Diverse Populations in Physical Activity and Health, Reaction Paper Example

Introduction

Reflection on my field work experience as it relates to the physical activity assignment reminds me of the placement at Metro Parks and Recreation under the program ‘Adapted Leisure Activities.’ It entailed working with individuals who had both physical and mental disabilities. The age ranged from teenagers to senior citizens. Specific activities requiring assistance were archery, bowling and wheelchair basketball.

In reflecting upon archery, it can be described as an art, practice, or skill whereby the executor propels arrows using a bow, from Latin arcus. Archery, historically was practiced has as a hunting and fighting pastime, but the contemporary application is towards recreational activity. The participant is called an “archer” or “bowman”, whereas professionals are classified

“toxophilite” (Selby, 2000). The beauty of this activity was how mentally challenged senior citizens and teenagers maneuver the bows and arrows in creating pleasure for themselves as participants.

Bowling is a popular sports engaged mostly by adults. There seems to be no pressure leaning the techniques if playing is merely for pleasure, but if participants are desirous of competing in teams training becomes necessary. It is considered an anaerobic physical exercise such as walking with free weights. Scientists have recommended this activity for burning calories and articulating the less used muscle groups like the physically impaired. Stretching as well as flexing activates tendons, joints, ligaments, and muscles in the arms while burning energy to help in weight loss. Physical therapists do not recommend bowling for the elderly, but this group of senior citizens at Metro Parks and Recreation proved them wrong the way they enjoyed the game. Precisely the health benefits are enormous ( Pluckhahn,2008

Wheelchair basket ball is considered one of the major disable sports. Besides being played as an international tournament people use it as a great recreational activity as was observed at Metro Parks and Recreation. Participants enjoyed the sport and were saturated in the health benefits to be derived from laughter and excitement it produced.

Diverse learners and populations in sports

In the aforementioned field placement at Metro Parks and Recreation, the diverse learner population consisted of teenagers through to middle age and senior citizens. Certainly, the learning need of these vary within culture since they were not all white, blacks or from the same country even though sharing the same community boundaries.

Zentella (2002) recommended twelve strategies for teaching learners in diverse populations. Although it relates to language education its application to sports is extremely beneficial. First it is emphasized that teachers ought to develop a vivid understanding of their personal ethnic and cultural identities; secondly, they ought to be impartial by communicate high expectations for all students irrespective of race color or creed. Thirdly, teachers ought to commit towards impartiality promoting the welfare of their students distinct of discriminatory attitudes. Fourthly, bounding must be expressed; fifthly learning institutions ought to provide a curriculum that forges the potential of students. Sixthly, instruction should focus on helping students apply what is being taught to every day life collaboratively (Zentella, 2002)

A seventh strategy pertains to making learning enjoyable and meaningful to life itself. In the eighth recommendation it is suggested that curricula should reflect the ethnocultural composition of the community. Ninthly, teachers ought to provide “scaffolds” that link challenging academic curriculum to the cultural resources of the student population; tenth teachers ought to explain the predominant culture identity of the educational institution and provide an atmosphere to preserve the cultural identity of minorities. The community should take an active part in fostering cultural adaptation in diverse learners’ population. Finally, teachers ought to be advocates at the political level for blending students’ peculiar cultural identities into the classroom instruction (Zentella, 2002)

A brief history of sport development in various populations

In discussing a brief history of sport development in various populations across the world its true beginnings inevitably can be traced to two and a half thousand years ago when hurling a sport similar to hockey became popular in Ireland. About the same time harpastum similar to Rugby emerged in Rome; Cuju/football began in China and Polo in Persia. Beyond then sport historians have linked the Mesoamerican ball game to three thousand years ago. Yet farther back cultural artifacts have suggested that way in 2000 BC the Chinese played gymnastics as a sport (Martin, 2007).

Historians claim that modern sports can be classified as team sports emerging as part of Western civilization being linked to the political impositions of the day. For example team cricket evolved in the British Empire as a valuable sport offering economic resources for players. It was directly related to rise of the new world era when sugar was king of England and immense activity between colonies and Europe were the political culture of the time.

Post colonial sport arouse as football, athletics, baseball, rounders (British), la Soule (French); American Football (1840s); Rugby and Canadian Football. These popular games surfaced in the late eighteenth and early nineteen centuries (Martin, 2007).

Modern sports have developed into distinct games for women; youth tournaments the disabled and revision of rules for older ones such as gulf and football. Sports changes emerged in response to globalization and social change include women in the Olympic Games; creation of games whereby the disabled can participate meaningfully as recreational activities. Swimming has emerged into a recognizable competitive sport at the Olympics in the twenty-first century (Martin, 2007).

Legal aspects associated with various populations and sport

Legal aspects associated with various populations and sport relates to describing sport law among amateur, professional players; people engaging in teaching sports as well as those involved for the recreational pleasure. It is said to overlap into labor law; contract law and antitrust law. Defamation and piracy acts are inclusive in sports laws (Epstein, 2003).

Labor laws cover issues such as collective bargaining agreements in hiring professional sportsmen and women. The National Labor Relations Board has endorsed the right for players to organize into unions to protect themselves form discriminatory labor actions and disputes affecting payment and recruitment. Contract laws are intertwined into labor laws stipulating salaries and length of play within contracting bodies. Antitrust laws actually prohibit players from leaving their teams to join another without severe penalties. Examples of Antitrust law impositions are Federal baseball club versus National League (Epstein, 2003).

Individual sports have their distinct laws as well legislating interactions between coaches and players as well as amateur rights to be involved in certain spots based on the schools they attend and the organizations they represent. For example, Title X1 has become an important sport law among amateur players in colleges stipulating specific rules related to gender equity, college sports and civil rights. Sport tort laws are also relevant to the discipline since its emergence in 1975 protecting doctors from malpractice litigations and players from negligence law suits (Epstein, 2003).

International incorporation of diverse populations in physical education

Internationally physical education while not considered a sport in itself falls within the category of gymnastics. However, gymnastics has evolved into an international sport. Recently, physical education developed internationally to include bowling, walking, hiking and Frisbee. Non traditional sports have deliberated incorporated diverse populations within physical education dispensation since students learn about different cultures during their interactions (Pangrazi, 2007).

Apart from mandatory physical education curricula in schools across America Canada, Europe and the Caribbean countries inclusive of Korea, Singapore, Malaysia and Philippines teach physical education from kindergarten to high school populations (Pangrazi, 2007).

Process of programming and teaching for the individual learner in physical education

The process of programming and teaching for the individual learner in physical education embraces individual differences and the ability to cope with physical activity. For example, there are programs for the mentally challenged, disabled, kids, teenagers senior citizens and the categories can be extensive based on individual differences. The process begins with screening for physical challenges and designing programs to meet individual needs. Here is where physical education and physical therapy overlap since the goal is to provide an individualized service consistent with the clients’ specific demand for care.

Conclusion

Incorporation of theories found within readings

Theories applied to sports and physical education are embodied in Social theory as well as educational theories. Social theory pertains to sports and educational theories P.E. Two popularly applied physical education theories according to the Journal of Teaching Physical Education are “Theories of Action and Theories in-use.” Assumptions related to this theory are that people develop mental maps regarding how to act in situations. It involves the way they plan and review their actions (Tsangaridou & Sullivan, 2003). Therefore, in applying this to P.E it helps in the organization of thought compatible with physical action and use of limbs.

Sports theory is closely linked to ‘Theory of the leisure class.’ Assumptions are that sports provide recreation and leisure while designing a social class in itself. In modern society athletes are pivoted into a social class in many instances above academics and earn huge incomes for their talent (Collins & Tess 2003)

Works cited

Collins, Michael . and Tess Kay. Sport and Social Exclusion. London: Routledge . 2003 Print

Epstein, Adam. “Sports Law. Clifton Park,” NY: Thomson Press. 2003. Print

Martin Polley, ‘Sports History: a practical guide’ Palgrave.2007. Print

Pangrazi, Robert. “Dynamic Physical Education for Elementary School Children”. New York. Garland. 2007 Print

Pluckhahn, Bruce; “Bowling Games People Play”. Bowler’s Journal magazine. Issue, pg. 121. 2008. Print

Selby, Stephen, Chinese Archery. Hong Kong University Press. 2000. Print

Tsangaridou N, O’ Sullivan M. “Physical Education Teachers Theories of Action Theories of use” 2003. Journal of Teaching in Physical Education. Vol 22(2): 132-152. Print

Zentella, A. C.. Individual differences in growing up bilingual. In M. Saravia-Shore & S. F. Arvizu (Eds.), Cross-cultural literacy: Ethnographies of communication in multiethnic classrooms (pp. 211–226) New York: Garland. 2000. Print