1

Report

The conference of adapted physical activity in Örebro, Sweden 12-16 September 2006

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Report

Background ........................................................................................................ page 3

The conference in Örebro ......................................................................................... page 4

Programme ........................................................................................................ page 5-9

Participation list ........................................................................................................ page 10-11

Abstracts

Day 1 ........................................................................................................ page 12-13

Day 2 ........................................................................................................ page 14-19

Day 3 ........................................................................................................ page 20-27

Day 4 ........................................................................................................ page 28-30

Day 5 ........................................................................................................ page 31-37

Summary ........................................................................................................ page 38-39

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Background

The NORDPLUS-conference in adapted physical activity in Örebro, Sweden 12.9-16.9.2006, “Cooperation and Education through Adapted Physical Activity” About NORDPLUS, it's initiative and objective The history of the Nordic Program for Mobility of University Students and Teachers- the NORDPLUS program- is closely connected to the Action Plan for Nordic Cultural Co-operation, designed to meet the challenges of the 1990s in the fields of higher education. The program was launched by the Nordic Council of Ministers in 1988. The objective is to promote a positive interrelationship between the universities and institutions of higher education in the Nordic countries, creating a distinctive sense of common ground. NORDPLUS has the following specific goals:

• to promote wide-ranging and intensive co-operation between the universities of the Nordic countries with a view to establishing a Nordic educational community;

• to increase substantially the number of university students carrying out an integrated and fully recognised period of study in another Nordic country;

• to encourage the increased mobility of university teaching staff, thereby improving the quality of the education and training provided by the universities.

Nordic Network of Adapted Physical Activity (NNAPA) The project "Nordic Network of Adapted Physical Activity" started with grants from the Nordic Council of Ministers in late 1998. The key persons were at that time Prof. Karen Inge Halkier, Denmark; Prof. Pauli Rintala, Finland; Ass. Prof. Nina Kahrs, Norway, and Doct. cand. Lars Kristén, Sweden. At present year 2006 the key persons are lecturer Jan Johansen, Denmark; Prof. Pauli Rintala, Finland; Ass. Prof. Nina Kahrs, Norway, and Ph D Lars Kristén, Sweden. The Nordic Network of Adapted Physical Activity has the following specific goals: *To increase the knowledge and understanding of adapted physical activity (APA) for disabled people in training programs of physical education and related teacher training programs.

• to develop a Nordic competence in APA. • to promote knowledge and information among the Nordic countries. • to encourage further education and exchange of experiences among the Nordic

countries. • to promote research across national boundaries.

During 2006 telephonemeetings were held with discussions about, among other things, curriculum, courses and literature in APA. The NORDPLUS-conference of adapted physical activity in Örebro, Sweden 12.9-16.9.2006 was also designed. The key persons would like to express their gratitude to all presenters for their scientific and practical contribution to the field of adapted physical activity. We hope that the conference will bridge science and practice, lead to further understanding of adapted physical activity and be a start of new research across the Nordic boundaries. Lars Kristén Co-ordinator

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The conference in Örebro

The Nordplus conference in Sweden and Örebro 2006

Sweden was the forth country to arrange the Nordplus conference in APA. After three very successful and well organised conferences in Beitostolen/Norway, Nestved/Denmark and Jyväskylää/Finland, we took the challenge to welcome our Nordic friends to Örebro. Since we have a lot of partners interested in the area of APA it felt natural that the conference should be a cooperative arrangement between some of us. Örebro University, represented by Stephan Svenning was one part. NCFF (national centre for providing good health for children and youth), represented by Johan Tranquist was the second, and the Swedish institute for special needs education, represented by Lena Hammar was the third part to organise the conference. This time, our network was not supported with any money from Nordplus, but all partners felt the importance of the subject, and agreed to carry on with the plans for the conference. After a lot of meetings with discussions and planning, we decided to have a nice combination of sharing presentations, practical activities and social events, in order to let everyone have time to exchange knowledge and experience with each other. Since Örebro is called the town of bicycles we decided to give all participants opportunity to borrow a bike during the week. This enabled everyone to see and experience the city of Örebro in many different ways. After evaluation of the conference we felt very satisfied, but also very thankful to all guests who shared research, good examples and a lot of knowledge from all of our Nordic countries. To succeed arranging this week, I would like to thank Stephan Svenning Örebro university and Johan Tranquist NCFF for good cooperation. I also want to give a warm thanks to my college Lena Pihl at the Swedish institute for special needs education, who administrated and cooperated close with me to make this week possible. My last thanks goes to the Nordic coordinators Lars Kristén, Pauli Rintala, Nina Kahrs and Jan Johansen who also contribute a lot in many ways to make this week successful. Greeetings from Lena Hammar, Swedish institute for special needs education

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Programme

NORDPLUS CONFERENCE “Cooperation and Education through Adapted Physical Activity” Örebro, Sweden 12-16 September 2006 Tue 12/9

13.00-15.00 HSG (hörsal G)

Arrival Registration and coffee

15.00-20.00 HSG (hörsal G)

Welcome Bus to Ånnaboda “Outdoor education and recreation in theory and practice” Stephan Svenning, Lecturer, Örebro University

Wed 13/9 Norway

09.00-09.20 HSG (hörsal G)

Reflections Nina Kahrs, Ass. Prof

09.20-10.20 HSG (hörsal G)

An updated report from the integration prosess in the Norwegian Confederation of Sport and the Olympic Committe. Nina Kahrs, Ass. Prof Health and life satisfaction in persons with spinal cord injury: The association between self reports and objective measures. Anne Lannem, Phd. Student

10.20-10.40 Coffee

10.40-11.40 HSG (hörsal G)

Aspects of athletic identity in disability sport. Marit Sørensen, Ass. Prof, Phd Education & Adapted Physical Activity Øyvind Førland Standal, Phd. Student

11.40-12.00 HSG (hörsal G)

Nordic Master in Adapted Physical Activity – An Outline Ejgil Jespersen, Head of department, NIH

12.00-13.00 Lunch

13.00-14.00 HSG (hörsal G)

Seminar – Nordic Master in APA

14.00-14.30 HSG (hörsal G)

Summary

14.30-17.00 Visit at RC syn Örebro (Ekeskolan) (Vision impairment)

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Programme

19.00 Grillbuffet at Stadsträdgården Floragatan 1

Thu 14/9 Sweden

08.30-09.00 HSG (hörsal G)

Registration and Coffee

09.00-09.10 HSG (hörsal G)

Start and Welcome Lars Kristén, PhD Halmstad University Lena Hammar, Advicer, Swedish institute for special needs education

09.10-09.45 HSG (hörsal G)

Equity and Inclusion - Challenges in Schools and Physical Education Charli Eriksson, Prof. Örebro University/NCFF

09.45-10.20 HSG (hörsal G)

Various perspectives on the embodied person Consequenscies for the school subject Physical education Katarina Swartling Widerström, Lecturer, Örebro University

10.20-10.50 Coffee

10.50-11.25 HSG (hörsal G)

Social recognition and redistribution – a dilemma? Berth Danemark, Prof. The Swedish Institute for Disability Research, Örebro University

11.25-12.00 HSG (hörsal G)

"Social and educational justice in physical education (P.E) for pupils with physical disabilities." Kajsa Jerlinder, Lecturer, Gävle University

12.00-13.00 Lunch

13.00-14.30 Outdoor I1 G1 I2

Workshop 1: Autumn-outdoor-picnic-party Lennart Jansson, Ola Nordgren and Lena Nordquist Outdoor activity in the forest. Together we prepare, cook, bake and arrange a nice autumn-outdoor-picnic-party! With simple equipment and methods we create an activity which will fit all ages and all students.

Workshop 2: PE in classes for youth students with learning disabilities Carin Lövgren and Hans Claesson, PE-teachers How to work with two classes and two PE-teachers together. Examples of games and activities in a flexible way, which give you more possibilities to individualise and organise.

Workshop 3: Structure and clarifying way of work in PE Karin Almstedt and Kerstin Larsson, PE-teachers With theory and practical examples, we try activities in the PE-subject and adapt it, for children and youth in need of structure. E.g. starting the lesson and clarifying activities to make them available for all.

Workshop 4: Equipment as an important tool to reach motivation and more options in PE Eva Novak, PE-teacher We discuss and try out how to use and offer, appropriate material to give our students more possibilities to succeed and be motivated during PE-lessons.

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Programme

14.30-15.00 Coffee and transport

15.00-16.30 Outdoor I1 G1 I2

Workshop 1: Autumn-outdoor-picnic-party Lennart Jansson, Ola Nordgren and Lena Nordquist Outdoor activity in the forest. Together we prepare, cook, bake and arrange a nice autumn-outdoor-picnic-party! With simple equipment and methods we create an activity which will fit all ages and all students.

Workshop 2: PE in classes for youth students with learning disabilities Carin Lövgren and Hans Claesson, PE-teachers How to work with two classes and two PE-teachers together. Examples of games and activities in a flexible way, which give you more possibilities to individualise and organise.

Workshop 3: Structure and clarifying way of work in PE Karin Almstedt and Kerstin Larsson, PE-teachers With theory and practical examples, we try activities in the PE-subject and adapt it, for children and youth in need of structure. E.g. starting the lesson and clarifying activities to make them available for all.

Workshop 4: Equipment as an important tool to reach motivation and more options in PE Eva Novak, PE-teacher We discuss and try out how to use and offer, appropriate material to give our students more possibilities to succeed and be motivated during PE-lessons.

16.30-16.45

Time for transportation

16.45-17.15 HSG (hörsal G)

Get together and summary

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Programme

Fri 15/9 Finland

09.00-09.20 HSG (hörsal G)

Reflections Pauli Rintala, Ph.D, Prof. University of Jyväskylä

09.20-09.50 HSG (hörsal G) 09.50-10.20 HSG (hörsal G)

Environmental factors in integration. People with visual impairments and physical activity. Dr. Kari Korhonen A child with a specific learning disability in PE Dr. Pauli Rintala University of Jyväskylä

10.20-10.50 Coffee

11.00-12.00 G1

Practice - Modifications for lead-up games in Ultimate Tarja Javanainen-Levonen, Senior Lecturer in Satakunta University of Applied Sciences, with a group of students in physiotherapy

12.15-12.45 HSG (hörsal G)

Teaching heterogeneous groups in PE Terhi Huovinen, Lecturer in the University of Jyväskylä

12.45 Lunch

19.00 Dinner at Naturens Hus

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Programme

Sat 16/9 Denmark

09.00-10.00 G1

Practical exercises indoors Easy workout with “Friskis och Svettis”

10.00-10.30 Coffee

10.30-10.45 HSL3

Reflections Tine Soulié

10.45-11.15 HSL3 11.15-11.45 HSL3

Presentation from Denmark Tine Soulié Participation in physical activity - not just a matter of motivation Anne-Mette Bredahl, Clinical psychologist/Ph.D student. Norway

11.45-12.15 HSL3

Future in the Nordic Network Lars Kristén

12.15-13.15 Lunch

13.15-14.30 HSL3

Students presentations (3 x 15 min) Anika A Jordbru, Norway Multidisciplinary rehabilitation of conversion gait disorder. David Lindberg, Gustav Larsson, Rikard Fahlén, Sweden Poster presentation

HSL3 Summary Lars, Pauli and Anne-Mette

14.30 Coffee

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Participation list

Participation list Denmark

Soulié Tine Videncenter ts@handivid.dk

Finland

Barak-Wild Yannai Satakunata University yannaibarak@hotmail.com

Huovinen Terhi University of Jyväskylä terhi.huovinen@sport.jyu.fi

Javanainen-Levonen

Tarja Satakunata University tarja.javanainen-levonen@samk.fi

Karinharju Kati Satakunata University kati.karinharju@samk.fi

Korhonen Kari Satakunata University kari.korhonen@pp3.inet.fi

Moller Jason Satakunata University jasamoller@hotmail.com

Paulamäki Suvi Helea Satakunata Polytechnic suvi_helea@hotmail.com

Riibe Punsvik Vebjörn Satakunata University vebjoern_punsvik@hotmail.com

Rintala Pauli University of Jyväskylä pauli.rintala@sport.jyu.fi

Norway

Bredahl Anne-Mette Norweigian School of Sports Science anne-mette.bredahl@nih.no

Jespersen Ejgil Norges Idrettshögskole ejgil.jespersen@nih.no

Kahrs Nina Norweigian School of Sports Science Nina.Kahrs@nih.no

Lannem Anne Norweigian School of Sports Science anne.lannem@nih.no

Standal Öjvind Förland

Norges Idrottshögskole oyvind.standal@nih.no

Jordbru Anika Norges Idrottshögskole anika.a.jordbru@rehabilitering.net

Sörensen Marit Norweigian School of Sports Science marit.sorensen@nih.no

Sweden

Almstedt Karin Örebro Kommun karin.almstedt@orebro.se

Hammar Lena Swedish institute for Special Needs Education lena.hammar@sit.se

Johansson Inger Växjö University inger.johansson@vxu.se

Kristén Lars Halmstad University lars.kristen@hos.hh.se

Kroon Hans Swedish institute for Special Needs Education hans.kroon@sit.se

Larsson Gustav Halmstad University gustav@spray.se

Lindberg David Halmstad University david_lindberg81@hotmail.com

Nordquist Lena Örebro Kommun lena.nordquist@orebro.se

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Participation list

Pettersson Peter Centre of Special Education, Halmstad p.pettersson@utb.halstad.se

Svenning Stephan Örebro Universitet stephan.svenning@hi.oru.se

Tranquist Johan Örebro Universitet, NCFF johan.tranquist@adm.oru.se

Källman Per Swedish institute for Special Needs Education per.kallman@sit.se

Thorstensson Ulla Centre of Special Education, Halmstad ulla.thorstensson@utb.halmstad.se

Thorstensson Ronny Centre of Special Education, Halmstad ulla.thorstensson@utb.halmstad.se

Mattsson Gunnel Swedish institute for Special Needs Education gunnel.mattsson@sit.se

Hallberg Solweig Umeå University solweig.hallberg@pedag.umu.se

Kytinos Konstatinos Umeå University

Jonsson Samuel Umeå University

Arnell Susanne Centre of Rehabilitation, Örebro susann.arnell@orebroll.se

Pihl Lena Swedish institute for Special Needs Education lena.pihl@sit.se

Wiklund Katherine Riksförbundet Attention katherine.wiklund@attention-riks.se

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Day 1

Stephan Svenning, lecturer Department of health sciences, Örebro University Outdoor education and recreation in theory and practice The purpose of this start of the conference was to show and argue for outdoor education as a perspective of learning and outdoor recreation as a way to enhance the quality of life for everybody. Another ambition was to create a social atmosphere or at least make it possible to develop one and make a nice start of the conference. The participants went by bus to a recreation area half an hour from Örebro where a short lecture was held close to a lake. After this lecture we collectively made a nice outdoor meal with lots of potential of socialisation and when the sun was setting the group went back to Örebro. What was this about and how to define “Outdoor education and recreation in theory and practice”? First of all I will emphasize that from my perspective there is no reason to have different or special ideas while working with people who need some kind of adaptation compared to those who don’t need adaptation. The only difference is that I have to

reflect of and consider how the planned activity will work with those people who will be joining the activity and therefore I have to choose a convenient place for the activity. In fact this is a reflection I always have to do, either the group consist of people with some sort of disability, elderly people, children or whatever kind of group I’m dealing with. This first perspective stress an important question either I work outdoors or indoors and it’s the importance of our attitudes towards the people we work with or we are dealing with. From my perspective this question is crucial because it affects how the participants experience the activity but from my experiences many students are too focused on methods. To focus Outdoor education is from my point of view learning in the outdoors, whilst outdoor recreation is dealing with being outdoors as a goal in itself where the value of wellbeing and joy outdoors is the purpose of the activity. In practise these purposes are

combined but the focus is more or less towards learning or wellbeing outdoors. My ambition was also to underline the importance of giving space for the participants own creativity within the frames of different activities, in this case the outdoor meal is something that can strengthen and inspire peoples will to learn but also involve people in an activity. This perspective is a way of making an activity meaningful. This makes education more relevant and becomes more alive. If the ambition of education is to let free the student’s ability of creativity, it could lead to an increase of power in life for people. When dealing with outdoor education my point of departure is that education takes place outdoors and involves the whole human being with all her senses. I do not want to describe this in terms of theory and practice because the reality is not divided in that way. This means that my starting point often is some activity, praxis.

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Day 1

From that, we can relate to theories or different perspectives or views. The concept of outdoor education and recreation is here defined as both a method to use in different contexts but also an aim, a value in itself. My ambition was also to present a so called “close to nature” perspective which means that we should try to develop a relation to the outdoors as uncomplicated as possible, with little resources, simplicity and as an ambition in the neighbourhood (of course this place wasn’t situated in the neighbourhood, of convenient reasons but I’m sure you understand the idea). Outdoor education and recreation can, from my point of view, contribute to bridge the classic gap between theory and practise and instead see learning as something that starts from

a context engaging people.

In general I think that there are hardly, maybe never, just one way to reach a goal, in this case knowledge, insights and perspectives. My intention is nor to work against indoor education. It’s a way of showing an alternative to education indoors and also that variety; ambiguity has a value in it self as well as different methods. While reading this text everyone can consider whether my purposes could have been reached in other ways, and in that case how? The group for this activity was participants at a Nordic conference in adapted physical activity and another purpose was to see this activity as a way of getting acquainted with each other and develop new relations under “other circumstances”. This kind of context seems to promote and accelerate group processes.

The food preparation we made together is also connected to aesthetic dimensions where every participant can create something from ones own ideas. In this way, many purposes can be combined and involved where everyone is able to make their own choices related to their possibilities and what they want to do. This can contribute to a chance that people can feel success, which probably affect their self-esteem. This text has very much been about how to make education lively. I argue that practical related activities in the outdoors is one way. If we put more value in practical activities connected to learning I believe that the content becomes more lively, a way to life long learning and a way of enhancing quality of life either you need some sort of adaptation or not.

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Day 2

Nina Kahrs, Associate professor Norwegian School of Sport Sciences “DREAM OR REALITY” An updated report from the integration process in the Norwegian Confederation of Sport and the Olympic Committee. Background A formal commitment was made by the Norwegian Confederation of Sport and the Olympic Committee to encourage the different sport federations to integrate sport for disabled to their program. The Norwegian University of Sport and Physical Education was given the mandate to evaluate the process. A status report was given in 1999 (Sørensen et.al. 1999). A model was made to analyse different aspects of the process. The final report was delivered to the Norwegian Confederation of Sport and Olympic Committee spring 2003 (Sørensen, Kahrs, Aamodt, H.Strand 2003). One of the reports (Delrapport 3) have the focus on districts, clubs and members with a disability. This report pinpoints the necessity of people with competence in sport for disabled to help the clubs to recruit disabled to their activities. The integration consultants were looked upon as a key holder to a positive process. A clear organisational structure from the central level to the local communities was also

looked upon as vital for the process of integration… In 2005 Norges Handikapforbund Øst decided to follow up and evaluate the process at their local aerie and they called the project “Dream or reality”? Sport for all; Integration of persons with disabilities in Norwegian Sport. A situation rapport from Østfold, Oslo and Akershus was made based on the criteria of cusses for the integration process presented at the Norwegian Confederation of Sport in 1996. (Kahrs, 2006) Method Interviews with central people in the sport administration and the integration consultant. Results 25 special sport organisations have taken the full responsibility for disability sport. The result from this interviews and a update for the situation in the Norwegian Confederation of Sport will be presented and discussed at the conference. Literature Sørensen, M et.al (1999) Evaluering av integre-ringsprosessen i norsk idrett.

Rapport del 1; Status vår 1999, Norges idretts-høgskole, Oslo Sørensen, M.,Kahrs, N., Aamodt, I.l., Strand, G.H. (2003) Evaluering av integreringsprosessen i norsk idrett. Rapport 2; 1999-2003, Norges idrettshøgskole, Oslo Kahrs, N. Sørensen, M., Aamodt I.L., Strand G.H. (2003) Evaluering av integreringsprosessen i norsk idrett. Rapport 2: 1999-2003. Delrapport %, Kompetanse, Norges idretts-høgskole, Oslo Sundby, J.A., Bratli, S., Brgenholdt, S.(2006) Drøm eller virkelighet? Rapport fra Norges Handicapforbund Øst for prosjektet; Idrett for alle – integrering av funk-sjonshemmede i norsk idrett, Norges Handicapforbund Øst, Ski Kahrs, N. (2006) Funksjons-hemmedes idrett og inte-greringsprosessen i idretts-kretsene Østfold, Oslo og Akershus 10 år etter etter at idrettstinget i 1996 sa ja til integrering av funksjons-hemmede i norsk idrett; En situasjonsrapport. Norges Handicapforbund Øst, Ski.

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Day 2

Anne M. Lannem, Phd. Student Norwegian School of Sport Sciences, Oslo, Norway Health and life satisfaction in persons with spinal cord injury: The association between reports and objective measures The purpose of this study was to gain more knowledge about the differences in measured health parameters and the perceptions of health and wellbeing as experienced by physically active and physically inactive persons with longstanding Spinal Cord Injury (SCI). A cross sectional study with both clinical examination and survey questionnaire was carried out at Sunnaas Rehabilitation Hospital. The sample consisted of 62 persons rehabilitated before 1982. The median age was 48 (26-74) years,

and the median time since injury was 28 (22-47) years. In total 65 % of the respondents performed some kind of physical activity at least 90 minutes per week, and 69 % of the respondents reported themselves as physically active. The preliminary results indicated that persons with tetraplegia ASIA A-C (n=16), who perceived themselves as physically active, had a more positive perception of physical mastery and a higher level of life satisfaction than the physically inactive

persons even if the measured physiological parameters showed no differences. The preliminary results also indicated that persons with paraplegia ASIA A-C (n=39) who were physically active perceived themselves more positive regarding both physical fitness and physical mastery, and they scored significantly higher on life satisfaction. The physically active persons had better lung function and better aerobic capacity than the physically inactive respondents.

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Day 2

Marit Sørensen The Norwegian School of Sport Sciences Aspects of identity in relation to disability sport. Identity is how one defines oneself, the perception of who one is (Fiske & Taylor, 1991). Identity formation is a process that has been described from a developmental aspect (Eriksson, 1963) as well as a stage aspect (Marcia, 1996 ). Social comparison is an important element in this process. Sport is a context where comparison of skills and achievements are central elements. Individuals with a disability are prone to be considered inferior, and studies have demonstrated that labels describing disability result in less favourable attitudes toward those with a disability (Tripp & Rizzo, 2006). Stereotyping also happens frequently. Such phenomena may have important effects on the identity formation and self-perceptions of individuals with disability. Individuals with a disability have described how participation in sport has empowered them through establishing an identity as an athlete and thereby helped them in accepting their disability and reach a synthesis in their identity (Skurdal, 1994, Pensgård & Sørensen, 1999). Empowerment is defined as “the process by which

individuals develop skills and abilities to gain control over their lives and to take action to improve their life situation” (Gutierrez, 1990). In a framework for research on empowerment in disability sport (Pensgaard & Sorensen, 2000), it is suggested that identity is a mediator of individual empowerment. In this presentation the role of athletic identity will be explored in relation to empowerment. Qualitative study An expert panel consisting of five athletes (four men and one woman, all white) with considerable experience from top-level sport, other competitive sport and recreational exercise took part in this study. Positive and negative contributions of the sport context to the identity formation were identified. The benefits of integration in sport seemed to vary with the stage in the identity formation process, the degree and severity of the disability, as well as type of motivation for sports participation.

Study of athletes in clubs A sample of 396 athletes in Norwegian sports clubs that had experience with individuals with a disability was

investigated. In the sample, 53,3% had a disability and 44,4% were without disability, 38,6% were females and 59,8% males. Mean age was 39.06 years. Measures In a questionnaire we measured general empowerment (a general belief that people can influence their surroundings), empowerment self esteem (the individual perception of being able to take charge of one’s own life) (Rogers et al.,1997). Sports – based empowerment (how much one believe that sport contribute to empowerment) was measured by a scale developed by Sørensen & Pensgaard (1999). Athletic identity was measured by the Athletic identity scale developed by Brewer, van Raalte and Linder (1993). Results The male athletes with a disability scored demonstrated the highest empowerment, scores, but there were significant differences among the various types of disability. Females scored lower on athletic identity, but there were no gender differences on the

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Day 2

empowerment measures. A multivariate ANOVA analysis demonstrated that in a model with the empowerment measures and athletic identity, competitive level, disability and sex, 8% of the variance in general empowerment, 18% of the variance in empowerment self-esteem and 28% of

the variance in sports-empowerment was explained. Athletic identity had a significant effect on empowerment self esteem (df=1, F= 13,819, p>.001) and sports empowerment (df=1, F= 49,690, p>.001), but not on general empowerment (df 1, F= 2,149, p= .144).

Competition level had an effect on empowerment self-esteem only (df=1, F=4,255, p >0.5), and disability had significant effects on all measures of empowerment. Sex only had an effect on sports-empowerment (df=1, F= 4,898, p>.01).

Øyvind Førland Standal Education and adapted physical activity In this presentation I will take an abilities based approach to APA (Emes, Loingmuir, & Downs, 2002) as a starting point. This approach infers that service delivery in APA must move away from the medical model of disability, towards a non-categorical approach. A corollary of the abilities based approach is that treatment of impairments or disabilities should not be the primary goal of adapted physical activities. Instead, the focus should be “on the person in a learning situation” (ibid: 403). In the presentation, I will explore the assumption that an abilities based approach to APA is also an educational approach. In order to do that, I will first look into how the term education is

conceptualized in the APA literature, and argue that the current understanding of education in APA is too narrow. Secondly, I will use P.J. Arnold’s (Arnold, 1988; Arnold, 1991) distinction between education and schooling to connect education with an abilities based approach to APA. However, Arnold’s theory concerns the school setting, whereas the abilities based approach has a broader focus. I therefore suggest that outside the school context the relevant distinction is not between education and schooling, but between education and treatment. This ties well in with the abilities based approach, and the overall discourse in APA about moving away from the medical model of

disability. I will finish by outlining some consequences for professional practice and preparation for professional practice. Reference List Arnold, P. J. (1988). Education, Movement and the Curriculum. London: The Falmer Press. Arnold, P. J. (1991). The Preeminece of Skill as an Educational Value in the Movement Curriculum. Quest, 43, 66-77. Emes, C., Loingmuir, P., & Downs, P. (2002). An Ability-Based Approach to Service Delivery and Professional Preparation in Adapted Physical Activity. Adapted Physical Activity Quarterly, 19, 403-419.

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Day 2

Ejgil Jespersen, Head of department The Norwegian School of Sport Sciences, Department of Physical Education Nordic Master in Adapted Physical Activity (APA) – an outline Nordic Master Degree (120 ECTS) in APA issued jointly by the partner Universities giving access to the corresponding national title and to Nordic Doctoral programs. Partner Universities, Program coordinators and Consortium Open questions! Addmission The program is addressed to students with at least 3 yr (180 ECTS) bachelor education in physical education, sport/movement science(s) or related areas, with good knowledge of written and spoken English and adequate credentials. A total of 20 students will be admitted, with possible extensions in case of qualified applications. Wide Nordic participation is encouraged.

Fees & Support Students from the partner universities are exempted from tuition fee, provided their status of student in good standing is certified, and may apply to their own institution for Nordplus or other mobility grants. Tuition fee from other students has to be discussed! Full and/or part time study Has to be discussed. Single Modules Students of partner universities enrolled in a related master program may take parts of the program, obtain the corresponding credits, and hav them recognized in their original program. Students from non-partner universities should first check with their own institution regarding

recognition of credits and related arrangements. Applications Information requests and applications should be addressed to the local coordinators or a leading coordinator elected by the consortium. The program The program is meant to respond to calls for an integrated program of study involving Faculty and students from the Nordic countries, aimed at upgrading the graduate in physical education, sport/movement sciences or related areas to a higher and broader professional profile, apt to deal , in a Nordic perspective, with the complexities of the social increasingly expressed in the area of adapted physical activity an education.

Structure of courses

Subjects ECTS Theory of science and research methods 15 Adapted Physical Activity – general educational aspects 20 Elective educational course concerning 20 − Schools/special schools − Health institutions or − Sport and leisure contexts

Participaton in guided professional practise(s) 20 Master project and thesis 45 Total

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120 Credit system The European Credig System (ECTS) units are adopted as a measure of study and achievement, with 1 ECTS = 25 hr

work load. As a rule, 1 contact hr will be held tocorrespond to ~5 hr work, accounting for intensity of teaching, amount of study materials, essays to write,

exams, etc. Number of hr concerning supervision in professional practice and master thesis work has to be discussed.

Erasmus Mundus Master in Adapted Physical Activity

The Erasmus Mundus Master in Adapted Physical Activity is a postgraduate university

programme that provides state-of-the-art research and teaching methodology in Adapted

Physical activity (APA), as well as the social, pedagogical, and technical aspects of

physical activity adapted to the needs of disabled persons.

Students coming from non-EU countries

Students coming from EU countries *

• Objectives of the master's

programme

• Acquired competencies

• How is the programme

organised?

• Mobility models

• Admission requirements

and selection of the

students

• Application

• Registration fee • Deadline for applications

• Diploma

• Scholarships

• Facilities and services

offered by the Consortium

• Contact information

• Objectives of the master's

programme

• Acquired competencies

• How is the programme

organised?

• Mobility models

• Admission requirements

and selection of the

students

• Application and enrollment

• Deadline for applications

• Diploma

• Scholarships

• Facilities and services

offered by the Consortium

• Contact information

* Information for students coming from EU countries, the countries of the European Economic Area / European Free Trade Association (Iceland, Liechtenstein and Norway), and the candidate countries for accession to the EU (Bulgaria, Romania, and Turkey).

MUNDUS ACTIVITIES

Brochure Erasmus Mundus

(pdf)

Students of the Erasmus

Mundus programme 2005 -

2006

| 2005 © ERASMUS MUNDUS| | Reactions | Last updated: 17-11-2006 | Realisation: M.A.T.S. |

http://www.erasmusmundus.be

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Day 3

Charli Eriksson, Professor in Public Health Science Director National Centre for Child Health Promotion Örebro University Equity and Inclusion – challenges for Schools and Physical Education Basic challenges for schools are: How are schooling and education able to enhance and extend social justice and social equality? Is it possible to combine difference and fairness in schools? Equity is about equal opportunities for all pupils, whatever their age, gender, ethnicity, attainment and background. At the same time, the pedagogy in all school forms was inscribed within the meritocratic discourse equality, i.e. to sift the wheat from the chaff – inequalities as such was not unjust. Challenges for physical education (PE) are: Can and should educational principles of equality, equity and social justice be addressed in PE and school sport programmes? Can PE contribute to the development of social justice and inclusion in schools? The task is to provide programs of study that incorporate pupils of both gender, all social backgrounds and ethnic groups, and those with special educational needs and disabilities. In order to develop a more

inclusive curriculum educators should be (i) setting suitable learning challenges, (ii) responding to pupils´ diverse learning needs, and (iii) overcoming potentional barriers to learning and assessment. Promoting equality requires the understanding. Meeting the physical needs of all pupils is a basic challenge. Even with the user of teaching strategies such as differentiation, different learning and teaching styles, this may not be enough to overcome the difficulties some pupils face due to a lack of time ro reinforce their learning. Swedish officials and experts in sport medicine have long proposed that allotting more times to PE is one way to set this problem right. But is it that simple? Using data from our two national evaluations of physical education in Sweden one basic challenge for PE will be explored in some details. Generally girls do well in school. They have better grades than boys in every

school subject for one: PE. Boys are more active during PE classes and there are differences in their experiences and feelings during the classes. Differences are also seen with regard to the importance of physical activity during leisure time. This is partly a reflection of the interest of different pupils. However, this has importance for their health. Significant determinants for the achievement in PE, as measured by grades, are physical or sport activities, parental education, cultural capital in the family and genus. PE is valued highly by both pupils and parents, according to our study of school year 9 in 2003. For many pupils PE is both interesting and a source of enjoyment. Pupils want to learn more in PE and have more teaching hours. To meet all these challenges requires action involving all resources in the school system as well as an improved cooperation with parents and other resources in the community.

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Day 3

Katarina Swartling Widerström, Lecturer Örebro University Various perspectives on the embodied person Consequencies for the school subject Physical education In the compulsory school physical education as a subject has the responsibility for the education of the body. In relation to this an important question to ask is how the body is understood within the compulsory school.. In this session I present an analysis of the latest curriculum and syllabus for the Swedish compulsory school as well as articles from the physical education teachers’ specialist press. As an analytical tool two

perspectives of the body were used; one based on dualistic ideas, where the individual is divided in two, a thinking immaterial soul and a non-thinking material body; the other is based on Merleau-Ponty’s phenomenology of the lived body. These two perspectives lead to different consequences for the school subject physical education. The analysis shows that there are differences in how the body is understood in the different types of text. In the curriculum, and in the

part of the syllabus discussing the subject’s aim, a dualistic understanding prevails. Other parts of the syllabus, as well as the articles from the PE-teachers’ specialist press, present a more complex picture where the lived body is found more often. To sum up, there are different understandings of the body at different levels within the compulsory school system and among PE-teachers.

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Day 3

Berth Danermark, Swedish Institute for Disability Research Linköping University and Örebro University Social recognition and redistribution - a dilemma? The purpose is to present some recent contributions to discussions on justice distribution of resources and recognition in the context of disability and education. Nancy Fraser’s theory of redistribution and recognition and her endeavour to include both a materialist and a cultural perspective in a theory of redistribution is examined as well as Axel Honneth’s Hegelian-informed model of recognition. Fraser advocates a dualist perspective where redistribution and recognition are two distinct analytical standpoints, both needed to address the justice of social arrangements. This enables us to combine redistribution and recognition in an integrative way. Recognition is rooted in social patterns of representation, interpretation, and communication and includes for instance cultural domination, non-

recognition and disrespect. Honneth’s theory of recognition offers an interpretation of current social development that tries to go beyond ideas of identity and difference in post-modernist theories. Honneth focuses on three different categories of social relations. The first is centered on the individual and his/her concrete needs and emotions. Recognition evolves in primary relationships between child and child carer, lovers, family members, friends etc and is crucial to the individual’s basic “self-confidence” in himself/herself as an autonomous individual. The second process of recognition is centered on a person’s position as a legal subject in the law. Recognition evolves in legal relations and is expressed as rights – in our time of history often described in terms of civil, political and social

rights – crucial to obtaining a sense of possessing a universal dignity as a human being and thereby to acquire “self-respect”. The third process of recognition is centered on the subject and her/his individual particularity, traits and abilities. Recognition evolves in communities of shared values that in our historic period of individualization has to be characterized by solidarity – a mutually felt concern for what is individual and particular about another person and his/her way of life – and is crucial to a sense of “self-esteem”. As human beings we need to be recognized through each of the three processes and modes of relations of recognition and establish positive relations to ourselves in terms of “self-confidence”, “self-respect” and “self-esteem”.

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Day 3

Kajsa Jerlinder, Lecturer Gävle University Social and educational justice in physical education (P.E) for pupils with physical disabilities Jerlinder, Kajsa (2005): Rättvis idrottsundervisning för elever med rörelsehinder – dilemma kring omfördelning och erkännande. (Justice in Physical Education for Physically Disabled Pupils – A Dilemma of Distribution and Recognition.) Studies from The Swedish Institute for Disability Research No. 12, pp. 111. Licentiate Dissertation, written in Swedish with an English abstract. The educational goal of “a school for all” creates many challenges. Issues of social justice and equity are central tenets of the concept of inclusive education. Despite the goal of comprehensive education for all children, for many pupils with physical disabilities in an inclusive school system PE (Physical Education) teaching can result in experiences of injustice. In the struggle to achieve social equality and create educational experiences where disability does not matter, it seams to matter very much. The aim of this study is to illustrate a dilemma and its potential outcomes where demands for justice for pupils with physical

disabilities are raised in inclusive Physical Education. In the study, based on theories of redistribution and recognition, two empirical examples are presented. The first example, in the context of the decentralisation of Swedish compulsory schools, illustrates degrees of awareness about numbers of pupils with physical disabilities attending compulsory schools located in a case municipality. Four sources, with varying responsibilities for disabled children, all reported different numbers of pupils. Thus, with no congruent data at municipality level, distribution and redistribution of necessary resources becomes difficult. In the second example of a ten year old boy with a physical disability, experiences of participation in inclusive physical education are described, from the perspective of five different actors (the boy himself, his PE teachers (2), his parents, classmates, and his personal assistant).

Data for this case study was gathered through interviews and systematic observation. About this particular case, the outcome of inclusive PE was judged to be fulfilled at several distributive levels. The positive outcome is discussed in terms of the combination of identification of particular special needs, sensitive adaptation, and general respect for the child with physical disability. Dilemmas of justice for disabled pupils in physical education are best studied within a multi-level context. Recognition and redistribution demands need to be simultaneously addressed in order to fulfil the goal of equitable education for pupils with physical disabilities attending PE within the compulsory school system. An attempt to combine these different ideological approaches is discussed from the perspective of social status. The outcome of the two empirical examples presented in this study illustrate general dilemmas reaching beyond the educational challenges facing pupils

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with physical disabilities and the responses of the compulsory school system to them. Keywords: physical education, physical disability, redistribution,

recognition, justice, special education, categorisation. Kajsa Jerlinder, Department of Education & Psychology, Högskolan I Gävle SE-801 76

GÄVLE, The Swedish Institute for Disability Research, Department of Caring Sciences, Örebro University SE-701 82 Örebro kajsa.jerlinder@hig.se

Lennart Jansson, Ola Nordgren and Lena Nordquist Workshop 1 Autumn-outdoor-picnic-party! It all started some years ago. The thought was to show all students the possibility to enjoy and have activities outdoor and in the forest during the four seasons. Since we already had a lot of activities during the winter, summer and spring, we decided to do something in the autumn. We decided to have an autumn-outdoor-picnic-party. When the students come to the forest, they have already been divided into small groups. We have

prepared boxes with all the materials, ingredients and instructions they will

need to make the food. Then the students start their fire and cook or bake different food. After the cooking and baking we prepare a nice “table” to sit around and we all together have a nice picnic-party!

The purpose is to give all students the possibility to develop and experience outdoor activities in the woods, in a social setting. It is also to cooperate and to cook alternative food over an open fire. You can easily adapt the activities, so it will fit and make it a challenge for all students. All according to the curriculum. Lena Nordquist, teacher in PE,Adolfsbergsskolan, Örebro, lena.nordquist@orebro.se

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Day 3

Hans Claesson , Teacher in Physical Education, khc@skola.kumla.se Carin Lövgren . Teacher in Physical Education and the Swedish language, carin@caala.nu Kumlaby Skola Workshop2 Physical education for children and youth with disabilities Two teachers – two classes. With a nice principle and a great staff such as teachers and personal helpers we have been able to create maximum flexibility in our teaching. We will show you our system and talk about our thoughts behind it. The base is two PE-teachers and four groups of students. In these groups there are children and youth between 13-17 years which have different kind of disabilities. For example

we teach students with different scales of autism. The purpose is to integrate the teaching in our “ordinary” classes so it can suit the students with disabilities. To make it work we do some simple changes. We will show you three different kind of lessons. This is a possibility to get some practical inspiration! 1 The Wallgame

We use large balls in a game that many of our students like. 2 The Danish model A very flexible activity. If you like you can add competition to it. You as the teacher can decide which activities you like to add to the game. 3 Bingo This is one of our classics. Easy to make variations depending on the class you teach. We recommend you to dress for exercise.

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Day 3

Karin Almstedt, PE-teacher in primary school and special school, Karin.almstedt@orebro.se, Kerstin Larsson, PE-teacher in primary school and special school, annakerstinlarsson@hotmail.com Workshop 3 Structure and clarifying way of work in PE To make children in school feel safe and able to participate in most activities many teachers successfully use a clarifying way of work. That is a way to make activities understandable and meaningful to many children. During the workshop we will, with a little theory

and lots of practice, try to show how a clarifying way of work creates possibilities for more children to succeed in PE. The practice will be built up as a lesson with different activities where we show examples of the mentioned way of work.

The theory will deal with concepts such as

• safety • self-confidence • independence • ways of getting

there Welcome dressed for activity.

Eva Novak, Varsam AB Workshop 4 Equipment as an important tool to reach motivation and more options in PE I think it is very important to be aware of the difference. Take for example a lesson in volleyball – if you have to play with a standard ball it is very difficult. Some of the girl perhaps likes it, because they only need to take a step away from the ball and it is easy to not participate. If only the child/pupil who is integrated in the class use a special ball, then it

became a ball not wanted for other children (and not for that included child either). Another way of teaching is to include every child – but this does not mean that everyone has to do the same thing in the same way at the same time! So back to the volleyball, if we aloud many different types of balls and rules and the

children can choose the way of playing – then there will be no right or wrong, but only try and fun.

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Day 3

If we take another well-known game, Chase the tale. If I see that a child cannot run fast enough to take a tale I have two solutions: 1 Try to learn the child to run faster 2 Adapt the rules, for example use tales with different colours. I can say that children with a red tale have to jump on

one leg. This makes it easier for the other children to take the tale. Another way of inclusion is to work with cooperative games and not only with competition. We have many different equipment for that purpose. To use juggling as a tool for training both in PE and also in physical

therapy is another way to have fun. In a Circus we need people who is brave, we need clowns, and everybody can find a way to take part in the Show. Juggling learn children to concentrate in a very positive way. And the child learns that training can be a successful way of learning.

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Day 4

Pauli Rintala University of Jyväskylä, Finland A child with a specific learning disability in PE Traditionally specific learning disabilities have been studied in child neuropsychology or in other areas of psychology. Recently, it has been studied in special education as well in psycholingvistics and neuropediatrics. Currently, interest has also risen in sport sciences. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and

developmental aphasia. It can also be caused by Developmental Coordination Disorder (DCD), dyslexia or dysphasia. Some of the typical characteristics are hyperactivity, inattention, impulsivity, short attention span, social behaviour difficulties, immature self image. The prevalence of this population is approximately 10-15 %. Many children with specific learning disabilities may have encountered PE lessons or free-time activities as bad experiences, even before the school age. These experiences mould their picture of themselves as learners, but also about their future participation. Parents and close people of these children have a very important role in conveying their values,

examples, talks etc. All these are passed on to children without any words or specific ‘teaching’. PE lesson can therefore, be good or bad – depending on how it is taught. The nice thing in PE is that if it is well taught, children are able to experience success. This means that the role of the teacher is important. Are our teachers capable of doing the lesson successful for all children? There are few things the teacher has to pay a special attention to: safety, behavior management (class structure, class organization, teaching prompts and cues, reinforcement), and task analysis.

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Day 4

Kari Korhonen Environmental factors in integration/inclusion: physical activity and people with visual impairments The importance of physical activity is very well known. Do we agree that it belongs to every one? Even to those who are not sufficiently physically active because of environmental factors they can not change? This study explores factors which can affect the

physical activity of people with visual impairments. Besides personal factors there are several environmental ones which we now recognize better than earlier. Significant others and social networks are a part of interactive systems which together are related to

physical activity. Especially important are PE and other teachers, instructors, administrators and close relatives. A basic question is analyzed: what does it mean, if we accept similar physical education objectives also to students with visual impairments?

Javanainen-Levonen Tarja, Karinharju Kati, Barak Yannai, Moller Jason, Paulamäki Suvi & Punsvik Vebjoern Modifications for lead-up games in ultimate The aim of this 1-hour session in practice is to motivate the participants for the use of a disc in APA sessions: firstly, by simplifying the rules of ultimate to meet the needs of an integrated group and secondly, by sharing with the experiences of playing disc golf with youngsters and adults with learning disability. The aims will be obtained by taking part in lead-up games played indoors or outdoors in an open accessible area

integrating non wheelchair users with wheelchair users and by a poster presentation of disc golf. Additional information Preferrably a spacious indoor area – but if the weather happens to be superb, also an accessible outdoor open area could be perfect (Parking??? – accessible for racing with wheelchairs)

The number of wheelchairs depending on the number of participants, but preferrably ½ of the max. number of participants in the session ( We manage with 8-10, but it is up to you how many wc:s you can provide) More detailed information in the beginning of September, after I have the opportunity to meet the other presenting colleaques

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Day 4 Terhi Huovinen University of Jyväskylä, Finland Teaching heterogeneous groups in PE The goals of physical education are to have a positive impact on the pupil’s physical, psycho-logical and social abilities and well-being [1]. The national education law in Finland encourages in-clusion. It has been esti-mated that every fifth Finnish child has some special learning needs. The purpose of this presentation is to discuss effective teaching methods and the factors that help all pupils to benefit from the physical education program and reach the goals of core curriculum regardless of their skills or abilities. The presentation is based on a study that is a part of “Promoting Well-being and Health by Physical Education” research project. The study was imple-mented as a case study. Purposive sampling was used to select a heterogeneous group in preschool and in a comprehensive PE pro-gram. Participants in the study included a female teacher and 13 preschool children, with and without learning difficulties (8 girls, 5 boys), and 11 boys (13-14 years old) and their male PE teacher. Data were collected over a period of one school term by observation, field notes, interviews and questionnaires. The data collection, which was

carried out by two co-researchers, involved ob-servation, field notes and interviews and ques-tionnaires with children and teachers. All lessons were videotaped. Video-analysis was carried out using a multifactor ob-servation system, the Physical Education Ana-lyzing System [2]. Field notes and interview data were analysed using a coding and categorizing method. While physical activity level varied individually, all pupils succeeded in reaching some of the goals of health-related PE. According to the teachers, organizing appropriate skill level tasks with positive climate and respecting pupils’ indi-viduality promoted parti-cipation and physical activity. Furthermore, results in-dicated that cognitive guidance (using evocative language, defining new concepts and bridging instructions with former and future learning experiences) together with manual and visual tips assist pupils in the adoption of new motor skills. The effectiveness of teaching methods depends on the level of the teacher’s knowledge about each pupil’s individual needs and talents. Pupil knowledge is the result of the observation of pupils’

actions in different learning situations, and also the result of the teacher’s ‘presence’, that is, the teacher’s positive attitude and ability to notice each child individually. The tea-cher’s careful planning is the foundation of the pupil’s success in learning PE. Implementing PE lessons by establishing a clearly structured environ-ment, giving clear in-structions, allocating con-crete tasks and supporting everything with positive teacher feedback en-courages all children to participate and try their best. In a heterogeneous group, it is challenging to teach individual pupils’ to reach all curriculum objectives [3]. However, teacher can make a difference in pupils’ participation and physical activity by offering quality PE and respecting pupils’ indivi-duality. References [1] National Core Curriculum for Basic Education (2004). Finnish National Board of Education. [2] Heikinaro-Johansson, P. et al. (1998). LOTAS-käyttäjän ohjekirja (Manual for Physical Education Observation and Analyzing System). [3] Hodge, S. R. et al. (2004). High School General Physical Education Teachers’ Behaviors and Beliefs Associated with Inclusion. Sport, Education and Society 9(3), 395-419.

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Anne-Mette Bredahl Participation in physical activity – Not just a matter of motivation In the presentation I want to discuss and challenge the viewpoint that participation in physical activity in itself is positive. It can be, but not always and not automatically. It is down to the praxis, the way activity is organized, the framework for it and the situation and the motivation of the potential participant. Having been working as a clinical psychologist at Beitostølen Healthsportscentre in Norway, where they use sport as a main tool in the rehabilitation process of people with disabilities, I witnessed some of the possible benefits, as well as the problems, challenges and possible downsides in participating in physical activity. Clearly the people I met, were not equally motivated to participate, this for many was based on past experiences. Quite

a few of them had experiences of being the odd, clumsy or different child, describing experiences of failure in physical education at school. Physical activity is a powerful tool, equally beneficial or harmful to a person’s self esteem if not used with care. As Duesand (1995) points out: when participating in sport, you are standing there, I the middle of the floor, you are exposed with nowhere to hide and it is obvious to everyone if you can’t do it. Participation in physical activity involves a vulnerability, with the risk of failure, visible to everybody. However, in my experience both the world of practical sports and in research in sport and physical activity, these matters are rarely looked into, at least not when it comes to people with

disabilities. My worry is that we too uncritically highlight the positive site of sport, without the proper respect with regard to the possible downsides and difficulties – and as a consequence losing potential participants. References Bredahl, A-M. (2002) Funksjonshemmede, rehabilitering, fysisk aktivitet og psykisk helse. Prosjekt nr 16014. Sosial- oc helsedepartementet, Oslo Duesund, L. (1995) Kropp, kunnskap og selvoppfatning. Oslo, Norway: Universitetsforlaget. Fitzpatrick, D. A. & Watkinson, E. J. (2003) The lived experience of physical awkwardness: Adults´ retrospective views. In : Adapted Physical Activity Quarterly. (July, 2003). P. 279-297.

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Tine Soulié Handicapidrættens Videnscenter, Denmark Inclusion & Physical Education - A study of pupils with disabilities and PE In Denmark we have

- special schools for pupils with special needs - special classes in municipal schools - single integrated pupils with disabilities in normal

classes. This study concerns the last group. Object

• What is the extend of the participation of pupils with disabilities in PE in the municipal school?

• What is the reason for an eventual lack of participation? • What are the requirements if the pupils should have the optimum physical education?

Method

• 63 schools in Roskilde County • Questionnaire - mainly quantitative with closed questions but also a few open

questions • The questionnaires were addressed to the PE-teachers • One questionnaire per pupil with disabilities

Results Number: 75 pupils with disabilities There is no registrations in Denmark of pupils with disabilities so we can’t tell anything about the answering frequents The information is given by 42 teachers at 28 schools (out of 63 schools in the county) Full participation 50 pupils 68 % Partial participation (participation in some of the activities)

17 pupils

23 %

No participation 7 pupils 10 % Why doesn’t the pupil participate? Marks Statements

2Difficulties with access 1Lack of remedies 5Need of remedial-teachers 7The teacher is deficient in qualifications

13It is difficult to include the pupil in the activities 5The other pupils will have lack of challenges 3The other pupils are not motivated for including the pupil 4The head of the school is not willing to give the needed resources for the pupils participation

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2The other teachers of the school are not willing to give the needed resources for the pupils participation

5The PE-teacher do not trust the pupils ability to participate6The pupil doesn’t want to participate 3The Parents don’t want the pupil to participate 2The doctor says that the pupil shall not participate 9Other

Coherence between: if the pupil receives special-pedagogical support and if the pupil participates in PE All pupils w. disabilities Pupils w. physical disabilities As you see in the schemas: if no special educational support by remedial teacher there is a chance that you are not participating at all in PE What are the requirements if the pupils should have the optimum physical education? marks

Statements

1 Better acces 3 Purchase of remedies

11 Appropriation of a remedial-teacher 17 Teachers need better qualifications 20 Courses in adapted physical activities 8 The other pupils get challenges through the including teaching

11 The other pupils find it important that everyone participates 6 The head of the school give priority to PE 4 The teachers of the school give priority to PE

14 The PE-teacher trust that the pupil is able to participate 17 The pupil is motivated for participation 18 The parents find it important that the pupil participate 12 Other

We will recommend: Teachers:

Courses in adapted physical activities It’s important for the teachers to put emphasize on the national curriculum and address this concern to all pupils, parents, colleagues and heads of the schools. To stress that it’s important with remedial PE teachers.

full participation

full participation

full participation

partial participation

partial participation

partial participation

No participation

No participation

No participation

0% 20% 40% 60% 80% 100%

county andmunicipal support

municipal support

No support

full participation

partial participation

No participation

full participation

partial participation

partial participation

partial participation no participation

0% 20% 40% 60% 80% 100%

county andmunicipal support

municipal support

No support

full participation

partial participation

no participation

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Education of teachers: Adapted physical activities must be part of the education to become PE-teacher. Heads of the schools and teacher colleagues:

Give PE status and support – don’t use PE as the last part of the puzzle when making the schools scheme for the year. Important with continuity from year to year. Give priority to good PE-competences

Municipal:

Give resources to remedial teachers not only in the theoretical lessons but also in the practical lessons. Employ an APA-consultant who is able to give courses, teach, coach and initiate and participate in development projects.

Anika Jordbru Norway Multidisciplinary rehabilitation of conversion gait disorder. Randomized clinical trial A Master degree in cooperation with Norwegian School of Sport Sciences and Hospital for Rehabilitation – Stavern, Rikshospitalet-Radiumhospitalet Medical Center, Oslo, Norway Introduction: Persons with conversive symptoms (non organic) may have substantial and long-lasting dysfunction. The treatment offered is arbitrary with respect to comprehension and duration as well as to contents. Consequently, the options are insufficient and at random. The less than optimal treatment offered these persons derives partly from the fact that interventional studies in this field are scarce. The present study aims at increasing the knowledge of how persons with conversive symptoms may effectively get better. Objectives: To examine the effects of three weeks’

multidisciplinary rehabilitation on patients with conversive gait disturbances compared to controls and to examine the short term effects of the rehabilitation. Materials and methods: Persons were recruited from neurological departments, and were randomized to immediate treatment or treatment after waiting three weeks (controls). Data from all of the 11 patients included were pooled for the later analyzes. Treatment consisted of physical training with behavioural elements included, and was aimed at positively reinforcing a normal gait. If no improvement occurred, the positive

attention was held back. The level of function before and after treatment was assessed by standardized instruments and self-report questionnaires. Results: The persons significantly improved their general function and their mobility in terms of walking compared to the controls. This improvement was also found when pooling the data of both groups after treatment. The improvement was sustained three weeks after treatment. Conclusion: The results of this study demonstrate a significant improvement in gait after three weeks’

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Day 5 of multidisciplinary rehabilitation in hospital. The results are stable three weeks after treatment. The evidence of substantial dysfunction

in the natural course of persons with conversive symptoms makes this study interesting as it indicates options for treatment within an

interval of three weeks. Thus, the study gives an important contribution to establishing a standard of treatment for this group of persons.

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DUCHENNES MUSKELDYSTROFI (DMD) Rikard Fahlén & David Lindberg, Anpassad Fysisk Aktivitet 5p, Högskolan i Halmstad

SAMMANFATTNING

DUCHENNES MUSKELDYSTROFI ÄR EN OVANLIG SJUKDOM SOM ENDAST DRABBAR POJKAR. FÖR ATT POJKARNA SKA KUNNA LEVA ETT BÄTTRE LIV BÖR DE TRÄNA UPP SIN RÖRLIGHET, BALANS, FINMOTORIK OCH ÄVEN STYRKA I VISS MÅN I FORM AV STRETCHING. POJKAR MED DMD HAR OFTA SVÅRIGHETER MED MOTORIKEN, SÅ SOM GÅNGSVÅRIGHETER, OCH ATT RESA SIG FRÅN SITTANDE TILL STÅENDE. SENARE BÖRJAR ÄVEN MAG/TARM-FUNKTIONERNA BLI LIDANDE DÅ DE BLIR TVUNGNA ATT ANVÄNDA RULLSTOL SOM FORTSKAFFNINGSMEDEL. ÄNNU LITE SENARE BLIR ÄVEN HJÄRTAT LIDANDE DÅ DETTA OCKSÅ ÄR EN MUSKEL SOM FÖRTVINAS.

INTRODUKTION I Sverige drabbas 10-20 pojkar varje år av denna typ av muskelsjukdom. Det finns ingen exakt siffra för hur många individer som innehar sjukdomen men siffror på att 30/1 miljon invånare eller 60/1 miljon mannliga invånare har DMD. Sjukdomen orsakas av brist på proteinet dystrofin som normalt finns i exempelvis hjärtmuskulaturen, skelettet och centrala nervsystemet. Bristen av dystrofin beror på en mutation i dystrofingenen. Mutationen leder till att musklerna bryts ner snabbare än hos ”vanliga” människor. Pojkarna ärver sjukdomen av moderns X-kromosom. Trots att modern är smittbärare betyder inte detta att hon har symtom på sjukdomen, snarare tvärt om, kvinnor med DMD är mycket sällsynt. Risken att en pojke ärver DMD är 50 % då modern har två X-kromosomer. Mellan åldrarna 2 - 4 år visar sig vanligtvis de första symtomen på DMD, detta följs av ett stegrande symtomförlopp.

ANPASSAD FYSISK AKTIVITET • Vattenaktiviteter

Ökad rörlighet • Bollsporter

Racketsporter Golf Kast prick

• Hårda mattor Balanserad funktion Ökad trygghet Hur ärvs DMD?

• Gungande sele Balanserad funktion Finmotorik

• Omgivningens engagemang Vikigt för att anpassningarna ska kunna tillgodoses

• Styrketräning Stretchande funktion

Referenser: Alkner, B. (2006). Styrketräning motverkar muskelförtvining, Läkartidningen, 06:202, vol.103., Ekstrand, G., (1986). Barn med muskelsjukdomar. Falun: Riksförbundet för Rörelsehindrade Barn och Ungdomar, Johansson, A-S., Erlandson, M., Lenner, P., Lindh, J & Osterman, B. (1997). Ofta sena biverkningar av Hodgekinbehandling, Läkartidningen, 94:44-7, vol. 95., Rintala, P., (2002). Grunderna för anpassad fysisk aktivitet för barn: en arbetsbok. Jyväskylä: Likes research reports on sport and health, Stiftelsen för Muskel Dystrofi Forsknings hemsida. Avaliable from: http://www.smdf.se

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MMeettoodd:: OObbsseerrvvaattiioonn ii eenn bboollllssppeellssggrruupppp fföörr ppoojjkkaarr ii åållddeerrnn 77--1122 mmeedd rröörreellsseehhiinnddeerr.. PPeerrssoonnlliigg kkoommmmuunniikkaattiioonn mmeedd aannssvvaarriigg iiddrroottttssppeeddaaggoogg äävveenn iiaakkttttaaggeellssee ssoomm ååsskkååddaarree oocchh ddeellttaaggaarree ssaammtt lliitttteerräärraa ssttuuddiieerr..

Slutsats:Anpassad fysisk aktivitet ger många positiva vinningar såväl fysiska, psykiska och sociala för barn med rörelsehinder. Bakgrund: Ett rörelsehinder kan vara medfött eller förvärvat genom en skada eller olycka. För vissa kan funktionsrubbningen påverkat enbart motoriken men hos andra kan flera funktioner ha påverkats. Cerebral pares, ryggmärgsbråck, muskelsjukdomar och reumatism är de vanligaste medfödda rörelsehinder. Förvärvade skador såsom traumatiska skador kan ge likartade symtom som medfödda rörelsehinder.

Gustav Larsson & Veronica Söderqvist, AFA - Specialpedgagogik 5p, Högskolan i Halmstad

Resultat: Fysisk aktivitet kan förbättra kroppsmedvetenhet och fysisk-motorisk utveckling för barn med rörelsehínder. Justeringar och modifikationer av existerande aktiviteter är därför av stor vikt så att även rörelsehindrade barn kan deltaga. En justering/anpassning kan vara vid till exempel pingis, att använda en upphöjning på ca 15 cm på ena kortsidan av pingisbordet. På så sätt kommer en rullstolsburen person upp i en lämplig höjd för att kunna vara med och spela. En av de största positiva effekterna med anpassad fysisk aktivitet för barn med rörelsehinder är att de känner att de kan vara med och utöva aktiviteten på lika villkor. Barnen upplever en stor glädje av att kunna vara med och utöva aktiviteterna. Deras självförtroendet stärks när de upplever att de lyckas med aktiviteten, detta ökar även barnens livskvalitet.

Diskussion: Genom att med relativt enkla medel anpassa fysiska aktiviteter ökar möjligheten för barn med rörelsehinder att kunna deltaga utifrån sina förutsättningar. En enkel anpassning av till exempel tennis är att bollen får studsa två gånger på den egna planhalvan istället för en gång. På så sätt blir det lättare för en person med till exempel cerebral pares, som kanske har svårigheter med att springa, att hinna nå bollen. Då resultatet visar på flertalet positiva effekter av anpassad fysisk aktivitet krävs satsningar såväl resursmässiga som kunskapsmässiga för att skapa bättre förutsättningar för barn med rörelsehinder.

Referenser: Asmervik, S., Ogden, T. & Rygvold, A-L. (2001). Barn med behov av särskilt stöd. Studentlitteratur: Lund. Australian Sports Commission. (2001). Give it a go. Pirie Printers Pty Limited: Canberra. Rintala, P. (1997). Grunderna i anpassad fysisk aktivitet för barn – en arbetsbok. LIKES- Reaserach Reports on Sports and Health: Jyväskylä. Personlig kommunikation: Söderlund, C. (06-02-27), Habiliteringen: Halmstad. Bild 1. www.uhi.nu/fusion_images/ rullstolsbandy.jpg Bild 2. http://www.rolli-badminton.de/rolli.jpg

Bild 1. Med små anpassningar kan alla vara med.

Bild 2.

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Summary

NORDPLUS CONFERENCE (NNAFA) 2006 #Cooperation and Education through Adapted Physical Activity# Örebro, Sweden 12-16 september 2006 Background Money from the (Nordic department of Minister) Nordiska Ministerrådet has been achieved during the period 1998-2004 to build a Nordic Network of Adapted Physical Activity for people with disabilities (NNAFA). The network has carried out conferences at Halmstad University and at the Norwegian School of Sports Science.

In the autumn of 2000, the Helsesportcenter of Beitostölen in Norway carried out an intensive course in APA

In the autumn 2002 Nestveds Spostscenter in Denmark carried out the second intensive course in APA

In the autumn of 2004 Jyväskylä university in Finland carried out the third intensive course in APA

In the autumn of 2006 Örebro university, NCFF and the Swedish institute for special needs education, carried out the fourth conference in APA.

Purpose The purpose of the conference was to develop cooperating between universities and the organisations in society. And also to use and organise education that support people with disabilities. Each country was responsible for one day each where education, research, developing and adapted teaching methods (APA) were presented. One of the most important aims of the conference was to discuss and implement a Nordic master in APA. also included Workshops, adapted activities and educational visits were also carried out during the conference. Expected results The Nordic countries have many similarities in its point of view regarding people with disabilities. A closer cooperation in the area of knowledge of APA increases the opportunities for people with disabilities to fulfil their needs of movement, to experience the joy of movements, recreation and participation. Together this will increase the possibilities to a healthier lifestyle. The Nordic countries can take advantage of and learn from each other´s experiences of APA, wich serves an exchange program for both students and teachers. Research and education in adapted physical activity may play an important roll, in a Nordic perspective, as a complement to European and international educational programs. Implications In order to promote cooperation and education in APA it is important to connect to international structure and look upon the context of APA as an multidisciplinary area in which four important areas can be found:

1. physical education in schools, 2. habilitation and rehabilitation, 3. spare time activities and recreation 4. disability sports and sport organisations

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Summary For now there are two different settings of networks in the Nordic countries:

NNAFA with its base within universities one setting with its base in knowledge centres.

During the final seminar in Örebro the discussion and decision in this question, was to bring these two networks together and to plan and carry out the conference in 2008 in common. The conference should strive for a good balance of theory and practice and to benefit from the meetings between students and teachers. The conference language should be English. It´s also important to keep the Nordplus-related meetings during the conference. Greetings from Lars Kristén Universitetslektor, Fil Dr HÖGSKOLAN I HALMSTAD Sektionen för Hälsa och Samhälle Box 823 301 18 Halmstad