SPEACH special educational needs

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1 SPEACH Special Educational Needs

Hanze university of applied science

Remo Mombarg,

(r.mombarg@pl.hanze.nl)

Content

1. sportparticipation and education of children in general 2. sportparticipation and education of children with specific needs 3. specific needs of children with behavioral problems

Goal: acquire knowledge about sports participation and sports education of children with behavioral problems

Time schedule

09.00-10.30 lecture

11.00-12.00 assignment

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Theoretical framework

Sport Skills Attitude Behavior Sport Participation Sport Health

Faigenbaum & Myer, 2012

Poll

Statement: (right is yes, left is no)

-In the Netherlands more than 75% of the children (6- 12y) is a member of a sportsclub

-In the Netherlands chidren with internal behavior problems are more likely to be a member of a sportclub in comparancy with AD/HD

Do they participate?

0 10 20 30 40 50 60 70 80 90 100

Weekly sports, membership, daily movement%

Weekly Member Daily movement

Bron: Breedveld et al. (2010) kinderen met gedragsproblemen en sport; Lindert (2013) monitor special Heroes *

Value of sports,

(Breedveld e.a, 2010)

• Hyperactivity Disorder:

– self efficacy and social inclusion; – Medication

• Externalizing behavioral problems:

– Social skills, moral reasoning, problem solving skills • Emotional problems

– Anxiety: relations, self-esteem; fear of failure and depression. – Depression: self value, self-esteem, self fulfilling prophecy – Somatic disorders: emotion, regulation of stress, physical complaints • Autism

– Understanding of social context

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Behavioral problems Autism

Life long sport participation

Sport Skills Attitude Behavior Physical education Sport participation

Is it the

child

who’s responsible?

How do we succeed?

Child Task Teacher Environment 5-4-2017 Titel presentati e aanpasse n 18

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The child

Insufficiënt fulfilment of the needs and wishes of all the children1, 2

If children are able to choose more, feel more competent and do have a safe relationship, they are more motivated3

Child

Task

Teacher Environment

Bronnen:

1. Breedveld, 2010; 2. Stegeman, 2007; 3. Van den Berghe, 2014.

Selfdetermination and selfregulation

(Van Aart e.a, 2016, Van der Sluis, 2017 ), ♂51% ♀43%

Autonomy Competence Relationship Intrinsic motivation Support of autonomy Support of competence Relationship Behavior Teacher _Child

Instituut voor Sportstudies “Wij ontwikkelen innovatieve beroepspraktijken in de sport”

Selfregulation

ADHD children often lack appropriate behavior for

selfregulation

Hyperactivity disorder

• Impulsivity (lack of

metacognition)

• Inattention (regulation

impulses)

• Hyperactivity (high energy

level)

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Self-regulation skills can be learned!

Learn skills and learn to use

them in play Learn social-skills

-teacher practices skills f.i. trust each other

Use social-skills in regular situations

-scaffolding learning

-reinforcement with cue-cards

Think of a task to learn to plan ahead

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• The child-centred approach does mean you adapt towards the needs and whishes of the children with special needs

• Ultimate goal is a child who can regulate his own learning

Key-point

Poll

-In secondary education (Netherlands) the majority of children do want less sportgames and more swimming -Children with behavioral problems (age 12 +) seem to prefer individual sports above teamsports

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Child Task

Teacher Environment

The sportneeds of children differ for each child and differs during lifetime(van Dorsselaer, 2007; van Mossel,2007)

Children with behavioral problems seem to prefer individual sports as they grow older

Sports

Sportparticipation of chilkdren with behavioral problems Team, individual and duo-sports

0% 10% 20% 30% 40% 50% 60% Spel Turnen Atletiek BOM Fitness extern Zwemmen Zelfverdediging

Percentage of children who want more or less hours of a specific sport during P.E.

Selfdefence Swimming Outside Fitness Dancing Athletics Gymnastics Sportgames

Tasks/sports needs are different per person and during different stages of life (van Dorsselaer, 2007; van Mossel,2007)

Unorganized sports are the future

Tasks/Sports

Tasks must be adjusted to levels of motivation

• Child must be able to find his own sports • Child must become prepared for

unorganized sports 30

Key-point

Motifs? % 80% Pleasure 50% Fun 48% Health 35% Energy

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Environment

Children are sitting all day!(De Looze et al. 2014)

Effective programs

•Direct environment and digital environment

•Rolemodels(Cargo, 2006) Child Task Teacher Environment Does he learn?

What do they learn: two different environmental settings?

Cue cards can help!

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Keypoint

Environment must stimulate desired behavior

(Van der Ven, 2013; Dreijer, 2014; Maas e.a., 2013)

Gorndichterbij.nl, 2016 5-4-2017 Titel presentati e aanpasse n 38

Physical education

Goals of PE: preparation on a life time sports participation through improvement of skills, attitude and behavior Role of the teacher is to facilitate this process!  Teaching methods

 Handle problem behavior

Effect of direct instruction? Handle problem behavior?

Child

Task

Teacher Environment

Poll

-especially for children withs special needs, direct instruction (show, tell, do) is most effective

-more than 75% of the P.E. teachers use direct instruction as the (only) or most favorite strategy to teach

Implicit learning

• Leren zonder dat er een beroep wordt gedaan op expliciete kennis(Masters, van der Kamp & Capio, 2013) • Natuurlijke ontwikkeling

• Niet afhankelijk van werkgeheugen(Steenbergen, van der Kamp,

Verneau, Jongbloed-Pereboom & Masters, 2010)

New ways to teach

From direct instruction towards implicit learning (Steenbergen& Wulf, 2010)

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Agression is in-and extrinsic….

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Think of reactions in different stages

Cool off, out of the situation (no guilt talking!, make up later)

Give safety, back to structure

Learn to speak out, offer solutions, stimulate wanted behavior

Learn new skills

Best teacher delivers tailor made teaching •Teachers must be able to deliver effective learning methods for every child

•Teachers must be able to deliver effective guidance during different situations (de-escalate if necessary)

Keypoints

Child -skills & attitude

-selfregulation Tasks -interest -motives Teacher various methods de-escalate Environment -space to exercise -stimulate activity SUMMARY -ECOLOGICAL MODEL