Make it Count: A Practitioner’s Guide to Enriching Health and Fitness Opportunities for Individuals with Disabilities

$95.00 – $143.00

Colin G. Pennington, PhD – Assistant Professor, Randolph College, Lynchburg, Virginia, USA

Series: Physical Medicine and Rehabilitation;
BISAC: SPO076000; HEA007000; SPO047000
DOI: https://doi.org/10.52305/OEND4842

Welcome to this book! On behalf of my collaborators and myself, I am very pleased you have chosen to read this work. That you choose to read this book is evidence you aspire to further develop your skills, competencies, pedagogy, and strategies towards providing health-enhancing opportunities for students, athletes, and individuals with disabilities who are under your care.

This book contains collected works from kinesiology, sport pedagogy, coaching, and physical education professionals at the graduate level, as well as observations and ideas from myself – a professor of kinesiology and sport pedagogy and former personal trainer and grade-school coach and educator. While enrolled in respective undergraduate and graduate courses aimed at enhancing movement, exercise, physical activity, physical education, and sporting experiences for individuals with disabilities, the authors thoroughly researched numerous disorders and/or physical disabilities, explored ideas to enhance movement opportunities for students with said conditions, and wrote chapters for this book aimed at providing suggestions and improvement strategies for teachers, coaches, and other health and movement professionals.

Each chapter explains the fundamental characteristics of the disability and describes how educators, coaches, and facilitators of exercise and physical activity can accommodate individuals with said disorder and adapt and/or modify physical education, physical activity, and movement experiences for individuals with the disability under their care. Each chapter also takes steps in educating you – the reader – on how to accommodate, modify, and support physical education and physical activity experiences for individuals in need of adaptation and/or modification.

My role, as editor of this work, was to focus authors towards an end-product that has valuable practitioner-level application. Those who will benefit from reading and applying this work include, but are not limited to: (a) physical educators, (b) health educators, (c) coaches, (d) exercise instructors, (e) personal trainers, (f) physical and/or occupational therapists, and (g) other facilitators of movement opportunities.

While, as the editor and an academic, I had the opportunity to modify and revise the writing published in this book, but I have chosen to do so as little as possible. Rather, I choose to let the authors’ words be the published words for those who will read and apply this work. The main reason for limiting my editorial impact on the work is as follows:

I believe this book is in the hands of practitioners, not academics. As a professor, I often write towards academic-oriented publication outlets. My instincts lead me to write in that style. The purpose of this book is not to reach academics – it is to reach practitioners. Because the authors are practitioners themselves, they wrote with that intended audience in-mind, and I believe this work speaks most directly to practitioners as written.

Again, I thank you greatly for serving a noble purpose in your profession. The opportunity to participate, to move, to be healthy, and to be included is necessary within a holistic education and pursuit of wellness. Kudos to you for being a member of the ‘health and wellness’ team, and kudos for you to taking the steps to ensure everyone gets to play.

**Order the printed version and SAVE 50% on the e-book with Print+eBook**

Add to Wishlist
ISBN: N/A Categories: , , , , , , , , ,

Table of Contents

Preface

Chapter 1. Blindness and Visual Impairment
Denise Avitia1, Jada Baldwin1, Isaiah McFadden1, Brady Rowland1, Patricia Rodriguez1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 2. Deafness and Hard of Hearing: Inclusion in the Physical Education Setting
Bryan Gastelum1, Angel Carbrera1, Lane Pinkston1, Mackenzie Peterson1, Mikala Winn1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 3. Deafness and Hard of Hearing: Adapting Sport and Physical Activities
Jodi Costine1, Makenzie Dunbar1, Ryan Jennings1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 4. Spina Bifida
Jamel Anderson1, Heather Isbell1, Mia Calderone1, Samantha Smith1, Samuel Madison1, Luis Rocha1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 5. Multiple Sclerosis
James Venette, Jr.1, Victoria Shaw1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 6. Poliomyelitis
Blake Burns1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 7. Wheelchair Accessibility
Shawn Best1, Javon Chambers1, Savon Rollison1, Zech Hopkins1, Josh Kemp1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 8. Osteoarthritis
Molly Fenoglio1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 9. Amputation – Pt. I
Katheryn Cameroon1and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 10. Amputation – Pt. II
Ty Simpson1, Kyle Sentell1, Jacob Pennington1, Camryn Bevins1, Clayton Grudza1, Naomi Perez1, Trinity Mathews1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 11. Trans-Radial Amputation
Spencer Waldo1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 12. Prosthesis
Kyle Sentell1, Jacob Pennington1, Camryn Bevins1, Clayton Grudza1, Naomi Perez1, Trinity Mathews1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 13. Cerebral Palsy
Jasmine McQuirter1, Kannon Henry1, Rebecca Marsh1, Benjamin Seifert1, Katrina Taylor1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 14. Congenital Heart Defects
Hector Rangel1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 15. Epilepsy
Valencia Johnson1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 16. Anxiety
Jacob Spence1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 17. Bipolar Disorder
Reece Garvie1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Chapter 18. Down Syndrome
Chelsea Goff1, John Bridgeman1 and Colin G. Pennington2, PhD
1Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
2Sport and Exercise Studies, Randolph College, Lynchburg, Virginia, USA

Index

Editor’s ORCId iD

Colin G. Pennington: 0000-0002-5002-8197

Publish with Nova Science Publishers

We publish over 800 titles annually by leading researchers from around the world. Submit a Book Proposal Now!