Lesson Notes By Weeks and Term v3 - Senior Secondary 2
Correction and adapted physical education programme
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Correction and adapted physical education programme
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Physical Education
Class: Senior Secondary 2
Term: 1st Term
Week: 3
Theme: Foundation Of Physical And Sports Ss2
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Watch on YouTubedefine corrective and adapted programme. classify various categories of special persons. list some remedial activities for the special needs.
adaptation in PE.
5. Emotional/Behavioral Disorders: Description: Conditions characterized by emotional or behavioral responses that are significantly different from typical age-appropriate behaviour, affecting educational performance.
Examples: Attention-Deficit/Hyperactivity Disorder (ADHD): Difficulty with attention, hyperactivity, and impulsivity.
Anxiety Disorders: Excessive worry or fear.
Oppositional Defiant Disorder (ODD): A pattern of disobedient, hostile, and defiant behaviour.
Nigerian Context: Stigma around mental health can lead to these conditions being overlooked, but structured physical activity can be therapeutic. D. Remedial and Adapted Activities for Special Needs The following are examples of how activities can be adapted or remedial approaches applied for various conditions.
1. For Visually Impaired Learners: Adaptations: Auditory Cues: Using a "beep ball" for football/basketball, verbal instructions, clapping to indicate direction.
Sighted Guides: Providing a peer or teacher to guide running or movement.
Tactile Markers: Using ropes, textures on the ground to mark boundaries or paths.
Close Proximity: Teaching in a small, familiar area.
Activities: Beep baseball, goalball, swimming with a lane guide, tandem cycling.
Nigerian Context: Using familiar landmarks, strong verbal communication, and assigning responsible student guides.
2. For Hearing Impaired Learners: Adaptations: Visual Cues: Using hand signals, flashing lights, written instructions, clear demonstrations.
Sign Language: If the teacher or a peer knows basic sign language.
Face-to-Face Communication: Ensuring the learner can see the teacher's lips.
Activities: Most sports can be adapted by relying on visual signals for starts, stops, and rule changes (e.g., football, basketball, track and field).
Nigerian Context: Emphasize demonstration and visual aids as many may not have formal sign language training.
3. For Learners with Physical Disabilities (e.g., Amputees, Wheelchair Users, Cerebral Palsy): Adaptations: Modified Equipment: Lighter balls, larger targets, lower nets.
Rule Modifications: Allowing wheelchair travel, changing scoring systems, reducing field size.
Assisted Movement: Providing support for walking, using assistive devices.
Activities: Wheelchair basketball, sitting volleyball, swimming (can be highly therapeutic), boccia, adapted cycling, throwing events (seated).
Nigerian Context: Utilizing open spaces, readily available light equipment, and focusing on functional movements.
4. For Learners with Intellectual Disabilities: Adaptations: Simplified Rules: Breaking down complex games into smaller, manageable steps.
Repetition: Frequent practice and repetition of skills.
Visual Aids: Using picture cards, diagrams, or concrete examples.
Short Activity Bursts: Maintaining engagement with shorter, varied activities.
Emphasis on Participation: Focusing on effort and enjoyment rather than competitive outcomes.
Activities: Modified versions of common games (e.g., tag, throwing and catching simple objects), dance, basic calisthenics, swimming.
Nigerian Context: Group activities that promote social interaction and simple rules, like "follow the leader" or modified traditional games.
5. For Learners with Health Impairments (e.g., Asthma, Sickle Cell, Diabetes): Adaptations: Individualized Plans: Consulting with parents/guardians and medical professionals to understand specific needs and limitations.
Pacing and Rest: Allowing frequent breaks, controlling intensity.
Monitoring Symptoms: Teaching self-monitoring, having access to medication (e.g., inhaler for asthma, glucose for diabetes).
Hydration: Ensuring access to water.
Warm-up/Cool-down: Emphasizing thorough warm-up and cool-down to prevent triggers.
Activities: Low-impact aerobic activities, walking, swimming (often beneficial for asthma), yoga, tailored strength training.
Nigerian Context:* Awareness of local health conditions (like sickle cell crisis triggers), encouraging proper hydration, and having emergency contacts readily available. --- This section provides a detailed explanation of the core concepts for the teacher. A. Definition of Corrective Programme A corrective programme in physical education refers to a systematic series of exercises and activities designed to prevent, correct, or ameliorate specific postural defects, muscular imbalances, or minor physical abnormalities. The goal is to restore normal body alignment, improve functional movement, and alleviate discomfort caused by these conditions. Corrective exercises are often prescribed after an assessment of an individual's posture and movement patterns. Common Postural Defects and Corrective Measures (Nigerian Context): Many Nigerian students may exhibit these defects due to factors like carrying heavy loads (e.g., textbooks, market goods), poor sitting habits (e.g., slouching in uncomfortable desks), or prolonged standing.
1. Kyphosis (Round Back): Description: An exaggerated outward curvature of the thoracic spine, leading to a hunched back appearance. The shoulders are often rounded forward.
Causes: Poor posture, prolonged slouching, muscle weakness in the upper back, tight chest muscles.
Remedial Activities: Thoracic Extension Exercises: Lying face down, lifting the chest slightly off the floor (Superman pose without leg lift) to strengthen upper back extensors.
Shoulder Blade Squeezes: Sitting or standing, squeezing shoulder blades together and holding for 5-10 seconds.
Chest Stretches: Standing in a doorway, placing forearms on the frame and gently leaning forward to stretch the pectorals.
2. Lordosis (Swayback): Description: An exaggerated inward curvature of the lumbar (lower) spine, causing the abdomen to protrude and the buttocks to appear prominent.
Causes: Weak abdominal muscles, tight hip flexors, obesity, prolonged standing with incorrect posture.
Remedial Activities: Pelvic Tilts: Lying on the back with knees bent and feet flat, flattening the lower back against the floor by tightening abdominal muscles and tilting the pelvis upwards.
Abdominal Crunches: Strengthening the core muscles to support the lower back.
Hip Flexor Stretches: Kneeling with one knee on the ground and the other foot forward, gently pushing the hips forward.
3. Scoliosis: Description: A lateral (sideways) curvature of the spine, often appearing as an 'S' or 'C' shape. It can cause uneven shoulders, hips, or waist.
Causes: Often idiopathic (unknown cause), but can be congenital or neuromuscular.
Remedial Activities: Mild scoliosis may benefit from general core strengthening and flexibility exercises to improve spinal stability and muscle balance.
However, significant scoliosis requires specialized medical and physiotherapeutic intervention (e.g., bracing, specific asymmetrical exercises, surgery). For general PE, focus on overall spinal health rather than direct "correction" of severe cases.
Core Strengthening: Plank variations, bird-dog exercise.
Flexibility Exercises: Gentle spinal twists (within comfort).
4. Flat Feet (Pes Planus): Description: A condition where the arch on the inside of the foot collapses, and the entire sole of the foot touches the ground.
Causes: Genetic predisposition, muscle weakness, excessive weight, poorly fitting footwear (e.g., cheap, unsupportive sandals common in local markets).
Remedial Activities: Toe Raises/Heel Raises: Standing, lifting onto the balls of the feet and holding, then lowering.
Marble Pick-up: Using toes to pick up marbles or small stones from the floor and place them in a cup.
Walking on Toes/Heels: Briefly walking on tiptoes or heels to strengthen foot muscles.
Arch Lifts: Sitting or standing, lifting the arch of the foot without lifting the toes or heel off the ground.
5. Knock Knees (Genu Valgum): Description: A condition where the knees angle inward and touch or "knock" together when the legs are straightened.
Causes: Developmental factors, muscle imbalances, obesity.
Remedial Activities: Strengthen hip abductors (muscles on the outside of the thigh) and inner thigh stretches. Often requires professional assessment for significant cases.
Side Leg Lifts: Lying on one side, lifting the upper leg straight up.
Clamshells: Lying on one side with knees bent, keeping feet together, lifting the upper knee.
6. Bow Legs (Genu Varum): Description: A condition where the knees stay wide apart even when the ankles are together. * Causes: Common in infants and toddlers, often resolves naturally. In older children/adults, can be due to developmental issues or conditions like rickets (which, though less common now, can still be observed thigh stretches. Often requires professional assessment for significant cases.
Side Leg Lifts: Lying on one side, lifting the upper leg straight up.
Clamshells: Lying on one side with knees bent, keeping feet together, lifting the upper knee.
6. Bow Legs (Genu Varum): Description: A condition where the knees stay wide apart even when the ankles are together.
Causes: Common in infants and toddlers, often resolves naturally. In older children/adults, can be due to developmental issues or conditions like rickets (which, though less common now, can still be observed in some rural Nigerian settings due to malnutrition).
Remedial Activities: Strengthen inner thigh muscles (adductors) and stretch hip abductors. Similar to knock knees, significant cases require professional assessment.
Inner Thigh Squeezes: Squeezing a ball between the knees while lying down. B. Definition of Adapted Programme An adapted programme in physical education refers to a physical education programme specially designed or modified to meet the unique needs and abilities of individuals with disabilities or special needs. The goal is to provide safe, enjoyable, and successful physical activity experiences, promoting participation, health, fitness, and psychomotor development, regardless of the individual's condition. Adaptations can involve modifying rules, equipment, environment, teaching methods, or even the activity itself. C. Classification of Various Categories of Special Persons In the context of physical education, "special persons" or "individuals with special needs" refers to those whose physical, intellectual, emotional, or sensory conditions require modifications to standard physical education programmes to ensure their full and safe participation.
1. Physical Disabilities: Description: Conditions affecting physical movement, mobility, or dexterity.
Examples: Amputees: Individuals missing a limb or part of a limb (e.g., due to accidents, diseases, or congenital conditions).
Cerebral Palsy: A group of disorders affecting muscle movement, balance, and posture due to brain damage before or during birth.
Spinal Cord Injuries: Damage to the spinal cord resulting in paralysis or impaired sensation below the injury site.
Spina Bifida: A birth defect affecting the spinal cord's development.
Muscular Dystrophy: A group of genetic diseases causing progressive weakness and loss of muscle mass.
Nigerian Context: Many individuals acquire these disabilities due to road traffic accidents, industrial accidents, or lack of access to proper medical care.
2. Sensory Impairments: Description: Conditions affecting vision or hearing.
Examples: Visual Impairment (Blindness/Low Vision): Ranging from partial vision loss to complete blindness. Hearing Impairment (Deafness/Hard of Hearing): Ranging from partial hearing loss to complete deafness.
Nigerian Context: Untreated infections, poverty, and genetic factors contribute to these impairments.
3. Intellectual Disabilities (Learning Disabilities): Description: Significant limitations both in intellectual functioning (e.g., reasoning, learning, problem-solving) and in adaptive behaviour (e.g., social and practical skills).
Examples: Down Syndrome: A genetic disorder causing developmental delays and intellectual disability.
Autism Spectrum Disorder (ASD): A neurodevelopmental disorder affecting communication and social interaction, often accompanied by repetitive behaviors.
General Learning Disabilities: Broader term for significant difficulties in acquiring academic skills.
Nigerian Context: Often under-diagnosed and underserved, these individuals benefit greatly from structured and supportive environments.
4. Health Impairments/Chronic Diseases: Description: Long-term health conditions that may affect an individual's physical strength, stamina, or safety during physical activity.
Examples: Asthma: A chronic respiratory condition affecting breathing.
Diabetes: A metabolic disorder affecting blood sugar levels.
Epilepsy: A neurological disorder causing seizures.
Heart Conditions: Various cardiovascular issues (e.g., congenital heart defects).
Sickle Cell Anaemia: A genetic blood disorder prevalent in Nigeria, affecting oxygen transport and causing crises.
Nigerian Context: These are common conditions requiring careful monitoring and adaptation in PE.
5. Emotional/Behavioral Disorders: Description: Conditions characterized by emotional or behavioral responses that are significantly different from typical age-appropriate behaviour, affecting educational performance.
Examples: Attention-Deficit/Hyperactivity Disorder (ADHD): Difficulty with attention, hyperactivity, and impulsivity.
Anxiety Disorders: Excessive worry or fear.
Oppositional Defiant Disorder (ODD): A pattern of disobedient, hostile, and defiant behaviour.
Nigerian Context:* Stigma around mental health can lead to these conditions being overlooked, but structured physical activity can be therapeutic. D. Remedial and Adapted Activities for Special Needs The following are examples of This section outlines practical activities for lesson delivery.
A. Teacher Activities: Introduction (10 minutes): Begin by asking students to briefly describe what they understand by "physical defects" or "people with special needs" in the context of sports and exercise. Present a visual (e.g., a simple drawing or picture) of someone with slightly rounded shoulders or a swayback posture and ask students to identify potential issues. Introduce the terms "corrective programme" and "adapted programme," explaining that the lesson will delve into these concepts. Relate the topic to the importance of inclusivity and health for everyone in Nigeria. Content Delivery - Corrective Programmes (20 minutes): Define "corrective programme" using simple, clear language.
Introduce the common postural defects: Kyphosis, Lordosis, Scoliosis, Flat Feet, Knock Knees, Bow Legs. Use diagrams or illustrations (can be drawn on the board if charts are unavailable) to show each defect. For each defect, briefly explain its description and common causes, relating them to local contexts (e.g., student habits, common footwear). Demonstrate 1-2 simple, safe remedial exercises for 2-3 of the most common defects (e.g., pelvic tilts for lordosis, shoulder blade squeezes for kyphosis, toe raises for flat feet). Emphasize proper form and safety. Content Delivery - Adapted Programmes and Categories of Special Persons (20 minutes): Define "adapted programme" and explain its purpose: ensuring participation for individuals with special needs. Introduce the categories of special persons: Physical Disabilities, Sensory Impairments, Intellectual Disabilities, Health Impairments, Emotional/Behavioral Disorders. Provide 2-3 examples under each category, making connections to visible conditions in Nigerian communities.
Initiate a brief discussion: "Why is it important to have adapted physical education in our schools and communities?" Remedial and Adapted Activities Discussion & Brainstorm (20 minutes): For each category of special persons, lead a discussion on how physical activities might need to be modified. Provide examples of specific remedial/adapted activities for 2-3 conditions (e.g., beep ball for visual impairment, simplified rules for intellectual disabilities, gentle swimming for asthma). Encourage students to brainstorm other possible adaptations or activities, leveraging their understanding of local games or sports.
Practical Application (15 minutes): Divide students into small groups. Assign each group a specific condition (e.g., flat feet, visual impairment, intellectual disability). Task each group to propose and briefly demonstrate (for corrective) or describe (for adapted) one suitable physical activity or modification. Circulate, providing guidance and correction.
Conclusion and Summary (5 minutes): Summarize the key definitions (corrective, adapted programmes) and the main categories of special persons. Reiterate the importance of inclusive physical education for a healthy society. Address any lingering questions.
B. Student Activities: Active Listening and Note-Taking: Students listen attentively to explanations and take concise notes.
Question and Answer: Students ask clarifying questions during the lesson.
Observation: Students observe teacher demonstrations of corrective exercises and adapted activities.
Group Discussion: Participate in discussions on types of special persons and the rationale for adapted P
E. Practical Engagement: Attempt simple corrective exercises demonstrated by the teacher (e.g., pelvic tilts, shoulder squeezes). In groups, brainstorm and discuss appropriate remedial or adapted activities for assigned conditions. Present their proposed activity/modification to the class.
Critical Thinking: Reflect on how physical education can be made inclusive for all. ---
Community Inclusion and Advocacy (Social Responsibility): Understanding corrective and adapted physical education enables students to become advocates for inclusive practices in their communities. For example, they can identify the need for accessible playgrounds or sports facilities for children with physical disabilities in their local government areas. They can also volunteer in local sports events that cater to people with special needs, such as para-athletics competitions or Special Olympics events often held in Nigerian states, fostering social integration and combating stigma.
Personal Health and Well-being: Students can apply the knowledge of corrective exercises to their own lives. They can learn to identify early signs of postural defects (like kyphosis from prolonged computer use or carrying heavy bags) in themselves or family members. By practicing simple remedial exercises, they can improve their posture, reduce muscle strain, and prevent chronic pain, thus promoting personal health and functional fitness relevant to daily chores and activities common in Nigerian households.
Career Pathways and Entrepreneurship: This topic opens students' eyes to potential career opportunities in growing fields within Nigeria. They can explore professions such as physiotherapists who specialize in rehabilitation and corrective exercises, special education teachers who adapt curricula (including PE) for diverse learners, or adaptive sports coaches who train para-athletes. There's also potential for entrepreneurship in designing and manufacturing adaptive sports equipment locally or setting up community-based adaptive sports programmes. ---