Physical education for the person with Down syndrome: More than playing games?

Jobling, Anne

doi:10.3104/reviews.27

Cited by 12 publications

(19 citation statements)

References 7 publications

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“…These quality approaches (for ideas see Barham, 1993;Jobling, 1993Jobling, , 1994 need to take into account the interactional complexities between performer characteristics, environmental conditions, and specific actions of task requirements-and should hasten slowly.…”

Section: Discussionmentioning

confidence: 99%

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Motor Development in School‐Aged Children With Down Syndrome: a longitudinal perspective

Jobling

1998

International Journal of Disability, Development and Education

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Movement is life! Motor development plays an essential role in the development of all children. From their earliest years, the attainment of motor milestones and the proficient development of motor skills provide the basis for the many other areas of development. Effective and efficient movement enhances confidence and has been shown to contribute to self-concept and self-worth. Little is known about the development of motor proficiency in individuals with Down syndrome beyond their early childhood. This study was designed to investigate motor development in school-aged children to provide a more comprehensive picture of motor development into adolescence. The study was undertaken over 10 years in Brisbane, Australia, with a group of children involved in the Schonell Research Centre longitudinal study into Down syndrome. Results showed that the children's motor proficiency continued to progress into adolescence and that there were a wide range of inter-and intra-individual differences in their skill levels and rates of progress.

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Section: Discussionmentioning

confidence: 99%

“…These fundamental problems in balancing require remedial instruction. One important aspect of this instruction is the inclusion of teaching elements which encourage the development of a "movement language" that can assist children with Down syndrome to understand about their moving and its role in the acquisition of skills (Jobling, 1994).…”

Section: Discussionmentioning

confidence: 99%

Motor Development in School‐Aged Children With Down Syndrome: a longitudinal perspective

Jobling

1998

International Journal of Disability, Development and Education

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“…In recent years, approximately 45 percent of males and 56 percent of females with Down syndrome have been found to be overweight (Shields, Dodd, and Abblitt 2009); based on statistics alone, it is obvious that children with Down syndrome must be shown how to live a healthy life as children, so that they will be more likely to live a healthy lifestyle as adults (Shields, Dodd, and Abblitt 2009). Early intervention also helps to combat childhood obesity; if children are obese, then they are less likely to be physically active as adolescents and adults (Jobling 1994). It is important that different forms of therapies for children with Down syndrome offer opportunities for activity as this is a critical aspect of development.…”

Section: Review Of Literaturementioning

confidence: 95%

“…Certain skills should be incorporated in therapy and in any educational setting for children with Down syndrome to nurture development such as climbing, jumping, running, and balancing (Barr and Shields 2011). In addition to these basic movement skills, concepts of body awareness and spacial awareness can be included in therapy (Jobling 1994). It is the dance therapist's and dance educator's responsibility to offer inclusive physical activity opportunities.…”

Section: Review Of Literaturementioning

confidence: 99%

The Benefit of Movement: Dance/Movement Therapy and Down Syndrome

Albin

2016

Journal of Dance Education

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“…Educationally, for children with Down syndrome, motor skill development requires education in, through and about movements (Jobling, 1994) and the development of a 'movement language' to assist their understanding is essential. Knowledge about movement itself (Foster, 1976), how each movement can make up a skill and how a series of skills make up activity sequences are necessary components of this 'language.'…”

Section: Motor Skillmentioning

confidence: 99%

Life be in it: Lifestyle choices for active leisure

Jobling¹

2001

Downs Syndr. Res. Pract.

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-For members of the community, participation in leisure, sports and recreation is an important lifestyle choice. Individuals with Down syndrome live in our community and they, too, are equally entitled to active lifestyle choices. Children, adolescents and adults with Down syndrome have a wide range of interests and, although reported trends indicate that their engagement in recreational activity is often sedentary and solitary in nature, other factors apart from the syndrome may account for this. Using a perception of difference perspective, this paper will examine certain aspects of their motor development, health and interactions with others which could be viewed as restrictive factors to their ability to participate in active leisure opportunities in the community. Program examples from Australia will be used to illustrate how a perception of difference which facilitates ability rather than disability across community based activities can enable a range of active leisure choices.

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Physical education for the person with Down syndrome: More than playing games?

Cited by 12 publications

References 7 publications

Motor Development in School‐Aged Children With Down Syndrome: a longitudinal perspective

Motor Development in School‐Aged Children With Down Syndrome: a longitudinal perspective

The Benefit of Movement: Dance/Movement Therapy and Down Syndrome

Life be in it: Lifestyle choices for active leisure

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