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IF YOU USE QUOTE, CITE SPECIFIC PAGE NUMBER AND THEN PUT IN “QUOTATION” This discussion is a little different than all the others you have completed. Read Chap 18. If you do not have 6th edition of the book there is a copy on reserve at the library. In Chapter 18 there are a number of case studies (A through G). Pick on and clearly label it in the subject line of Discussion. It would be helpful if you would retype the case study into Discussion Board and then provide your answerStill post your answer in point form.Pick and clearly label one environmental constraint that you could change to help resolve the case studyPick and clealry label one task constraint that you could change to help resolve the case studyRespond to a classmate
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interacting Constraints: Case Studies By manipulating constraints we can make
immediate, short-term, and long-term changes in motor development and behavior.
Often, knowing what changes to make is simply an issue of understanding the varying
degrees of influence exerted by different constraints. Sometimes, even small changes
in one constraint will allow a wide variety of behaviors to emerge. For example,
providing an infant with support can account for both strength and posture, allowing
for many different upright movements. With this in mind, read the following case
studies; try to determine the most important constraints and what you can change to
allow certain motor behaviors to appear. After identifying the constraints to be
changed, analyze how these constraints interact with one another (if they do) and
whether the interaction helps achieve the goal or works against it. Case Study A:
gender typing of Physical Activities You are the movement educator for a class of 25
fourth graders. During your first class, you attempt to teach gymnastic skills. The boys
in your class show an obvious dislike for the activities, and one exclaims, â??Gymnastics
is for girls!� What can you do to modify the task so that the children learn the skills
you want but are not put off by gender typing? Case Study B: older Adults AB is a
76-year-old man who recently lost his spouse of 45 years. He lives in a suburb of a
large metropolitan area. Since the death of his spouse, AB has not gone on thedaily
strolls they used to take together. He is losing strength and flexibility, and his arthritis
is flaring up. How can you reintroduce physical activity into ABâ??s life? Case Study C: t
eaching Fundamental Motor Skills You are coaching an under-10-year-old soccer
team. Youâ??ve noticed a wide diversity of individual constraints (height, weight, skill
level) among the players. How can you make practices challenging for all the players?
Case Study D: Cerebral Palsy You are teaching an 11th-grade physical education class.
In your class is an individual with cerebral palsy. He can walk, but he has some muscle
spasticity and rigidity. You would like your class to participate in an activity or game
in which everyone can be equally involved without having to change or modify the
rules. What kind of activity could you play? Case Study E: Middle-Aged Adults CW is
a 50-year-old woman who plays doubles on a tennis team. Women from their 20s
to their 60s participate in this tennis program. CW weighs about 15 pounds more
than she did in her 20s, but she does walk for a half hour each day. CWâ??s team has
one match per week and one practice per week for 8 months of the year. The top
teams qualify for a series of playoffsâ??district, sectional, then nationalâ??in which the
winning team advances to the next level. CWâ??s team lost in the semifinals of the
sectional tournament last year and has established the goal of getting to and winning
the finals of the sectional tournament for the upcoming year. CW wants to be a major
contributor to the teamâ??s success. What constraints could prove to be a challenge to
CWâ??s success, and how would you recommend that she address those constraints?
Case Study F: Age g rouping MF was born in July, just before the cutoff date for her
parents to be able to delay school entry for a year. Therefore, she is the youngest girl
in her elementary school class. A youth sports program is available at the school, and
children participate with their grade level. This means that MF is one of the youngest
players on her team every year and for every sport. MF listens to her coach and works
hard in practices, but she doesnâ??t have the coordination required to be among the
better performers in her elementary school years. If you were MFâ??s parent, how would
you talk with her about her youth sports experiences? On which constraints would
your conversation center? Case Study g : g rade-Level Expectations You are a physical
education teacher about to start a new school year, and you have just received
documents identifying the grade-level expectations for each of the six levels of
physical education classes you teach. Grade-level expectations indicate what skills or
knowledge a student should have upon completing a particular grade. What tools
could you use to ensure that your students progress to the expected level by the end
of the school year? A sample grade-level expectation for the fifth grade is
â??Demonstrate ability to follow rules, cooperate with teammates, and apply a simple
strategy in a variety of sport-specific lead-up games.� How could you use 375376
Life Span Motor Developmentthe tools you identified to plan a sequence of activities
over the year to achieve this expectation?

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