Table of Contents

PrefaceCreditsPart I. Foundations for Inclusive Physical ActivityChapter 1. Redefining Ability and Inclusive Physical ActivityThe Road Toward InclusionInclusive Physical ActivityThe Evolution Toward an Inclusive Physical Activity FrameworkMoving Toward an Inclusive Model of Ability in Physical ActivitySummaryWhat Do You Think?What Would You Do?Chapter 2. Overcoming Barriers to Inclusive Physical ActivityContext-Related Barriers and StrategiesPerson-Related Barriers and StrategiesTask-Related Barriers and StrategiesSummaryWhat Do You Think?What Would You Do?Part II. Inclusive Physical Activity Program Planning and ImplementationChapter 3. Teaming and CollaborationEffective CommunicationTeam MembersModels of ConsultationCollaborative Team Process and IssuesCollaborative Strategies for Teachers and PractitionersSummaryWhat Do You Think?What Would You Do?Chapter 4. Program Focus and AssessmentPurposes of AssessmentAssessment ConsiderationsAssessment Across the Life Span: What Are We Looking For?SummaryWhat Do You Think?What Would You Do?Chapter 5. Preparing and Planning Inclusive Physical Activity ProgramsA Practical Approach to Inclusive Physical Activity ProgrammingThe Planning Process in ActionInclusive Physical Activity for Infants and ToddlersInclusive Physical Activity for School Age ChildrenInclusive Physical Activity for AdultsSummaryWhat Do You Think?What Would You Do?Chapter 6. A Functional Approach for Modifying Movement ExperiencesStep 1: Determining Underlying Components of SkillsStep 2: Determine Current Capabilities of the IndividualStep 3: Matching Modification Efforts to CapabilitiesStep 4: Evaluating Modification EffectivenessApplying the FAMME ModelSummaryWhat Do You Think?What Would You Do?Part III. Application of Inclusive PracticesChapter 7. Movement Skills and ConceptsOverview of Movement Skills and ConceptsPrerequisite Knowledge of Task ElementsCritical Elements and Differences in Movement CapabilitiesModification of Fundamental Movement Skills and ConceptsExamples of PracticeSummaryWhat Do You Think?What Would You Do?Chapter 8. Play, Games, and SportPlayGames and SportModifying Games and SportsSummaryWhat Do You Think?What Would You Do?Chapter 9. Health-Related Fitness and ConditioningPhysical Fitness GoalsImplications for Physical Activity PractitionersTraining PrinciplesComponents of Fitness and Strategies for Inclusive ProgrammingHealth-Related Fitness ActivitiesSummaryWhat Do You Think?What Would You Do?Chapter 10. Adventure and Outdoor ProgrammingOutdoor Activities DefinedModifications for Adventure ActivitiesChallenge CoursesSummaryWhat Do You Think?What Would You Do?Appendix A. Person-Related Factors Influencing CapabilityAppendix B. Eligibility Criteria for Infants and ToddlersAppendix C. ResourcesAppendix D. Legislation and Individuals With DisabilitiesAppendix E. Assessment InstrumentsAppendix F. Sample Medical History and Referral FormReferencesIndexAbout the Authors

About the Author

Susan L. Kasser has experience in teaching children of ages 3 to 15 both adapted and integrated physical education. Her research has focused on physical education and activity in all ages and on the active capability of adults with multiple sclerosis. Rebecca K. Lytle is a programme consultant on issues related to modifications for students with disabilities in physical education settings. She has published numerous journal articles, research and book chapters on the subject of adapted physical activity.

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