Inclusive Physical Education for Pre-K and PPCD: How to Do It with Less Stress and More Fun!

Inclusive Physical Education for Pre-K and PPCD: How to do it with less stress and more fun!

Lori Elits, Pre-K Teacher Helen Gulley, PPCD Teacher Donna Irons, Physical Therapist This Session will address and answer the challenge of providing a structured Physical Education program (as mandated by state guidelines) for an early childhood inclusive classroom. The Texas Special Olympics Young Athletes Program has successfully served as a guideline for our structured PE time. Objectives THE PARTICIPANT WILL:

- LEARN BASIC INFORMATION ABOUT THE TEXAS SPECIAL OLYMPICS YOUNG ATHLETES PROGRAM

- UNDERSTAND HOW COLLABORATION WITH A TEAM OF PROFESSIOANLS (REGULAR ED, SPECIAL ED TEACHERS, PT, OT) IS A KEY FOR A SUCCESSFUL PROGRAM.

- BE BETTER EQUIPPED TO PROVIDE A HIGH QUALITY PRE-K INCLUSIVE PE PROGRAM ON THEIR HOME CAMPUS. WHY ARE You Here?

What do you want to take away from today?

Texas Education Agency Pre-K PE Requirements

Full-day prekindergarten students are required to participate in moderate or vigorous daily physical activity for at least 30 minutes throughout the school year as part of the district's physical education curriculum or through structured activity during daily recess. To the extent practicable, half- day prekindergarten students are required to participate in the same type and amount of physical activity as a student enrolled in full-day prekindergarten. Citation: TEC §28.002(l)

The Process Pre-Planning – involve campus principals, PE teacher, PT, OT

Design your own curriculum or use pre- packaged program or Special Olympics Young Athletes Program ! Special Olympics Young Athletes Program The Young Athletes Program is a sports play program designed to introduce children ages two to seven to the world of physical activity. Children with and without intellectual disabilities participate together. The program utilizes physical activities to develop fundamental motor tracking and eye-hand coordination. Children build these skills by participating in specific activities on a regular basis. Early Childhood PE Pre/Post Assessment – Rockwall ISD

Early Childhood PE Pre/Post Assessment – Rockwall ISD

NAME: ______DOB:______TEACHER: ______SCHOOL:______

N=never S=sometimes O=Often Pre-Test Mid-Year Post-Test Balance N S O N S O N S O

Balances on one leg up to 5 seconds

Walks length of 3” wide balance beam

Early Childhood PE Pre/Post Assessment – Rockwall ISD

N=never S=sometimes O=Often Pre-Test Mid-Year Post-Test Jumping/Walking/Running N S O N S O N S O Jumps vertically with both feet together 2-3 X Jumps forward (broad jump) – feet together Jumps over a 3” hurdle – feet together Gallops with either foot forward

Runs/stops/changes direction

Runs with reciprocal arm swing Walks on tip-toes Walks on heels Early Childhood PE Pre/Post Assessment – Rockwall ISD

N=never S=sometimes O=Often Pre-Test Mid-Year Post-Test Ball Skills N S O N S O N S O Catches an 8” ball tossed underhand (can trap) Throws ball overhand in direction of a target Strikes object with hand/implement Kicks a stationary ball Kicks rolling ball Early Childhood PE Pre/Post Assessment – Rockwall ISD

N=never S=sometimes O=Often Pre-Test Mid-Year Post-Test Behavioral Skills N S O N S O N S O

Follows sequence of 6 station obstacle course

Follows teacher directions

Waits for turn Our Guiding Principles (To Keep us Sane!) ORGANIZE SET BOUNDARIES KEEP IT SIMPLE ORGANIZE

• Weekly planning sessions

• Consistency of activities – order of daily and weekly events – same number of repetitions for specific activities

• Modeling activities BOUNDARIES

Marking where to begin an activity, target to throw at, obstacle course etc.

Poly Spots Hula Hoops Feet Lines on floor KEEP IT SIMPLE!!

• Limit wait time • Strategies for relays • OK to repeat same songs and activities • Same obstacle course all week • Focus on one skill at a time – don’t make activity too complex

WHY DO WE WANT TO KEEP DOING THIS? January 2014 – start of program

Following directions/Taking Turns - Students did not seem to understand what was expected of them. They ran from station to station without following a sequence or waiting their turn. – A large percentage of teacher time was spent monitoring behavior and there was very little sustained attention demonstrated by the students. Several of the PPCD students would not participate and they wandered around the room. January 2014 – start of program

Motor Planning Skills

• Walking/Running – uncontrolled – random patterns • Balance/Jumping – majority of students could not jump up and over a hurdle with two feet, and they were fearful to try to balance on one foot - only a small percentage could walk on a 3” balance beam without stepping off • Catching/Throwing – about half of students were unable to catch a ball tossed to them and threw balls in an uncontrolled manner with little direction • Kicking – had difficulty coordinating the necessary body movement and kicking was mostly non-directional

April 2014 – End Evaluation

Following directions/Taking Turns –

Students are mostly successful in following directions and procedures – including sequencing and turn taking in obstacle course and organized games. All PPCD students are participating at some level.

April 2014 – End of Evaluation

Motor Planning Skills

• Walking/Running- more controlled movement - will stop and start and change direction with command and as necessary for games and activities

• Balance/Jumping – Students have learned jumping form and most are able to jump over a hurdle – all students will attempt to walk on a balance beam and most can walk the length without stepping off

• Catching/Throwing – Only a few students are unable to catch ball tossed to them, all are able to throw with direction at a target

• Kicking – all students are able kick a stationary ball and most can kick with direction

Our Brag Page

• Kids took turns, excited about PE, they gained compassion and learned to help each other • Most Pre-K kids exceeded the Pre-K PE guidelines – all kids improved motor skills • Improved academic skills – counting, letter recognition, sequencing, problem solving • Decreased behavior problems • Special Education and Regular Education students participated together • Staff no longer dreaded PE time!! Supplies and Resources YAP PROGRAM KIT

Equipment Alternative Equipment Alternative

Balance Beam Rope/Tape Light Inflatable Any Ball Ball Bean Bags Small Soft Toys Cones Boxes/Plastic Soda Bottles Large Plastic Foam Dowels Rods Yardsticks/Paper Blocks Blocks/Wooden Towel Rolls Blocks Floor Markers Placemats/Tape Hoops Hula Hoops

Paddle Short Stick Scarf Unused Garbage Bags Slow Motion Ball Any Ball Small Foam Ball Any Ball Movement Ideas

Gill, Jim. “Jump Down Turn Around” Moving to Rhythms for Modern Times Palmer, Hap. “Everybody Dance” Can A Jumbo Jet Sing the Alphabet Sloane, Shari. “ Funky Chicken” Singing with Shari Sloane, Shari. “School is Cool” Singing with Shari Allen, Dr. Maggie. “Friendship March” Jellylegs to the Front Warren, Jean. “Lettercise” Jean’s Silly Songs Warren, Jean. “Letter Dance” Is Everbody Happy Stewart, Georgiana Liccione Bean Bag Activities and Coordination Skills

YouTube Links http://www.youtube.com/watch?v=lMQcwNZVUO8 If you Are Happy and You Know It http://www.youtube.com/watch?v=GoSq-yZcJ-4 Walking in the jungle http://www.youtube.com/watch?v=OxrUgwVbqoM Phonercise http://www.youtube.com/watch?v=ZanHgPprl-0&list=PL028565C616627F50 Head Shoulders Knees and Toes

Harry Kindergarten Songs: “If You Are a Kid”, “Jumping for 100 Seconds”, “Let’s Get Fit”

Cool Down Songs Gill, Jim “Rhythm in My Fingers” Moving Rhythm for Modern Times Allen, Dr. Maggie “Nikki Nikki Do” Jellylegs to the Front Warren, Jean “Couch Potato Pokey” Is Everybody Happy

THE END

Thank you for your time!

Please contact us with questions Lori Eilts [email protected] Helen Gulley [email protected] Donna Irons [email protected]