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PE Intervention

PE Intervention.

hedwig-buckley
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PE Intervention

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  1. PE Intervention The goal of intervention in PE for specialty students is to reduce the need for cueing and external support. Ideally the students would have an authentic experience with typical peers. The role of the adult staff member is to facilitate function within the PE setting, allowing the student to attempt routines and tasks with the least amount of cueing and intervention possible. The staff needs to be close enough to provide feedback and cues, but not so close that the student interacts with you rather than the peer group. PE Elements Warm-up: typically a series of laps and exercises Role spot/ color group: location at the front of the gym three or four kids per line Relay location: Color square on the stage side of the gym that matches the color group Practice spot: dot on the gym floor that corresponds to the color group and number Main activity: Varies throughout the year Instruction group: Any location in the gym where Mr. Tepper say “Come sit with me over here.” Line up: At the end of the class the students typically line up at the water fountain.

  2. Stranger Test The stranger test is an easy way to monitor a students participation in the PE setting. All you do is observe the room as if you were a stranger. Look at all the students and determine if the one you are working with would stand out to a person walking through the PE setting. If they do not standout they pass the test at that time. If they do standout they do not pass they test and you should intervene. Student passes stranger test Yes, do nothing No, cue to correct action Wrong activity Wrong location

  3. Cueing • If in the wrong location, ask; “where are the kids?” • Then give direction if needed. “Go with the kids.” If in the correct location, but performing the wrong activity start with a direction. “Look at the kids” Then “Do what the kids are doing” If the student is not able to perform the task at this point give direction and assist as needed. As soon as the student is performing the task or a similar task using the same gear step away for as long as the student continues to perform the activity.

  4. Locations are key! When cueing to a location provide specific on the location. “Over there/here” is often not enough information. Identify a stripe , line or colored shape on the floor. Name the location, touch the location and have the student touch and name the location if possible. After you have done this if the student is in the wrong location you can say the students name and the name of the location. “Jimmy blue circle”. When playing a game the activities change and can be very complicated. Using locations can be very effective when you are trying to help the student understand the essential functions of a game or activity . Most complicated games can be broken down to help the child pass the stranger test. We do not need to create superstars, we are trying to help the students fit in and pass the stranger test. “ Get ball, green line, throw ball”

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