Running head: PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

PPE 310: Health Literacy for Schools

Physical Activity for Students with Special Needs
Signature Assignment
Catherin Odom and Robby Crouse
Course #79594
Jessica Skipper

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

Introduction
People with autism, or any other disability, have a higher risk of being overweight and
obese. Also, they are less physically active than those without disabilities. By incorporating
physical education into the school curriculum, students with disabilities will benefit holistically.
Students with disabilities spend less time in organized physical activity programs. Before and
after school physical activity programs can be a great way to get students up and moving. Based
on this information, the schools at Madison Traditional and Madison Heights will benefit by
participating in a school wide active classroom and field day event.
Review of Current Literature
Menear and Neumeier (2014) discuss specifically about the challenges associated with
physical activity for students on the autism spectrum. They collected data on how students
behave after physical activity. They concluded that running for 45 minutes improved students
with ASD attention span, social behavior, and learning. This structured physical education also
showed that the amount of moderate-to-vigorous physical activity increased. Their challenges
can range from social and environmental stressors to biological factors. (Menear & Neumeier,
2014). The article also goes over ways to improve the amount of activity students on the autism
spectrum achieve on a day to day basis. One strategy is preparing the environment for the
challenges the student may face. Visual supports can be very helpful and may include hanging a
large clock on the wall, placing a large timer in a prominent place, posting lesson transitions
where the student can see them from a distance, designating activity boundaries for all portions
of the lesson, and preselecting the student's equipment for the day using one color that is unique
for that student or that student's team (Menear & Neumeier, 2014). Overall, there are challenges

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

that students on the autism spectrum face and strategies can be implemented to help those
students overcome them.
Klein and Hollingshead (2015) focus on the importance of collaboration between the
special education personnel and the physical education personnel. These two specialty areas
should work as a team in the school setting. The article promotes supporting the development of
three critical learning areas, which are cognitive, psychomotor, and affective. Many teachers felt
unable to deliver appropriate PE to pupils with disabilities due to the lack of support and
information from the rest of the educational team (Klein & Hollingshead, 2015). Results from
studies were used to determine that collaboration between the PE teacher and other teachers was
a necessary step in improving the activity levels of students with disabilities. Among the results
were the leaving out of physical educators in developing IEPs and the necessity for clear and
consistent communication between the PE and special education teachers. If this team comes
together to formulate strategies on how to include the students with disabilities in PE, then those
students will have higher engagement and focus during the rest of the day. Safety is also a huge
area that this team will need to address. A mistake in this area could mean huge setbacks for
getting these students physically active.
Davis et al., (2010) discuss a program for physical activity for intellectually disabled
students. This program is called the MAP program. MAP stands for motivate, adapt, and play.
Initially, body mass index was calculated using height and weight data, and age-specific BMI
percentiles were calculated using the Centers for Disease Control and Prevention growth charts
(Davis et al., 2010). This data, along with tests done to establish a baseline for physical activities,
was used to help create the program. Motivation played a key role. Everyone can be motivated
to work hard. The trick is to find out what motivates students with ID to participate (work hard)

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

in physical activities (Davis et al., 2010). To find students motivation, teachers handed out
forms asking students what their favorite reinforcers, physical strengths, and favorite activities
were. The adapt part of the program means the physical activities were adapted to the physical
limitations of the students. For example, dances were modified to use walking instead of
specialized footwork. As the students improved, the teachers made the activities harder. The final
piece of MAP is play. The activities for this program were designed to not only get the students
active, but also laugh and have fun. Overall, the program was deemed effective in getting
students with intellectual disabilities participating in physical activities.
Yazdani et al., (2013) investigated the barriers to physical activity among children with
special needs. Parents of 171 children attending Vista Del Mar were surveyed. It was found that
the most common barriers to child physical activity cited by parents were childs lack of interest
(43%), lack of programs appropriate for children with special needs (33%), too many behavioral
problems (32%), and parents lack of time (29%) (Yazdani et al., 2013). One discussion point
the article talks about is that if the parents showed more interest in their own physical activity,
then the students would be more active as well. Parents could be educated about activities they
could incorporate into their own lives, which could cause the parents to become more involved in
their childs level of activity. The two barriers that may be related are lack of student interest and
lack of programs. Students may be interested in the activities, but avoid the activities due to
difficulty and skills required to participate. This highlights the importance of designing programs
specifically for students with disabilities. For example, children with autism may not have the
language or social skills needed to interact with other children in certain types of group
activities (Yazdani et al., 2013). Designing a program to provide an environment where students
with disabilities can feel safe to participate may overcome multiple barriers.

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

Sit et al., (2007) conducted study took place specifically at special education schools. 172
students participated ranging from grades 4 to 6. Researchers tracked the time spent by students
lying down, sitting, standing, walking, and vigorously exercising at recess. Each type of
disability was tracked separately. It was found that students across the board attained little
moderate to vigorous physical activity at school. The total amount of moderate to vigorous
activity they accrued from participating in PE and recess during a week is only a small
proportion (14.6%) of the amount recommended for health purposes (Sit et al., 2007). It was
found that students with hearing impairments were more active than the other disability types in
the study.
Synthesis of Current Literature
All of the articles reviewed agreed that physical activity for students with special needs is
needed within the classroom. Although physical activity is beneficial to all students, students
with disabilities encounter more barriers to participating in physical activities according to
Yazdani et al., (2013). Davis et al., (2010) suggested school wide programs, while Klein and
Hollingshead (2015) suggested implementation on a classroom by classroom basis. Each article
had a unique solution to overcoming the barriers encountered by students with disabilities.
Overall, all of the research shown in the articles was done in the best interests of the students.
Practical Implications
The plan that would benefit Madison Traditional Academy and Madison Heights
Elementary is one that emphasizes physical activity for students with special needs. The plan is
to incorporate physical activities in the classroom for a two-week period, leading up to a school
field day that students and their parents could be involved in. Every school has students with
special needs and this plan will incorporate a variety of opportunities, social and physical, to

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

meet the needs of all students. Students with disabilities need academic as well as functional
skills in their education so that they may be successful contributing members of society (Klein
& Hollingshead, 2015).
There are many practical implications to carry out this plan. Some of them include:
marketing, funding, administration, committee, student engagement, and scheduling. There will
be various types of marketing ideas, one that would work best for the Madison schools would be
newsletters, emailed and printed, and posters. Teachers will keep parents and the community
involved in what is going on specifically in their classroom by utilizing their class website or
Class Dojo. Newsletters of when the field day is, the types of physical activities that will be
going on, and the health topics that will be focused on, will all be communicated. Funding will
be through fundraisers to purchase awards for students who show exceptional participation or
involvement in this two weeks of physical activity and field day. Parents and community
members can volunteer to run some of physical activities during field day.

Flyer
Hello Parents and Students!
Madison Heights and Madison Traditional will be having
a Field Day next Friday, April 15! Parents and
community members are encouraged to join.
There will be a fundraiser coming home with your child
today. This will help with awards for students who show
exceptional participation in the two weeks of physical
activity (in the classroom) leading up the field day.

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

One critical part will be proposing this plan to administration. The plan will require to
reserve a day where parents and students can be out on the field. If more than one Madison
school participates, it might be best to collaborate and possibly hold a competition between the
schools, like which class can log the most physical activity, etc. To carry out this plan, there
needs to be a committee. This would include parents and teachers who can delegate
responsibilities. For example, communication home, types of physical activities being held,
health topics, community involvement, awards, etc.

Calendar
April 2016
Monday

Tuesday

Wednesday

Thursday

Friday

4/4

4/5

4/6

4/7

4/8

5 min. of physical
activity in
classroom

5 min. of physical
activity in
classroom

5 min. of physical
activity in
classroom

5 min. of physical
activity in
classroom

5 min. of physical
activity in
classroom

4/11

4/12

4/13

4/14

4/15

5 min. of physical
activity in
classroom

5 min. of physical
activity in
classroom

5 min. of physical
activity in
classroom

5 min. of physical
activity in
classroom

Field Day

Another part of this plan is getting students engaged and involved. The committee,
teachers, administration, and parents will be responsible for creating excitement about the field
day. The two weeks leading up to the field day, where each teacher will incorporate at least 5
minutes of physical activity into their classroom, will also build up the anticipation for students.
Teachers will be given a list of activities to do in the classroom, a list provided by the committee
that includes nontraditional sports and activities. Nontraditional activities include Four Square,
dancing, or yoga (Klein & Hollingshead, 2015). The last practical implication that would be

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

needed to carry out the plan would be to figure out the best two weeks of the school year to
schedule the field day. Another thing to consider would be the two weeks leading up to the field
day, making sure theres no holiday or other pre-scheduled events taking place at the school.
There are many practical implications for this plan to work. However, the benefits are
endless. This plan could easily be adapted for younger grades and older grades, for students with
special needs, for students who are English Language Learners, etc. This plan can also be
adapted for any of the schools in the Madison School District and beyond. There are many
extension projects that teachers could easily assign, one could be having students log their
individual physical activity outside the classroom and create a bar graph of the two-week period.
Conclusion
Physical activity is critical for all children, but children with disabilities may need even
more PA than those without disabilities (Sit et al., 2007). Through the plan created for Madison
Traditional Academy and Madison Heights Elementary, all students will participate in two weeks
on physical activity implemented in their teachers lessons leading up to a school field day. All
students, including those with disabilities, will be able to participate because activities will be
modified when needed to allow everyone to join. By involving parents, the schools
administration, and the community, physical activity and health will be promoted.
Motivating and adapting activities will allow all students of different physical abilities to
get up and moving. Students with autism spectrum disorder have a higher chance to be
overweight, obese, or inactive (Menear & Neumeier, 2014). By creating an environment in
schools to adapt activities and create a positive view on physical activity and health, all students
will benefit.

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

References
Davis, K., Hodson, P., Zhang, G., Boswell, B., & Decker, J. (2010). Providing Physical Activity
for Students with Intellectual Disabilities. Journal of Physical Education, Recreation &
Dance, 81(5), 23-28. Retrieved September 24, 2015, from
http://www.tandfonline.com.ezproxy1.lib.asu.edu/doi/pdf/10.1080/07303084.2010.10598
476?&userIP=129.219.247.33
Klein, E., & Hollingshead, A. (2015). Collaboration Between Special and Physical Education:
The Benefits of a Healthy Lifestyle for All Students. Teaching Exceptional Children,
47(3), 163-171. Retrieved September 24, 2015, from
http://pl8cg5fc8w.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info
%3Aofi%2Fenc%3AUTF8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journ
al&rft.genre=article&rft.atitle=Collaboration+Between+Special+and+Physical+Educatio
n
%3A+The+Benefits+of+a+Healthy+Lifestyle+for+All+Students&rft.jtitle=TEACHING+
Exceptional+Children&rft.au=Klein%2C+Emily&rft.au=Hollingshead
%2C+Aleksandra&rft.date=2015-01-02&rft.pub=SAGE+Publications&rft.issn=00400599&rft.eissn=21635684&rft.volume=47&rft.issue=3&rft.spage=163&rft.epage=171&rft.externalDBID=n
%2Fa&rft.externalDocID=10.1177%2F0040059914558945&paramdict=en-US
Menear, K., & Neumeier, W. (2015). Promoting Physical Activity for Students with Autism
Spectrum Disorder: Barriers, Benefits, and Strategies for Success. Journal of Physical
Education, Recreation & Dance, 86(3), 43-48. Retrieved September 24, 2015, from

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

10

http://www.tandfonline.com.ezproxy1.lib.asu.edu/doi/abs/10.1080/07303084.2014.99839
5
Sit, C., McManus, A., Mckenzie, T., & Lian, J. (2007). Physical activity levels of children in
special schools. Preventive Medicine, 45(6), 424-431. Retrieved September 24,
2015, from
http://www.sciencedirect.com.ezproxy1.lib.asu.edu/science/article/pii/S00917435070004
61
Yazdani, S., Yee, C., & Chung, P. (2013). Factors Predicting Physical Activity Among Children
With Special Needs. Preventing Chronic Disease Prev. Chronic Dis., 10. Retrieved
September 24, 2015, from http://www.cdc.gov/pcd/issues/2013/12_0283.htm

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

Criteria with
Professional
Standards
Referenced
Outline
Outline Turned
In(Already
submitted for
points)

Introduction
Introduction to
the topic and
overview (In
your purpose
statement also
introduce all
subtopics)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8

5
Exemplary
(97 100%)
10 Points
Logical,
detailed outline
with at least 5
original peer
reviewed
references
written in APA
format is
submitted with
a technology
choice selected
to embed the
assignment.
5 x 2=10
points
10 Points
Introduction is
fully
developed,
well organized,
introduces all
topics, created
a plan for the
paper and
invites the
reader to read
further.
5 x 2=10
points

2
Approaching
Proficient
(73 82%)

11

4
Highly
Proficient
(93 96%)

3
Proficient
(83 92%)

1
Unsatisfactory
(72%
and below)

Brief outline
with at least
5 original
peer
reviewed
references
written in
APA format
is
submitted.

Brief outline
with some
references but
not 5 original
peer reviewed
references
written in
APA format
are submitted.

Brief outline
No outline
with one or no was
references
submitted.
submitted.

Introduction
is fully
developed
with all
topics
introduced.

Introduction
is addressed
well,
somewhat
organized and
created a plan
for the paper

Introduction
is addressed
adequately.

Introduction is
omitted or
was
disorganized
and did not
create a plan
for the paper.

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

Literature
Review
Adequacy of
Knowledge
(includes 5
peer reviewed
original
research
articles
references)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8

Synthesis of
Information
Synthesis of
Information
(what did the
articles
collectively say
about the
topic? Which
authors had
similar and
different
findings?)
InTASC 1c,k;

12

15 Points
1. Literature
review
highlights
major issues in
the area.
2. Through use
of a range of
references to
support key
issues.
3. Description
of important
studies
establishes
context for the
reader.
4. Includes
more than 5
informative
references.

1. Literature
review
addresses
major issues
in the area.
2. Thorough
use of a
range of
references
to support
key issues.
3. Includes
descriptions
of important
studies to
provide
context for
the reader.

1. Literature
review may
address major
issues, but
issues may
not be
supported
with expert
knowledge.

1. Literature
review does
not address
the major
issues in the
area; the level
of support for
the issues is
not adequate.

2. Good use
of references,
but additional
references
may have
strengthened
the paper.

2. Includes 3
references.

1. Literature
review does
not have the
depth of
knowledge
appropriate to
this upper
level course.
2. Includes
less than 2
references.

3. Includes 4
references.

4. Includes
5 or more
references.

5 x 3=15
points
15 Points
1. Studies
covering the
same topic
synthesize
related
research.
2. Described
similar or
differing and
detailed
themes

Studies
covering the
same topic
are
summarized
and
integrated
level work.

Information is
presented
study-bystudy rather
than
summarized
by topic.
2. Described
similar or
differing
themes

The literature
review is a
mixed set of
ideas without
a particular
focus.

The literature
review does
not
demonstrate a
particular
focus and
lacks ideas
based on the
subject
chosen.
2. Described

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8

throughout the
articles

throughout
the articles
which were
not detailed

3. Demonstrate
thoroughly
how your
research and
the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in your
classroom as
well.

Practical
Implications
and
Technology
infusion
Practical
Implications
(Discuss how

similar or
differing
themes
throughout the
articles,
however they
were not
detailed

3. Somewhat
emonstrated
how your
research and
the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in
your
classroom as
well.

5 x 3=15
points

13

3. Did not
demonstrate
how your
research and
the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in
your
classroom as
well.

30 Points

1. Practical
implications of
your event

1. Pratical
implications
are

1. Pratical
implications
are discussed

1. Practical
implications
are not

1. Practical
implications
are not

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

the findings
can or will
later be applied
to your
teaching
setting)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8

details
including your
teaching level
and in a
particular
setting are
discussed
thoroughly. A
minimum of 6
topics are
applied.
2. Contains
thorough
discussion on
how each of
the 6
program/comp
onents that are
in place are
organized,
conducted, and
overseen or a
detailed plan
about how
each
component can
be added.
3. All
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
4. Contained a

discussed
but not
related to a
particular
teaching
setting or
topic or
certain
details are
missing.

but not at a
particularly
level or in a
particular
setting and
many details
of your event
are missing.
2. Contained
at least 4-5
components
of a
comprehensiv
e school
program;
however,
some of the
needed detail
is missing.
3. Contains
thorough
discussion on
how most of
the
program/com
ponent that
are in place
are organized,
conducted,
and overseen
or a detailed
plan about
how the
components
can be added.
4. Most
programs/com
ponents

thoroughly
discussed and
only a few
details of the
event are
present

14
discussed and
no details of
the event are
present.
2. Contained 3
or fewer
components
of a
comprehensiv
e school
program
3. Contains
little
discussion on
which
programs/com
ponents are
currently in
place
4. Contains
little
discussion on
how each
program/com
ponent is
organized,
conducted,
and overseen
and little
detail about
how the
components
can be added.
5. Few
programs/com
ponents
implemented

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

detailed
description of a
special event
that promotes a
healthy and
active school
environment
5. Contained
discussion on a
specific health
behavior
highlighted by
the special
event
6. Specific
target grade
level was
identified and
was
appropriate for
students of that
age
7. Contained
discussion on
how to involve
the entire
school in the
event
8. Embeding
Technology as
a platform to
enhance your
proposal was
used with an
approved
application
from your

implemented
include
discussion on
modifications
for those with
disabilities.
5. Contained a
somewhat
detailed
description of
a special
event that
promotes a
healthy and
active school
environment
6. Contained
some
discussion on
a specific
health
behavior
highlighted by
the event
7. Specific
target grade
level was
somewhat
identified and
was
appropriate
for students of
that age
8. Contained
some
discussion on
how to

15
include
discussion on
modifications
for those with
disabilities.
6. Contained
little detail on
a special
event that
promotes a
healthy and
active school
environment
7. Contained
little
discussion on
a specific
health
behavior
highlighted by
the special
event
8. Specific
target grade
level was not
identified
and/or not
appropriate
for students of
that age
9. Contained
little
discussion on
how to
involve the
entire school
in the event

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

instructor

involve the
entire school
in the event

5 x 6=30
points

Conclusion
Conclusion
ITASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8
Writing and
Referencing
Style
First Draft of
all sections
submitted with
changes made
integrating
instructor
comments
from the
outline

10 Points
Major issues
support and
establish
conclusions.

Integration of
instructor

16

9. Technology
infusion was
not used.

9. Technology
infusion was
used but it did
not enhance
the proposal
The major
issues are
summarized
under
conclusions.

The
conclusions
are not
complete.

Provides
opinions, but
not a
summary of
findings.

No
conclusions
are included.

Detailed draft
of all sections
of the paper
with
appropriate
content,
headers,
writing style, a
choice of
technology to
embed the
assignment and
references in
APA 6.0 style.

Detailed
draft of ALL
sections
with some
errors in
content
covered,
headings,
writing style
and/or
refernces in
APA 6.0
style.

Detailed draft
of MOST
sections with
some errors in
content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.

Missing
sections or
paper has
regular errors
across content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.

Incomplete
(missing half
of the
requirements)
or completely
missing paper.

All comments
from instructor

Most
comments

Some
comments

Very few
comments

No comments
from

5 x 2=10
points

10 Points

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

comments
from first draft

integrated into
final version.
All were
highlighted in
yellow

Writing and
referencing
style

1. Cover page
included,
proper spelling
and grammar,
all references
in APA 6.0
style. Paper
was
appropriate
length (at least
5 pages)

from
instructor
integrated
into final
version. All
were
highlighted
in yellow
1. Cover
page
included,
few
grammatical
errors and
misspellings
, all
references
in APA 6.0
style.

17

from
instructor
integrated into
final version.
Most were
highlighted in
yellow

from
instructor
integrated into
final version.
Most were
highlighted in
yellow

instructor
integrated into
final version.
The changes
were not
highlighted

1. Cover page
included,
some
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
many
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
major
grammatical
errors and
misspellings,
many errors in
referencing
style APA 6.0.

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
2. The file
2. Paper was the topic (3-4
document
appropriate pages)
name
length (at
contains
least 5
3. The file
Lastname.first pages)
name
name.assignme
somewhat
nt#.course#
contains the
Lastname.first
3. This rubric
name.assignm
was added to
ent#.course#
the last page of
the document
4. This rubric
submitted
was added but
not at the end
4. All
of the
sentences are
document
clear and well
submitted
developed
5. Most
sentences are
5. Proposals
clear and well
and events are

3. The file
document
name does not
contain the
Lastname.first
name.assignm
ent#.course#
4. This rubric
was not added
to the
document
submitted
5. Many
sentences are
not clear and
underdevelop

PHYSICAL ACTIVITY FOR STUDENTS WITH SPECIAL NEEDS

appropriate
length with
standard
margins, font,
and size of text

18

developed

ed

6. Proposals
and events are
mostly
appropriate
length with
standard
margins, font,
and size of
text

6. Proposals
and events are
not of
appropriate
length with
larger than
standard
margins, font
and size of
text