Project M O B I L I T EE

A working guide toward: Movement Opportunities for Building Independence and Leisure Interests through Training Educators and Exceptional learners Project M O B I L I T EE HOPEWELL SPECIAL EDUCATION REGIONAL RESOURCE CENTER Mr. John Gossett, Director Fiscal Agent: CLINTON COUNTY BOARD OF EDUCATION Mr. Carlton Binkley, Superintendent September 1981 DEVELOPMENT SITE Hopewell Special Education Regional Resource Center 5799 West New Market Road Hillsboro, Ohio 45133 Phone: 937-393-1904 The activity which is the subject of this report was supported in whole or in part by the U.S. Department of Education through the Ohio Department of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education or the Ohio Department of Education and no official endorsement by the U.S. Department of Education or the Ohio Department of Education should be inferred. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS 1 FORWARD 2 INTRODUCTION 2 WHAT PHYSICAL EDUCATION IS 4 ACCOMPLISHING THE GOALS OF PHYSICAL EDUCATION 6 Chart 1 – Development Levels 7-8 CURRICULUM EMBEDDED PHYSICAL EDUCATION ASSESSMENTS 9 Assessment Items and Scoring 9 Test Appropriateness 12 Interpreting the Assessment Scores 12 INSTRUCTIONAL APPROACHES 13 References 17 SECTION 1 - CURRICULUM EMBEDDED ASSESSMENTS 18 Part A – PHYSICAL FITNESS/MOTOR ASSESSMENTS 19 INSTRUCTIONS FOR ADMINISTERING AND SCORING 20 PHYSICAL/MOTOR ASSESSMENTS Test Item 1 – 20 foot Dash 21 Test Item 2 – 30 Yard Dash 23 Test Item 3 – Wheelchair (Power) Push 25 Test Item 4A – Push-Ups 26 Test Item 4B – Wheelchair Push-Ups 28 Test Item 5 – Agility Run 30 Test Item 6 – 5 Minute Walk/Run 32 Test Item 7 – Posture Screening 34 iii PART B – FUNDAMENTAL MOTOR SKILLS ASSESSMENTS 38 INSTRUCTIONS FOR ADMINISTERING AND SCORING 39 FUNDAMENTAL MOTOR SKILLS ASSESSMENTS Test Item 8A – Throwing (standing) 40 Test Item 8B – Wheelchair Throw 42 Test Item 9 – Catching 44 Test Item 10A – Striking (standing) 46 Test Item 10B – Wheelchair Strike 48 Test Item 11A – Running 50 Test Item 11B – Wheelchair Run 52 Test Item 12 – Jumping 54 Test Item 13 – Kicking 56 PART C – SKILLS FOR PARTICIPATING – GAMES/SPORTS ASSESSMENT 58 INSTRUCTIONS FOR ADMINISTERING AND SCORING SKILLS 59 FOR PARTICIPATING IN GAMES/SPORTS ASSESSMENTS Test Item 14 – Performs Fundamental Motor Skills 60 Test Item 15 – Adequate Levels of Physical Fitness 61 Test Item 16 – Complies with Rules and Directions 62 Test Item 17 – Teamwork 63 Test Item 18 – Impulsive Behavior 64 Test Item 19 – Leadership/Team Member 65 Test Item 20 – Safety 66 Test Item 21 – Self-Concept 67 PART D – MOTOR PATTERN ASSESSMENTS FOR LOW-FUNCTIONING STUDENTS 68 INSTRUCTIONS FOR ADMINISTERING AND SCORING MOTOR 69 PATTERN ASSESSMENTS FOR LOW-FUNCTIONING STUDENTS Test Item 22 – Rolling 70 Test Item 23 – Creeping/Crawling 72 Test Item 24 – Walking/Wheelchair Mobility 74 Test Item 25 – Individual Mode of Movement 76 iv Test Item 26 – Maintenance of Posture 77 Test Item 27 – Pre-Strike 79 Test Item 28 – Pre-Catch 81 Test Item 29 – Pre-Kick 83 SECTION II – CURRICULUM GUIDE 85 PART A – PHYSICAL/MOTOR FITNESS 20-foot Dash 86 30 Yard Dash 94 Wheelchair (Power) Push 102 Push-Ups 104 Agility 112 5 Minute Walk/Run 120 PART B – FUNDAMENTAL MOTOR SKILLS Throwing 128 Catching 136 Striking 144 Running 151 Jumping 167 Kicking 175 PART C – SKILLS FOR PARTICIPATION IN GAMES/SPORTS Performance of Motor Skills 183 Fitness 186 Follows Rules/Directions 190 Teamwork 196 Impulsive Behavior 202 Leadership 208 Safety 214 Self-Concept 220 v PART D – FUNDAMENTAL MOTOR PATTERNS FOR LOW-FUNCTIONING STUDENTS Rolling 226 Creeping/Crawling 234 Walking/Wheelchair Mobility 242 Individual Mode of Movement 249 Maintenance of Posture 251 Sitting/Standing 251 Fundamental Motor Patterns 257 Pre-Strike 259 Pre-Catch 267 Pre-Kick 275 ACTIVITIES 283 ACTIVITIES FOR MODERATELY DISABLED STUDENTS 284-337 (Activities 1-97) ACTIVITIES FOR SEVERELY DISABLED STUDENTS 338-352 (Activities 98-123) APPENDICES I – POSTURE RATING CHART 353 II – BIBLIOGRAPHY 355 III – ASSESSMENT SCORE SHEETS Separate File on the TAHPERD Website a – Physical Education Assessment b – Wheelchair Physical Education Assessment c – Motor Pattern Assessment for Low-Functioning Students d – Skills for Participation in Games and Sports Screening vi ACKNOWLEDGMENTS Project MOBILITEE* was developed and field-tested at the Hopewell Special Education Regional Resource Center. The Center serves children with disabilities in 17 school districts throughout Clinton, Adams, Fayette, Brown, and Highland Counties. The support and contribution of all Project participants, both during the developmental phase and the field test year, is gratefully acknowledged. Special appreciation is extended to the field test teachers, parents, administrators, and other professionals who gave their time and talent in sharing and evaluating the training materials and procedures. Recognition of assistance and direction is offered to Joel Rosenfeld and Ron Davis, former Project Directors; Mr. Clinton Binkley, the Clinton County Board of Education; and the Division of Special Education, Ohio Department of Education. In addition, we are most grateful for the secretarial services of Ms. Linda Roush. Douglas A. Rudolph Robert W. Arnhold, Jr. 9/21/81 5 September 2006 Special thanks go to Douglas Rudolph, MS, and Robert Arnold, PhD, presently at Slippery Rock University as the Project Directors who finalized this major project in 1981 and Pam Arnhold, MS presently at Slippery Rock University who assisted with the physical activities of the project. Additional thanks for retyping and editing this test so that it could be used by Adapted Physical Educators in the state of Texas and throughout the United States go to: Lisa Silliman-French, PhD, CAPE, presently at TWU and Texas State Adapted Physical Activity (APA) Chair for TAHPERD and Leslie Waugh, ABD at TWU, CAPE, and presently at Midwestern State University, Texas. In addition, support from the members of the TAHPERD APA Committee and TAHPERD organization is greatly appreciated. Finally, we cannot thank Lisa Barnhouse, EdD, Director of Hopewell Special Education Regional Resource Center enough for giving us permission to retype this test for use by professionals; THANKS! *The work mentioned herein as Project MOBILITEE was performed as a result to a grant from E.S.E.A. Title IV-C from the Ohio Division of Planning and Evaluation, Project No. 0069-4C-81-D-3 and Title VI-B from the Division of Special Education, Project No. 631A-6B-82-X. 1 Forward Project MOBILITEE was developed and written by Adapted Physical Education Specialists. It is the result of a widely felt need in the area of physical education for the disabled. MOBILITEE contains an assessment and curriculum guide specifically designed to assist educators in developing physical education programs for students who are moderately and severely disabled. The project materials are resources to be referred to during in-service training and instruments to facilitate programming after instruction in their use. Introduction MOBILITEE is an Adapted Physical Education Project dealing with moderate and severe handicapping conditions: Why was MOBILITEE developed? • a nationally recognized need in physical education for the disabled • to provide an accurate and efficient assessment tool • to provide assistance in curriculum planning in physical education for the disabled • to meet requirements of P.L. 94-142 • to provide the teacher with direction and accountability Why is in-service an integral part of the Project? • to establish or discuss adapted physical education concerns • to train in the integration of physical education goals in the IEP • to train in the use of the assessment tool • to train in the use of the curriculum guide • to provide in-depth training depending on identified needs 2 What does the Project include? • in-service training in MOBILITEE materials • assessment tool in adapted physical education for students who are moderately and severely disabled • curriculum guide for moderately and severely disabled students • activity suggestions to implement curriculum • follow-up consultative assistance What can MOBILITEE do for me? • provide a fast and accurate assessment tool with training • provide IEP components • provide curriculum suggestions • provide in-service to meet identified needs • provide follow-up consultations • provide activities to implement the curriculum • provide accountability 3 What Physical Education Is Much as been written and stated to define physical education. For convenience and agreement, the definition of physical education, in the Ohio Rules for the Education of Children with disabilities, July 1, 1982, states that “Physical Education means General Physical Education or Adapted Physical Education.” There are several sources and individuals that identify the development of positive self-attitude as an outgrowth of the properly administered physical education program. By definition, physical education develops skills for participating in both individual and group games and sports. This requires the development and use of several social, cognitive and communicative skills. It also requires a level of perceptual motor efficiency as several sensory systems are utilized to obtain the desired motor response(s). Physical educators express their personal philosophy by the type of program and emphasis they provide. Some emphasize a movement exploration (guided discovery) approach while other’s emphasis many be on the physical

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