The Biggest Mover: Empowering Students with Intellectual and Developmental Delays and Physical Challenges

Autor/in	Brown, Michelle J.
Titel	The Biggest Mover: Empowering Students with Intellectual and Developmental Delays and Physical Challenges
Quelle	In: Strategies: A Journal for Physical and Sport Educators, 31 (2018) 2, S.31-38 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Michelle J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-4562
DOI	10.1080/08924562.2017.1418686
Schlagwörter	Intellectual Disability; Developmental Disabilities; Health Behavior; Health Promotion; Exercise; Physical Activities; Eating Habits; Student Needs; Knowledge Level; Coaching (Performance); Self Management; Diaries; Pilot Projects; Urban Schools; Middle School Students; High School Students; Daily Living Skills; Transitional Programs; Learning Activities; Pretests Posttests; Statistical Analysis; Program Effectiveness; Massachusetts + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Health behaviour; Gesundheitsverhalten; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Übung; Ernährungsgewohnheit; Essgewohnheit; Wissensbasis; Selbstmanagement; Diary; Tagebuch; Pilot project; Modellversuch; Pilotprojekt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Alltagsfertigkeit; Lernaktivität; Statistische Analyse; Master-Studiengang
Abstract	The Biggest Mover Program, an educational program to improve daily exercise and healthy eating was developed to address the learning needs of students with intellectual and developmental disabilities and physical challenges. The program was part of a three-part program to improve the knowledge of students, staff, and teachers through the use of multi-modal materials. Students were coached daily in self-monitoring and recording their choices. The 4-week pilot program content is easily modified to meet the needs of individual classrooms, supports the use of universal design for learning, and uses modifiable tracking materials for student self-monitoring. The program participants included staff and students in an inner-city public school who were enrolled in four middle and high school life-skills and transitional life-skills classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01