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MB_final_case_study - Final Paper (20 points) These case...

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Final Paper (20 points)These case studies are written with varying perspectives: as a therapist, as an instructor, or as anathlete. Choose one case study below and complete the case study worksheet (see page # 3).Case Study 1A major consideration will be Rachel’s safety. Rachel will be at a high risk of falling. She willneed much assistance with relearning how to walk. She could use bars, or a harness may benecessary until she regains some more control. It should also be noted the importance of keepingher motivation up as that will greatly impact the effort she puts into her therapy and ultimatelyher rate of improvement. Students should give examples of exercise progressions to improve hermovement control.Case Study 2In this case study, it appears that Omar is having difficulty with his attentional capacity andpossibly his ability to comprehend instructions or imitate demonstrations. He may need a lot ofrepetition with instructions and may need some other instructional strategies to help him learnthe skills. Students should discuss some of the developmental levels that Omar was in for theseskills and provide examples of how to help him improve.Case Study 3Shira is experiencing a swimming plateau. This is not unusual at all in the swimming world oreven in most competitive environments. Most athletes experience a performance plateau at somepoint in time. Based on the case study, it doesn’t appear that Shira’s plateau is due to a lack ofeffort. Given her expressions of frustration, her anxiety levels may be too high, causingperceptual narrowing. It’s also possible that she is so focused on her performance times that shehas lost her love of the sport. Students could give examples of how to help Shira with somestrategies to decrease her anxiety or could even encourage her to try different events so that herfocus can change. She should also focus on regaining that love for the sport again.Case Study 4Darnell is behind his peers because he has not received instruction in a manner that he cancomprehend given his sensory impairments. Therefore he has not had the opportunities topractice or improve these fundamental motor skills in order to reach the levels of his peers. It isalso likely that he has not been encouraged to improve these skills. Without vision, Darnell isgoing to need verbal instruction and possibly some tactile assistance to help him understand themovement patterns. He has never seen them before and without an instructor or peer telling himif he is doing them correctly or how to correct them, he will likely keep doing them the sameway. Too often children with visual impairments are told that they are doing a good job when infact they are doing the motor skill incorrectly. In the long run, this prevents the child from

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Term
Spring
Professor
N/A
Tags
Skill, Motor control, Shira

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