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Preparing Athletes With Intellectual Disabilities for Powerlifting Meets
Abstract
Powerlifting is a popular leisure activity and an international sport for elite lifters from all backgrounds. this includes athletes with intellectual disabilities (id) who participate in segregated regional, state, national, and international special olympics powerlifting events. furthermore, integrated formats supported by various state powerlifting organizations are also open to trained powerlifters with id. to assist coaches training lifters with unique needs, this article provides evidence-based practices from adapted physical education. The recommended training includes combining task analysis, prompting, and partial participation with a specific focus on safe and successful meet preparation for lifters with id. for a video abstract of this article, supplemental digital content 1 (see video, http://links.lww.com/scj/a219) can be referred.
... При подготовке паралимпийцев -фехтовальщиков и проведении соревнований необходимо учитывать не только физичиеские, но и психофизиологические особенности фехтовальщиков -паралимпийцев. Этими положениями наши данные дополняют концепцию индивидуального подхода в спорте [23,24,25]. ...
Цель работы – выявить особенности психофизиологических показателей у атлетов-паралимпийцев по сравнению с атлетами – олимпийцами и влияние особенностей поражения верхних и нижних конечностей на психофизиологические показатели. Материал и методы. В исследовании приняли участие 15 элитных фехтовальщиков, выступающих в олимпийском спорте, 15 элитных фехтовальщиков – паралимпийцев; 33 элитных спортсмена с нарушениями опорно-двигательного аппарата шестого (15 человек) и десятого (18 человек) функциональных классов в настольном теннисе, возраст 21-25 лет. Параметры, характерные для определения психофизиологического состояния определялись с помощью компьютерных программ для психофизиологического тестирования. Также был использован дисперсионый анализ. Определено влияние функционального класса спортсменов на скорость реакции в различных режимах испытаний. Результаты. Были выявлены достоверные различия между фехтовальщиками-олимпийцами и фехтовальщиками - паралимпийцами по показателю «Минимальное время экспозиции сигнала в тесте с обратной связью» (p<0,05) и по времени сложной реакции при выборе 1 объекта из 3-х.; у фехтовальщиков-олимпийцев эти показатели достоверно выше по сравнению с паралимпийцами. Показано, что принадлежность к определенному функциональному классу атлетов – паралимпийцев в настольном теннисе влияет на показатель стабильност скорости реакции и на показатель времени выхода на минимальную экспозицию сигнала в тесте на скорость реакции выбора с обратной связью. Скорость реагирования на визуальный сигнал, количество ошибок при прохождении теста на скорость реакции, подвижность нервных процессов у атлетов – паралимпийцев в настольном теннисе достоверно зависит от степени поражения верхних и нижних конечностей. Наихудшие результаты по психофизиологическим показателям были выявлены у атлетов с нарушениями работы обеих нижних конечностей. Меньшее влияние на психофизиологические функции оказывает одностороннее поражение конечностей и врожденное недоразвитие конечностей. Выводы. При подготовке паралимпийцев – фехтовальщиков и проведении соревнований необходимо учитывать не только физические, но и психофизиологические особенности фехтовальщиков – паралимпийцев. При подготовке и функциональной классификации атлетов – паралимпийцев в настольном теннисе важно учитывать не только их принадлежность к определенному функциональному классу, но и степень нарушений работы верхних и нижних конечностей и уровень психофизиологических функций.
The monograph presents the results of identifying the influence of various methods on the indicators of physical fitness and psycho-physiological functions of people of different age and social groups. Psychophysiology (from Greek ψῡχή, psȳkhē, «breath, life, soul»; φύσις, physis, «nature, origin»; and -λογία, -logia) is the branch of psychology that is concerned with the physiological bases of psychological processes. One of the methods of experimental psychophysiology is Mental chronometry. Mental chronometry is studied using measurements of reaction time (RT), which is the elapsed time between the presentation of a sensory stimulus and the subsequent behavioral response. The results of mental chronometry were used as psychophysiological functions and psychophysiological indicators in our studies. The book presents a study of the psycho-physiological functions of children of preschool and school age, studies of the psycho-physiological functions of athletes — representatives of various sports, as well as athletes with disabilities. The studies used the methods of multidimensional analysis indicators of integrated testing. The influence of integrated technologies (physical and intellectual impact) on psycho-physiological functions and physical fitness is shown.
Powerlifting, a competitive strength-based sport, offers a rich and compelling site for investigating the digital mediation of gendered subjectivities. The substantive implications of feminist knowledge as interventions in physical cultures are well documented. This article seeks to extend the onto-epistemological precepts of a Feminist New Materialist framework to further a generative analysis of women’s physically active moving bodies. The digital lifting journeys of ten women and their physical-digital everyday experiences of becoming-strong comprise the sample with the intent of understanding something different about the micropolitics of self-world transformations entangled within moving-desiring practices. Hence, we argue in this article that the ephemerality of digital traces embedded within networked-based platforms such as Instagram have the potential to change the ‘Face’ of strength-based sport with significant implications for expanding the cultural imaginary of/for sportswomen more broadly.
This study examined 68 parents' views of the self-determination skills and capacities of their young adult children with autism spectrum disorders and intellectual disability (ages 19–21 years). Results indicated parents placed a high value on the importance of all seven component skills (i.e., choice-making skills, decision-making skills, goal-setting skills, problem-solving skills, self-advocacy and leadership skills, self-awareness and self-knowledge, and self-management and self-regulation skills) associated with enhanced self-determination. Yet, parents indicated their young adult children did not often perform these skills well. Effect sizes suggested high-magnitude differences between parents' ratings of the importance and their child's performance for each self-determination skill evaluated. Furthermore, regression analyses indicated parents' perceptions of the severity of their child's disability accounted for a significant portion of the variance in the overall ratings of their child's performance of these seven skills (26%) and overall self-determination capacity (27%). Parents who described their children's disabilities as being less severe rated their children as having higher performance levels on both measures of self-determination. Educational implications are presented along with recommendations for future research.
A review of the literature was conducted for articles published between 2003 and 2010 to build a case for the degree to which evidence-based practices were documented for teaching academic skills to students with severe developmental disabilities. This review extended earlier comprehensive work in literacy, mathematics, and science for the population in question. A total of 18 studies met the Horner et al. (2005) quality indicator criteria. In general, time delay and task analytic instruction were found to be evidence-based practices. In addition, specific target responses were defined to show academic learning, with the most prevalent target responses being discrete responses; the type of systematic prompting and feedback used most often was time delay, while the component used least often was stimulus fading/shaping; and teaching formats used most often were massed trials and one-to-one instruction.
Ohio State University's Project Transition is a research effort that involves fitness training to facilitate the transition from an institutional environment to a community living environment for mentally retarded persons. Features of the system are contrasted with those of the 3 related published assessment systems in physical education. It is noted that a significant characteristic of the Project Transition assessment system is its score sheet, which yields specific information related to percentage of task completion, level of prompting required for subtasks, whole skill performance, task-analyzed step descriptions, and reinforcement strategy. (PsycINFO Database Record (c) 2012 APA, all rights reserved)