Scenarios – There are 3 scenarios provided below. Read each one of them thorough

Question

Scenarios – There are 3 scenarios provided below. Read each one of them thoroughly and consider what constraints may be involved in each circumstance. Put yourself in the position of the instructor/teacher/coach for the scenario and consider how you would address the issues involved.

2. Comments – You should develop a well written paragraph (4-6 sentences) for each scenario briefly describing how you might handle the scenario to better help those who are involved. Do not use bullet points, this should be a thoughtful paragraph. Also, be specific when discussing constraints. It is not acceptable to just say ‘I would change the task constraints’. You should identify the specific task constraint (e.g., game rules, etc.).

Scenario #1

You have the opportunity to coach a youth basketball team. Your team consists of all males between the ages of 10-12. On your first day of practice you notice a distinguishable range in skill level across your players, in addition to varying heights. You quickly begin to notice that your kids who are ‘highly’ skilled are quickly bored with basic drills, while your ‘lower’ skilled players are being challenged by the same drills. As the team is intended to promote motor development, how might you take advantage of different constraints in order to make the game challenging for all players?

Scenario #2

Your child (Age 8) has had the opportunity to skip a grade in school and chose to begin 4nd Grade this past fall. While your child is excelling in the classroom, they are struggling in P.E. class as well as on their new 4th Grade soccer team. You quickly notice that the child is becoming withdrawn and does not enjoy activity anymore. Fearing they may begin experiencing motor movement delays due to their lack of interest in activity, how might you explain to the child the reason they may be struggling with physical activity while their peers are thriving? What constraints might they be experiencing that their peers are not? (Give more than just ‘weaker muscles’)

Scenario #3

Consider you are school P.E. teacher, and are approached by a parent of a child with Cerebral Palsy. While discussing the possibility of the child joining the class, you learn that the child can walk, but sometimes experiences muscle spasticity and rigidity. How might you design your classroom environment in order for the child to have the opportunity to participate? In other words, what activities might you chose to do so everyone is included? What constraints could you manipulate to make a skill more feasible for everyone to perform?

Explanation / Answer

Scenerio 1

we need to create levels of development: Introductory, Foundational, Advanced and Performance. as per the skills of player Each level takes the player through progressive development techniques based on their mastery of basketball and movement skills as opposed to their age, grade in school or physical attributes. This mastery of skills approach allows the player to develop physical literacy, learn basketball vocabulary and acquire the movement confidence needed to optimize their basketball potential.

Scnerio 2

The child need to be motivated and coached as per his requirement,he need to focus on his skill management and areas of improvement, the proper development plans need to be there, regular evaluation of his performnce and rewards as per his progress need tobe given

Scnerio 3

Enlarge items such as paint brushes by wrapping tape or plumbers foam around the handles.Put knobs on toys, puzzles pieces, and other flat objects to make them easier to pick up,Put foam tape between book pages to make page turning easier.This means that assistive technology can be as simple as a pencil with a fatter handle for easier grasp, a book podium to adjust height and angle of reading materials, or as complex as a computer and all its peripheral elements.

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