Developing Recreation Skills in Persons with Learning Disabilities
By: Lorraine C. Peniston
(1998)
Lorraine Peniston talks in
this article of the benefits of all forms of recreation, sport and dance in the
way that it benefits those with learning disabilities. She argues that the way
in which we choose to spend our leisure time says much about our personalities
and is necessary to fulfil personal needs as it
“…develops skills, promotes good health, relieves
stress, facilitates social interactions, and provides a general joy for
living.”
She states that for
recreation, each of us choose activities at which we are able to succeed. For
those with a learning disability the options for recreation and physical
activity may be limited due to there being a potential limiting of some skills
sets; organisational skills, mobility, cognitive processing, this may induce a
fear of failure that prevents them from taking the leap and joining in with
such activities. For people whose lives may already be
filled with the stress of learning and coping with day to day tasks then an
additional activity that presents potential failure may not be welcomed. For
this reason Peniston suggests that is the obligation of the teacher or coach to
“…teach skills and provide practice so individuals
with learning disabilities can achieve…”
She suggests that
adaptations and accommodations should be made to take into account potential
limitations and still provide an environment where the learning disabled
student is able to progress and improve. I think this is a really important
point within this article, if we are going to provide recreational or creative
classes for anyone, but particularly for people with disabilities we as
teachers have an obligation to do so in a way that is appropriate for the group
we are working with. Our role as a teacher is to impart knowledge, skills or
understanding, therefore I feel we are required to understands the people we
worth with, their needs and the ways in which are able to support them. To make
participating an enjoyable experience in which the student feels like they are
achieving.
“Satisfying leisure time for persons with learning
and other disabilities is as important as accomplishments at home, school, and
work.”
The benefits of joining in
with recreational activities is then discussed, the first of which is the
learning. LD adults have the opportunity to learn, from the lesson structure
and practical skills taught, or by being required to meet the demands of a
different social setting. The area of psychology and education have identified
a number of benefits of recreational activities these include,
“…behaviour change and skill learning, direct visual
memory, information (factual) learning, concept learning, schemata learning,
metacognition learning and attitude, and value learning…” (Roggenbuck, Loomis,
& Dagostino, 1991).
Opportunities to succeed and
develop new learning for those with learning disabilities is important to
general well being, I have seen this within those that I work with on a daily
basis. Most people in general react positively to praise, it is human nature to
enjoy being told we are doing well, therefore the opportunity to succeed and
learn in a positive and supportive environment can only be a good thing for
general well-being.
The articles second point is
to remind us that recreational activities such as sports and dance also have
the same physiological benefits for those with learning disability as for those
without. Daily guideline exercise is suggested at 30min for adults. Those with
learning disabilities can often lead sedentary life styles, often spending
considerable time watching television; therefore the opportunity to be active
for physical health is important. Peniston quotes Paffenbarger, Hyde, &
Dow, (1990) explaining physical benefit including, improved muscle tone, reduced
resting heart rates, improved lung capacity and lowered blood pressure, reduced
body fat, improved structure and function of connective tissues and
weight-bearing and strength-building activities help sustain bone mass and
reduce the incidence of trauma-induced fractures
The rest of the article
talks about psychological benefits. Reduced anxiety and stress and the
alleviation of mild symptoms of depression through the improvement of self
image (Taylor, Sallis, & Needle, 1985)
Other noted psychological
benefits include;
- perceived sense of freedom, independence, and autonomy,
- enhanced self-competence through improved sense of self-worth, self-reliance, and self-confidence,
- better ability to socialize with others, including greater tolerance and understanding,
- enriched capabilities for team membership,
- heightened creative ability,
- improved expressions of and reflection on personal spiritual ideals,
- greater adaptability and resiliency,
- better sense of humor,
- enhanced perceived quality of life,
- more balanced competitiveness and a more positive outlook on life
(Academy of Leisure
Sciences & Driver, 1994).
McGill (1984) suggests that integrated and inclusive leisure
activities provide opportunities for learning disabled children to model
behaviour, this leads to learning new skills and and some social constructions,
learning through doing and copying is also important as it not reliant on
traditional communication or traditional auditory/linguistic teaching. It also
serves to improve social ties, and promote self image through successful
experiences and satisfying relationships within a peer group.
Peniston closes this half of the article with
details about the provision of leisure activities within America.
“Americans With Disabilities Act of 1990, all
private, public, and non-profit agencies delivering recreation services to the
public must supply accommodations and modifications within their programs to
persons with disabilities (as requested). These professionals may not have any
knowledge of providing accommodations and/or modifications to participants with
learning disabilities.”
In the UK with have the similar Equality Act 2010. But
as is the case in America the professional providing these services may not
have the knowledge to be inclusive in their provision of activities. Therefore
a greater understanding of the needs of those with learning disabilities and
the barriers faced are of great importance.
The final section of the article goes on the explain some of the characteristics of specific learning disabilities and the problems that this may present in involvement with specific recreational activities and how these may be overcome by the learning disabled adult, she calls these "compensation strategies”. The ways in which the individual learns to overcome their disability, whether that is standing at the end of the line and so having an opportunity to learn from the actions of other until its their turn, or seeking guidance and support from a friend after the activity in preparation for the next lesson. She also provides a Cognitive leisure check list where the student completes a form that can be scored to give a “level of difficulty” detailing how much support the individual needs. These are great strategies for the more highly functioning adults with learning disability but perhaps not so possible for others. So to me still highlights the need for understanding, inclusive and informed teaching from the outset, so that all students have the opportunity to gain some of the benefits that are detailed in this article though the duration of the activity.
References.
Peniston, L.C (1998) Developing Recreation Skills in Persons with Learning Disabilities
LD Online
Article 6173. Retrieved [07/12/12] from
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