Valladolid,+Simplicio+Inclusive+Strategies+in+Sport+Coaching



My name is Simplicio Valladolid Jr., but I usually go by "Junior" for its simplicity. I am the youngest of seven children with four brothers and two sisters, but I am the only child that was born in the states. Both of my parents and my six siblings are from the Philippines. My parents moved my siblings to the U.S. and two years after arriving, I was born. Growing up in Kodiak, Alaska I got involved in the commercial fishing industry at a young age. Kodiak is home to one of the largest fishing fleets in the U.S. I still return in the summers for the Commercial Salmon Seining season and sometimes the Commercial Halibut Long-Lining season. I have been involved in the fishing industry for 14 years now and have been the deck boss for the last five years. I am also the relieve skipper on occasions when the captain has other obligations. I attended Southern Oregon University on a wrestling scholarship where I qualified for the National Championships all four years while acquiring a bachelors degree in Health and Physical Education with a minor in Philosophy. After graduation, I entered the two-year middle-high MAT program where I am currently performing my full-day student teaching.

My goal in this program is to take advantage of any and all opportunities to prepare myself for my teaching career. I would like to attend any workshops and/or lectures that would be beneficial to my future as an educator. I currently want to gain a better understanding of what my strengths and weaknesses are so that I can work to improve both areas. My goal for my career is to help students reach their full potential. School could be very difficult at times for students and I want them to understand that that's okay - instead of becoming discouraged and frustrated try to find positive lessons to teach during negative experiences.

There are plenty of things that bring me joy but none more than spending time with my family. As I mentioned, I am the youngest of seven children. When my older siblings graduated from high school and left home, it was uncommon for them to return to visit. They did come home on occasions but for the most part I stayed in touch through phone calls. When I graduated, however, my parents sold our house and retired in the Philippines. Therefore, we never had a common destination to meet up again. Through the last 4-5 years I have had the chance to visit everyone in my family and meet their children, husbands, and wives. Now it's all that I really want to do - visit family.

My greatest fear about being a teacher is not having enough time to teach. I know that I will have bad days that could possibly turn into bad weeks. I understand that it is important for me to develop strategies and techniques so that the work does not seem too overwhelming at times. In addition, I do have a fear of being a very low performing or sub par teacher. If I ever feel like I am not being effective with my students or not improving in my teaching skills, I hope that I could walk away before I consider my teaching a disservice to the students.

A time that I remember having difficulties was just as recent as Fall term. I began to look at what I have to complete by June and I became so overwhelmed that I could not focus on my work. I felt like I could not even begin to chisel away at this mountain of work. What helped me is to change my attitude and perspective. I told myself that it had to be done and to focus on individual tasks rather than think about the hours that are going to be required to complete everything. I think that breaking down the tasks could be beneficial to students when you clearly explain the instructions to them and connect them back to the task.

**Wiki Research Project: Inclusion Strategies in Coaching Sports** My research topic for this project is “Inclusion Strategies in Coaching Sports.” I got involved in sports at an early age and feel that there are countless benefits one could gain socially and physically. Participating in team sports provide people with an opportunity to be involved in something greater, increases motor skills, teaches discipline and character, and creates a sense of well being amongst many other things. This topic is also relevant to me as I am performing my full day student teaching experience in which half my day is spent in the Physical Education setting where I work with kids with both intellectual and physical disabilities.
 * Introduction and Personal Relevance:**

This website was by far the most helpful in learning about inclusion strategies in sports. It provides an abundance of information including recognizing your own coaching philosophy, knowing your athletes, organizing practices, managing athlete anxiety, fund raising form competitions, dealing with winning and losing, et cetera. This is definitely the “one-stop” shop for coaches who wish to get involved in competitive activities for special populations.
 * The top 5 things you learned while completing this research project:**
 * 1) Sport works to improve the inclusion and well-being of persons with disabilities in two ways — by changing what communities think and feel about persons with disabilities and by changing what persons with disabilities think and feel about themselves.
 * 2) Sport can help erase stigmas and stereotypes because it places persons with disabilities in a position where their skills are highlighted – pushing their disabilities into the background.
 * 3) Coaches can apply the TREE principle to modify and challenge players according to their ability:
 * 4) **T — Teaching/coaching style**
 * 5) **R — Rules and regulations**
 * 6) **E — Equipment**
 * 7) **E — Environment**
 * 8) Things to think about when adapting/modifying games to fit the needs of participants with disabilities:
 * 9) Are all participants challenged with the potential for success?
 * 10) Are all participants safe in the activity?
 * 11) Will there be any negative affects on anyone participating?
 * 12) Is the coach/instructor doing too much?
 * 13) Athletes Stages of Learning
 * 14) **Beginning:** The beginning stage of learning is the thinking stage. This is where the athlete is working out in his mind what to do.
 * 15) **Intermediate:** The shift is from mental activity to learning the sequence of movements to master the skill. Athletes work on refining their timing and coordination.
 * 16) **Advanced:** The control of the movement becomes more automatic. The athlete is not thinking about the movement as much.
 * The best resource you found with an explanation of why it’s important/helpful**
 * [] (5/5)**


 * A list of 8 additional resources (rate them from 1 to 5 and aim for resources that are 3 or better!) with a brief explanation of each.**

This site provides the history of how using sports can empower people with disabilities. It discusses how sports can be a tool for eliminating the stigmas commonly associated with people with disabilities and be utilized as an agent of socialization. Great detail is given to how sport empowers persons with disabilities so that they may recognize their own potential and advocate for changes in society to enable them to fully realize it. Sports can help individuals with disabilities build self-esteem and provide them with a sense of belonging and acceptance which, in turn, can improve their quality of life.
 * 1.) [] (5/5)**

This YouTube video is a news clip about a student with autism who gets the opportunity to demonstrate his abilities during a home basketball game. It is not the best resource for information regarding inclusion strategies for coaching sports, but by watching the video you can see how sports can benefit an individual's well-being and promote belonging/acceptance. In addition, this video can demonstrate how sports can eliminate or erase the negative stigmas of persons with disabilities and highlight their strengths.
 * 2.)** http://www.youtube.com/watch?v=cZtU676jA_k **(2.5/5)**

This is a short read about coaching children with special needs. It is not extensive or detailed but I really liked how it emphasizes the coach's role in an athletes life. It talks about how a child may view his or her coach as somewhat of a "Superhero" and your actions can leave a life-long impression on the child - especially if it is the child's first experience in sports. In addition, I also liked how this article talks about asserts that trying your best and having fun should be the main emphasis rather than winning and doing great. 4.) http://www.specialeducationadvisor.com/with-the-right-coach-special-needs-children-can-play-team-sports/ **(4/5)** This article was written by Doug Goldberg, a Special Education Advisor and parent of a child with disabilities. This is a great resource for parents who are interested in involving their child in sports. Goldberg describes how sports are a great way to help a child develop motor skills (amongst other things) during their younger years. He emphasizes the importance of finding the right sports and the right coach to fit the child to guarantee positive experiences. Goldberg also shares some of his experience in involving his child in sports and describes how the earlier you get your child involved in sports, the better off they are as you can sooner decide whether or not the child enjoys sports and wishes to continue. 5.)  (**4/5)** This is a PowerPoint Presentation was created by Laura Jones who teaches the Special Populations class at SOU. This is a great resource to consider when teaching students with special needs in a Physical Education setting as it provides different adaptations to the instructions of a lesson, the rules of a game, as well as the equipment involved. These modifications are necessary so that students with special needs can still participate in activities while maintaining the potential for success. 6.) http://blog.ncpad.org/2011/01/24/why-coach-special-needs-athletes/ **(3.5/5)** This article was written by the NCPAD - Endless CapABILITIES. I like this article because it focuses on the child's needs and goals rather than the often unrealistic expectations and goals of the coach.
 * 3.)**** http://www.specialednews.com/educating-children-with-special-needs/coaching-children-with-special-needs.htm (**3/5**)

CBL Project - "Kyle" is a student on an I.E.P. He is two years behind in his reading comprehension but is proficient in math and has demonstrated strengths with various problem-solving activities. This lesson is for review and should be conducted after students have been introduced to the major food groups, portion size, and reading food labels. The initial lesson required all students to complete a study guide independently while sitting at their tables. They were to read a selection and complete short answer and fill-in-the-blanks questions on the worksheet. Given this new adapted lesson, Kyle will be able to participate in the activity and utilize his strengths.

The activity in this modified lesson involves creating a 3-meal plan under certain guidelines (e.g. total calories for all 3 meals cannot exceed 2000). Students will be put into groups and discuss what foods are the best choices for a healthy meal. In this instance, Kyle can use his proficient math skills by adding up the calories found on the food labels and contribute to his group's progress. It is very important for the instructor to be very clear on the guidelines when introducing this activity to the class. Kyle prefers directions to be very clear and precise and will become aggravated when rules are not followed. If Kyle ever begins to show signs that he may have a tantrum, he has been working on self-monitoring and will usually excuse himself for a walk. In other cases, the instructor should approach Kyle and tell him that he needs to go for a walk.




 * LESSON TITLE**: Reading Food Labels


 * SUBJECT AREA/GRADE LEVEL**: Health/Middle School (Grades 7-8)


 * STATE CONTENT STANDARDS**:
 * **Promotion of Healthy Eating:** //Acquire knowledge and skills to understand and practice healthful nutrition that contributes to growth and energy and helps prevent chronic diseases.//
 * HE.08.HE.02 Track progress toward achieving a short-term personal goal related to variety and moderation within healthy eating. (Goal Setting)


 * ASSESSMENTS**:
 * Class will be divided into groups of 3-4. Their activity is to develop 3 meals choosing from select foods at the “label” station, which consists of boxes and wrapping paper of various types of food. Students’ final products will be used to assess their knowledge regarding information presented in preceding lessons (e.g. daily intake guidelines and food selection).


 * SELECTION OF INSTRUCTIONAL STRATEGIES:**
 * //Direct Instruction//: When covering the procedures and guidelines of the activity, the instructor will utilize direct instruction. This is beneficial for the students because it will prevent any confusion or misinterpretation of the directions for the activity in this lesson plan. In addition, expectations of the students are clear and precise when the instructor outlines the main points.


 * //Experiential Learning//: Experiential learning will take place while the students participate in the activity, share ideas, analyze information, and apply possible solutions. This benefits students as they are given the opportunity to improve their social skills, communication, and teamwork skills.


 * //Interactive Instruction//: Interactive instruction will rely on discussion and sharing among participants. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting techniques.

**MATERIALS:** Food Chart Worksheet (ATTACHMENT #1) and various food packaging with labels (e.g. bags of rice, boxes of crackers, packages of noodles, et cetera).


 * FOCUS & PURPOSE:** The purpose of this lesson is to provide students with an opportunity to use prior knowledge (regarding dietary guidelines and food selection) acquired from previous lessons while working in groups to develop a 3-meal diet plan. Students will develop a better understanding of what are considered healthy choices versus unhealthy choices. The activity in this lesson plan can help students become familiar with reading food labels and hopefully continue to do so regularly. Furthermore, students will have the chance to collaborate and discuss options on how to complete the activity with their group members, thus improving their social skills and teamwork strategies.


 * OBJECTIVES:**(TSWBAT = The students will be able to)
 * 1) TSWBAT arrive to class on time ready to participate and this will be assessed by the class tardy policy and teacher observation.
 * 2) TSWBAT demonstrate positive communications skills and team work during the activity, which will be assessed by teacher observation.
 * 3) TSWBAT identify healthy food choices by recording them on their food chart, which will be assessed by the accuracy and completeness of their worksheets.
 * 4) TSWBAT demonstrate knowledge of serving sizes by recording them on their food chart, which will be assessed by the accuracy and completeness of their worksheets.


 * PROCEDURE:**
 * **Anticipatory Set:** Can anyone tell me how much meat is in the world famous “Belly-Buster” from Denny’s (11 lbs; 15 lbs total in the sandwich)? Raise your hand if you think this is healthy? Why or why not? Has anyone eaten or seen someone eat a large meal comparable to this?


 * Explain the activity: Today you will be divided into groups of 3 - 4. Each group member will be given a worksheet (ATTACHMENT #1) that everyone will be required to complete. Select your foods from the food station and bring it back to your group’s workstation. In order to prevent overcrowding, only 1 member from each group can be at the food station at a time. Retrieve a food from the food station and bring it back to your group's work station in order to collect the information together. Once your group has recorded the appropriated information from the label, return the food item to the food station and select another. Continue this until your chart is completed. Once completed, answer the questions on the back of the page with your group members and make the necessary adjustments/substitutions (be sure to tell them that they CANNOT ASWER QUESTIONS ON REVERSE SIDE UNTIL THEIR CHARTS HAVE BEEN COMPLETED).


 * Students are encouraged to review their notes from previous lessons in addition to the charts/graphs and posters located around the classroom.


 * To avoid confusion, before handing out the worksheet and cutting them loose on the activity, complete the breakfast portion of the worksheet as a class on the overhead so that everyone can follow along and understand the procedure - then release the students on to the activity.

(//One recommendation here is to check on Kyle and lead him and his group members through the first couple items. This way, everyone in Kyle's group is clear on the directions. Also, if Kyle becomes confused, his group members can help explain the procedures and expectations before his agitation elevates. Then, be sure to monitor his progress throughout the duration of the activity//.)


 * WRAP-UP DISCUSSION QUESTIONS:** Ask for volunteers to share some of their findings.
 * What did you guys like about this activity? Dislike?
 * What would you have changed about this activity?
 * Choose a volunteer and have them share which foods they selected for a given meal, what were the nutritional values, how many total calories they consumed, and if it met the recommended daily amounts.
 * Ask the students if they would use the diet plan that they have created.
 * Initially, what were the common food groups that the class did not meet the recommended amounts?
 * Ask for examples of a good choice and a bad choice for dairy (fat-free milk vs. sour cream), protein (lean meat vs. hot dog), fruit (apple vs. fruit snack), vegetables (broccoli vs. corn), and grains (whole wheat bagel vs. white bread).

Reading food labels – [|http://kidshealth.org/teen/food_fitness/nutrition/food_labels.html#] Dietary Recommendations for Healthy Kids – [|http://www.heart.org/HEARTORG/GettingHealthy/Dietary-Recommendations-for-Healthy-Children_UCM_303886_Article.jsp#.TyjG5xw4iGI]
 * RESOURCES:** (//copies of the food chart worksheet can be distributed if students want to use them for future planning with parents at home//)


 * Modifications/Adaptations:**
 * Locate Kyle’s group away from the food station. Kyle prefers to work with organized procedures and is very critical of boundaries. Placing Kyle in a group close to the food station might cause him to become frustrated and feel overwhelmed with all the activity in this area.
 * Since Kyle struggles with reading comprehension, assign Kyle’s other group members with the role of retrieving the packages. This way Kyle will still be able to contribute to his group by discussing the food choices and not have to worry about distinguishing healthy choices versus unhealthy choices.
 * If Kyle does not complete his worksheet by the end of class, allow him to complete it at home or at his special education classroom; however, make sure he has copies of the handouts/notes from the preceding lessons before he is dismissed.

ATTACHMENT #1 (I apologize about the table below, but I am not very familiar with Wiki and do not know why it keeps changing my page layout whenever I edit anything. A better example of the worksheet can be found on the attachment above labelled "Food Table") FOOD CHART
 * **BREAKFAS**T ||  || Food Choice: ||
 * || Record from label:
 * Protein: (g)
 * Carbs: (g)
 * Saturated Fat: (g)
 * Cholesterol: ___(mg)__
 * __Sodium: ­__ _(mg)
 * Fiber: (g) ||
 * || Servings:
 * Dairy: _servings
 * Meet/Beans: _servings
 * Fruits: _servings
 * Vegetables: _servings
 * Grains: _servings
 * Calories ___(kcal) ||
 * **LUNCH** ||  || Food Choice: ||
 * Record from label:
 * Protein: (g)
 * Carbs: (g)
 * Saturated Fat: (g)
 * Cholesterol: ___(mg)__
 * __Sodium: ­__ _(mg)
 * Fiber: (g ||  || Servings:
 * Dairy: _servings
 * Meet/Beans: _servings
 * Fruits: _servings
 * Vegetables: _servings
 * Grains: _servings
 * Calories ___(kcal) ||
 * **DINNER** ||  || Food Choice: ||
 * Record from label:
 * Protein: (g)
 * Carbs: (g)
 * Saturated Fat: (g)
 * Cholesterol: ___(mg)__
 * __Sodium: ­__ _(mg)
 * Fiber: (g || Servings:
 * Dairy: _servings
 * Meet/Beans: _servings
 * Fruits: _servings
 * Vegetables: _servings
 * Grains: _servings
 * Calories ___(kcal) ||

> **(Example:** //My diet plan exceeded or did not meet the recommended daily servings for . Therefore, I subtracted my selection of and substituted it with for a better choice to meet my body’s needs//**.)** >
 * 1) ## **Did your diet plan meet the recommended daily intake for the main food groups?**
 * 2) **Dairy: __(3 cups recommended)__**
 * 3) __**Protein (**meats/beans**):**__ **(5 oz recommended)**
 * 4) **Fruits: __(1.5 cups recommended)__**
 * 5) __**Vegetables:**__ **(2 cups recommended)**
 * 6) **Grains: __(5 oz recommended)__**
 * 7) __**Calories**__**(1800-2200 recommended)**
 * 8) **What food group(s) did you meet the daily recommendations?**
 * 9) **What food group(s) did you not meet the daily recommendations?**
 * 10) **Revise your diet plan. Take a second and look at your food choices in your chart. Select something that you can eliminate and substitute it with a healthier choice that will help you reach your recommended daily servings.**