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Author Abstract DOCUMENT RESUME ED 242 126 EC 161 896 AUTHOR Bauer, Dan TITLE Aerobic Fitness for the Severely and Profoundly Mentally Retarded:- INSTITUTION American Alliance for i!ealth, Physical Education, Recreation and Dance, Re:ton, Va. Information and Research Utilization Ceater. PUB DATE Nov 81 NOTE 47p. AVAILABLE FROM American Alliance for Heal':h, Physical Education, Recreation and Dance, 1900 Association Dr., Reston, VA 22091 ($2.25, Stock. No. 245-27002). PUB TYPE Guides - Classroom Use Guides (For Teachers) (052) -- Collected Works Serials (022) JOURNAL CIT Practical Pointers; v5 n4 Nov 1981 EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Adapted Physical Education; *Aerobics; Athletics; Elementary Secondary Education; *Heart Rate; Motor Development; *Physical Fitness; Running; *Severe Disabilities; *Severe Mental Retardation; Teaching Methods ABSTRACT The booklet discusses the aerobic fitness capacities of severely/profoundly retarded students and discusses approachesfor improving their fitness. An initial section describes a method for determining the student's present fitness level on the basis of computations of height, weight, blood pressure; resting pulse, and Barach Index and.Crampton Blood Ptosis tests(measures of energy expended by the heart). Additional screening devices andtheir modifications-are covered. Planning considerations are notedin terms of length and intensity of exercise. The remainder of thebook presents activity ideas for improving cardiorespiratoryendurance and tolerance to exercises. Suggestions are offered for walking, running for distance (including ideas for interval training), rollerskating,. obstacle course work, bike riding, air flow mat (a safeform of trampoline), relays, and aerobic activities for the nonambulatory. (CL) *********************************************************************** Reproductions supplied by EDRS are the bestthat can be made from the original document. *********************************************************************** 3193 American Allan, Health, Physical Education, Recreation and Dance Physical Education and Recreation for the Handicapped: Information and Research Utilization Canter 1900 Association Drive, Reston, VA 22091 U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Maim changes have been made to Improve reproduction quality. Points of view or opinions stated in this docu ment do not necessarily represent otfical NIE position or policy. "PERmismoNToREPRODucETms AEROBIC FITNESS FOR THE November, 1981 MATERIAL INMICROFICHE CULY SEVERELY AND PROFOUNDLY .NSBEEN GRANTED BY Volume 5, Number 4 MENTALLY RETARDFD 114/i27e.4) Dan Bauer TO THE EDUCATIONAL RESOURCES IN THIS ISSUE INFORMAT:ON. CENTER (ERIC)" Acknowledgements 2 Introduction 3 Aerobic Fitness . 3 Where to Start 4 Test Administration 10 300-Yard and 12-Minute Tests 11 How Long to Exercise--How Hard 13 Organizing the Aerobic Fitness Program 14 Activities for Aerobic Fitness 14 Walking 15 Teaching Suggestions 15 Running for Distance 15 Teaching Suggestions 16 Possible Interval Training Activities 17 Roller Skating 18 Teaching Suggestions 18 Obstacle Course Work 19 Teaching Suggestions 22 Bike Riding 24 Teaching Suggestions 24 Air Floor Mat Movement 25 Teaching Suggestions 25 Relays 28 Teaching Suggestions 29 Aerobic Activities for the Non-Ambulatory 29 Movement Activities and Teaching Suggestions 30 Evaluation 33 Stock Number: 245-27002 .Th The American Alliance for Health. Physical Education. Recreation and Dance.1900 Association Drive. Reston. VA 22091 AMMO Puakelion 1981 -2 33 A Final Thought Gains in Fitness Recordedby SeverelyE. Profoundly Retarded 35 Students, 1978-1981 38 Sample Aerobic Fitness ScoreCard 39 Footnotes 41 Bibliography ACKNOWLP.C'EMENTS Physical fitness and aerobiccur,ditioning are quickly becomig the major emphases in physicaleducation instruction. Concen is shifting tration on sport skills inphysical education classes to the philosophyof total body awareness. Bauer In the first of two issuesof Practical Pointers, Dan illustrates a conditioning programfor the severely/profoundly Bernardino Unified School retarded. Through his work at San District, he was able todevelop and test this program. Designed for use by teachers,administrators, and parents, this; retarded information will be a greatbenefit to the mentally The American Alliance Unit onPrograms for the population. of Handicapped is pleased totake part in the dissemination such a worthwhile program. The American Alliance for Health.Physical Education. Recreation and the Dance does not discriminate in anyof its programs and activ.ities on handicapping hasis- of race, religion, color,national origin. set, or conditions. -3- INTRODUCTION Individuals who fall below the range of 35 on standard intelligence tests are labeled "severely retarded"; individuals who fall below 20 are labeled "profoundly retarded". These severely and profoundly retarded indi- viduals vary tremendously in terms of the physical and behavioral handicaps which they manifest. 1 e severely retarder, label covers a wide range of abilities since the term is b -ied on measured I.Q. which decreases as the chronological age in- creases. :ost individuals within the severely retarded range can be trained in self-he2p skills, simple household and maintenance tasks, and simple social, rec-eational, and gross motor activities. Most will need continued training and guidance throughout their lives to maintain their highest func- tioning level. The profoundly retarded range includes individuals with extremely limited cognitive ability, who will require a high level of skilled cire throughout their lifetime. They show limited physical development. The major teaching emphasis is on self-help skills and acceptable social be- haviors. Skills gained can be lost quickly without daily use. Some of the severely and profoundly retarded may be aggressive, some withdrawn, and others hyperactive; many are multiply handicapped. In addi- tion, some are wheelchair bound, while others are so-called "crib cases." Most individuals within the severe and profound range of retardation will need a sheltered situation throughout their lifetime. Because of the passage of Public Law 94-142, Education for. All Handi- capped Children, Act of 1975, many severely and profoundly retarded are entering physical education and recreation programs. These children have a great need for vigorous activity. In many cases the students Lack of response to other phases of the organized program may be due to their great need for exercise, movement, and activity. The purpose of this bock is two-fold: to present methods of determin- ing and measuring the aerobic fitness capacities of the severely and profound- ly retarded; to detail activities and programs for building and improving aerobic fitness among these students. AEROBIC FITNESS There are many types of fitness, but this book will hold that the most important aspect of physical fitness is one's aerobic working capacity, the amount of energy one can release over long periods of continuous work (a reflection of the health and functional capacity of the heart and circulatory system). Running, walking, cycling, and roller skating, are typical aerobic exercises. There are many others. A good aerobic condition depends upon efficient lungs, a powerful heart, and a good vascular system. Because it reflects the conditions of these vital organs, the aerobic capacity is the best index of overall physical fitness. -4- In a studyl conducted in thepublic schools of 'e than 5,000 children between the ages of 6 and18 were examined c r period. Seventy percent of the children had somesymptons of con. .rt disease. entage had Seven percent had extremely highcholesterol levels; a lark, developed high blood pressure; atleast 12 percent were ove. t by at least 20 percent. The same factors that contribute tothe alaraing physi cl condition of the normal children mentioned abovewould be even more prevel:!.,Lt in asimilar population of severely and profoundlyretarded children. Thee children, suffering from lack of exposure to normalplay activities, ' cardio- vascular endurance, poor daily livinghabits, physical disab, emJtional problems, medication (drugs), and fear offailure are likely candidates for heart and vascular disease. It is vital that a programof physical conditioning be designed to experience meet the specificneeds of the i'idividual students so they can physical,fitness of physical improvement and success,. It is clear that the severely and profoundly retardedneed not be at the present low level. WHERE TO START with You as an educator havedecided, that an aerobic fitness program severely and profoundly retardedstudents or adults should be implemented. How can The first question that needs tobe aske.d is, "Where to start?" the teacher motivate such persons to run oreven walk sufficientdistances,to around develop minimal aerobic fitness? How do you teach them to walk or ran valid test a track or over anarranged course? How does the teacher obtain speed, force, scores on students who cannot graspconcepts of time, distance, the teacher use to determine the -and number? What fitness scores or data can students present level of fitness or to measureimprovement? The critical and first phase in starting anaerobic fitness program is Most cardiovascular a determination of thechild's present level of fitness. and
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