{"id":2607,"date":"2020-08-31T07:53:23","date_gmt":"2020-08-31T07:53:23","guid":{"rendered":"https:\/\/www.dippe.lu\/physical-capabilities\/"},"modified":"2021-10-01T11:38:19","modified_gmt":"2021-10-01T11:38:19","slug":"physical-capabilities","status":"publish","type":"page","link":"https:\/\/www.dippe.lu\/sk\/teaching-modules\/physical-capabilities\/","title":{"rendered":"Physical Capabilities"},"content":{"rendered":"[vc_row el_class=”margin-bottom-zero”][vc_column][vc_single_image image=”1959″ alignment=”center” el_id=”module-definition-icon”][vc_custom_heading text=”Definition<\/b>” font_container=”tag:div|text_align:center|color:%23333333″ use_theme_fonts=”yes” el_class=”head-title”][vc_empty_space height=”15px”][vc_separator el_class=”lin-vc-separator”][\/vc_column][\/vc_row][vc_row equal_height=”yes”][vc_column width=”1\/2″ css=”.vc_custom_1605264984428{background-color: #9ebfdd !important;}” el_id=”module-definition-color-box”][vc_column_text]\n

<\/h4>\n

Telesn\u00e9 oslabenia\/postihnutia <\/strong>sa vz\u0165ahuj\u00fa na mieru, do akej m\u00f4\u017ee osoba zvl\u00e1dnu\u0165 fyzick\u00e9 \u00falohy ka\u017edodenn\u00e9ho \u017eivota.<\/em><\/h4>\n

\u00a0<\/span><\/em><\/h4>\n[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_column_text]Tieto schopnosti m\u00f4\u017eu by\u0165 ohrozen\u00e9 tromi kateg\u00f3riami telesn\u00fdch postihnut\u00ed, ktor\u00e9 sa be\u017ene vyskytuj\u00fa u det\u00ed (1) telesn\u00e9 postihnutia<\/a>, ktor\u00e9 s\u00fa v\u00fdsledkom po\u0161kodenia miechy a chrbtice (traumatick\u00e9 zranenia miechy<\/a>, odch\u00fdlky chrbtice a odch\u00fdlky chrbtice<\/a>), (2) sp\u00f4soben\u00e9 fyzick\u00e9<\/a> postihnutia r\u00f4znych \u010dast\u00ed mozgu (detsk\u00e1 mozgov\u00e1 obrna<\/a> a traumatick\u00e9 po\u0161kodenie mozgu<\/a>) a (3) amput\u00e1cie<\/a>. (Block, 2016Sprievodca u\u010dite\u013ea pre prisp\u00f4soben\u00fa telesn\u00fa v\u00fdchovu: Vr\u00e1tane \u0161tudentov so zdravotn\u00fdm postihnut\u00edm v \u0161porte a rekre\u00e1cii.<\/span> Baltimore: Brookes.<\/span> T\u00e1to kniha je u\u017eito\u010dnou pom\u00f4ckou pri poskytovan\u00ed pokynov na inkluz\u00edvnych hodin\u00e1ch telesnej v\u00fdchovy.<\/span> Kapitoly o kurikul\u00e1rnych a hern\u00fdch a \u0161portov\u00fdch \u00faprav\u00e1ch s\u00fa obzvl\u00e1\u0161\u0165 u\u017eito\u010dn\u00e9 pri predstavovan\u00ed \u00faprav pre deti s telesn\u00fdm postihnut\u00edm.<\/span> Pravideln\u00e9 odkazy na v\u00fdskum posil\u0148uj\u00fa teoretick\u00e9 z\u00e1klady inkl\u00fazie a strat\u00e9gie na podporu inkl\u00fazie.<\/span> Jednotliv\u00e9 \u010dasti sa zameriavaj\u00fa na podporu porozumenia pr\u00ed\u010din, v\u00fdskytu, lie\u010dby, zdravotn\u00fdch a lek\u00e1rskych probl\u00e9mov, ktor\u00e9 maj\u00fa vplyv na za\u010dlenenie det\u00ed<\/span><\/span> .<\/span><\/span>).. Defin\u00edcie t\u00fdchto<\/a> postihnut\u00ed s\u00fa uveden\u00e9 v glos\u00e1ri.<\/p>\n

Je d\u00f4le\u017eit\u00e9 rozpozna\u0165 vlastnosti det\u00ed s telesn\u00fdm postihnut\u00edm, ktor\u00e9 ovplyv\u0148uj\u00fa pohyb alebo funk\u010dn\u00e9 schopnosti. Po\u010d\u00favan\u00edm hlasu die\u0165a\u0165a a in\u00fdch, napr\u00edklad terapeutov, ktor\u00ed s die\u0165a\u0165om pracuj\u00fa, v\u0161ak m\u00f4\u017eeme zabezpe\u010di\u0165, aby sa zamerali sk\u00f4r na schopnosti die\u0165a\u0165a ako na postihnutie. Celkov\u00fdm cie\u013eom je zabezpe\u010di\u0165, aby die\u0165a dosiahlo svoj potenci\u00e1l rozvoja fyzick\u00fdch a funk\u010dn\u00fdch schopnost\u00ed.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_custom_heading text=”T\u0160V <\/b> Scen\u00e1re\/Situ\u00e1cie” font_container=”tag:div|text_align:center|color:%23333333″ use_theme_fonts=”yes” el_class=”head-title”][vc_empty_space height=”15px”][vc_separator el_class=”lin-vc-separator”]\n\t\t\t

<\/p>\n\t\t\t\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\"Child\nDie\u0165a s telesn\u00fdm postihnut\u00edm: spina bifida <\/b>\n

Paula, 5 rokov, je ve\u013emi priate\u013esk\u00e9, mil\u00e9 a horliv\u00e9 diev\u010da. Je l\u00e1skav\u00e1 k svojim rovesn\u00edkom, maj\u00fa ju radi a v\u017edy sa v \u0161kole sna\u017e\u00ed robi\u0165 to najlep\u0161ie. Paula m\u00e1 spinu bifida. Zatia\u013e \u010do pre mobilitu pou\u017e\u00edva invalidn\u00fd voz\u00edk, Paula m\u00e1 ur\u010dit\u00fa schopnos\u0165 pohybova\u0165 sa aj s oporou pre chodcov. Paulu \u0161kola ve\u013emi podporuje, aj jej ohrozen\u00e9 fyzick\u00e9 schopnosti a chce zabezpe\u010di\u0165, aby jej prechod okolo \u0161koly bol v\u017edy bezpe\u010dn\u00fd a aby sa dostala, kam chce \u00eds\u0165 v budove \u0161koly aj na \u0161kolskom pozemku. Jej rodi\u010dia ju ve\u013emi podporuj\u00fa a ve\u013emi si cenia jej za\u010dlenenie do telesnej v\u00fdchovy. Po\u010das \u0161kolsk\u00e9ho d\u0148a je jej triedna u\u010dite\u013eka ve\u013emi uvo\u013enen\u00e1, preto\u017ee vie, \u017ee jej kolegovia a asistentka u\u010dite\u013ea ju dobre podporuj\u00fa. Je si v\u0161ak ve\u013emi dobre vedom\u00e1 svojej schopnosti u\u010di\u0165 sa v r\u00e1mci lekci\u00ed T\u0160V a sna\u017e\u00ed sa poskytn\u00fa\u0165 pr\u00edle\u017eitosti na vzdel\u00e1vanie rovnak\u00e9 t\u00fdm, ktor\u00e9 s\u00fa poskytnut\u00e9 jej rovesn\u00edkom.\n<\/p>\nPr\u00edklady inkluz\u00edvnej praxe<\/a> \n\t\t\t\t\t\t\t<\/rs-layer> \n\t\t\t\t\t\t\t<\/rs-layer>Read more \n\t\t\t\t\t\t\t<\/rs-layer>\t\t\t\t\t<\/rs-slide>\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\"Child\nDie\u0165a s telesn\u00fdm postihnut\u00edm: detsk\u00e1 mozgov\u00e1 obrna <\/b>\n

Mark, vo veku 10 rokov, m\u00e1 detsk\u00fa mozgov\u00fa obrnu. M\u00e1 zl\u00fa ch\u00f4dzu v d\u00f4sledku obmedzenia bokov a kolien, \u010do ohrozuje jeho schopnos\u0165 udr\u017eiava\u0165 stabilitu. Dost\u00e1va \u0161pecializovan\u00fd program fyzickej terapie, ktor\u00fd mu pom\u00e1ha tlmi\u0165 reflexy a umo\u017e\u0148uje mu pohybova\u0165 sa lep\u0161ie, \u010do prispieva k jeho dlhodobej \u00farovni fyzickej aktivity a kond\u00edcie. Jeho u\u010dite\u013e zhodnotil jeho pohybov\u00fd potenci\u00e1l a poskytuje mu pohybov\u00e9 sk\u00fasenosti na podporu nez\u00e1visl\u00e9ho fungovania v triede telesnej v\u00fdchovy po konzult\u00e1cii s jeho fyzioterapeutom. <\/p> \n\t\t\t\t\t\t\t<\/rs-layer>

Potrebn\u00e9 s\u00fa v\u0161ak niektor\u00e9 \u010fal\u0161ie pomoci, napr\u00edklad podpora asistenta a spolu\u017eiakov. \u0160kola pride\u013euje asistenta tak \u010dasto, ako je to mo\u017en\u00e9, aby podporila Marka, zatia\u013e \u010do jeho spolu\u017eiaci s\u00fa n\u00e1pomocn\u00ed, aj ke\u010f v s\u00fa\u0165a\u017en\u00fdch t\u00edmov\u00fdch hr\u00e1ch im u\u010dite\u013e mus\u00ed pripomen\u00fa\u0165, \u017ee jeho \u00fa\u010das\u0165 je d\u00f4le\u017eit\u00e1 a potrebuje \u010das navy\u0161e na splnenie \u00falohy (napr. prihr\u00e1vka spoluhr\u00e1\u010dovi, stre\u013eba do ko\u0161a), ktor\u00fd by sa mal re\u0161pektova\u0165 po cel\u00fd \u010das. U\u010dite\u013e poskytuje vizu\u00e1lne a sluchov\u00e9 podnety (pomocou prstov a hlasu), ktor\u00e9 ukazuj\u00fa toto rozdelenie \u010dasu, ke\u010f m\u00e1 Mark loptu. Dohodli sa, \u017ee ke\u010f Mark traf\u00ed k\u00f4\u0161, z\u00edska dvojn\u00e1sobn\u00e9 body. <\/p>\nPr\u00edklady inkluz\u00edvnej praxe<\/a> \n\t\t\t\t\t\t\t<\/rs-layer>Child with physical disability: cerebral palsy<\/b>\n

Mark, aged 10, has cerebral palsy. He has a poor gait as a result of restriction of the hips and knees compromising his ability to maintain stability. He receives a specialised programme of physical therapy to help inhibit reflexes and allow him to move better contributing to his long term levels of physical activity and fitness. His teacher has assessed his movement potential and provides movement experiences to promote independent functioning in the physical education class following consultation with his physiotherapist. Nevertheless, some supports are necessary such as the support of an assistant and classmates.<\/p>\n

The school allocates an assistant as frequently as possible to support Mark while his classmates are helpful although in competitive team games the teacher needs to remind them that Mark\u2019s involvement is important and the extra time he is allowed to complete a task (e.g. a pass to a teammate, shooting into a basket) should be respected throughout. The teacher provides a visual and auditory cue (using fingers and voice) indicating this allocation of time when Mark has the ball. They have agreed that when Mark scores a basket he is awarded double points.<\/p>\nExample of inclusive practice<\/a> \n\t\t\t\t\t\t\t<\/rs-layer> \n\t\t\t\t\t\t\t<\/rs-layer>Read more \n\t\t\t\t\t\t\t<\/rs-layer>\t\t\t\t\t<\/rs-slide>\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\"Child\nDie\u0165a s telesn\u00fdm postihnut\u00edm: nedostatok kon\u010dat\u00edn <\/b>\n

Rosie m\u00e1 osem rokov s ve\u013emi pozit\u00edvnym pr\u00edstupom k \u0161kole a vzdel\u00e1vaniu. Mala bilater\u00e1lne amputovan\u00fa nohu pod kolenom. Je \u010dlenom v \u0161portovom klube so zdravotn\u00fdm postihnut\u00edm. Je si vedom\u00e1 svojej prot\u00e9zy, ale s rast\u00facou sebad\u00f4verou si zvy\u0161uje sebad\u00f4veru. Niekedy sa ob\u00e1va, \u017ee jej schopnos\u0165 na T\u0160V m\u00f4\u017ee vies\u0165 k tomu, \u017ee bude izolovan\u00e1 a vynechan\u00e1 z hier. V hre typu \u201etag\u201c vyjedn\u00e1va, \u017ee nem\u00f4\u017ee by\u0165 ozna\u010den\u00e1 sk\u00f4r, ako s\u00fa ozna\u010den\u00ed traja \u010fal\u0161\u00ed. Za\u010dne hra\u0165 len vtedy, ke\u010f bude ma\u0165 kamar\u00e1ta, ktor\u00fd jej pom\u00f4\u017ee.<\/p>\nPr\u00edklady inkluz\u00edvnej praxe<\/a> \n\t\t\t\t\t\t\t<\/rs-layer> \n\t\t\t\t\t\t\t<\/rs-layer>Read more \n\t\t\t\t\t\t\t<\/rs-layer>\t\t\t\t\t<\/rs-slide>\n\t\t\t\t\t<\/rs-slides>\n\t\t\t\t<\/rs-module>\n\t\t\t\t