Case Study 2 – Adolescent with Sensory Impairments
Claire is a 15-year-old with visual impairments. Claire has experienced a limited exposure to adapted physical education tasks and has even been placed in an online physical education course. She had full range of motion, functional strength, good light touch sensation and proprioception. Her delays with coordination and motor planning were noted as follows: She currently runs at a slow pace with no true “flight phase.” On the steps she takes one step at a time going up and down and uses both sides of the handrails. She can jump in place with both feet, but Claire has difficulty balancing and hopping on one foot. She is able to gallop but not skip. She lacks trunk rotation and opposition with overhand and underhand throwing. When kicking a ball, she has limited motion in her kicking leg prior to striking. Her poor performances in these fundamental motor skills are not the result of physical limitations, but more lack of exposure and practice. Given her visual feedback restrictions, Claire must learn the movement patterns in other ways. Considering that Claire is a now a teenager how can you teach her these fundamental motor skills? Is it possible for her to advance to the same level as her peers? Create a goal and explain how you will help Claire obtain it through practice and feedback schedules. Be very specific about practice and feedback schedules, and include a rationale for each based upon motor learning principles.