheformaltechniquesofpositivereinforcement,modeling,extinction,andtime-out,therearesomeinformalapproachesteacherscanusetodealwithundesirablebehaviour.1.Teachersemployavarietyofsignalsthatcommunicatetothestudentapprovalordisapprovalforselectedbehaviours.Someofthenonverbaltechniquesthatcanbeemployedinclude:eyecontact,handgestures,snappingfingers,frowning,orvariousbodypostures.Thesesignals,ifemployedbeforethebehaviourgetsoutofcontrol,canbeveryeffectiveinstoppingorminimisingtheintensityoftheinappropriatebehaviour.2.Averyoldbuteffectivestrategytousewhenateachersensesthatastudent’sbehaviourisbeginningtodeteriorateisfortheteachertomoveclosetothechild.Theclosepresenceoftheteachermayassistthestudentinregainingself-controland/orceasingtheundesirablebehaviour.3.Mostteachersareawarethathumourcanbeveryeffectiveindefusingatensesituation.Afunnycommentbytheteachermayreleasetensionofthesituation.Ofcourse,caremustbeexercisedtoavoidridiculeorsarcasm.Thehumourmustbeingoodtasteandappropriatetothesituation.Formanystudents,inappropriatebehaviourmaybetheonlybehaviourinastudent’srepertoirewhichhasbeeneffectiveinmeetinghisorherneeds.Positivepro-grammingservestoincreasetheoptionsinastudent’srepertoireandprovidemorechoicesforthestu-dent.Finally,itisimportanttorememberthatitisthebehaviourwhichistroublesome,notthestudent.

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Itisimportanttomakethisdistinctioneventhoughinsomecasesastudentmayseemtocontinuallytryyourpatience.Separatingthestudentfromhisorherbehaviourwillhelppreventanddissipatenegativefeelingthatyoumayhaveaboutastudentandhelpmakeyouandyourteachingmoreeffective.

Reference:Dunn,J.M&Leitschuh,C.A.2006.Special Physical Education (8th. ed.). Dubuque, Iowa:SpecialPhysicalEducation(8th.ed.).Dubuque,Iowa:Kendall/HuntPublishingCompany.

Relevance of EGP to EUSAPA projectBehaviouralmanagementisoneofthekeycompetenciesoftheAPEteacher.ThepresentedEGPpro-videsabasicoverviewofbehaviouralmanagementinthecontextofphysicaleducation.

EUSAPA competencies presented in this EGP a. Ability to provide positive/negative reinforcement of desirable/undesirable students’ behaviours

whereappropriate b. Abilitytoobserveandkeeprecordsrelatedtobehaviouralmanagementplan. c. Abilitytocounsel/guidestudentstowardsadoptingmoreappropriatebehaviours–choice

Example of good practice was described by Pauli Rintala from University of Jyväskylä.

6.9 Buntús DVD with practical examples of how to adapt programme for inclusion of students with disabilities (Ireland)

Description of EGPBuntúsisanexcitingIrishSportsCouncilinitiative,whichisdeliveredandsupportedbythenetworkoflocalsportspartnershipstoPrimarySchoolsinIreland.Buntúsisaskills-basedprogrammethatpro-videsyoungpeoplewithaquality,funandenjoyableintroductiontophysicaleducationandsportsuitedtotheirownlevelofdevelopment.TheBuntúsprogrammeisavailabletoprimaryschoolsthroughtheprovisionoftrainingforteachers,childfriendlyequipmentandresourcecardsacrossavarietyofsport-ingactivities.

TheProgrammeoffers:Twolargebagsofcolourfulchildfriendlyequipment,combinedwithre-sourcecardsillustratingarangeofprogressiveactivitiesintheareasof:Rolling;Receiving;Travellingwithaball;Runningandjumping;Throwingandcatching;StrikingandKicking.Thecardshavebeencarefullydesignedtoensurethatchildrencanusethem,supporttheIrishP.E.curriculumandgiveusefulhintstoteachersonissuessuchassafetyandorganisation.

FollowingtheBuntústraining,teachersarethenempoweredwiththeskillsandresourcestouseBuntústosupportthedeliveryofthePEcurriculum.QualitytrainingforPrimarySchoolteachersinthedeliveryoftheprogrammeoffersopportunitiesforenhancedcurriculumplanningandforincreasingtheconfidenceofnon-specialistteachersresponsiblefordeliveringphysicaleducation.Buntúsoffersabroaderskill-basedsportingexperienceforPrimaryschoolchildrenincreasingparticipationopportuni-tiesforalllevelsofability.

InMarch2007,theIrishSportsCouncilofficiallylauncheditsteacher’sresourceDVDforitsna-tionalprimaryschoolsportsprogramme;Buntús.StaffofWaterfordSportsPartnershipandchildrenfrom4thclassWaterparkNationalSchool,SpecialOlympicsWaterfordandtheFun4AllsportsclubwereselectedbytheIrishSportsCounciltoparticipateinthefilmingofthepromotionalDVD.TheDVDshowsthepractical implementationoftheBuntusprogrammeinaclassroomsetting.TheDVDalsoincludesachaptertitled“SportsInclusion”whichshowsteachershowtoincludechildrenwithphysicaldisabilitiesinPEwithexamplesofdrillsandgamesandtheadaptationsthatallowfortheinclusionof

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everyone.SkillsfeaturedontheDVDincludecatchingandthrowing;strikingandtravellingwithaball,andgamesinclude:CatchUp;TreasureChest;InclusionOutback;ChallengeRelayandMiniRounders.Practicaltipsonadaptingactivitiesarehighlighted(e.g.Wheelchairusersmayprefertobeginwithabouncepassorbatsandballsmaybeplacedonachairforwheelchairusers),andcanbeappliedtoothergamesandactivitiesincludedintheBuntusprogrammeaswellasotherareasofthePEcurriculum.

ThisBuntúsDVDhasbeendistributedtoallprimaryschools inLocalSportsPartnershipareasinIrelandtobeusedasateachingaidforprimaryschoolteacherstoassisttheminthedeliveryoftheprogramme.TheDVDaimstoaddtotheteacher’sknowledgetoincludesomebasicadaptionstrategieswhichpromoteinclusioninPE.

Contact detailsIrishSportsCouncilEmail:info@irishsportscouncil.ieWebsite:www.irishsportscouncil.ie

Relevance of EGP to EUSAPA projectTheDVDdescribedhereisausefulteachingaidthatshowsteacherspracticalexamplesofhowsimpleadaptationscanbemade inaPEclass to facilitate inclusion.TheDVDaimstoaddtotheteacher’sknowledgetoincludesomebasicadaptionstrategieswhichpromoteinclusioninPE.Byprovidingim-agesoftheimplementationofadaptationinarealPEclassitisalsohopedtohaveapositiveimpactontheattitudesofteacherstowardsinclusioninPE.

EUSAPA competencies presented in this EGP a. Ability to use appropriate instructional strategies (e.g., physical/verbal cues, prompts, feedback,

reinforcement) b. Abilitytoadapttherulesofgames,physicalsetting,equipment c. Abilitytousetaskanalysisfordesirableskill

Example of good practice was described by Ursula Barrett from Institute of Technology in Tralee, Ireland .

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7 Examples of Good Practice in Adapted Physical Activity in Rehabilitation

Nidia Amorim, Patrice Flore, Tarja Javanainen-Levonen, Bartosz Molik, Pavel Mustafin, Sandrine Tomasi, Joeri Verellen

7.1 Adapted physical activity education for physiotherapy students

Field:EducationTarget group:PhysiotherapystudentsInstitution:JozefPilsudskiUniversityofPhysicalEducationinWarsaw,Poland

Purpose: • Practicalskillsofleadingsportandrecreationactivitieswithspecialpopulations. •OpportunitytoachievedegreeofSportInstructorofPersonswithDisabilities. •Experienceinthefieldofsportforpersonswithdisabilitiesandadaptedphysicalactivity. •Chanceforfutureeducationas:referee,coach,classifier,manager. • Promoteanactivelifestyleandsportsforpersonswithdisabilities.

Programme:TheFacultyofRehabilitationwasestablished in JozefPilsudskiUniversityofPhysicalEducation inWarsaw,Poland in1985. Itwasestablished toeducatephysiotherapy specialists.TheFaculty followseducationalstandardscreatedbythePolishMinistryofEducation.HowevertheFacultycreatedanad-ditionalprogrammeofAPAeducationforallphysiotherapystudents.TheDepartmentofTheoryandMethodologyofTeachingMovingisresponsibleforAPAeducationofphysiotherapystudents.

Inthefirstgradeofeducation(bachelordegree)theFacultyofRehabilitationoffers330hoursoflecturesandpracticelessons(15ECTSpoints).Thefollowingclassesareproposedforstudents:theoryandmethodologyofspecialphysicaleducation,Gamesandplayersforpersonswithdisabilitieswheel-chairdancing,gymnastics,swimming,teamgamesforpersonswithdisabilities,trackandfield.

Inthesecondgradeofeducation(masterdegree)theFacultyofRehabilitationoffers225hoursoflecturesandpracticelessons(11ECTSpoints).Thefollowingclassesareproposedforstudents:meth-odologyofsporteventsforpersonswithdisabilities(teamgames,trackandfield,swimming),theoryofadaptedphysicalactivityand,theoryofsportforpersonswithdisabilities.

TheFacultyofRehabilitationisauniquestructurewithacomplexmulti-levelprogrammeofactiverehabilitationandsportforpeoplewithdisabilities.Teacherseducatehowtoconvincepersonswithdis-abilitiestoengageinactiverehabilitationandanactivelife.Theyserveasexamplesofwhatpeoplewithdisabilitiesareabletodo.Theyrecommenddifferentformsofactivitiesanddifferentpracticesolutions.Oneofresultsofeducationisthepossibilitytopasstheexamforsportinstructorforpeoplewithdis-abilities.

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Contact information:BartoszMolikDepartmentofSportforIndividualswithDisability;FacultyofRehabilitation;JozefPilsudskiUniver-sityofPhysicalEducation;Marymoncka34;00-968Warsaw;PolandTel/Fax.+48228354798bartosz.molik@awf.edu.pl

Thisuniqueprogrammeincontextofadaptedphysicalactivityhelpstodevelopthefollowingcom-prehensiverehabilitationcompetences: •Understandthegeneralrecreationandsportadaptationmodelforpatients/clientsincludingtheir

personalprofile,thefunctionrelatedimplications,thespecificactivityrequirements,andtheaimofparticipation.

•Understandandevaluatetheinterrelationbetweendeterminantsofhumanfunctioning. •Understandandevaluatetheimpactofimpairmentonhumanfunctioning. •Tounderstandtheimpactandrisksofphysicalactivity.

Pedagogicalcompetencesaremainlydevelopedin: •Understandingthetheoryofprogrammedevelopment. •Masteringacomprehensiveoverviewondisabilitysports. •Understandingthesport-specificequipment–user–interfaces.

Thisprogrammerepresentsagoodopportunity forunderstanding thevariouscommunitybasedphysicalactivityandsportsorganisationseligibleforpatients/clientsintheAdaptedPhysicalActivityprogrammeinthemanagementcompetences.

Example of good practice was described by Bartosz Molik from Jozef Pilsudski University of Physical Educa-tion.

7.2 COPD rehabilitation trainingField:RehabilitationprogramTarget group:Patients/clientsinrehabilitationwithCOPDInstitution:DieulefitSanté,GrenobleUniversityHôpitalSud,Grenoble,France

Purpose: • Preparepatients/clientsforparticipationinstandardphysicalactivityprogrammesinrehabilitati-

on. • Improvethepatients’/clients’physicalactivityandphysicalfitnesslevel. • Promoteanactivelifestyleafterrehabilitation. • Preparepatients/clientsforreintegrationintosocietyafterrehabilitation.

Programme: COPD(chronicobstructivepulmonarydisease)causesbreathlessnesswhileprovidingeffortduetores-piratorytroublesandinducesmuscularweaknessanddysfunction,andthus,poorexercisetolerance.Thisphysical limitationisboundbyamyotrophyandmyopathyrelatedtoasedentary life-style,structuralchangesinmusclesfibretypes,nutritionaldeficiencies,sideeffectsofcorticotherapyandoxidativestressleadbylow-gradesystemicinflammationassociatedtothediseaseandcigarettessmoking.Rehabilita-

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tiontrainingaffordstheloweringofventilatorydemandandtheimprovementofmuscularstrengthandendurancebyreducingsomeofthelimitingfactorsmentionedabove.

“DieulefitSanté”isacardiopulmonaryrehabilitationcentreinFrancewhichfocusesonfollow-upcare for patients on discharge from hospital and on patients’ rehabilitation through regular adaptedphysicalactivitiesandhealtheducationinordertooptimisetheirhealthandqualityoflifeandtoacquirebetterknowledgeabouttheirillnessanditstreatments.PartoftherehabilitationprogrammeisaCOPDpreparationprogrammeaimedattrainingpatientswithCOPDinordertoenhancetheirexerciseca-pacities,toreducetheirsymptomsandtoimprovetheirqualityoflifeandautonomy.Thisallowspatientstogetinvolvedinthelongrangeintheirrehabprogrammeandmoregenerallyinphysicalactivities.Theprogrammeisplannedforfourweeksduration.Atday1,a6-minutesWalkingTestisprovidedaswellasamaximalcardiopulmonaryexercisetesttoassessthesafetyofexerciseandthetraininglevel.Patientsaresplitindifferentgroupsaccordingtotheseverityoftheiraffection.Generalandmuscleenduranceandstrengtharetrainedthroughavarietyofplayfuladaptedphysicalactivities.Theexercisetrainingpro-grammeisregularlyassessedtoadjustittothepatient’sneedsandprogress.Aswell,communitybasedprogrammesaresuggestedtopatientsatdischargefrompulmonaryrehabilitationtostabilisemuscularandrespiratoryimprovementsandtokeeponpractisingphysicalactivitiestomaintainthesebenefits.

TheprogrammeiscoordinatedbybothAPAteachersandphysiotherapists.Physiotherapistsofferstandardisedexercisesonergocycleor treadmill,essentiallyat thebeginningof rehabilitationprocess(re-educationstage)whileAPAteachersofferphysicalactivitiesbasedonmodifiedandadaptedsportsactivitiesallowingpatientstoenjoyphysicalactivitysothattheymaykeeponpractisingafterdischargefromtherehabilitationcentre(postrehabilitationstage).

Contact information:PatriceFloreGrenoble1University ( JosephFourier);ResearchonExerciseandHealthLaboratory;HôpitalSud,GrenobleUniversityHospital;BP185;38042GrenobleCedex09;FranceTel.+33 4 76 76 54 94Fax.+33 4 76 76 89 21PFlore@chu-grenoble.fr

Thisinterestingprogrammeprimarilyhelpsclientswithchroniclediseases.Ifwethinkabouttherequiredcompetencesofprofessionalsweconsiderspecificallyabouttherapeuticcompetences: •Understandandevaluatetheinterrelationbetweendeterminantsofhumanfunctioning. •Understandandevaluatetheimpactofimpairmentonhumanfunctioning. •Understandthepathophysiologicalbasisofchronicdisease,disabilityanddisorder. •Tounderstandtheimpactandrisksofphysicalactivity. •Toknowtheimpactofmedicationonexerciseperformance. •Understandindicationsandcontra-indicationsofsportsandadaptedphysicalactivitiesinthereha-

bilitationofspecificpopulations.

Example of good practice was described by Sandrine Tomasi & Patrice Flore from Grenoble 1 University in France.

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7.3 Functionally based exercise program for children with cerebral palsy

Field:RehabilitationprogrammeTarget group:Patients/clientsinrehabilitationwithCerebralPalsyGMFCSlevelIorII(mostlychil-dren)

Purpose: • Improvethepatients’/clients’physicalactivityandphysicalfitnesslevel. • Promoteanactivelifestyleafterrehabilitation. • Preparepatients/clientsforreintegrationintosocietyafterrehabilitation.

Programme: Childrenwithcerebralpalsy(CP)havedistinctlysubnormalaerobicandanaerobiccapacityincompari-sonwithtypicallydevelopingpeers.Also,musclemassislow,musclestrengthisreducedandenergycostoflocomotionishigh.Lowlevelsonthesefitnesscomponentsmaycontributetothedifficultiesinmo-toractivitiesmostchildrenwithCPencounterindailylife.Moreover,evidencesuggeststhathypoactivechildrenaremorelikelytobecomephysicallysedentaryadultsandthatencouragingthedevelopmentofphysicalactivityhabitsinchildrenwillhelpustoestablishactivitypatternsthatcontinueintoadult-hood.

Afunctionallybasedexerciseprogramme,thathadtobeeasily implemented inclinicalpractice,wasdeveloped.Allchildren,regardlessoftheirageandGMFCS-level(IorII),performedthesameexercisesduringtheprogramme.Thechildrenworkedincouplesduringthecircuittraining-sessions.Weusedtask-specificexercisessuchasrunningandchangingthedirectionofthebodyabruptly,step-upsandnegotiatingstairssincetheyareimportantineverydaylifeofchildrenandadolescentswithCP.Thestandardisedexercises,aimedtoimprovedailyfunctioning,wererepeatedthroughouttheprogramme.Thetrainingprogrammelastedfor8months,andconsistedoftwotrainingsessionsaweek.Eachses-sionlasted45minutes.Eachtrainingsessionstartedwithanintroductionofapprox.5minutes.Inthese5minutesaheart-ratemonitorwasattachedtothechildduringthefirst6months,becausetheyusedittoguidethemduringtheaerobictrainingsessions.Theremainingtimewasusedtoprovideinformationandtoexplainthepurposeofthetrainingthatwasahead.Inthefollowing5minutesdifferentactivi-ties/gameswereusedtogetthechildrenwarmed-up.Inthemost importanttraining-partweused8standardisedtask-specificaerobicandanaerobicexercises,whichwerebasedonwalkingactivities,suchasrunning/walkingfast,stepupanddown,steppingover,bending,turning,andgettingupfromthefloor.Thechildrenkepttrackoftheirprogressionusingascore-sheet.Onthisscore-sheettheyrecordedthenumberofrepetitionstheyachieved.Thiskeptmostchildrenmotivatedthroughouttheprogramme.Sincethedurationoftheexerciseincreasesinthefirstthreemonthsthenumberofrepetitionswillin-creaseaswell,eveniftheydonotincreasetheirfitness.Thisprovidespositivereinforcementforthefirsttrainingmonths,whicharethehardest.Every6weeksagameisplayedduringthetrainingsessions.Inthiswaythechildrenhavesomethingtolookoutfor.Someofthesegamesincludedareobstaclesoftball(betweeneachbaseanobstaclewasplaced),socceranddodgeball.

The target group of people with CP in this programme requires therapeutic competences andknowledgeof: •Understanding the general recreation and sport adaptation model for patients/clients including

theirpersonalprofile,thefunctionrelatedimplications,thespecificactivityrequirements,andtheaimofparticipation.

•Understandingandevaluatetheinterrelationbetweendeterminantsofhumanfunctioning. •Understandingtheimpactandrisksofphysicalactivity. •Knowingtheimpactofmedicationonexerciseperformance.

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•Understandingindicationsandcontra-indicationsofsportsandadaptedphysicalactivitiesintherehabilitationofspecificpopulations.

Awell-runprogrammeforpersonswithCPrequiresapedagogicalcompetencesandknowledgeintheseareas: •Understandthesport-specificequipment–user–interfaces. •Understandthemajorcomponentsinfluencingtheprocessofadaptingactivitysituations.

Managementcompetencesandknowledgeareequallyimportantmainlyin: •Understandingthevariouscommunitybasedphysicalactivityandsportsorganisationseligiblefor

patients/clientsintheAdaptedPhysicalActivityprogramme.

Example of good practice presented in book Functionally based exerciseprogram for children and adolescents withFunctionally based exerciseprogram for children and adolescents with cerebral palsy by Olaf Verschuren (200�; available for download on www.eufapa.eu) was described by Joeri was described by Joeri Verellen.

7.4 Handcycling and tricycling as a part of rehabilitation program of persons with lower extremity impairments

Field:RehabilitationprogramTarget group:Patients/clientsinrehabilitationwithlowerextremityimpairments(includingwheelchairusers)Institution:UniversityHospitalsUZK.U.Leuven,Pellenbergsite,Pellenberg,Belgium

Purpose: • Preparepatients/clientsforparticipationinthe20KraceofBrussels. • Improvethepatients’/clients’physicalactivityandphysicalfitnesslevel. • Promoteanactivelifestyleafterrehabilitation. • Preparepatients/clientsforreintegrationintosocietyafterrehabilitation.

Programme: The20KraceofBrusselshasbecomeaverypopular sportingevent inBelgium,withapproximately25.000participantseveryyear,includinganopportunityforhandbikeuserstoparticipateaswell.Since2005,therehabilitationcentreofPellenberg,apartoftheCatholicUniversityofLeuven’sUniversityHospitals,hasreservedanumberofslotsforpatients/clientstoparticipateintherace.Topreparepos-sibleparticipants, therehabilitationcentrehasdevelopedtrainingprogrammes,andorganisesweeklytraining sessions to ensure successful participation.These sessions also include information seminarsregardingnurture, injuryprevention,benefitsofactive lifestyle,etc…Assuch, thehandbike trainingprogrammehasextendedtheexistingsportsprogramme,andhascontributedtoafurtheroptimisationoftherehabilitationprogrammeofpatients/clientswithlowerextremityimpairments.Theprogrammeaimstoimprovethepatients’/clients’physicalactivityandphysicalfitnesslevel,andthereforeenhancesthe rehabilitationprocess as awhole.Furthermore, theprogrammepromotes anactive lifestyle afterrehabilitation,andpreparespatients/clientsforreintegrationintosocietyafterrehabilitation.

Thehandbikeprogrammehasledtothedevelopmentofacounsellingagencyforhandcyclingandtricycling.Theagencyoffersinformationaboutequipment,possibleadaptations,trainingadvice,etc…aimingtopromotecyclingasameanstoenhanceandensureanactivelifestyleinpersonswithlowerextremityimpairments.

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Contact information:JoeriVerellenDepartmentofRehabilitationSciencesFacultyofKinesiologyandRehabilitationSciencesKatholiekeUniversiteitLeuvenTervuursevest1013001HeverleeBelgiumTel.+3216329127Fax.+3216329196joeri.verellen@faber.kuleuven.be

Thetargetgroupofthisprogrammerequirestherapeuticcompetencesandknowledgein: •Understanding the general recreation and sport adaptation model for patients/clients including

theirpersonalprofile,thefunctionrelatedimplications,thespecificactivityrequirements,andtheaimofparticipation.

•Understandingandevaluatetheinterrelationbetweendeterminantsofhumanfunctioning. •Understandingindicationsandcontra-indicationsofsportsandadaptedphysicalactivitiesinthe

rehabilitationofspecificpopulations.

Awell-runprogrammeforpersonswithlowerextremityimpairmentsrequiresapedagogicalcom-petencesandknowledgeintheseareas: •Understandthesport-specificequipment–user–interfaces. •Understandthemajorcomponentsinfluencingtheprocessofadaptingactivitysituations.

Managementcompetencesandknowledgeareequallyimportantmainlyin: •Understandingthevariouscommunitybasedphysicalactivityandsportsorganisationseligiblefor

patients/clientsintheAdaptedPhysicalActivityprogramme.

Example of good practice was described by Joeri Verellen from KU Leuven in Belgium.

7.5 Sitting and standing volleyball in post war countries

Field:RehabilitationprogramTarget group:Patients/clientsinrehabilitationwithlowerextremityimpairments(mostlyamputees)

Purpose: • Improvethepatients’/clients’physicalactivityandphysicalfitnesslevel. • Promoteanactivelifestyleafterrehabilitation. • Preparepatients/clientsforreintegrationintosocietyafterrehabilitation.

Programme: Sittingvolleyball isaParalympicteamsporttoinvolvepersonswithlocomotordisabilities,predomi-nantlyon the levelof lower extremities.Themain contingent for sitting volleyball are traumatic legamputee–whether,mono-orbilateral.Asittingvolleyballgameisplayedaswellbypolio,CPandbytheotherpersonswithavarietyofthepermanentimpairmentofthemusculoskeletalornervoussystems.SittingvolleyballhashisrootsinEuropeanditisnowaworldwidedevelopedsport.

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Historically,sittingvolleyballisoneoftheoldestsportswithinascopeoftheParalympicfamily.Therootsaregoingbacktothefiftiesofthelastcentury.Theresearchdataareshowingthatsittingvol-leyballisasafesport;thereisalittlepossibilityofinjuryorthesecondary,sportrelatedhealthpathology.Healthrelatedqualityoflifeofsittingvolleyballplayersishighercomparingtotheirnonphysicallyac-tivecounterpartswithadisability.Sittingvolleyballpromotesmanymodalitiesoftheoverallhealth,notonlythephysicalfunctioning.Sittingvolleyballcanbeusedasameansofphysicalrehabilitationforawidespectrumofpersonswithpredominantlyleg’simpairments.

Sittingvolleyballisacheapsport.Sittingvolleyballcanbeplayedintheordinarysportshallorevenoutside.Onlytheordinarynetandvolleyballsarenecessarytostartplaying.Sittingvolleyballisplayedwithouttheprostheses.Thereisnosophisticatedequipmentlikethewheelchairstobeused.

Whenplayingsittingvolleyball,thesportspecificbiomechanicalpotentialoftheathleteswithadis-abilityisthesameasfortheablebodiedones.Becausethegameisplayedinasittingpositionitmakesthepersonswithascopeofdisabilitieseventotheable-bodiedpeers.Thisfact,alongwithanattractivelyactivegameitself,givesagoodreasonfortheablebodiedplayerstobeincludedintothesittingvolley-ballteamsonanationallevel.Sittingvolleyballisafastandspecificsportofitsown.Normally,theablebodiedvolleyballteamsarelosingtotheircounterpartswithadisabilitywhenplayingsittingvolleyball.

Beinganattractive,simple,cheapandsafekindofsportforthepersonswithadisability,sittingvol-leyballcanbewidelyadvisedasameanofadaptedphysicalactivity.Themaincontingentcomprisesthetraumaticamputee;thereforesittingvolleyballisespeciallysuitable,thoughisnotlimitedto,forthepostwarcountriestoinvolveawidespectrumofthepersonswithadisability.

Thisprogrammewithinternationalimpactofscopehelpsthemiscellaneoustypeofimpairment.Itrequiresmainlyknowledgein: •Tounderstandtheimpactandrisksofphysicalactivity. •Toknowtheimpactofmedicationonexerciseperformance. •Understandindicationsandcontra-indicationsofsportsandadaptedphysicalactivitiesinthereha-

bilitationofspecificpopulations. •Understandthemajorcomponentsinfluencingtheprocessofadaptingactivitysituations. •Understand the various community based physical activity and sports organisations eligible for

patients/clientsintheAdaptedPhysicalActivityprogramme.

Skillsareequallyimportant: •Master the ability to safely apply the Adapted Physical Activity programmes, including regular

evaluations,usingriskstratificationandpre-programmescreening. •Masterteaching,trainingandcoachingskills(didacticalskills),neededforawell-balancedapproach

inatherapeuticenvironment. •Understandtheprinciplesofadaptingactivities,gamesandsports. •Beabletoadaptactivitiestothefunctionalpotentialoftheparticipants. •Mastertheprofessionalskilltoinitiateandeffectivelyprocessadaptation. •Master those skillswhicharenecessary in thepreparationofa strategicpolicy formanagement

andintegrationofAdaptedPhysicalActivityprogrammeswithinthemultidisciplinarycharacterofrehabilitation.

Example of good practice was described by Aivars Vetra and Pavel Mustafin from Riga Stradins University.Pavel Mustafin from Riga Stradins University.

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7.6 Foundation for Active Rehabilitation

Field:RehabilitationTarget group:personswithspinalcordinjury(SCI)usingwheelchairsInstitution:JozefPilsudskiUniversityofPhysicalEducationinWarsaw,Poland

Purpose: • RehabilitationofdisabledpeopleafterSCI. • HelppersonswithSCIreturntonormal,activelife,education,job(socialandvocationalactivati-

on). • Promoteanactivelifestyleandsports.

Programme:FoundationforActiveRehabilitation(FAR)starteditsactivityin1988.Itwasestablishedtohelppeoplewithseverespinalcorddamages.Everydayatleast3–4newpersonssufferseverespinalcorddamagesresultingfromaccidents.Inmostcasestheyareyoungandinthemidstofaprofessionalcareerorcol-legestudies;themajorityarebetween15and30yearsofage.Mentallyfullycompetent,suddenlytheybecamehandicappedduetoarmand/orlegparalysis,withalltheemotional,psychologicalandsocialproblemsinvolved.Itisnoteasyforthemtoacceptthethoughtofspendingrestoftheirlivesonthewheelchair.

TheFoundationfollowsthebestworld’sstandards,butalsoestablishesitsownmethodsofrehabili-tation.Thousandsofpeopleareconstantlyinitscare.FARtriestoprovidethemwitheverythingtheyneedintheparticularmoment,theyareinformedandtaughttoadapttochallengesofdailylivingandtocopewithpersonalproblems.FARenablesthemgainingnewjobqualifications.

FARfillsthegapbetweenmedicaltreatmentathospitalandisolated,chainedtobedlifethatthedisabledpersonhavetofacebackhome.FARprovidesanalternativewayofbeingforthemofferingthepossibilitytoreturntosocialandprofessionallife.

FARisauniquenon-governmentalstructurewithacomplexmulti-levelprogrammeofactivereha-bilitationforpeoplewithspinalcorddamagesinwheelchairs.It’stheonlyorganisationinPolandwithacomplete,advancedandefficientprogrammeofsocialandprofessionalrehabilitationofdisabledpeopleafterspinalcordinjury.

ThefirstcontactwithFARisthemostimportantforapersonafteraspinalinjury.Itusuallytakesplaceinhospitalorrehabilitationcentre.Firstcontactinstructors–disabledpeopleonwheelchairs,veryactiveandindependent–visithospitalsandrehabilitationcentresinthewholecountry.Theylookforpeoplewithaspinalinjury.Theyaretryingtoconvincethemtotakepartin‘active’rehabilitation.Theyserveasexamplesofwhatapersonafterspinal lesionisabletodo.TheyrecommendtrainingcampsorganisedbytheFoundationforActiveRehabilitation.Theyalsotakecareofthepatient’sfamily.Theyinformaboutabilitiesandneedsofadisabledperson,andtheyintroducemethodsofactiverehabilitationtomedicalstaff.

FARarrangesnationwidespecialisedrehabilitationcoursesconductedbyinstructorsinwheelchairs.Theseinstructorsactastutorsand,mostimportantly,providearolemodelfordisabledpersonswhoareoftenconfinedtobed,usuallyveryvulnerableandmoreoften,evendepressed.Atthecamp,during7-dayworkshopstheparticipantslearntoperformindependentlysucheverydayactivitieslikemanagingthenewmulti-function,“active”typeofawheelchair,gettingdressed,movingaboutandmovingaroundthecityusingpublictransportationetc.,asapreconditiontotheindependentworkand/orstudy.

Therearealsolectures,seminarsanddiscussionsthatcoveravarietyoftopicsstartingwithspecifichealthissues,butalsoaddressingpsychological,socialandotherpracticalproblems.

FARdirectsitssupportnotonlytopeoplewithspinalcordinjury.Italsotrainsmedicaldoctors,therapists,nursesandotherpeoplethathavecontactwithdisability,spreadingtheideaofactivereha-

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bilitation.Since1995theFoundationhasmadeasignificantefforttointroducetheprinciplesofactiverehabilitationintothemedicalschoolscurriculum.

DuringFARcampsandregionalcoursesdisabledinstructorsusesportasatooltomakepeople,whojustbecomedisabled,moreindependent,andtohelpthemreturntonormallife.FARhaveemi-nentachievementsinthefieldofsuchsportactivitieslikesailing,canoeing,swimminganddiving.Ourinstructorshavecreatedandimplementedsuccessfullyanewswimmingprogrammeforpersonswithse-verespinalcorddamages.Everycampconsistsoffivedisciplines:techniqueofusingawheelchair,work-outandconditionbuilding,swimming,tabletennisandarchery.Sport,assomethingveryuniversalandcommon,isaperfectbaseforcommunicationandintegrationofpeoplefromdifferentenvironments.

Contact information:RafałSkrzypczykFundacjaAktywnejRehabilitacji(FoundationforActiveRehabilitation)ul.Inspektowa102-711Warszawatel./fax:48226518802(03)info@far.org.plwww.far.org.pl

Thiscomprehensiveprogrammedevelopsandrequiresnearlyallofcompetences,skillsandknowl-edge.Weworkonthesemainlyfortheseskills: •Estimateandassesstheactivitypotentialofapatient/clientthroughtests,observations,etc…and

describetheresultingfunctionalprofile. •Master the ability to safely apply the Adapted Physical Activity programmes, including regular

evaluations,usingriskstratificationandpre-programmescreening. •Masterteaching,trainingandcoachingskills(didacticalskills),neededforawell-balancedapproach

inatherapeuticenvironment. •Beabletoadaptactivitiestothefunctionalpotentialoftheparticipants. •Mastermanagementstrategiesincludingaplanningmodelapproachinprovidingsportandphysi-

calactivitiesforpeoplewithimpairments,disabilitieshandicaps,disorders,etc… •Master those skillswhicharenecessary in thepreparationofa strategicpolicy formanagement

andintegrationofAdaptedPhysicalActivityprogrammeswithinthemultidisciplinarycharacterofrehabilitation.

Example of good practice was described by Bartosz Molik from Jozef Pilsudski University of Physical Education in Poland.

7.7 APA in rehabilitation – case study Satakunta/Finland

Author:SeniorLecturer,PhDTarjaJavanainen-Levonen,SatakuntaUniversityofAppliedSciencesAims: TheaimofthisarticleistoexploretheroleofphysicalactivitywithinrehabilitationandtogiveexamplesofAPApracticeinvariousformsofrehabilitation.

Methods:ThissurveywasapartoftheEUSAPAprojectpreliminaryinventoryandneedsanalysis.Apurposivesamplingwascarriedoutspring2009inWestern-Finland,inSatakuntaregion(Fig.1).Thesurveywassentto47institutions.Institutionsincludedformal rehabilitation settings:rehabilitationcentresandre-

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habilitationwardsinlocalhospitals,aswellassettingsthataremoreinformal.Informal settingscoveredinstitutionsaimingattotalrehabilitationoftheclients.Moreinformalsettingsincludedservice-homesanddepartmentsfortheelderly(forexamplewarveterans),andforclientswithparticularneeds(intel-lectualdisability,psychiatricdisorders,alcoholabuseetc.).

Thirty-fourinstitutionsfilledintheEUSAPArehabilitationquestionnaire.Theresponseratewas72.3%.BasedontheresultsofSPSS-analysis,fourinterestingcaseswereselectedforfurtherinterviewswithAPAexpertsorotherprofessionals.ThecharacteristicsofthesefourintitutionsaredescribedmoredetailedinTable1.

Fig.1. The location of Satakunta, region number 10 in Finland

Table 1. Characteristics of the four institutions in the interview dataRehabilitation setting: Clients: Particular environmental issues:

Kankaanpää rehabilitation center (formal rehab setting) – staff in all 190, 21 physiotherapists, 2 sports instructors, 1 recreation instructor

Neurological, musculoskeletal, geriatric, occupational training

–218 clients (inpatient)

Nature trails, shelters, tennis courts, bowling center, fishing,

rowing (Photos 1–3)

Harjavalta Hospital (formal rehab setting), Separate physiotherapy ward and sports ward (1 sports

instructor/1 assistant nurse)

Psychiatric unit (inpatient and outpatient)

Gym, tennis, volleyball, beach volley, minigolf, soccer, canoes,

kickbikes, bicyckles, skates, skis, Nordic walking sticks etc.

Antinkartano rehabilitation center (formal rehab setting)

Separate physiotherapy ward and sports ward (APA instructor

– Deuapa)

Persons with severe intellectual disability

~100 clients (inpatient)Sports hall, swimming pool, nature

Monituote rehabilitative work center (informal rehab setting)

No APA-specialists

Youth and adults with intellectual disability (outpatient) No physical activity facilities

Results/survey:Morethan91%ofall institutionsorganisedphysicalactivity for theirclients.At least fourphysicalactivity programmes were organised in 59 % of the institutions. Physical activity programmes were:

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mostlygroupactivities(aquatics,chairgymnastics,balancetraining),individualactivities(forexampleaquaticsforseverelydisabledclientswithintellectualdisabilities,gymtrainingorbicyclingforpsychiat-ricpatientsetc.),aswellasspecificprogrammesforeachward(forexampleinchildoradultpsychiatricclients),sportshappeningsandevenactivitiesforout-patients–forexampleinpsychiatriccases.Physi-otherapists(53%ofcases),apa-instructors(12%),aswellasotherprofessionals(71%)wereresponsibleforphysicalactivity.Theclassificationfor“otherprofessionals”coveredforexampleassistantphysiother-apists[alowerleveleducationinphysiotherapy]andassistantnurses[lowerleveleducationinnursing).Onethirdoftherespondentsconsideredhumanresourcesandtimeasrestrictorsfororganisingphysicalactivity.Attitudesoftheprofessionalswererarelymentioned.

Photos 1–�. Physical activity options offered in Kankaanpää rehab center

Results/Interviews: Implementationofphysicalactivityinformalrehabilitationsettings(i.e.,rehabilitationcentresorwardsinhospitals)seemstobebasedonstructuredplanning.Accordingtotheinterviewsofprofessionalsinthefield,theimplementationofphysicalactivityaspartofrehabilitationinformal rehabilitation settingsisbasedonthoroughwrittenplans:year-plans,periodplans,aswellasonplannedservicedeliverypackagessenttowards(theclient’sowncaretakerwithateamselectstheactivities).Workiscarriedoutwithinteams(doctors,nurses,psychologists,socialexpertsetc.).ItisnotalwaystheAPAexpertwhodecidestheplacementinphysicalactivityprogrammes:itmightbetheclientoffice,medicaldoctororclient’sowncaretakeraswell.Nevertheless,theplacementcanbechangedduringtherehabilitationprocess.

APAexpertstakealotofresponsibilityinplanningandimplementingtheprogrammes.Usuallytheybelongtotherehabilitationteam.Alldocumentationiscarriedoutelectronicallyinformalreha-bilitationsettings.APAexpertsareusuallyallowedtoseepatientdocumentsandaresupposedtodoevaluationanddocumentationinaccordancewiththeaimsofrehabilitation.Insomecases,theyhavetheresponsibilitytoworkunderacertainbudget.

In rehabilitation, physical activity instructors run a counselling session in the beginning of theprogramme(accordingthatdiscussiontheprogrammemightbechanged).Furthermore,theycarryoutprocessevaluationaswellasfinalinterviewwiththeclient.Theymightconsulttheclient’shomecom-munity for assistive aids anddevices aswell as for service-delivery inphysical activity.According totheinterviews,afterrehabilitationperiod,theinstructorsalsodothemarketingforphysicalactivityinclient’slocalcommunity.Earlierdaystheydiditmore–moretimetodoit.

VariousphysicalactivitieswereincludedintheweeklyprogrammeofsomeofthemoreinformalsettingsevenwithoutAPAexperts.Monituote,arehabilitativeworkcentreforadultswithintellectualdisabilitiesisagoodexampleofthoseinstitutions.Monituoterunsweeklyandseasonalactivities,aswellascollaboratesinprojectsinphysicalactivityfortheirclients(Photos4–6).

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Photos 4–�. Physical activity options offered for Monituote clients

Conclusion: TheresultsshowedthatnotallrehabilitativesettingshaveAPAexperts.However,inFinland,“rehabili-tativeapproach”shouldbepresentedineverydaypractice.Thismeansthatempowermentandphysicalactivationof all clients shouldbe carriedoutby allprofessionalsworkingwith the client.Therefore,instructors in general, nurses, publichealthnurses, custodians (responsible for specific equipment ininstitutes)werementionedinmanyanswers.Physicalactivitiesarenotalwaysthatorganised,butphysi-cal activity is facilitated by institutions. Concurrently, every professional working in rehabilitation issupposedtoactivatetheclients–physicallyaswell.Therefore,morefocusshouldbeaddressedtothetrainingofabroadscopeofprofessionalsinordertoincludeanddevelopphysicalactivityasapartofrehabilitationforallclients.

References:Javanainen-Levonen, T., Heinola, J. & Kärki, A.(2010)Adaptedphysicalactivityasapartofrehabili-tationinSatakunta,Finland.Eucapa2010,EuropeanCongressofAdaptedPhysicalActivity.BookofAbstracts.May6–8,Jyväskylä,Finland,p.67.Järvikoski, A.(2005)Disability,rehabilitationandresearch:someintroductoryremarks.InS.MannilaandA. Järvikoski (eds.)DisabilityandWorking life.RehabilitationFoundation.Workingpapers32.Helsinki:UniversityPress,1–4.Kuntoutusselonteko[ReportonRehabilitation].(2002)MinistryofSocialAffairsandHealth.RIFI,RehabilitationInternationalinFinland(2002)RehabilitationinFinland.WHO(2001).Internationalclassificationoffunctioning,disabilityandhealth.WorldHealthOrganni-sation.Geneva.

Thisresearchisfocusedontheprofesionalscompetencesofrehabilitationworkers.Itdrawsatten-tionnotonlytothedevelopedcompetences,butmainlytheworkingapplicationandpracticalneedforexpertsinAPAinrehabilitation.YoumustnotifylegislativelimitsduringemployingofexpertsinAPAinthe implementationofrehabilitationprogrammes.Neccesery is requiredofall thosecompetences,skillsandknowledge.

Example of good practice was described by Tarja Javanainen-Levonen from Satakunta University of Applied Sciences.

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8 Examples of Good Practice in Adapted Physical Activity in Sports

Niamh Daffy, Jose Pedro Ferreira, Kati Karinharju, Aija Saari, Hana Válková, Debbie Van Biesen

8.1 Sport Specific National Training Program to Coach Athletes with disabilities

Name of the EGPSportSpecificNationalTrainingProgrammetoCoachAthleteswithdisabilities

Description the EGP + what is the content of the programme?OneofthemostelementaryneedswithintheFlemishsportsareaistheneedformoreandbetterprofes-sionalguidance.Anecessaryprerequisiteforthisisadecenttrainingandeducationstructure.Formationofsportstrainersandcoaches iscrucialwithinthispremise.TheFlemishtrainingschool,astructurewithinBLOSOplaysacentralleadingrole.

The Flemish training school is the only recognised training centre for sports in Belgium, withcentralroleandresponsibilitytoeducatetrainersandcoacheswithinspecificsportsonall levels (from initiation over advanced B level towards advanced A level).

TheFlemishtrainingschoolrecognisesandorganisesthefollowingformations: • SSE:Sportspecificeducation(inover50differentsportsandvarioussportsdisciplines) •CSSE:Complementarysportspecificeducation(e.g.coachingathleteswithdisabilities,coaching

elderly,…) • Professionaleducation(e.g.Lifesaver,Sportsofficer,Swimmingcoordinator,manager,…) •Guidancerelatededucation(movementrecreation,coordinatorofyouthsport, joggingguidance,

…) • Furthertrainingcourses

Formation of trainers and coachers within disability sport is fully integrated within this national sport structures.Thefocusherebyistoworktowardsafullyintegratedsettingonorganisationallevel,andtosetequalhighqualitystandardsforcoachesandtrainers,nomatteriftheyworkindisabilitysportorregularsportsettings.

TheaimforthefutureistomergetheSSEandCSSEcompletelyandultimatelybecomethatevery qualified trainer within a specific sport also has basic knowledge about how to adapt his sport to ath-letes with all kind of abilities and disabilities.

ThecurrentsituationisthattheSSEandCSSEaremergedforsomesports(walking,fitness,goal-ballandboccia).CSSEisnotobligatorybutrequiredfortrainersandcoachesinthefollowingsports:badminton,swimming,soccer,tennis,ski,athletics,basketball,gymnastics,judoandequestrian.Itisan

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obligatoryrequirementforcoachesortrainerswhentheywanttoreceivethecertificateforaCSSEintheirsporttofirstlyhavereachedatleastinitiationlevelwithintheSSE.

Aqualifiedcoachfirstofallneedsbasicknowledge,competenceandskillswithinhisspecificsport,andadditionallyheneedstheknowledge,competenceandskillstoadaptthesporttowardspersonswithdisabilities.

On SSE level, this includes:generaldidacticalprinciples,developmentoftrainingplans,safetyandhealth,basicknowledgeandskillofbasictechniquesandtacticalprinciplesofthespecificsport,goalsetting…

On CSSE level, this includes: knowledgeofstructureofdisabilitysport inBelgium,usingthedidacticalprinciplesappliedtopersonswithdisabilities(varioustargetgroups),knowledgeandskillsonhowtoadaptexerciseandtrainingprogrammeswithinthesportforindividualswithdisabilities,evalu-ationofphysicalpotentialofathletes,safetyandhealthconsiderations…

Where is it provided?Theproject isprovided inFlanders, theFlemishspeakingpartofBelgium.Coursesaregiven in thenationalBLOSOcentres.

Who is providing this programme? “BLOSO”isanorganisation,leadbytheFlemishGovernmentofBelgium.Thefullnameoftheorgani-sationis“AgencyforPromotionofPhysicalDevelopment,Sportsandoutdoorrecreation”.

ItisundergovernmentoftheministryofSport,anditsmaintasksaretheexploitationof13na-tionalsportcentres,subsidisingofFlemishSportsFederationsandtheoutlineoftheSportpolicyinBelgiumfrompromotionof“Sportsforall”towardsgovernmentofelitesport.

Local/national/European level of programme?Theprogrammeisrunningatnationallevel,butonlyintheNorthernpartofBelgium(Flemishspeak-ingpart).

Segregated/inclusive setting? Inclusive.

Recreational/competitive level? Trainersareeducatedtobeabletoworkonthehighest(competitive)level,buthowtoworkonarecrea-tionallevelisalsohighlightedduringthecourses.

What is the target group? Thetargetgroupareallcertificatedcoacheswhowanttogainextraknowledgeabouthowtocoachath-leteswithdisabilities.

Why this EGP is relevant to be included in EUSAPA project?Qualifiedcoacheswithindepthsportspecificknowledgearenecessarytobringdisabilitysporttowardsahigherlevelandontheotherhandalltrainersandcoachesonalllevelsneedinsightinhowtoadapttheirsporttoathleteswithdifferentkindofabilities.Thisnationalprogrammeisaimingtowardsthistwofoldgoal.

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What skills, competences and knowledge are present in this EGP? 1. Developandadaptexerciseandtrainingprogrammesforindividualswithdisabilitiesand/orspecial

needsforspecificsportsa. Abilitytodevelopappropriateprogrammesb. Abilitytocommunicateintheappropriateenvironmentc. Abilitytoadaptintheappropriateenvironment

i) Mission,vision,aimsandobjectivesoftheprogrammeii) Individualswithdisabilitiesand/orspecialneedsinrelationtosport(exerciseand

training)iii) Sportopportunitiesandsettingsforindividualswithspecialneedsiv) SportsSciencev) Theoryofsporttrainingvi) Sportsspecificbackgroundvii) Rulesandclassificationsviii) Legalandethicalissuesix) Generalprinciplesofadaptation

2. Initialassessmentofcurrentsituationandpasthistorya. Abilitytousespecificassessmentinstrumentsb. Abilitytoanalyseandinterpretthedataonthebasisoftheoryc. Abilitytoconsiderandassessaccessibilityinthesportsspecificcontext

i) Protocols,testmeasurements,batteries,biographicalinformation,techniquesfor questioning

ii) Accessibility 3. Developandadaptexerciseandtrainingplans

a. Abilitytoidentifyresourcesb. Abilitytoadaptanduseappropriateequipmentc. Abilitytoapplyprinciplesoftheoryofsporttrainingd. Abilitytosetrealisticgoals

i) SportsScienceii) Theoryofsporttrainingiii) Sportsspecificbackgroundiv) Rulesandclassifications

4. Adaptcoachingstrategiesa. Abilitytouseappropriatecoachingmethodsb. Abilitytocommunicatec. Abilitytoactivelyengagewiththecoachingenvironment(e.g.interaction,learningprocess,co-

operation,cohesion)i) Coachingstylesii) Coachingmethodsiii) Generalcommunicationstrategiesiv) Methodsofalternativecommunicationasrequiredv) AppropriateSportsScienceknowledge

5. Communicationandcooperationa. Abilitytocommunicatewiththeappropriatesupportnetworksb. Abilitytocommunicateeffectivelywithparticipantsandtargetgroupsc. Ability to identifyandchooseappropriate strategies tocommunicatewithkey individualsor

networksi) Generalcommunicationstrategiesii) Methodsofalternativecommunicationasrequired

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6. Evaluateimpactandre-adjusttheplana. Abilitytousespecificassessmentinstrumentsb. Abilitytopracticallyinterpret,reassessandre-adjusttheplanc. Abilitytobeselfreflective

i) Protocols,observationtechniques,testmeasurements,testbatteries,biographical information,techniquesforquestioning

7. Administrationa. Abilitytoperformadministrativetasksb. Abilitytoorganiseandprioritiseinformation

i) Basicadministrationsystemsii) Languageandinformationtechnologyiii) Preparereports

Example of good practice was described by Debbie Van Biesen from the Katholieke Universiteit Leuven.

8.2 Different world … (program for football coaches)Education of UEFA profi-license coaches oriented on football of persons with disability. Education course with self-work of students.

Description the EGP:Exampleofcoach’seducation,thepurposeofeducationprogramme:UEFAprofi-licenseofcoachesisaneducationprogrammeforfuturetopfootballcoaches.Theprogrammelasts2years.Onetopic,includedinmodificationfortheCzechcoacheseducationprogramme,isorientedonhumanitarianactivitiesinfootball.Thecoaches,usuallyformerhigherlevelfootballplayers,areusetolivinginaverygoodeco-nomicenvironment,inanatmosphereofbestmovementactivitiesandachievements.Theirknowledgeaboutthe“different”world(economy,healthproblems,socialstatus,etc.)isverypoor.Thereisanecessitytoinformthemabout“different”environmentswithpossibilitiestoparticipateinsportsofpersonswithdisability.Footballplayers,coaches,youth–theyarebroadpotentialforinclusiveactivities,sponsorship,humanitarian activities, ambassadors position.The principle of profi-license education can be trans-formedtolowerlevelofcoach’seducation.Theprogrammeincludesspecifictasks: • presentationofcoachesformerpersonalcontactswithpersonswithphenomenon“theother”,expe-

rience • contactwithcentres,residentialhomes,sportsclubsofsportsmenwithdisability(underadvisory), • traininginrelevant,appropriatecommunication,sensitivedatasaving, • coacheseducationprogramme–1timeperyear(theorypluspractice), • finalreport, • grouppresentation,discussion.

The characteristics of the training course •Whoisproviding:

- Trainedexperts–teacherofnationalUEFAprofi-licensecourseswithpersonalpracticalex-perienceindisabilityfootballpanel.Responsibility–nationalfootballfederationaccreditedbyUEFAtoprovidethistypeofcourses.

- Czech-MoravianFootballFederation(leaderofEducationPanel).- APA–FacultyofPhysicalCulture,PalackýUniversity(prof.HanaVálková,formermemberof

UEFAGrass-root//DisabilityFootballPanel).- CZSpecialOlympics(HanaVálková).

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•Whereitwasprovided:Every year as the part of UEFA profi-license study programme, from MayEveryyearasthepartofUEFAprofi-licensestudyprogramme,fromMaytoSeptember.

•Levelforusage:ThematerialswererecentlypreparedforCzechcoaches inCzechlanguageandenvironment.Itispossibletousetheminothercountries–withlanguagemodification(withcopy-rightofgroupofexperts).Output of the training course is available for local – national – EuropeanOutputofthetrainingcourseisavailableforlocal–national–Europeanlevel.

• Setting:Coachesare informedaboutpossibilities to realise theirhumanitarianactivities inbothseparatedandinclusivesetting.Theirnewknowledge,skillsandpracticaltrainingfacetofaceofsportsmenwithdisabilityleadto:- understandingthedifferences,contactwithspectatorswithdisability,- extendpositiveattitudesamongotherpersons,- supporttocontactandcommunicatewithspecialcentres,schools,clubs,- supporttorealiseparalleland/orinclusivetypeofhumanitarianeventsandcompetitions.

•Thecontentoftheprogramme:- Durationandschedule: 4hours(May)–basicinformation,principlesofpracticaltraining, Teamwork:tocontactgroupsofchildren–personswithdisability, prepareactivity,events,(May–September) 3hours:student’spresentations,feedback- Periodicity:onceeveryyear- Targetgroup:adults:studentsofUEFAprofi-license,formerfootballplayers- Closingrequirements:presentationofteamworkwithdocuments,feedback- Outputvalue:partofUEFAprofi-license

•Trainingprogramme–description: Training programme consists from 3 parts:Trainingprogrammeconsistsfrom3parts:

- Introductorypart(4lectures):grassrootfootballandcharityactivities,disabilityfootballpanelandhumanitarianactivities,footballinParalympics,Deaflympics,BlindFootball,SpecialOlympicsandUEFAWeek,designandprinciplesofFootballDay(Footballevents–mutualcontactsandvisits,trainings,unifiedfootball,autographsmeetings).

- Designofpresentation:managementofevent,positionofteammember,thetypeofgroupofparticipantswithdisability,photogallery,video,mediainclusion,personalfeedback.Team-work,teamsper4–6profi-licensestudentsrelatedtolocality(May–September):tofindavailablegroup,school,centre,clubwithindividualswithdisability,contactthem,toprepareevent–activityforthem(mutualbothfootballvenuevisitsandcentrefacilityveryavailable),toprovidedocuments(video,photo,DVD),tocontactmediaandprovidemediadocumentsinthelocality,toprovidepresentation.

- Closingpart:3hours–presentation,feedback,evaluation. •Materials:teachingpack,documentsprovidedwithstudents •Competency:

- understandingthephenomenonof“thedifferent”,- principlesofcommunicationwithsportsmenwithdifferentdisabilities,- principlesoffootballskillsadaptationsrelatedtodifferentdisabilities,- knowledge of programmes: disability football panel, football against racism, against poverty,

SpecialOlympicsUEFAweek,- skillstoarrangeandmanagespecialorinclusiveevent,- skilltoincludeindividualswithdisabilityinsocietythroughsports,- topresentknowledgeandattitudesincommunicationwithmediainthedomainofdisability,- toknowhowtopresentsupportpositivepublicawareness,- toaccepttheroleof“ambassador”,- skillstoleadtheteminavailablehumanitarianprojects.

•Assessment:presentation,documentsofgroupevent

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•Certifiedcompetency:- partofUEFAprofi-license,- partofotherfootballfederationlicense

•Administration:Relevant to football federation administration (admission, checking of study pro-Relevanttofootballfederationadministration(admission,checkingofstudypro-gramme,passing the educationpartDifferentworld… (programme for football coaches), tasksassessment).

Example of good practice was described by Hana Válková from Palacky University in Olomouc (Czech Repub-lic).

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8.3 Activities for All – adapted windsurfing Name of the EGPActivitiesforAll–adaptedwindsurfing

Description the EGPAtthebeginningtheprojectwasapartofanoptionalsubjectincludedinthe2009APAcurriculumofstudentsinFacultyofSocialServicesandHealthcarePoriatSatakuntaUniversityofAppliedSciences(SAMK).Asfutureprofessionalsofhealthcareandsocialservicethestudentswerepreparedtoworkinmultiprofessionalteamsofnurses,physiotherapistsandsocialworkerstorunachallengecourseinadaptedwindsurfingforpeoplewithdisabilities.ApilotcourseofAdaptedwindsurfingwasorganisedonsummer2009inYyteri(Finland)andduringthepilotmanypracticalideasforaccessibility,equip-mentmodifications,teachingadaptationandco-operationweretestedanddevelopedfurther.Asaresultofthepilottheadaptedwindsurfing-coursewillbecarriedonintegratedintotheAPEcurriculumofSAMK.

Where is it provided? AreaofSatakunta,Yyteri,inthewesterncoastofFinland.

Who is providing this programmeProgrammeisfundedbyEU,SatakuntaliittoandSAMKandrunbySAMK(Finland)inco-operationwith • MALIKE,whichisanadaptiveequipmentrentalsystem&serviceprovidedbytheFinnishAsso-

ciationforPersonswithIntellectualDisabilities. • YyteriSurfcentre,whichisahomeplaceofFinnishBoardsailingAssociation(FBA). •CityofPori,DepartmentofSportandYouthaffairs? • TheBroadbeachsurfschool(Australia)servedasaneducationalresourceduringtheinitialisation

phaseoftheproject.

Local/national/ European level of programmeTheprojecthaslocal,nationalandEuropeaninput,sinceitaims: i) ToincreaseaccessibilityforpeoplewithdisabilitiesinthelocalservicesintheYyteriarea(local). ii) Createmoreopportunitiesforactivelifestyleforpeoplewithdisabilities(alllevels).iii) IncreaseparticipationintheareaofSatakuntaforindividualswithdisabilities(localandrural).iv) Createamodelformultiprofessionalco-operationinthefieldofAPAusingtheframeofICF(all

levels,butmostlyEuropean). v) Presentingapracticalexampleofhowwindsurfingcanbeorganisedforall(alllevels,butmostly

European).vi) Developing and preparing the students for multiprofessional co-operation over the traditional

boundariesinsideeachprofession(alllevels).

Segregated/inclusive setting:Thelocalpilotcoursein2009wassegregatedduetothenatureofactivities.Marketingandservicesweredesignedforpeoplewithdisabilitiesonly.Thestartingpointforteachingadaptedwindsurfingwaseachparticipant’sfunctionalability,balanceandcouragetoactinwater.Thestructureofthecourseproceededstepbystepfromgettingfamiliarisedwithwaterandseatodifferentbalanceexerciseswithandwithout

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boardandsail.Thelevelofassistancevariedfrompersonalassistanttodifferentbuild-uputilitieslikesidesupportersandchairs.

Theprojectaimstowardsinclusion.Manyindividualsolutionsandaccessibilitychangesforcarry-ingoutadaptedwindsurfingwerecreated.Thepilotcourseindicatedinpracticethatwindsurfingcanbeorganisedforall.ThepilotencouragedlocalserviceproviderswithoutpreviousexperienceofAPAtoruntheseactivitiesandthefuturenon-sportprofessionals,suchassocialservicesandhealthcarestudents,tobepartof,andevenactivelyengageinAPAteams.

Target groupTenchildrenandyoungsterswithspecialneedsparticipatedinthepilotadaptedsurfingcourse.ThreestudentsofSAMKwerepartofthepilotcoursecarryingouttheirfree-electivecourseAPA3.Inall,therewere4teachers;1personfromSAMK,1personfromCityofPori,DepartmentofSportandYouthaffairsandtwowindsurfingeducatorsofFBA.

Recreational/ competitive levelThenatureofpilotandthefutureprojectsisrecreational.

Contents of the programme A. Preparationandplanning

i) SAMKfreeelectivecourse;APA3forstudentswhohavecompletedcoursesAPA1and APA2.ii) Lecturer’svisittoAustralia;workingasvolunteeratDisabledSurfingAssociationDSA.iii)Preparation:studentshave3creditsofeducationalcoursesofAdaptedphysicalactivities.iv)Planning(financing,co-operationalpartners,environmentalmodificationsandequipmentneed-

ed,timetableandmarketing).v) AgreementwithFBA(date,educators,equipment).

B. Duringthecoursei) Assessmentofeachparticipant’sfunctionalability,balanceandcouragetoactinwater.Assess-

mentofthelevelofindividualassistanceneeded(frompersonalassistanttodifferentbuild-uputilitieslikesidesupportersandchairs).(1–2hours).

ii) Gettingfamiliarisedwithequipmentandsea2hours.iii)Differentbalanceexerciseswithandwithoutboardandsail,inthewateranddry-outexercises.iv)Training10hours.v) Feedbackfromtheparticipantsandco-operationalpartners.

C. Afterthecoursei) Re-evaluation: Planning, preparation, contents and timetable of the course, environmental

changesneeded(accessibility),newequipmentmodificationswithsomenewpartners.Forex-ampletheexperimentofusingTandem-boardasoneoftheteachingmethodturnedouttobevery importantwhenteachingwindsurfingforbeginner.Asaresultof thispilot, thetandemboardwasboughttoYyteriSurfcenterbyCityofPori.

ii) FeedbackfromthestudentsofSAMK.iii)Planningfornextseason’scourseandstartingnewbachelortheses.

Why this EGW is relevant to be included in EUSAPA project? • ThepilotshowedthatAPAservicescanbeofferedbythe“non-sport”professionalsinco-operation

andsupportofAPAand/or(disability)sportsexpertiseinordertopromoteinclusion.

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• Thepilotofferedforeachparticipantwithadisabilityanopportunitytolearnatotallynewskillandtryoutanewactivitywhichismainlycommonforable-bodiedadultsbuttotallyfreshforchildrenandyoungsterswithspecialneedsinFinland.

• ThislearningbydoingAPAprojectemphasisesthevitalelementofparticipationamongotherICFelements.

• Thepilotstressesouthowequalparticipationinsportsandphysicalactivityincaseofapersonwithadisabilitymayneedvariousskills,competencesandknowledge.

• AccessibilitychangesaswellasandopportunitiestoparticipateinawiderangeofactivitiesandservicesintheareaofSatakuntathroughthecombinedeffortsoftheUniversityandtheexternalprofessionals.

• APApraxisoffersopportunitiesforpracticalresearchforvariousprofessions.Inthisprojectseveralbachelor theseswere initialised:aguidebookofadaptations inwindsurfing (Bachelordegree inphysiotherapy),registerserviceofbeachequipmentandutilitiesinYyteri(Master’sThesisinReha-bilitationdegreeprogramme)),Yyteriforall–accessiblebeachroutes(MasterdegreeprogrammeinWelfareTechnology)andYyteriforall–winterhappening(Bachelor’sthesisinPhysiotherapydegreeprogramme).

• AdaptedwindsurfingisarelativelynewactivityinthefieldofAPAandFinlandmightseemanunusual site forsuchanactivity.Still thepilotofadaptedwindsurfing indicated inpractice thatwindsurfingcanbeorganisedforalldespitesomehindrances.Thepilotmayencourageothercoun-triestofollowtheexampleinordertopromotemoreinclusiveservicesforallthroughoutEuropeanUnion.Inadditiontothatactivitiesofferedduringthecoursewillexpandfromwindsurfingtoneweventslikegolf,kayakingandsailing.

What knowledge, competencies and skills are present in this EGP?Thisprojectinanexampleofknowledge,competenciesandskillsrequirementsofagoodAPApractices,whichcanbeproducedinco-operationofamulti-professionalteamofstudentsandprofessionals.Thesuccessfulteamconsistsofmemberswhohaveknowledge,competenciesandskillsoffollowingareas: 1. Developandadaptexerciseandtrainingprogrammesforindividualswithdisabilitiesand/orspecial

needsforspecificsportsa. Abilitytodevelopappropriateprogrammesb. Abilitytocommunicateintheappropriateenvironmentc. Abilitytoadaptintheappropriateenvironment i) Mission,vision,aimsandobjectivesoftheprogramme ii) Individualswithdisabilitiesand/orspecialneedsinrelationtosport(exerciseand

training) iii) Sportopportunitiesandsettingsforindividualswithspecialneeds iv) SportsScience v) Theoryofsporttraining vi) Sportsspecificbackground vii) Rulesandclassifications viii) Legalandethicalissues ix) Generalprinciplesofadaptation

2. Communicationandcooperationa. Abilitytocommunicatewiththeappropriatesupportnetworksb. Abilitytocommunicateeffectivelywithparticipantsandtargetgroupsc. Ability to identifyandchooseappropriate strategies tocommunicatewithkey individualsor

networks i) Generalcommunicationstrategies ii) Methodsofalternativecommunicationasrequired

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3. Initialassessmentofcurrentsituationandpasthistorya. Abilitytousespecificassessmentinstrumentsb. Abilitytoanalyseandinterpretthedataonthebasisoftheoryc. Abilitytoconsiderandassessaccessibilityinthesportsspecificcontext i) Protocols,testmeasurements,batteries,biographicalinformation,techniquesfor

questioning ii) Accessibility

4. Developandadaptexerciseandtrainingplansa. Abilitytoidentifyresourcesb. Abilitytoadaptanduseappropriateequipmentc. Abilitytoapplyprinciplesoftheoryofsporttrainingd. Abilitytosetrealisticgoals i) SportsScience ii) Theoryofsporttraining iii)Sportsspecificbackground iv)Rulesandclassifications

5. Adaptcoachingandeducationstrategiesa. Abilitytouseappropriatecoachingmethodsb. Abilitytocommunicatec. Abilitytoactivelyengagewiththecoachingenvironment(e.g.interaction,learningprocess,co-

operation,cohesion) i) Coachingstyles ii) Coachingmethods iii)Generalcommunicationstrategies iv)Methodsofalternativecommunicationasrequired v) AppropriateSportsScienceknowledge

6. Administrationa. Abilitytoperformadministrativetasksb. Abilitytoorganiseandprioritiseinformation i) Basicadministrationsystems ii) Languageandinformationtechnology iii)Preparereports

7. Evaluateimpactandre-adjusttheplana. Abilitytousespecificassessmentinstrumentsb. Abilitytopracticallyinterpret,reassessandre-adjusttheplanc. Abilitytobeselfreflective i) Protocols,observationtechniques,testmeasurements,testbatteries,biographical

information,techniquesforquestioning 8. Advocacy

a. Abilitytocommunicateanddevelopnetworksb. Abilitytocreateopportunitiesforempowerment i) Legislationatlocal,nationalandinternationallevels ii) Supportservices iii)Marketing

Further InformationContactKatiKarinharjufromtheSatakuntaUniversityofAppliedSciences(SAMK),Finlandkati.karinharju@samk.fi.

Example of good practice was described by Kati Karinharju from the Satakunta University of Applied Sciences and Aija Saari from the Finnish Sports Association of Persons with Disabilities. from the Finnish Sports Association of Persons with Disabilities.

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8.4 Sporting Chance Programme – Ireland Description the EGP: InAprilof2007,NationalLearningNetwork,Traleewasrecommendedforfundingof€501,667un-derroundtwooftheEnhancingDisabilityServicesprogrammetoruntheSportingChanceInitiative.FundingwasprovidedfromtheDepartmentofJustice,EqualityandLawReformwhichisadministeredthroughPOBAL.SportingChanceisagroundbreakingnewtrainingprogrammetoenablepeoplewithdisabilitiestobuildcareersinthesportsandleisureindustry.Thesepostscouldincludecoaches,leaders,educatorsandmanagers.

ManystudentswhowerecomingtotheNationalLearningNetworkcentreinTraleewereidentifiedashavingastrongpassionandaptitudeforsport.Thesportsandleisureindustry,particularlysincetheestablish-mentoftheIrishSportsCouncil,hasundergoneanunprecedentedexpansion.Despitethisexpansion,manymembersofsocietywhohaveadisabilityhavebeenunabletoaccesssportingfacilitiesandevenlesslikelytoundertaketraininganddevelopmentprogrammesleadingtocareeropportunitiesinthissector.

SportingChancewasspecificallydevelopedtoassistindividualswithdisabilitytogainthequali-fications,skillsandworkexperiencenecessarytoobtainemploymentinthesportsandleisureindustry.Thecoursewouldalsointereststudentswhowishedtoaccessfurtherthirdleveleducationinthisarea.Thecoursewouldbetargetedtowardsindividualswithphysicalandsensorydisabilities,intellectualdif-ficultiesandthosewithmentalhealthdifficulties.Therewasfargreaterdemandthansupplyofplacesfollowingthedevelopmentandsubsequentmarketingoftheprogramme

Allcoursesalsoincludejobspecificmodulesplusjobseekingskillsandworkexperience.Nocoursefees apply to the training programmes and a training allowance is paid to students. In addition tomainstreamqualifications,NationalLearningNetwork,Traleealsooffersaperson-centredapproach.Coursesaretailoredtomeettheneedsoftheindividualbymeansofassessmentanddiscussion.ThisleadstoanIndividualActionPlanforeachstudent.Literacyandnumeracyclassesarealsoavailabletostudentswhowishtoimprovetheireducationskillsasrequiredbythecourse.

The centre staff provides training which maximises the benefit to the individual and also helpsstudentsobtainemployment.Thecentrestaffprovidestrainingonareassuchasassertivenesstraining,confidencebuildingandindependentlivingskillsasrequiredbythestudent.Applicantsdonotrequireanyformalentryrequirements.Anaverageof90%ofNationalLearningNetworkstudentsprogresstoemployment,furthereducationorfurtherspecialisedtraining.

Where is it provided?TheNationalLearningNetwork(formerlycalledNTDI)isIreland’slargestnon-governmentorgani-sationwithmorethan50purposebuilttrainingandemploymentfacilitiescateringforaround4,500studentseachyear.Theorganisationoffersover40differentvocationalprogrammeswhichcarrynation-allyandinternationallyrecognisedcertificationandaredesignedtoleaddirectlytojobsorprogressionto furthereducation.NationalLearningNetwork,Traleehasbeenprovidingvocational trainingandemploymentopportunitiesforpeoplewithadditionalsupportneedsforover30years.Thecentreoffersawiderangeoftrainingcourses.

Who is providing this program? TheSportingChanceProgrammeisprovidedbytheNationalLearningNetworkinTraleeCoKerryIreland

Local/national/European level of program?TheSportingChanceProgrammehasanational focusprovidingpeoplewithdisabilities throughoutIrelandtheopportunitytostudyinKerry.Thisisaninnovative,cuttingedgecoursewhichisuniqueinaninternationalcontext.

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Segregate/inclusive setting? Theprogramme is completed at theNationalLearningNetworkTraleeKerry Irelandwhich is Ire-land’slargestnon-governmentorganisationwithmorethan50purposebuilttrainingandemploymentfacilitiescateringforaround4,500studentseachyear.WhiletheprogrammeisbasedattheNationalLearningNetwork,avastmajorityofthecourseiscompletedinanintegratedsettingwithlinkswithNationalGoverningBodyofSportcoursesandtheInstituteofTechnologyTralee.Inadditionthestu-dentscompleterelevantworkexperiencerelatedtotheirareaofinterestandaresupportedinobtainingemploymentopportunitieswithinthisareaortosupportinfurtheringtheireducation.AnexampleofthisistheclosepartnershipwiththeInstituteofTechnologyTraleewherestudentshaveoncompletionofthesportingchanceprogrammefurtheredtheireducationwithintheHealthandLeisureStudiesattheInstituteofTechnologyTralee.

What is the target group? TheSportingChanceProgrammetargetsindividualswithphysicalandsensory,intellectualandmentalhealthdifficulties.

What is the content of the program?

OUTLINE TRAINING PLAN – FLOW DIAGRAM

I N D I V I D U A L A C T I O N P L A N

O N G O I N G A S S E S S M E N T

Employment

Communications

Training in Core Modules

Occupational First Aid

Customer Relations

Personal Development

Health Related Fitness

Subject Related

Mathematics

Human Structure

Swim Teaching/Coaching

Principals Of Exercise

Personal Effectiveness

Sport & Leisure In Ireland

Computer Applications

Health & Wellness

Preparation For Work

Career Information

Foundation Level Coaching

Gym Instruction

Outdoor Pursuits

Exercise Leadership

Personal Training

Pool Plant Technician

Work Experience

Activity Leadership

Self-Advocacy

Dance

Exercise Class Instruction

Sports Massage

Level 1 Coaching

Training in Elective Modules

Swim Awards

Refereeing Course

Performance Training

P S Y C H O L O G I C A L S U P P O R T S

Further Training

Further Education

Health & Safety

Induction

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Why this EGP is relevant to be included in EUSAPA project?(1) ThisSportingChanceProgrammeattheNationalLearningNetworkTraleeIrelandisaunique

innovativeprogrammewhichprovidesopportunitiesforpeoplewithdisabilitieswhocanhavetheopportunitygivenappropriatedirectionand individualisedacademicandvocational supports, topursuetheirchosencareerpathandachievetheirpotentialinthesportsandleisureindustry.

(2) Itdescribestheimportanceoftrainingandeducationcoursestoencourageandenablepeoplewithdisabilitiestobecomevaluedmembersofthesportandleisureindustryprofession.

(3) It isagoodexampleofthetypeofcoursethatcouldbereplicatedinotherareasofIrelandandEuropetoencourageandsupportpeoplewithdisabilitiestoobtainacareerinthesportandleisureindustry

(4) Aswellasthevocationalopportunities,therearestrongsocialbenefitsforthestudentsonthecour-se.

(5) Ithighlightstheimportanceofpartnershiplinksbetweendisabilityservicesandeducationalinsti-tutionsforthedesignanddeliveryofsuchaprogramme.InparticularthelinkswiththeInstituteofTechnologyTraleeandMr.PatFlanaganAPACoordinatorwhoplayedan influential role inadvisingandsupportingthedevelopmentsofthecourse.Subsequentlythispartnershiphasfurtherdevelopedtopartsof theprogrammebeingfacilitatedat theInstituteofTechnologyTraleeandstudentsfromtheprogrammeaccessingopportunitiestofurthertheireducationattheInstitute.

Whatskills,competencesandknowledgearepresentinthisEGP? • Developandapplyarangeofskillsrequiredtocommunicateeffectivelyinbothprofessionaland

personallife. • Demonstratepersonal,interpersonal,workrelatedsocialskills. • Demonstrate the ability tounderstand the conceptsof self-advocacy andunderstand rights and

becomemoreassertiveinmakingpersonaldecisions.

• Developanunderstandingoftheconceptsinvolvedinteachingexerciseclassessuchascircuittrai-ning,aerobicsandstabilityballclasses.

• Partakeinoutdoorpursuitswithaviewtodevelopingacareerinthisareawhereappropriate. • Developanunderstandingoftheconceptsinvolvedtoinstructinginagym. • Experienceawiderangeofsportsandleisureactivities. • Demonstratethebenefitsofhealthylifestyleandanoverallholisticapproachtofitness. • Understandtheprincipalsofexerciseandpracticallyapplytheminasportsandfitnesssetting. • UnderstandthemovementofmusclesandbonesintheHumanStructure. • Understandanddemonstratehowtousebasiccomputerapplications. • Respondappropriatelytofirstaidrequirements. • Understandtheimportanceofcustomerrelationsanddeveloptheskillstoprovideanexceptional

standardofcustomercareintheleisureindustry. • Developbasicmathematicalskillsthatcanbeappliedtotheleisure/health/sportsindustry. • Researchandidentifycommunitybasedsportingorganisationsandbodies. •Engageincommunitybasedsporting/leisureactivitiesasappropriate. • Decideonspecific/electiveareasofsportinginterestandpursuerelevantqualifications/awardsin

thisarea. • Implementlearnedskillsinanexternalrealworkenvironmentandobtainemployerfeedback.

Further InformationContactKevinSmithSportingChanceCoordinatorNationalLearningNetworkTraleeCoKerryIre-land-kevin.smith@nln.ie

Example of good practice was described by Niamh Daffy from the Institute of Technology, Tralee, Ireland.

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8.5 Coaching Skills Development in Boccia and SwimmingName of the EGPCoachingSkillsDevelopmentinBocciaandSwimming

Description the EGP: ThisprojectaimstoprovideadditionalcoachingopportunitiestoSportSciencesUniversityStudentsaimingforafutureprofessionalcareerinAPA.TheprojectwasdevelopedincooperationwiththeSportSciencesandPhysicalEducationFaculty,UniversityofCoimbra,aspartofanoptionalsubjectincludedintheundergraduatecurriculum.Thisprojectisbasedonanoptionalin lococoachingpracticeperiodwithapossibledurationofoneortwoacademicsemesterbasedonthestudent’schoice.

Theprogrammeincludesthefollowingspecifictasks: i) Assessmentoftheathlete ii) Periodisationofthecompetitiveseasoniii) Annualtrainingplaniv) Coachingtwotimesperweek90minutestrainingsessions v) Counsellingandsupportingathletesduringthecompetitionsvi) Finalreportfortheallcompetitiveseason

Where is it provided?TheprojectisofferedattheAssociaçãodeParalisiaCerebraldeCoimbra(APCC),CoimbraPortugal.

Who is providing this programme? TheprojectisbasedonacooperationprotocolbetweenAPCCandtheFacultyofSportSciencesandPhysicalEducationfromtheUniversityofCoimbrathatexistssince1996.

Local/National/European level of programme?TheprogrammeisrunningatlocallevelbuthasnationalandinternationalimpactasthefutureAPAprofessionalsthatbenefitfromtheprogramme´sexperienceareSportSciencesstudentsfromdifferentpointsofPortugalorErasmusStudentsfromdifferentpartsofEurope,involvedintheFacultiesunder-graduateprogrammes.

Segregated/inclusive setting? APCCisaninstitutionwithaveryinclusiveenvironment(manystudentswithdisabilitiesareincludedintheregularschoolenvironment,manyoftheprojectsdevelopedbytheinstitutionareopenedandin-volvestrongparticipationfromthecommunity,theinstitutionhasakindergartenwhereallthechildrenplayinaninclusiveenvironment),howeverDisabilitySportoccursinPortugalasinmanyotherEuro-peanCountriesinanoninclusivesetting.TherecentextentofBocciaasanewsportforelderlypeoplecontributedforamoreinclusiveenvironmentinparticularatrecreationaleventwherecompetitionandperformancearenotperceivedastheprimarygoals.

Recreational/competitive level? Competitive level–Periodisation,annualplanningandcoachingskillsaimtoprepareathletestore-gionalandnationalcompetitionlevels.

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What is the target group? ThetargetgroupareindividualswithcerebralpalsyclassesBC1,BC2,BC3andBC4andelderlypeo-ple7.

What is the content of the programme?Thestudentsintheroleofcoachesarerequestedtoaccomplishthefollowingspecifictasksandorganiseaportfoliothatwillexpressallthecoachingworkdevelopedthroughatrainingseason.Thisportfolioincludesspecificinformationbuiltupbythecoachinthefollowingareas: i) Initialassessmentoftheathlete(functional,physiologicalandpsychological) ii) Periodisationofthecompetitiveseasoniii) Annualtrainingplaniv) Trainingsessionsplans(twotimesperweek90minutestrainingsessions)includingtechnical,tac-

tical,physiologicalandpsychologicaltraining v) Intermediateassessmentanddataanalysesvi) Counsellingreportsaboutthesupportprovidedtotheathleteduringcompetition(weekends)vii) Finalassessmentandfinalreportfortheallcompetitiveseason

Theprogrammealsoincludesthestudent´sparticipationintheorganisationofsportactivitiespre-establishedintheinstitutionsannualplan(asstudents,intheroleofcoaches,areviewedasamemberofthestaff ).

Why this EGP is relevant to be included in EUSAPA project?ThisexampleofgoodpracticesisrelevanttoEUSAPAbecause:

i) ItdescribestheimportanceofthecooperationbetweentheacademicworldandtheprofessionalworldforthepreparationofmorequalifiedAPAprofessionals,withbetterinterventionskillslin-kingtheorytopractice.

ii) ItdescribestheopportunitygiventofutureAPAprofessionalsstillunderacademictrainingtoexpe-rience,underqualifiedprofessional supervision,practical interventiondailysituations in trainingthatwillhaveanimportantroleforthedevelopmentofcompetencesandskillsthattheywouldonlybeabletoacquirelatterinlife,whenincludedinthelabourmarket.

iii) Itisagoodexampleofthesupportandthetypeoflinksthatshouldbeestablishedtofacilitatethetransitionofstudentsintoprofessionals,aimingforbetterandfasterqualityservicesprovidedbyyoungprofessionalsthatrecentlyarrivetothelabourmarket.

iv) Itisagoodopportunityforstudentstotestandconfirmtheirvocationaloptionsandfutureprofes-sionalcareerbeforetheyfinishtheirtrainingandre-directtheiroptionsifneeded,avoidingtofacethatrealityalreadyincludedinthelabourworld.

7 BC1–Playersinthisclassthrowtheballwiththehandorfoot.Theymaycompetewithanassistantwhostaysoutsideofthecompetitor’splayingbox,tostabiliseoradjusttheirplayingchairandgivetheballtotheplayerwhenrequested.

BC2–Playersinthisclassthrowtheballwiththehand.Theyarenoteligibleforassistance. BC3–Playersinthisclasshaveveryseverelocomotordysfunctioninallfourextremities.Playersinthisclasshavenosustainedgrasp

orreleaseactionandalthoughtheymayhavearmmovement,theyhaveinsufficientrangeofmovementtopropelaBocciaballontothecourt.Theymayuseanassistivedevicesuchasaramptodelivertheball.Theymaycompetewithanassistant;assistantsmustkeeptheirbacktothecourtandtheireyesavertedfromplay.

BC4–Playersinthisclasshaveseverelocomotordysfunctionofallfourextremitiesaswellaspoortrunkcontrol.Theycandemonstratesufficientdexteritytothrowtheballontothecourt.Playersarenoteligibleforassistance.

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What skills, competences and knowledge are present in this EGP? 1. Developandadaptexerciseandtrainingprogrammesforindividualswithdisabilitiesand/orspecial

needsforspecificsportsa. Abilitytodevelopappropriateprogrammesb. Abilitytocommunicateintheappropriateenvironmentc. Abilitytoadaptintheappropriateenvironment

i) Mission,vision,aimsandobjectivesoftheprogrammeii) Individualswithdisabilitiesand/orspecialneedsinrelationtosport(exerciseandtrai-

ning)iii) Sportopportunitiesandsettingsforindividualswithspecialneedsiv) SportsSciencev) Theoryofsporttrainingvi) Sportsspecificbackgroundvii) Rulesandclassificationsviii) Legalandethicalissuesix) Generalprinciplesofadaptation

2. Initialassessmentofcurrentsituationandpasthistorya. Abilitytousespecificassessmentinstrumentsb. Abilitytoanalyseandinterpretthedataonthebasisoftheoryc. Abilitytoconsiderandassessaccessibilityinthesportsspecificcontext

i) Protocols,testmeasurements,batteries,biographicalinformation,techniquesforquestio-ning

ii) Accessibility 3. Developandadaptexerciseandtrainingplans

a. Abilitytoidentifyresourcesb. Abilitytoadaptanduseappropriateequipmentc. Abilitytoapplyprinciplesoftheoryofsporttrainingd. Abilitytosetrealisticgoals

i) SportsScienceii) Theoryofsporttrainingiii) Sportsspecificbackgroundiv) Rulesandclassifications

4. Adaptcoachingstrategiesa. Abilitytouseappropriatecoachingmethodsb. Abilitytocommunicatec. Abilitytoactivelyengagewiththecoachingenvironment(e.g.interaction,learningprocess,co-

operation,cohesion)i) Coachingstylesii) Coachingmethodsiii) Generalcommunicationstrategiesiv) Methodsofalternativecommunicationasrequiredv) AppropriateSportsScienceknowledge

5. Communicationandcooperationa. Abilitytocommunicatewiththeappropriatesupportnetworksb. Abilitytocommunicateeffectivelywithparticipantsandtargetgroupsc. Ability to identifyandchooseappropriate strategies tocommunicatewithkey individualsor

networksi) Generalcommunicationstrategiesii) Methodsofalternativecommunicationasrequired

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6. Evaluateimpactandre-adjusttheplana. Abilitytousespecificassessmentinstrumentsb. Abilitytopracticallyinterpret,reassessandre-adjusttheplanc. Abilitytobeselfreflective

i) Protocols,observationtechniques,testmeasurements,testbatteries,biographicalinfor-mation,techniquesforquestioning

7. Administrationa. Abilitytoperformadministrativetasksb. Abilitytoorganiseandprioritiseinformation

i) Basicadministrationsystemsii) Languageandinformationtechnologyiii) Preparereports

Example of good practice was described by Jose Pedro Ferreira from the University of Coimbra, Portugal.

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9 Appendices

Appendix 1: EUSAPA Functional Map – Adapted Physical Education

Key Area Key Roles Key Functions

APlan developmentally appropriate learning experiences in physical education (PE), which are also suitable for students with special educational needs (SEN)

A.1 Assess the needs (current level of performance) of students with (SEN).

A.1.1 Identify the special needs of students in relation to adapted physical education (APE) (e.g. information from family, using appropriate screening tests).

A.1.2 Identify the support services and resources, which can facilitate APE (e.g., assistant personnel, equipment, environment)

A.1.3 Identify special needs for the purposes of prescription of individual goals and the most appropriate teaching strategies.

A.1.4 Identify competencies and attitudes of students, teachers and other staff in relation to participation of students with SEN in physical education.

A.2 Adapt school curriculum in physical education to meet the individual needs of all students with special educational needs.

A.2.1 Identify the strengths and weaknesses in school physical education curriculum in relation to adapted physical education.

A.3 Plan developmentally appropriate learning experiences in adapted physical education.

A.3.1 Prepare individual educational plan for the physical education of students with special educational needs.

A.3.2 Identify the most appropriate level of support (e.g. no support/ part time support/ full time support).

A.3.3 Plan the most appropriate communication strategies in relation to students with special education needs.

A.3.4 Plan the most appropriate behavioural management strategies in relation to students with special education needs.

A.4 Prepare teaching environment before arrival of student with special educational needs.

A.4.1 Prepare assistant personnel (e.g., teacher assistants, peer tutors)

A.4.2 Prepare other students

A.4.3 Prepare school staff

A.4.4 Ensure that facilities, equipment and environment are appropriate and safe.

A.5 Collaborate with out of school organisations.

A.5.1 Contact relevant community based disability organisations for potential cooperation (e.g. Special Olympics, Local sports clubs).

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BTeach students with special educational needs together with students without SEN

B.1 Adapt teaching in order to meet the needs of ALL students in adapted physical education.

B.1.1 Use appropriate adapted equipment, which can facilitate inclusive physical education (e.g. brightly coloured, sounded, lighter or heavier, bigger).

B.1.2 Use task analysis for desirable skills.

B.1.3 Adapt the rules of games, teaching style and physical setting (current environment) to facilitate participation.

B.1.4 Use appropriate instructional accommodations (e.g., physical/verbal cues, prompts, feedback, reinforcement).

B.2 Manage students’ behaviour to assure the most appropriate and safe learning for ALL students in APE.

B.2.1 Positive/negative reinforcement of desirable/undesirable students’ behaviours where appropriate

B.2.2 Keep records related to behavioural management plan.

B.3 Communicate with students with SEN to assure their understanding and maximum participation.

B.3.1 Use appropriate communication tools (e.g., Braille, sign language, augmentative and other alternative communication tools)

CEvaluate learning progress of students with SEN and effectiveness of applied teaching and support strategies.

C.1 Evaluate learning progress of student with SEN in relation to his/her Individual Education Plan (IEP) goals.

C.1.1 Use appropriate evaluation tools to measure students’ progress in relation to the IEP

C.1.2 Assign appropriate grade according to IEP.

C.2 Evaluate the suitability of the curriculum adaptations to students with SEN

C.3 Evaluate effectiveness of applied teaching and support strategies.

C.2.1 Assess appropriateness of curriculum to individual needs and abilities

C.3.1 Assess appropriateness of applied teaching

C.3.2 Assess appropriateness of support strategies

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DProfessional collaboration to improve teaching quality for students with SEN

D.1 Collaborate with professionals in APE.

D.1.1 Collaborate with other specialists providing PE/APE. D.1.2 Collaborate with health and rehabilitation professionals (e,g., Physiotherapist, Occupational Therapist, Speech Therapist, psychologists)

D.1.3 Collaborate with the disability sport and recreation representatives.

D.2 Collaborate with other advocates of students with SEN

D.2.1 Collaborate with parents/guardians of students with SEN

D.2.2 Collaborate with Non- Governmental Organisations (e.g., in children rights)

D.3 Improve professional skills and knowledge

D.3.1 Identify needs for professional development in the area of APE.

D.3.2 Engage in continuing professional development activities (e.g. reading professional publications; attending conferences (workshops, seminars) to learn about new trends in APE).

D.3.3 Communicate with other PE/APE specialists to share your experiences and learn about the examples of best practices.

D.3.4 Self-evaluate

D.4 Advocate for the needs and rights of students with special educational needs.

D.4.1 Advocate appropriate support in physical education service delivery for students with SEN.

D.4.2 Advocate the utilisation of adapted physical education specialist, teacher assistants or peers tutors where appropriate.

D.4.3 Advocate for the rights of persons with SEN for physical activities.

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Appendix 2: EUSAPA Competence Skill Knowledge Framework – Adapted Physical Education

COMPETENCESPerformance requirements

SKILLSThe skills the individual needs to learn to do this

KNOWLEDGEThe knowledge the individual needs to learn to do this

Assess the needs (current level of performance) of students with special educational needs (SEN) Range (School age children, Various SEN)

• Select appropriate assessments fitting the students profile

• Administer assessment• Write the report

• Special education needs (different functional abilities, motor, cognitive, social, behavioural, communication)

• Variety of assessments approaches (holistic, norm reference, criterion based etc)

• Variety of assessments (Movement ABC etc)

• Relevant regulations on report writing and dissemination

Adapt school curriculum in physical education (PE) to meet the individual needs of all students with SENRange (School age children, Various SEN)

• Analyse current PE curriculum in relation to students needs

• Adapt curriculum

• Current curriculum (school district/national)

• Curriculum development principles• Curriculum adaptation principles

and strategies

Plan developmentally appropriate learning experiences in adapted physical education (APE)a

Range (School age children, Various SEN)

• Ability to develop Individual education plan (IEP)b in PE

• Ability to plan inclusive PE lesson to ensure appropriate and safe learning for all students

• Ability to plan appropriate behavioural management strategies

• Ability to plan motivation strategies for students to participate

• Plan appropriate communication strategies

• Relevant regulations on IEP development

• Philosophy, purpose and aims of IEP

• Strategies for development of an IEP (e.g. multidisciplinary team)

• Concept of the least restrictive environment and continuum of support in physical education

• Health and safety issues in relation to inclusive PE (e.g. contraindications)

• Causes and consequences of behavioural problems

• Behaviour management and modification techniques

• Motivation strategies• Communication strategies

(interpreter, communication boards etc)

Prepare teaching environment before arrival of student with SENRange (School age children, Various SEN)

• Ability to prepare human environments (assistant personnel e.g., teacher assistants, peer tutor, students without disabilities and school staff)

• Ability to prepare the physical environment (facilities, equipment, temporal)

• Knowledge of peer tutor/para-educator programmes

• School structures and functions• Attitudinal theories and disability

awareness• Adaptation theory and practical

application in relation to equipment etc.

• Physical access issues

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Adapt teaching in order to meet the needs of ALL students in PERange (School age children, Various SEN)

• Ability to use appropriate instructional strategies (e.g., physical/verbal cues, prompts, feedback, reinforcement). Ability to adapt the following:

- the rules of games- physical setting - equipment• Ability to use task analysis for

desirable skill

• Instructional strategies • Adaptation strategies• Adapted games, rules, teaching

styles• Task analysis

Manage students’ behaviour to assure the most appropriate and safe learning for ALL students in PE.Range (School age children, Various SEN)

• Ability to provide positive/negative reinforcement of desirable/undesirable students’ behaviours where appropriate

• Ability to observe and keep records related to behavioural management plan.

• Ability to counsel/ guide students towards adopting more appropriate behaviours – choice

• Identify and understand the causes of behavioural problems

• Appropriate behavioural management strategies and theories (e.g., positive and negative reinforcement, self -actualisation, self- empowerment, Hellison model etc.)

Communicate with students with SEN to ensure their understanding and maximum participation. Range (School age children, Various SEN)

• Ability to use appropriate alternative and augmentative communication tools

• Appropriate communication strategies for students with SEN (e.g. Braille, sign language, augmentative and other communication tools)

Evaluate learning progress of student with SEN in relation to his/her IEP goals.Range (School age children, Various SEN)

• Ability to use appropriate assessment methods to measure students’ progress

• Ability to grade the student according to his/her potential and progress.

• Differing methods of assessment • Individualised holistic approach for

evaluating student’s progress

Evaluate the suitability of the curriculum adaptations to students with SEN. Range (School age children, Various SEN)

• Ability to assess appropriateness of curriculum to individual needs and abilities

• National PE standards • Curriculum adaptation strategies

Evaluate the effectiveness of applied teaching strategies

• Ability to evaluate effectiveness of applied teaching and support strategies.

• Methods and tools to assess teaching and support strategies (e.g., peer tutor programme, use of behaviour plan, adaptations to environment, rules, task etc.)

Collaborate with various relevant professionals. Paraprofessionalsc, APE specialists, coaches, sport instructors, administration of sport organisations for persons with disabilities.

• Ability to collaborate with other specialists providing PE/APE

• Ability to collaborate with health and rehabilitation professionals (e.g., physiotherapist, occupational therapist, speech therapist, psychologists)

• Ability to collaborate with sport organisations, relevant professional organisations for persons with disabilities

• The role of relevant professionals and their approaches in relation to APE

• Nature of cooperation and communication with support staff

• Team working • Disability sport organisations for

potential cooperation (e.g., local sports clubs)

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Collaborate with other advocates of students with SEN. Parents/ guardians (legally responsible), government and non-governmental organisations

• Ability to collaborate with parents/guardians of students with SEN

• Ability to collaborate with Non- Governmental and governmental

organisations (e.g., in children rights)

• Roles and rights of parents guardians (legally responsible)

• Nature of cooperation and communication with support parents guardians (legally responsible)

• Team working • Rules and roles of relevant

organisations

Improve professional skills and knowledge. APE/PE teachers

• Ability to identify needs for professional development in the area of APE

• Ability to engage in continuing professional development activities (e.g. reading professional publications; attending conferences (workshops, seminars) to learn about new trends in APE

• Ability to share your experiences with other APE teachers (e.g. learn about the examples of best practices)

• Ability to self-evaluate

• Appropriate professional development opportunities

• Sources of information (e.g. in-service training, associations, organisations etc.)

• Tools for self evaluation in relation to the ability to implement PE/APE (e.g. video recording and analysis of sessions, written reports etc.)

Advocate for the needs and rights of students with special educational needs. APE/PE teachers

• Ability to advocate for equal provision of PE for all students

• Ability to advocate for the rights of students with SEN for participation in PE/APE (e.g., support services, adapted equipment)

• Legislation and relevant national and international policies

• Disability services, APA and disability sports structures

• Educational structures and services

• Advocacy approaches (leverage, literature etc)

Endnotes:a Adapted physical education (APE) b Individual education plan (IEP) c Paraprofessionals

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Appendix 3: EUSAPA Functional Map – Rehabilitation

Key Area Key Roles Key Functions

A Planning

A.1 Assess the role and added value of an Adapted Physical Activity programme within the multidisciplinary character of the rehabilitation programme.

A.1.1 Identify the responsibilities of the APA programme as a complementary part of the rehabilitation programme.A.1.2 Identify the strengths and weaknesses of the currently used rehabilitation and APA programme.A.1.3 Identify the available and required resources (facilities, equipment) to implement the APA programme.A.1.4 Develop a structured Adapted Physical Activity programme in collaboration with rehabilitation team. A.1.5 Identify the short and long term aims of the Adapted Physical Activity programme.

A.2 Assess the (dis)abilities, risk factors, needs and potential of the patient / client.

A.2.1 Understand the condition of the patients / clients and its consequences in terms of functional (dis)abilities, health conditions, etc...A.2.2 Understand clinical investigation data (e.g. X-rays, gait analyses, cardiorespiratory tests) and the conclusions and recommendations of rehabilitation specialists.A.2.3 Assess the patient’s / client’s current and potential level of functioning.A.2.4 Understand the patient’s / client’s response to physical activity; identify and remediate potential contraindications, health risks and risk factors.

B Education & Information

B.1 Educate patients / clients about their (dis)abilities and potential through physical activity.

B.1.1 Educate the patient / client about his/her functional (dis)abilities, response to exercise, potential health risks, risk factors and contraindications with regards to physical activity.B.1.2 Educate the patient / client about the recognition and remediation of symptoms that potentially lead to health risks, injuries, etc...B.1.3 Educate patients / clients about the APA programme and its benefits during rehabilitation.

B.2 Provide the appropriate information to guarantee a continuation of an active lifestyle post rehabilitation.

B.2.1 Inform the patient / client about community based physical activity programmes, and the short and long term benefits of physical activity.B.2.2 Provide a database with information regarding companies and community based organisations to ensure a continuation of an active life style post rehabilitation.B.2.3 Provide information regarding legislation about possible benefits from national, regional and local governing bodies with respect to physical activity and sports post rehabilitation.

C Implementation

C.1 Implement an individualised Adapted Physical Activity programme complementary to the other disciplines within the rehabilitation programme.

C.1.1 Develop a structured and individualised APA programme in collaboration with the multidisciplinary team. C.1.2 Facilitate and optimise participation through adaptation of the instructions, encouragements, rules and settings when appropriate.C.1.3 Initiate community based physical activity.

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D Assessment & Evaluation

D.1 Evaluate the effects of the Adapted Physical Activity programme as a part of the rehabilitation and post-rehabilitation process.

D.1.1 Monitor the long term health related outcomes of the Adapted Physical Activity programme.D.1.2 Determine the effects of the Adapted Physical Activity programme on functional ability of the patients/clients in collaboration with rehabilitation team.

D.2 Evaluate the patient’s/client’s response to physical activity, his/her progress, and compare with the preset goals.

D.2.1 Assess and evaluate the patient’s / client’s physical and psychological well being and its progress, and remediate if necessary.D.2.2 Assess the motivation of the patient/client toward the Adapted Physical Activity programme, and remediate if necessary.D.2.3 Monitor and assess the responses to physical activity to ensure safe and successful participation.D.2.4 Document individual development and progress according to the aims of the rehabilitation and the APA programme.D.2.5 Identify tools, methods, etc… to optimise the patient’s / client’s functional abilities in daily life and in physical activity.

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Appendix 4: EUSAPA Competence Skill Knowledge Framework – Rehabilitation

COMPETENCESPerformance requirements

SKILLSThe skills the individual needs to learn to do this

KNOWLEDGEThe knowledge the individual needs to learn to do this

ATherapeutic competences

• Estimate and assess the activity potential of a patient/client through tests, observations, etc… and describe the resulting functional profile.

• Master the ability to safely apply the Adapted Physical Activity programmes, including regular evaluations, using risk stratification and pre-program screening.

• Understand the general recreation and sport adaptation model for patients/clients including their personal profile, the function related implications, the specific activity requirements, and the aim of participation.

• Understand and evaluate the interrelation between determinants of human functioning.

• Understand and evaluate the impact of impairment on human functioning.

• Understand the pathophysiological basis of chronic disease, disability and disorder.

• To understand the impact and risks of physical activity.

• To know the impact of medication on exercise performance

• Understand indications and contra-indications of sports and adapted physical activities in the rehabilitation of specific populations.

BPedagogical competences

• Master teaching, training and coaching skills (didactical skills), needed for a well-balanced approach in a therapeutic environment.

• Understand the principles of adapting activities, games and sports.

• Be able to adapt activities to the functional potential of the participants.

• Master the professional skill to initiate and effectively process adaptation.

• Understand the theory of program development.

• Master a comprehensive overview on disability sports.

• Understand the sport-specific equipment – user – interfaces.

• Understand the major components influencing the process of adapting activity situations.

DManagement competences

• Master management strategies including a planning model approach in providing sport and physical activities for people with impairments, disabilities handicaps, disorders, etc…

• Master those skills which are necessary in the preparation of a strategic policy for management and integration of Adapted Physical Activity programs within the multidisciplinary character of rehabilitation.

• Understand the various community based physical activity and sports organisations eligible for patients/clients in the Adapted Physical Activity program.

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Appendix 5: EUSAPA Fuctional Map – Sport

Key Area Key Roles Key Functions

APlanning

A.1 Develop and adapt exercise and training programmes for individuals with disabilities for specific sports

A.2 Initial assessment of current situation and past history

A.3 Develop and adapt exercise and training plans

A.1.1 Identify mission, vision, aims and objectives of the organisation in relation to provision of opportunities for people with disabilities in sport and recreation in different settings (e.g. inclusive/segregated/unified or competitive/recreational)

A.1.2 Identify competencies, environments and attitudes needed to meet programme objectives

A.2.1 Compile a comprehensive account of previous history relevant to future participation in sport/recreation (e.g. medical, achievements, social, communication etc)

A.2.2. Assess individual in the following areas: interest and motivation; sports specific (i.e. anthropometrics, bioenergetics, neuromuscular, psychological, functional ability, classification, communication).

A.2.3 Assess the environment of the individual (e.g. economics, sport and recreation structures, extrinsic barriers, family, supports etc)

A.3.1 Agree short, medium and long term goals based on strengths and weaknesses.

A.3.2 Identify resources (e.g. human, equipment, finance)

A.3.3 Devise training plan to cover following areas: physical, tactical, technical and psychological

A.3.4 Agree monitoring process and schedule

BManagement

B.1 Communication and Cooperation

B.2 Administration

B.3 Finances

B.4 Human Resources

B.1.1 Consult with other professionals as part of a multi-disciplinary teamB.1.2 Communicate with staff/volunteers, athletes, families, school, organisations and media

B.2.1 Prepare reportsB.2.2 Make bookingsB.2.3.Maintain correspondence

B.3.1 Plan budgetsB.3.2 Organise fundraising strategy

B.4.1 Recruit and evaluate staffB.4.2 Recruit and evaluate volunteers

CCoaching/Instructing

C.1 Adapt coaching strategies

C.1.1 Adapt coaching styles to meet the needs of the individualC.1.2 Adapt coaching methods C.1.3 Plan communication strategiesC.1.4 Plan behavioural strategies

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DMonitoring

D.1 Evaluate impact and re-adjust the plan

D.1.1 Regularly establish if goals have been met (as per plan) D.1.2 Re-assess individual and social strengths and weaknesses according to planD.1.3 Identify causes for under/over achievement of goalsD.1.4 Re-agree short, medium and long term goals based on strengths and weaknesses.D.1.5 Re-Identify resources (e.g. human, equipment, finance)D.1. Re-devise training plan to cover following areas: physical, tactical, technical and psychological

EAdapted sport development

E.1 AdvocacyE.2 Lifelong learning

E.1.1 Promote adapted sport E.1.2 Lobbying for realisation of rightsE.1.3 Advocate for standards in APA including the need for specialistsE.2.1 Identify own needs for professional developmentE.2.2 Engage in continuing professional development activities (e.g. reading, workshops etc)E.2.3 Networking E.2.4 Self-evaluation

Appendix 6: EUSAPA Competence Skill Knowledge Framework – Sport

COMPETENCESPerformance requirements

SKILLSThe skills the individual needs to learn to do this

KNOWLEDGEThe knowledge the individual needs to learn to do this

Develop and adapt exercise and training programmes for individuals with disabilities and/or special needs for specific sports

Ability to develop appropriate programme

Ability to communicate in the appropriate environment

Ability to adapt in the appropriate environment

• Mission, vision, aims and objectives of the programme

• Individuals with disabilities and/or special needs in relation to sport (exercise and training)

• Sport opportunities and settings for individuals with special needs

• Sports Science• Theory of sport training• Sports specific background• Rules and classifications• Legal and ethical issues• General principles of adaptation

Initial assessment of current situation and past history

Ability to use specific assessment instruments

Ability to analyse and interpret the data on the basis of theory

Ability to consider and assess accessibility in the sports specific context

• Protocols, test measurements, batteries, biographical information, techniques for questioning

• Accessibility

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Develop and adapt exercise and training plans

Ability to identify resources

Ability to adapt and use appropriate equipment

Ability to apply principles of theory of sport training

Ability to set realistic goals

• Sports Science• Theory of sport training• Sports specific background• Rules and classifications

Communication and cooperation

Ability to communicate with the appropriate support networks

Ability to communicate effectively with participants and target groups

Ability to identify and choose appropriate strategies to communicate with key individuals or networks

• General communication strategies• Methods of alternative communication

as required

Administration

Ability to perform administrative tasks

Ability to organise and prioritize information

• Basic administration systems• Language and information technology• Prepare reports

FinancesAbility to effectively manage accounts

Ability to source appropriate funding• Basic Book Keeping

Human Resources

Ability to manage people

Ability to recruit and evaluate staff and volunteers

• Motivation, coping, leadership strategies

• Recruitment process principles

Adapt coaching strategies

Ability to use appropriate coaching methods

Ability to communicate

Ability to actively engage with the coaching environment e.g. interaction, learning process, cooperation, cohesion,

• Coaching styles• Coaching methods• General communication strategies• Methods of alternative communication

as required• Appropriate Sports Science knowledge

Evaluate impact and re-adjust the plan

Ability to use specific assessment instruments

Ability to practically interpret, reassess and re-adjust the plan

Ability to be self reflective

• Protocols, observation techniques, test measurements, batteries, biographical information, techniques for questioning

Advocacy

Ability to communicate and develop networks

Ability to create opportunities for empowerment

• Legislation at local, national and international levels

• Support services• Marketing

Lifelong learning

Ability to effectively manage time

Ability to accept/re-act to new trends

Ability to identify individual needs for professional development

Ability to actively engage with other relevant professions

• Educational/career progression opportunities

• Access and evaluate appropriate resources

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Appendix 7: Basic structure of European Master in Adapted Physical Activity EMMAPA 2

ItisatwoyearMSc.studyprogramdeliveredjointlybyFourUniversitiesfromBelgium,CzechRepub-lic,IrelandandNorway.Itisbasedontheprincipleofspecialisationinthreeprofessionalstreams:(a)AdaptedPhysicalEducation;(b)APAandsportmanagement;and(c)APAandactivelifestyle.ThefirstyearisfocusedmainlyonacquiringtheoreticalframeworkatKULeuvenandinsecondyearstudentswillreceivemorespecialisedtraininginoneofthreepartneruniversities.InthechartbelowyoucanfindthebasicstructureoftheEMMAPA2curriculumbasedonmaterialsanddiscussionwithprof.YvesVanlandewijck.

Year 1 Semester 1

33 credits

Delivered atKU Leuven

Action research (3 cr)APA: International perspectives (3 cr)Disability and society (2 cr)

Disability models and classification (4 cr)Disability studies (1 cr)

International perspectives on disability sport (1 cr) Classification (3 cr)

Holistic approach to APA I (8 cr)- Biomechanics- Physical activity, fitness and risk of

exercise - Exercise management in chronic disease

and disability

Holistic approach to APA II (8 cr)- Psychological aspects of APA - Socio-cultural theories- Sport pedagogy in relation to adapted

physical education

Year 1 Semester 2

30 credits

Delivered atKU Leuven

Introduction to all students (12 cr)- Principles of adapting physical activities

(3 cr)- Introduction to APA (3 cr)- Introduction to Sp. Management (3 cr)- Introduction to Active Lifestyle (3 cr)

Specific professional streams 6cr)Students choose one of three streams- Advanced APE (6cr)- Advanced Sport Management (6 cr)- Advanced Active Lifestyle (6 cr)

Literature review (4 cr)Disciplinary streams (8 cr) Students choose one of three streamsBiomechanics and exercise physiology applied to APA (8 cr)orMotor control and psychology applied to APA (8 cr)or Applied pedagogy and socio-cultural theories (8 cr)

Year 2

60 credits

Delivered at EMMAPA 2 project partners

Practicum in specific professional stream (15 cr)Students choose one of three streamsPractical training and internship in APEorPractical training and internship in Sport Managementor Practical training and internship in Active LifestyleOptional courses related to research methodology (6 cr)Choice of academic disciplinary stream. Students choose one of the six modules (6cr)Advanced Biomechanics; Exercise Physiology; Motor Learning; Psychology; Sociology or Pedagogy in relation to APA. Master thesis (30 cr) Capital selecta in APA (3 cr)

Editors:Doc. Mgr. Martin Kudláček, Ph.D.

Natalia Morgulec-Adamowicz, Ph.D.Joeri Verellen, Ph.D.

European Standards in Adapted Physical Activities

Faculty executive editor: prof. PhDr. Ivo Jirásek, Ph.D.Editor-in-chief: RNDr. Hana Dziková

Typography & Layout: Palacký University PressCover: Ing. Jitka Ješinová, DiS.

Published and printed by Palacký University, OlomoucKřížkovského 8, 771 47 Olomouc

www.upol.cz/vupe-mail: vup@upol.cz

Olomouc 20101st edition

ISBN 978-80-244-2584-9

Not for sale

Reprint

This publication is supported by the project CZ.1.07/2.2.00/15.0336

“Preparation for Physical Education of persons with disabilities”.