PHYSICAL ACTIVITY PROGRAMS FOR PEOPLE WITH NEURODEVELOPMENTAL AND SENSORY DISORDERS.
| Title | ΠΡΟΓΡΑΜΜΑΤΑ ΦΥΣΙΚΗΣ ΔΡΑΣΤΗΡΙΟΤΗΤΑΣ ΓΙΑ ΑΤΟΜΑ ΜΕ ΝΕΥΡΟΑΝΑΠΤΥΞΙΑΚΕΣ ΚΑΙ ΑΙΣΘΗΤΗΡΙΑΚΕΣ ΔΙΑΤΑΡΑΧΕΣ / PHYSICAL ACTIVITY PROGRAMS FOR PEOPLE WITH NEURODEVELOPMENTAL AND SENSORY DISORDERS. |
| Code | ΕΑΜΚΑ12 |
| Faculty | Physical Education and Sport Science |
| School | Physical Education and Sports Sciences (Thessaloniki) |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter |
| Coordinator | Vasileios Tsimaras |
| Common | No |
| Status | Active |
| Course ID | 600020828 |
Programme of Study: PMS EKPAIDEUSĪ STĪ FYSIKĪ AGŌGĪ KAI STĪN PROSARMOSMENĪ-EIDIKĪ FYSIKĪ AGŌGĪ (2021-sīmera)
Registered students: 19
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| PROSARMOSMENĪ-EIDIKĪ FYSIKĪ AGŌGĪ | Elective Course belonging to the selected specialization (Elective Specialization Course) | Winter | - | 10 |
| Academic Year | 2025 – 2026 |
| Class Period | Winter |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600288983
|
Course Type 2021
General Foundation
Mode of Delivery
- Face to face
- Distance learning
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600288983
- eLearning:
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
The purpose of the course is to connect theory with practice and to develop the skills of formulating physical activity programs for people with neurodevelopmental and sensory disorders, through adapted physical education in all its fields of application.
Upon successful completion of the course, the student will be able to:
• Know the different categories of neurodevelopmental and sensory disorders.
• Select and use appropriate assessment methods related to the motor skills and performance of people with neurodevelopmental and sensory disorders.
• Demonstrate skills related to the design of physical activity programs for individuals with neurodevelopmental and sensory disorders.
• Design and implement individual and group physical activity programs to develop, improve and restore the physical and motor skills of students with neurodevelopmental and sensory disorders.
• Design and adapt instruction, exercises and environment in such a way so as to meet the different needs of students with neurodevelopmental and sensory disorders.
• Plan and implement short-term and long-term exercise goals in a variety of PE settings, aligned with the goals set.
• Analyze and synthesize data and information, using the necessary technologies.
• Use management rules and protocols to create and maintain a safe and effective environment that promotes inclusion and equal opportunities for access and exercise.
• Implement strategies that help people with neurodevelopmental and sensory disorders to demonstrate behaviors of personal and social functioning and responsibility.
• Communicate in ways that express respect and sensitivity to diversity and multiculturalism, effectively using verbal and non-verbal communication skills in a wide range of activities.
• Acquire reasoning, decision-making, and response planning skills in educational scenarios for students with neurodevelopmental and sensory disorders.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Generate new research ideas
- Design and manage projects
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
1. Definition of specific learning difficulties. Evaluation and education of people with specific learning difficulties.
2. Development of motor skills. Immature motor characteristics. Developmental Co-ordination Disorder.
3. Physical activity programs for people with specific learning disabilities.
4. Assessment and training of people with intellectual disabilities.
5. Physical activity for people with intellectual disabilities.
6. Sensory contributions to the control of movement.
7. Deafness: Ways of communication. Therapeutic interventions. Music-motor therapy. Physical activity programs.
8. Blindness: Communication development techniques in children with visual impairments and multiple disabilities.
9. Physical activity programs for people with visual impairments.
10. Definition, cognitive skills and social skills of people with autism spectrum disorders.
11. Education and therapeutic approaches of people with autism spectrum disorders.
12. Physical activity programs for people with autism spectrum disorders.
13. Assignment presentations.
14. Examinations.
Keywords
Learning disabilities, motor dexterities, intellectual disability, deafness, blindness, physical activity
Educational Material Types
- Notes
- Slide presentations
- Interactive excersises
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | ✓ | |||
| Fieldwork | 30 | ✓ | |||
| Reading Assigment | 75 | ✓ | |||
| Project | 31 | ✓ | |||
| Written assigments | 75 | ✓ | |||
| Total | 250 |
Student Assessment
Description
• Internship (practicum) through experiential activities and groundwork of individual and group work planning (project) 20%
• Written exams consisted of multiple choice questions and short development questions: 80%
Student Assessment methods
- Written Exam with Multiple Choice Questions (Summative)
- Written Exam with Short Answer Questions (Summative)
Bibliography
Course Bibliography (Eudoxus)
Κοκαρίδας, Δ. (2021). Ειδική Φυσική Αγωγή. Θεσσαλονίκη: Εκδόσεις Κυριακίδη.
Konstantinidou, I. & Varsamis, P. (2014). Evaluating and Supporting Elementary School Students with Apert’s Syndrome. The International Journal of Learner Diversity and Identities, 20(3), 59-73.
Koopmans M. & Stamovlasis D. (2016). Complex Dynamical Systems in Education: Concepts, Methods and Applications. Switzerland. Springer Academic Publishing.
Gallahue, L.D. (2002). Αναπτυξιακή Φυσική Αγωγή για τα Σημερινά Παιδιά. Μετ. Ευαγγελινού Χρ. & Παππά Α. University Studio Press. Θεσσαλονίκη.
Ryan, R.M. & Deci, E.L. (2017). Self-Determination Theory. Basic psychological needs in motivation, development and wellness. New York: Guilford Press.
Sherrill, C. (2004). Adapted Physical Activity, Recreation and Sport: Crossdisciplinary and Lifespan. WCB/McGraw Hill: Dubuque, IA.
WHO (2007). International Classification of Functioning, Disability and Health – Child Youth version. Geneva WHO.
Winnick, J., & Porretta, D.L. (2016). Adapted physical education and sport. Human Kinetics: Champaign, IL.
Last Update
11-09-2023
