Bofill Ana Maria - eufapa
Transkript
Bofill Ana Maria - eufapa
PHYSICAL ACTIVITY WITH MUSICAL SUPPORT IN POPULATION WITH INTELLECTUAL DISABILITY Authors: BOFILL, A Ma. Group of Investigation in Health, Physical Activity and Sports. University Ramon Llull. Barcelona; GUERRA, M. FPCEE Blanquerna. University Ramon Llull. Barcelona; MARTÍNEZ, E. Colegio Jeroni de Moragas. Barcelona. CARTES, M A. ACELL. Barcelona ABSTRACT The proposal for physical activity in population with Intellectual Disability (ID) has been limited to the rehabilitation field, or to sports promoted by several sports related institutions. Nowadays, the inclusion of individuals with ID in sports and physical activities, including activities with musical support, is increasing. Physical activity with musical support (dance, aerobics, and rhythmic gymnastics) allows to this population to improve their physical conditioning, their body posture, the control of their mimics and of their breathing profile. Besides, it helps their expressiveness, decreasing their aggressive attitudes being a clear opportunity of socialization improving their affectiveness. Moreover, these activities give them several cognitive benefits, including some safety principles of the movement and the understanding of these activities that allow them to recognize them both, as participants and as audience. Concerning the affective area, it provides successful experiences that contribute the individual to obtain self-confidence. Added to these activities, individuals can develop a well-deserved use of their leisure and learn to interact with others in a social way, improving their quality of life. INTRODUCTION In this communication will present from our experience and a theoretical point of view the basis for future studies related to physical activity with musical support. A proposal of contents will be presented concerning this topic. Historical antecedents show us that music not only has been used to be listen but also as a support for many kinds of physical activity since the beginning of the history. Ancient individuals used ritual dances with percussion kind of music performed with several kind of materials or instruments. All these activities developed in different ways arriving to the 20th century when it can be distinguished a wide range of performances as follows:Gymnastics, Dance, Aerobics and Expression, all of them with its own varieties example giving artistic and rhythmic gymnastics; classical, modern or folkloric dance; step-aerobics, aquatic-aerobics or hip-hop. PURPOSE After a physical, biological and motivational screening using quality criteria for health and wellness promotion will allow to program, direct and teach activities in order to improve physical condition using movement, exercises and choreographic techniques with musical support. SAMPLE Once the sample is recruited all of them with intellectual disabilities it is necessary to identify their needs and motivations. That’s why it is necessary to know through several questionnaires, medical examinations and fitness tests their actual capacity to perform this kind of activities. For example, an individual with Down Syndrome needs to work strength instead of flexibility training; on the contrary an individual with spastic cerebral palsy will need to work flexibility and if it is performed in aquatic environment it will be better. Moreover, considering that these activities use music as a support it is very important to evaluate sight and ear in these individuals as both of them will condition balance and coordination. So, to design the activity should be considered the characteristics of the sample and how will adapted for them. BENEFITS Benefits can be of different kinds: health promotion, physical and psychological improvement, social and learning support. Focusing on social and learning support these activities can be used to work memory, social communication, affectiveness, expression, creativeness, deinhibition and amusement. Memory (Berge, 1985) is applied to activities using repeated movements related to repeated rhythm as it was a phrasal expression this can help to individuals with intellectual disabilities to learn and retain information transferring from the isolated movement to the complex action. Social communication: Considering these activities as an expression using their body there is a language behind this movement and activity that helps these individuals to communicate with others being able to express their feelings and to understand what others want to tell him. Afectiveness and deinhibition can be worked in the same way that expression is done and get the same benefits for the individual. After acquiring skills and patterns training any kind of activity with musical support individuals are able to create, improvise and perform spontaneous rhythms, movements and choreographies getting profit of their high creativeness capacity at their own capacity level. Amusement (Ossona, 1985) is known by everybody that is included in any activity where individuals enjoy themselves. Moreover if it is done with friends it also benefits from the social point of view giving chances to feel as part of the society. APPLICATION OF THESE ACTIVITIES IN INDIVIDUALS WITH INTELLECTUAL DISABILITIES Not having a complete overview of individuals with DS, doesn’t allow work with them with a global intervention. Usually all kind of actions are done in a partial way, so it is necessary to consider all aspects that will affect the individual and its performance changing the concept considering these activities as part of their leisure time and not of part of a rehabilitation program. Physical activity with musical support suppose an amusing and gratifying physical work that improves their fitness, postural condition, the control of their movements and of their breathing profile, between others (Guerra and Bofill, 2002). This leisure time is free when there is no competition which is conditioned by rules. Nevertheless, with and without competition, both will benefit individuals with intellectual disabilities. A key point is to use the specific resources of these activities to obtain new adapted and creative ways to work with this population. The adaptations are related to spatial orientation, execution rhythm, arms movements, turns as well as specific material. Also, choreographies will need adaptations in their structure and will consider coordination difficulties in this population. Music should be selected properly with different compositions to allow variations in the sequences of movements when the basic structural elements can be modified. The main aspect is to maintain the purposes and the objectives raised at the beginning of the program. The choreographic composition to be applied must include the traditional parts used in a regular Physical Education session that is warm-up, central part and cool-down. CONCLUSION Future research is needed applying physical activity with musical support programs studying their effect on a psychological, biological, sociological aspect of population with intellectual disabilities. ACKOWLEDGEMENTS Eloisa Martínez Jeroni de Moragas School REFERENCES American College of Sports Medicine; (2005) ACSM’s Guidelines for exercise testing and prescription. Philadelphia: Lippincott Williams and Wilkins. Berge, Y. (1985);Vivir tu cuerpo. Madrid: Narcea. Bofill, A.M et al. (2005). Aplicación de la Danza en la construcción de la lateralidad. Proceedings Jornades d’Investigació Esport i Discapacitat, Institut Nacional d’Educació Física de Catalunya. Barcelona (Spain). Castells Cuixart, P. 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Plowman and Smith; (1997); Exercise Physiology for health, fitness and performance. Boston: Allen and Bacon. Serrano González, Mª I; (2002, 2nd edition) La educación para la salud del siglo XXI: Comunicación y salud Madrid: Ediciones Díaz de Santos Willem, L and Guerra, M. (2004). Seminar: Physiological components in dance training. Dance as ntegrated in Humanities and Society. Intensive Erasmus program Academic year 2004-2005 CONTACT Ana Mª Bofill, ([email protected]) Group of Investigation in Health, Physical Activity and Sports. University Ramon Llull. Barcelona C/ Císter, n.34 08022 Barcelona (Spain)