DOCSLIB.ORG

Assessment of Performance Parameters in Boccia: Towards Evidence-Based Classification

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Assessment of Performance Parameters in Boccia: Towards Evidence-Based Classification DEPARTAMENTO DE PSICOLOGÍA DE LA SALUD Programa de Doctorado en Psicología de la Salud ASSESSMENT OF PERFORMANCE PARAMETERS IN BOCCIA: TOWARDS EVIDENCE-BASED CLASSIFICATION Doctoranda: Roldán Romero, Alba Directores: Prof. Dr. Raúl Reina Vaíllo Prof. Dr. David Barbado Murillo El Dr. D. Juan Carlos Marzo Campos, director del Departamento de Psicología de la Salud de la Universidad Miguel Hernández de Elche. AUTORIZA: Que el trabajo de investigación titulado “Assessment of Performance Parameters in Boccia: Towards Evidence-Based Classification”, realizado por Dña. Alba Roldán Romero bajo la dirección del Dr. D. Raúl Reina Vaíllo y el Dr. D. David Barbado Murillo sea depositado en el Departamento y posteriormente defendido como Tesis Doctoral en esta Universidad ante el tribunal correspondiente. Lo que firmo para los efectos oportunos en: Elche, a 3 de julio de 2017 Fdo.: Juan Carlos Marzo Campos Director del Departamento de Psicología de la Salud Universidad Miguel Hernández de Elche UNIVERSIDAD MIGUEL HERNÁNDEZ DE ELCHE Departamento: Psicología de la Salud Programa de Doctorado: Psicología de la Salud Título de la Tesis ASSESSMENT OF PERFORMANCE PARAMETERS IN BOCCIA: TOWARDS EVIDENCE-BASED CLASSIFICATION Tesis Doctoral presentada por: Dña. Alba Roldán Romero Dirigida por el Dr. D. Raúl Reina Vaíllo y el Dr. D. David Barbado Murillo Los Directores La Doctoranda Dr. Raúl Reina Vaillo Dr. David Barbado Murillo Dña. Alba Roldán Romero Elche, 2017 DEPARTAMENTO DE PSICOLOGÍA DE LA SALUD Programa de Doctorado en Psicología de la Salud ASSESSMENT OF PERFORMANCE PARAMETERS IN BOCCIA: TOWARDS EVIDENCE-BASED CLASSIFICATION Doctoranda: Roldán Romero, Alba Directores: Dr. D. Raúl Reina Vaíllo Dr. D. David Barbado Murillo A mis padres, hermana y hermano A family is, without doubt, the greatest wealth that we will ever possess… “Whatever you end up doing, love it” (Alfredo, Cinema Paradiso, 1988) ACKNOWLEDGEMENTS “¡Me voy a aprender inglés!” Fue lo que le dije a mis padres allá por el año 2009 tras acabar mi primer año de doctorado. Y es que a veces vemos el doctorado como el siguiente paso de nuestra formación, sin tener una idea clara de si nos gusta la investigación o qué nos gustaría investigar. En mi caso, no tenía clara ninguna de las dos preguntas por lo que abandoné el doctorado y marché a Inglaterra a aprender inglés. Mis padres sólo preguntaron: ”¿Qué vas a necesitar?”, y en agosto del 2009 comenzó mi viaje, con la idea de pasar un año en Inglaterra y se convirtió en un viaje de ocho años alrededor del mundo… …Inglaterra, Australia, Noruega, Bélgica, Francia, Alemania…un viaje fascinante, de crecimiento personal y sobre todo profesional. Y entre viaje y viaje, tardé cinco años en retomar la tesis doctoral. Tenía claro que tenían que darse dos aspectos fundamentales: en primer lugar, encontrar un tema que me apasionara como era (y sigue siendo) la Boccia y, en segundo lugar, encontrar un director de tesis excepcional. Bien, yo tuve la suerte de encontrar ambas cosas y por ello, aquí me encuentro escribiendo los agradecimientos de este documento. En primer lugar quiero agradecerle al Dr. Raúl Reina Vaíllo, porque ha sido indiscutiblemente la persona que ha hecho que esto fuera posible. Gracias Raúl por dejarme liderar este proyecto tan bonito. Gracias por tu pasión y tu compromiso como director y compañero de trabajo. Dirigir una tesis cuando el doctorando vive en otro país ha tenido sus dificultades, pero siempre has estado ahí cuando te he necesitado para discutir la logística de las tomas de datos, de los resultados o incluso las presentaciones a congresos. Gracias por haber sido un magnifico guía en este viaje y haberme enseñado cosas tan importantes como la imparcialidad de la ciencia, la humildad de aportar ideas y conocimientos nuevos y, por último, la idea de que dormir ocho horas está totalmente sobrevalorado… Realmente espero poder seguir trabajando y aprendiendo contigo por muchos años. En segundo lugar agradecerle a mi Co-director el Dr. David Barbado Murillo que subió a bordo de este barco sin pensárselo dos veces. Suelen decir que los mejores venenos vienen en frascos pequeños… pero también las mejores fragancias. A pesar de su pequeño tamaño, no he podido ser más afortunada de poder contar con su grandeza para con este proyecto. A pesar de tu caos interno eres bueno…muy bueno... Tardé varios meses en interpretar tus códigos de comunicación, hasta que aprendí que un “lo vemos en un momento” acaba siendo una discusión teórica de varias horas sobre cosas que juraría que no aparecen en mi tesis. Sin embargo, todas esas reuniones han significado un aprendizaje inmenso para mí, y la pasión que transmites por tu trabajo hacen las reuniones, aunque largas, estimulantes. Muchas gracias. Gracias por apoyarme, especialmente este último año que ha sido el más difícil, por estar ahí cuando los demás pilares se han tambaleado. Sólo espero que este proyecto sólo sea uno más de los que están por venir. I would also like to thank the team I worked with at the Manchester Metropolitan University. To Dr. Jöern Rittweger, for welcoming as a research student in his laboratory and show me so many things about your passion in tendon and bones properties. Also, I would like to thanks to Dr. Olivier Seynnes, for your patience and kindness, especially at my arrival when my English level was so poor. And finally, to Dr. Marco Narici, for being as you are, your passion for life, your kindness and for an invitation to Cafe Nero that have had repercussion in this doctoral thesis. Thank you very much! I want to thank you to my Belgium team. In first instance to Dr. Yves Vanlandewick, who “inspire and excite the world”. I always say that you're definitely the best teacher I've ever had. I have always admired your ability to express complex things so simply, and, moreover, express them with passion. If I would have to choose any memory in Belgium I would choose any happy hours with the whole team (all the girls), while listening to you telling stories about the Paralympic Games and other life histories. Thank you for the job you offered me in Belgium. These two have been very important for my personal and professional growth, thank you very much! Also, I cannot forget my girl team. Thank you Debbie, for being such a wonderful person, for supporting any time I have needed you. Thank you for taking me with your family and enjoy a family environment when I have been so far away from mine. Really thank you for being my friend. Janne, Laetitia and Katina, thank you to be part of my little family in Belgium. Thank you for these happy hours and crazy dinners. You made me feel at home every day. Hope I will have the opportunity to return the favour if you come to visit. Thank you to many professors of the International Master of Adapted Physical Activity, who have inspired me as professional. Thank you for your commitment and coming every year to Belgium to train students as me passionate for the APA world. Thank you Dr. Marit Sørensen, Dr. Martin Block, Dr. David Howe, Dr. Osnat Fliess, Dr. Sean Tweedy, Dr. Emma Beckman, Dr. Michel Probst, Dr. Christopher Delecluse...and many others, thank you very much. Después del aterrizaje en España, no puedo olvidarme a todos los que formáis la gran familia del CID. Gracias a todos los jefes por haberme dado una oportunidad tan especial como es poder transmitir lo poco que sé a nuestros alumnus y alumnas. Gracias Maripili por tu ayuda con todos los papeleos y las sugerencias para gestionar a los estudiantes… me han venido de lujo. Gracias Juan Pedro por todos tus arreglos tecnológicos, sin ti…definitivamente no hay magia. Gracias Dori por tus abrazos y el cariño que me has demostrado durante todos estos meses. Y gracias también a todo los que tenéis que soportarme más de cerca: David, Sarabia, Tomi, Martita, Diego P, Diego, mi gran compañero de oficina Xoxe, Miguel, Álvaro, Alex, Adri, Alicia y Félix. También a aquellos que no estáis ahora mismo por aquí: Maria, Carla o Iñaki, no podía olvidarme de vosotros. A mis chicas fuera del trabajo: Mary Carmen y Martita por esos ratitos de tapeos y cervezas que han sido momentos de “break” fantásticos. A mi gran Carmen Ocete por ser una persona tan positiva y auténtica, por apoyarme tan decididamente y creer en mí sin ninguna duda. Gracias a mis chicas de Cáceres Mila, Yoly, Carmen y Pilar, que a pesar de la distancia siempre estáis ahí animando en todo momento. A Champi, por ser una persona tan especial. Gracias por haberme hecho sentir tan querida nada más aterrizar en Elche. Gracias por esas charlas de adaptadas que algún día, digo yo, salvarán al mundo. Gracias por la foto de portada tan bonita que me has regalado y gracias por estar ahí siempre que se te ha necesitado. Gracias mamá y papá, por todo lo que me dais cada día, a pesar de la distancia. Gracias por vuestra educación, por hacerme una mujer independiente, con capacidad para tomar mis propias decisiones y ser consecuente de las mismas. Gracias por enseñarme que hablando se entiende la gente. Gracias por llevarme de viaje y abrir mi mente hacia otras culturas y religiones. Gracias por estar siempre ahí cuando os he necesitado. Y espero que el día que defendamos este trabajo os sintáis orgullosos de mí. Gracias Mar, mi alma gemela, ya sabes que no hay distancia que nos pueda separar. Estoy deseando que encuentres la ocasión de volverte a España y podamos estar más cerca, para poder disfrutar de nuestro tiempo juntas como siempre lo hemos hecho.
Load more

Recommended publications
  • Para Athletes with Vision Impairment Classification Fact Sheet
    Para athletes with Vision Impairment Classification Fact Sheet What is Classification? Classification provides a structure for competition. Athletes competing in Paralympic sports have an impairment that leads to a competitive disadvantage in sport. Consequently, a system is in place to minimize the impact of impairments on sport performance and to ensure the success of an athlete is determined by skill, fitness, power, endurance, tactical ability and mental focus. In Paralympic sport, the grouping of athletes by the degree of their activity limitation resulting from impairment is called “classification”. Through classification, it is determined which athletes are eligible to compete in a sport and what class an athlete is grouped together for competition. Who is Eligible to be a Para- Athlete with Vision Impairment? Athletes must have a condition that leads to one or more of the following impairment: • Impairment of the eye structure/receptors • Impairment of the optic nerve/optic pathways • Impairment of the visual cortex The athlete’s impairment must be in both eyes and measured with the best eye with best corrected vision and must meet the following minimal eligibility criteria: • Visual acuity is less than or equal to LogMAR 1.00 (6/60 vision) and/or • Visual field that is less than a diameter of 40 degrees (20 degree radius) Which Paralympic Sports include Athletes with Vision Impairment? Paralympic Summer Sports Paralympic Winter Sports Athletics Alpine Skiing Cycling Nordic Skiing Equestrian Football 5 aside Goalball Judo Paratriathlon Rowing Sailing Swimming When is an Athlete Classified? Classification takes place before competitions by a panel of classifiers specializing in visual impairment assessment.
    [Show full text]
  • 2007 Lake Monitoring Report Mecklenburg County Water Quality Program SWIM Phase I Part 2-CO
    2007 Lake Monitoring Report Mecklenburg County Water Quality Program SWIM Phase I Part 2-CO Prepared by: David Buetow Final Report for FY2007-2008 PURPOSE AND BACKGROUND The Mecklenburg County Water Quality Program (MCWQP) has an ongoing program to monitor the water quality in the three Catawba Lakes bordering the county: Lake Norman, Mountain Island Lake and Lake Wylie. Samples are also routinely collected at the two water bodies in the northern end of Mecklenburg County cut off from Lake Norman proper by I-77: Lake Cornelius and Lake Davidson. Data collected from all lake sites are used to screen for environmental problems using MCWQP Action and Watch levels for various pollutants and also to rate the overall water quality at sampling locations in the lakes using a water quality index. Additional objectives are to describe seasonal trends and address spatial variability in the data. This report presents the lake monitoring data for the calendar year 2007 ACTIVITIES AND METHODS Regular monthly lake sampling was conducted at seven locations in Lake Norman and one location each on Lake Cornelius and Lake Davidson (Appendix A), ten locations in Mountain Island Lake (Appendix B) and eight sampling locations in Lake Wylie (Appendix C). In May 2007, the sampling program was changed in Lake Wylie to add several new cove monitoring sites. This resulted in an increase in regular sampling sites in Lake Wylie from eight to thirteen (Appendix D). Lakes Norman, Wylie and Mountain Island were sampled monthly from May through September and every other month during the rest of the year, i.e.
    [Show full text]
  • Boccia Bean Bags, Koosh Balls, Paper & Tape Balls, Fluff Balls
    Using the Activity Cards Sports Ability is an inclusive activities program There may be some differences concerning rules, equipment that adopts a social / environmental approach and technique. However, teachers, coaches and sports leaders to inclusion. This approach concentrates on the working in a physical activity and sport setting can treat young people with a disability in a similar way to any of their other ways in which teachers, coaches and sports athletes or students. The different stages of learning and the leaders can adjust, adapt and modify the way in basic techniques of skill teaching apply equally for young people which an activity is delivered rather than focus with disabilities. A teacher, coach or sports leader can ensure on individual disabilities. their approach is inclusive by applying the TREE principle. TREE stands for: Teaching / coaching style Observing, questioning, applying and reviewing. Example: a flexible approach to communication to ensure that information is shared by all. Rules In competitive and small-sided activities. Example: allowing two bounces of the ball in a tennis activity, or more lives for some players in a tag game. Equipment Vary to provide more options. Example: using a brighter coloured ball or a sound ball to assist players with tracking. Environment Space, surface, weather conditions. Example: enabling players with different abilities to play in different sized spaces. TREE can be used as a practical tool and a mental map to help teachers, coaches and Try the suggestions provided on the back of sports leaders to adapt and modify game each card when modifying the games and situations to be more inclusive of people activities or use the TREE model to develop with wide range of abilities.
    [Show full text]
  • Tokyo 2020 Paralympic Games
    TOKYO 2020 PARALYMPIC GAMES QUALIFICATION REGULATIONS REVISED EDITION, APRIL 2021 INTERNATIONAL PARALYMPIC COMMITTEE 2 CONTENTS 1. Introduction 2. Tokyo 2020 Paralympic Games Programme Overview 3. General IPC Regulations on Eligibility 4. IPC Redistribution Policy of Vacant Qualification Slots 5. Universality Wild Cards 6. Key Dates 7. Archery 8. Athletics 9. Badminton 10. Boccia 11. Canoe 12. Cycling (Track and Road) 13. Equestrian 14. Football 5-a-side 15. Goalball 16. Judo 17. Powerlifting 18. Rowing 19. Shooting 20. Swimming 21. Table Tennis 22. Taekwondo 23. Triathlon 24. Volleyball (Sitting) 25. Wheelchair Basketball 26. Wheelchair Fencing 27. Wheelchair Rugby 28. Wheelchair Tennis 29. Glossary 30. Register of Updates INTERNATIONAL PARALYMPIC COMMITTEE 3 INTRODUCTION These Qualification Regulations (Regulations) describe in detail how athletes and teams can qualify for the Tokyo 2020 Paralympic Games in each of the twenty- two (22) sports on the Tokyo 2020 Paralympic Games Programme (Games Programme). It provides to the National Paralympic Committees (NPCs), to National Federations (NFs), to sports administrators, coaches and to the athletes themselves the conditions that allow participation in the signature event of the Paralympic Movement. These Regulations present: • an overview of the Games Programme; • the general IPC regulations on eligibility; • the specific qualification criteria for each sport (in alphabetical order); and • a glossary of the terminology used throughout the Regulations. STRUCTURE OF SPORT-SPECIFIC QUALIFICATION
    [Show full text]
  • Introduction to Class S Law
    Introduction to Class S Law 1 This schedule is the result of a rigorous and detailed analysis of the the vocabulary of law, using the techniques of facet analysis. As such, it represents a radical revision and expansion of Class S in the first edition of the Bibliographic Classification (BC1)1. The general reasons for making the revision so radical a one are given in the Introduction and Auxiliary schedules2. The particular changes in this class are considered in Section 15 below. 2 The Outline on page 1 (after the preliminary pages) is designed to give a clear view of the basic structure. If it is remembered that the schedule is an inverted one (see Section 8) the outline will be seen to show not only the general sequence of facets (categories) and their classes but also the basic operational rule in applying the classification. This is the rule that compound classes (those reflecting the intersection of two or more simpler classes) are located under the class appearing later (lower down) in the schedule. For example, Contract law is SBE; English law is SN; so the compound class English law of contract goes under English law (at SNE) and not under Contract. Similarly, Evidence is S8T; Criminal law is SBW; so the compound class Evidence in criminal law goes under Criminal law (at SBW 8T) and not under Evidence. 3 Scope of Class S and its place in BC2 3.1 The law considered in Class S may be defined briefly as the enforceable body of rules that governs any society.
    [Show full text]
  • London 2012 Explanatory Guide Boccia
    London 2012 Explanatory Guide Boccia About the Explanatory Guides The Explanatory Guides offer a detailed introduction to each sport at the London 2012 Paralympic Games, as well as providing information on a number of other key topics that may be of interest and importance to teams. Each guide is divided into several sections: – A general introduction to London and to the Games. – Sport-specific information on subjects such as the competition format and schedule, training and the qualification criteria. – General information covering accreditation, ticketing, accommodation, medical services and transport. – A directory, which contains contact details, maps and a daily competition schedule for all sports. All information contained in this Explanatory Guide was correct at the time of publication in August 2011. However, please note that these details may change between now and the Games. NPCs are advised to check the IPC website (www.paralympic.org) and LOCOG’s The Exchange (https://theexchange.london2012.com) for important updates on topics such as the qualification criteria and the competition schedule. Detailed Team Leaders’ Guides, covering Games-time plans for every Paralympic sport, will be sent to NPCs in July 2012. Introduction On behalf of LOCOG, I’m delighted to introduce this Explanatory Guide for the London 2012 Paralympic Games. This is the first time that the Explanatory Guides for a summer Games have been published and distributed in electronic-only form, a policy that supports our desire to stage the most sustainable Paralympic Games yet. LOCOG is putting sport at the heart of the London 2012 Games. As part of this promise, we’re aiming to provide teams and athletes with the best possible conditions to allow them to perform at their peak.
    [Show full text]
  • Classification Made Easy Class 1
    Classification Made Easy Class 1 (CP1) The most severely disabled athletes belong to this classification. These athletes are dependent on a power wheelchair or assistance for mobility. They have severe limitation in both the arms and the legs and have very poor trunk control. Sports Available: • Race Runner (RR1) – using the Race Runner frame to run, track events include 100m, 200m and 400m. • Boccia o Boccia Class 1 (BC1) – players who fit into this category can throw the ball onto the court or a CP2 Lower who chooses to push the ball with the foot. Each BC1 athlete has a sport assistant on court with them. o Boccia Class 3 (BC3) – players who fit into this category cannot throw the ball onto the court and have no sustained grasp or release action. They will use a “chute” or “ramp” with the help from their sport assistant to propel the ball. They may use head or arm pointers to hold and release the ball. Players with a impairment of a non cerebral origin, severely affecting all four limbs, are included in this class. Class 2 (CP2) These athletes have poor strength or control all limbs but are able to propel a wheelchair. Some Class 2 athletes can walk but can never run functionally. The class 2 athletes can throw a ball but demonstrates poor grasp and release. Sports Available: • Race Runner (RR2) - using the Race Runner frame to run, track events include 100m, 200m and 400m. • Boccia o Boccia Class 2 (BC2) – players can throw the ball into the court consistently and do not need on court assistance.
    [Show full text]
  • Banquet & Event Terms
    Banquet & Event Terms Banquet & Event Information Event & Party Ideas Bar & Beverage Packages Appetizers – Display & Passed Dinner Buffets Sports & Group Banquets Party Packages Youth Party Packages Additional Services & Amenities Map & Directions Frequently Asked Questions Example Contract Example Banquet Event Order Games Information House Rules Private and Semi-Private Rooms – We have several Menu - In order for us to provide you with the best service spaces throughout The Wild Game that can be set up possible, we request large parties to use one of our group private or semi-private depending on the needs of your menus. Of course, we will be happy to accommodate spe- group. If you would like to tour or reserve one of these cial vegetarian or dietary needs, as well as design a areas, please contact the Sales Coordinator on site. special menu for your specific event. Your menu must be Signed Contract - All private and semi-private events will finalized at least one week (7 days) in advance of your remain tentative and subject to cancellation until the event. complete signed contract and noted deposit are received Outdoor Functions - In the best interest of our guest, by The Wild Game. The Wild Game reserves the right to move outdoor func- Banquet Fee and Taxes – A Banquet Service Fee of 20% tions inside, if available, on the day of the function due to and all applicable local and state taxes will be added to forecasted weather. The decision made on the day of the the final bill for your event. function is final. Guarantee - The final headcount must be received a min- Room and Table Arrangements - We will do our best to imum of seven (7) days prior to the date of your function accommodate your group in the space preferred by your or event.
    [Show full text]
  • 2017 Anti-Doping Testing Figures Report
    2017 Anti‐Doping Testing Figures Please click on the sub‐report title to access it directly. To print, please insert the pages indicated below. Executive Summary – pp. 2‐9 (7 pages) Laboratory Report – pp. 10‐36 (26 pages) Sport Report – pp. 37‐158 (121 pages) Testing Authority Report – pp. 159‐298 (139 pages) ABP Report‐Blood Analysis – pp. 299‐336 (37 pages) ____________________________________________________________________________________ 2017 Anti‐Doping Testing Figures Executive Summary ____________________________________________________________________________________ 2017 Anti-Doping Testing Figures Samples Analyzed and Reported by Accredited Laboratories in ADAMS EXECUTIVE SUMMARY This Executive Summary is intended to assist stakeholders in navigating the data outlined within the 2017 Anti -Doping Testing Figures Report (2017 Report) and to highlight overall trends. The 2017 Report summarizes the results of all the samples WADA-accredited laboratories analyzed and reported into WADA’s Anti-Doping Administration and Management System (ADAMS) in 2017. This is the third set of global testing results since the revised World Anti-Doping Code (Code) came into effect in January 2015. The 2017 Report – which includes this Executive Summary and sub-reports by Laboratory , Sport, Testing Authority (TA) and Athlete Biological Passport (ABP) Blood Analysis – includes in- and out-of-competition urine samples; blood and ABP blood data; and, the resulting Adverse Analytical Findings (AAFs) and Atypical Findings (ATFs). REPORT HIGHLIGHTS • A analyzed: 300,565 in 2016 to 322,050 in 2017. 7.1 % increase in the overall number of samples • A de crease in the number of AAFs: 1.60% in 2016 (4,822 AAFs from 300,565 samples) to 1.43% in 2017 (4,596 AAFs from 322,050 samples).
    [Show full text]
  • U.S. Department of Veterans Affairs (VA)
    U.S. Department of Veterans Affairs (VA) Veteran Monthly Assistance Allowance for Disabled Veterans Training in Paralympic and Olympic Sports Program (VMAA) In partnership with the United States Olympic Committee and other Olympic and Paralympic entities within the United States, VA supports eligible service and non-service-connected military Veterans in their efforts to represent Team USA at the Paralympic Games, Olympic Games and other international sport competitions. The VA Office of National Veterans Sports Programs & Special Events provides a monthly assistance allowance for disabled Veterans training in Paralympic sports, as well as certain disabled Veterans selected for or competing with the national Olympic Team, as authorized by 38 U.S.C. 322(d) and Section 703 of the Veterans’ Benefits Improvement Act of 2008. Through the program, VA will pay a monthly allowance to a Veteran with either a service-connected or non-service-connected disability if the Veteran meets the minimum military standards or higher (i.e. Emerging Athlete or National Team) in his or her respective Paralympic sport at a recognized competition. In addition to making the VMAA standard, an athlete must also be nationally or internationally classified by his or her respective Paralympic sport federation as eligible for Paralympic competition. VA will also pay a monthly allowance to a Veteran with a service-connected disability rated 30 percent or greater by VA who is selected for a national Olympic Team for any month in which the Veteran is competing in any event sanctioned by the National Governing Bodies of the Olympic Sport in the United State, in accordance with P.L.
    [Show full text]
  • Active Kids Paralympic Challenge Showcase Four Sports
    FREE online resources, sports equipment and Active Kids vouchers to inspire young people to take part in Paralympic Sport. Exclusive high profile rewards for taking part: • Rio 2016 Paralympic Games trip for your school • Inclusive school playground makeover • ParalympicsGB athlete visits and signed kit for your school To register visit www.activekidsparalympicchallenge.co.uk The Active Kids Paralympic Challenge showcase four sports: Athletics Boccia Goalball At activekidsparalympicchallenge.co.uk Sitting Volleyball 16 Active Kids Paralympic Challenge resources (cards and videos) to motivate and inspire you young can access: people to participate in the challenge sports. Goalball challenge – Skittled! Goalball is a Paralympic sport played by vision impaired athletes. This challenge is based on accuracy and responding to guidance from a team-mate. What you need to do • Get into teams of 3. • The team stands or sits behind a throwing line 10 metres from the target. (10 skittles) – see graphic for set-up. Challenge format • All the players wear eyeshades and use a practice goalball or similar sound ball. • In turn, try to knock down as many Teacher resources skittles as possible in 3 goes by rolling your goalball towards the target. • The other 2 team-mates stand behind the target and call or clap to guide. • Once everyone in the team has had three attempts, add up the number of skittles knocked over to get the total team score! • Note: if all skittles are knocked down in less Travel the distance to Rio - don’t forget to than 9 rolls, re-set and finish your goes. log your activity on the Road to Rio app to stand the chance of winning great Active Kids curriculum and explains how Active Kids Paralympic Click the icon to view a video of the challenge Paralympic Challenge prizes 1 Think about that links the challenges to the PE 2 3 • Practise together to decide the best way for each player to roll the goalball and maximise the score.
    [Show full text]
  • The-Almunecar-Intern
    The AIS Development Award Almuñécar International School Enhancing the life skills of our young students 1 CONTENTS -3- Development Areas: Citizenship and Skills -4- Development Areas: Physical/Adventure; Research Project and Essay; Emerald, Ruby, Diamond awards -5- Who will be involved? -6- KS5: The Cambridge IPQ qualification -7- Stage of Development: Emerald – Years 7 and 8 -8- Stage of Development: Ruby – Year 9 -9- Stage of Development: Diamond – Years 10 and 11 -10- Our Learning Powers -11- to -18- Student Log Book -19- Self-Evaluation -20- Extended Ideas List -21- Extended Ideas List Continued 2 The Almuñécar International School Development Award A progressive Award The AIS Development Award: developing our commitment to education for the 21st Century so that children and young people enhance their life skills, knowledge and understanding to make a valuable contribution to their future global marketplace What are the four development areas? Each area has a list of some ideas but for even more look at the Extended Ideas List at the back of this handbook Citizenship Citizenship: students will complete various types of volunteer work. You can volunteer in school in your chosen subject areas or around school. You can also volunteer in the local community or the town where you are living. Evidence can be in the form of signatures from your supervisors. Ideas: helping with displays in classrooms or corridors. Helping departments with specific needs. Helping with our school garden. Outside of school could be helping with the upkeep of your local beach. Any ideas to help others and our communities are welcome.
    [Show full text]