Gesture control
Progress forward
Chain run - catch the ball - dribble to go to the basket
Long pitch, I cross in short passes with (or without) studs ; with and without dribbling
5 round trips, count loss of ball
Even principles come to a standstill
Pass in partner's dribble
Do not move face to face
Run to stand slightly in front of the PB to receive his pass
I run forward while catching on the side
Not chased away and missing back
As soon as I reach the key space to stop and shoot (or shoot while running)
Baseline situation
Team play on a large field
Starting from a pass situation at 10
Chain with ball to the captain to finish on typical basketball game situation
Stand out forwards and /: or come back in support
Raise your head to find solutions when you have the ball : " who is alone and forward "
The ball progresses forward to the basket on each team possession
I move away from the defenders by moving towards the basket
Return to calm
Grouping around the teacher
Stretching during the discussion
Talk to the students to find out the highlights of the session
Understanding of goals and students talk about possible progress for themselves and / or their teams
Check for continued seizure or take D E P if possible if conditions are conducive to asthma
Orientation of the next session : reduce the loss of ball in the game in motion (especially in passing), continue the work of demarcation
Integrating students with asthma in E ducation P hysical and S portive
Stakes for EPS
. address all students
. prepare all students for the management of adult physical life
contact allergens : mites, animals, pollen
inhalation of pollutants : smoke, exhaust gas, etc.
viral illnesses : common cold that can cause a seizure
taking medication : aspirin ...
food intake :
stress :
effort :
climatic conditions :
Student - parents
Family doctor
Total incapacity
Rare case : asthma is persistent and the immune defense fragile. The crises are numerous and severe.
No physical practice
Reception in progress with particular project
Danger of inactivity
Responsibilities
Arbitration, coaching
Observation
Self-image : handicap
Habit of inactivity
Find an interest in tasks other than that
of the group
Adapted academic tests ?
Partial incapacity
constant asthma and / or exercise asthma
asthma is allergic, moderate attacks
Identical activities within the classroom
Cannot do certain activities
Prohibited activities
Diving
Horse riding…
Adaptation of the rules, duration, intensity and / or scale
Stay with the class but do another activity in parallel
Change group according to the cycles to practice an adapted activity (ex : a pupil allergic to chlorine has changed class in EPS)
Ensure working methods and good asthma management
Find the PSA that allows him to invest without harming his health and adapt accessible performance
Issues for the asthmatic student
. increase your tolerance to exercise
. improve self-esteem
. increase self-confidence
. improvement of physical and psychological well-being
. minimize respiratory impairment
. exercise your breathing capacity
. Build muscle mass for the lungs
▲
School life
▲
CA / internal regulations
▲
School doctor and nurse
▲
Headmaster
Punctual incapacity
momentary crisis
asthma attack the night before resulting in fatigue overload
asthma is allergic ,
moderate seizures
Cannot practice the activity for a reduced period
or only part
Stay with the class but do another activity in parallel
Help with the course
Practice with adapted practice conditions (adapted class)
Make sure to keep the student in a group dynamic and promote gradual reintegration
Preventive treatment
Aptitude
asthma is mild, attacks rare
Identical activities within the classroom
Preparation for the effort and
specific recovery
Ensure a favorable practice environment
1 Observatory college - high school / ac. Créteil - 12/20/2020
Cycle Endurance - 6 th September to November 03
Sessions offered for the first cycle of the year to 3 classes 6 th . Out of 5 asthmatic students, 3 chose to practice the same sessions as the other students. 2 preferred to carry out the sessions which were sometimes adapted.
The aim of the cycle is : to run sportily for 20 minutes without stopping . The objective is for the students to find an active running pace : “ sporty ” ( and not “ pseudo ” races where the students drag their feet creating trauma s on the knees and back and cannot be reused in other activities ) and which allow them to go a long distance. In order to remain in a sporting practice, we differentiate an “ easy ” running pace (jogging type) from a “ sporting ” running pace (where the pace is sustained while being achievable over time). The session patterns vary according to the types of students (eg : over a 6-minute sequence, the group wins a point if everyone passes the marker at the signal , for other classes, we compare two groups and we gives penalties / competition …) but the content remains the same for all the students during the sequences.
Meeting
0
Session objectives
Teacher interventions
A ttentions / asthma
Advice / asthma
Specific contents
Points impo r tives session
Adapted session
Session 1
Know how to warm up
Learn to run active and placed
Insists on warm-up rules
Guide student running attitudes
Help pupils to locate the level of fatigue (pulse, sensation, breath, etc.)
! weather
! presence of asthma
! drug available and taken
Drinking a little is ... profitable (it prevents the bronchi from drying out too quickly)
Review the precautions related to the practice of asthma
At the start of the cycle : practically identical sessions to integrate all the students into the class.
The work being fractional and of short duration, little risk of provoking a crisis and form of work which is not very stressful .
The work of the asthma patient will be important on the breath : after the effort, become aware of the shortness of breath (is it strong and / or normal)
Insist on nasal breathing during walking phases (this is easier to achieve than when running)
Search for sensations, measurement of the DEP for a student with his device.
The test can sometimes be a source of anxiety or just difficult because you can run for quite a long time . So we adapt… with the cooperation of the asthmatic student to find a working group.
At the start of the cycle : objective 1 , string together running and walking sequences without interruption to symbolize a long effort but with fractional work that does not lead to a long run (<5 min so as not to trigger a BIE)
Be careful to finish the sessions with a walking or gradually decelerated sequence so as not to cause a sudden stop of the exercise which can be restrictive for the asthma sufferer
Continuation of the cycle : objective 2 , gradually increase the duration of the sequences to push back the threshold of tolerance to the effort. (and achieve longer aerobic work)
We remain alert to the signs announced iat owers of IBE
It is interesting to keep a " slow " start to the race to accustom the asthmatic student to gradually start his effort.
We notice that as they grow older, students cope better with the duration of the efforts (positive growth and training ?)
Passive stretching : active - segmental mobilization
Footwork and active stride on slats and small hedges
Use of arms and sheathing
Jogging /
Stretching / all 20 '
Educational race /
4 times 5 'race with 2' walk recovery
Cool down - 5 ' stretches
Same session but the warm-up varies : alternation of run / walk sequences instead of jogging
Session 2
Learn to run active and placed
Use stopwatch and workout program alone and in groups
Insists on warm-up rules
Guide student running attitudes
Help students to respect time and space guidelines (e.g. tps / lap)
! weather
! presence of asthma
! drug available and taken
Same as session 1
“ Signature ” work : active support
Breathing rhythm
Jogging /
Stretching / all 20 '
Educational race /
5 times 4 'race with 1' walk recovery
Cool down - 5 ' stretches
Same session but the warm-up varies : alternation of run / walk sequences instead of jogging
Session 3
Perform a test to organize groups of levels
Test students' endurance qualities
Guide student running attitudes
Organize the smooth running of the test and take results
! weather
! presence of asthma
! drug available and taken
Same as session 1
Test : run a given distance (120m) at a gradually accelerated speed for as long as possible
" College-specific test "
Jogging /
Stretching / all 20 ' =
Educational race / warm-up. oriented
Endurance test on a handball field
Cool down - 5 ' stretches
Sequences of 5 laps of the field repeated 6 times : find the pace where you feel good (according to chrono on the 5 T choose a group or race program)
Session 4
Identify and regulate a " sporty " running pace
Distribute students with similar racing rhythms
Ensures compliance with race sheets and adapts groups according to affinities (fatigue, roles, leader, etc.)
! weather
! presence of asthma
! drug available and taken
Stride amplitude work on plots
Running work with defined rhythms :
" Easy " : 5s more per turn
" Sportsman " : optimal time estimated by test
" Fast " : 5s less per turn
15 'oriented warm-up
3 * 6 minutes (athletic - easy - athletic) with 2 min walking recovery
Cool down - 5 ' stretches
15 'oriented warm-up
5 ' C ourue - 2' M archer - 5 ' C ourue / 2 times
Cool down - 5 ' stretches
Session 5
Identify and regulate a “ sporty ” running gait that best suits the student
Distribute students with similar racing rhythms
Ensures compliance with race sheets
Depending on the fatigue of the pupil, the g rou pes
! weather
! presence of asthma
! drug available and taken
Running work with defined rhythms
Slats on course to obtain race quality during the race sequences
15 'oriented warm-up
3 * 7 minutes (athletic - fast - Easy) with 2 min walking recovery
Cool down - 5 ' stretches
15 'oriented warm-up
2 'M - 4' C - 2 'M - 7' C - 2 'M
Cool down - 5 ' stretches
Session 6
Test a " sporty " running pace
(formative evaluation and / or final evaluation if the student is absent during the last session)
Ensures compliance with race sheets
Corrects racing attitudes
See with the students the possible adaptations / paces / evaluation
! weather
! presence of asthma
! drug available and taken
Slats on the course to obtain stroke amplitude during the " easy " running sequence (spacing approx. 1 meter)
15 'oriented warm-up
20 min test at " easy " pace with 5 min walking recovery
5 min at " easy " pace : active recovery
Cool down - 5 ' stretches
15 'oriented warm-up
2 'M - 6' C - 2 'M - 9' C - 2 'M
Cool down - 5 ' stretches
Session 7
Manage your " sporty " running pace
Manage your breathing
Ensures that race plans are respected by announcing passage times
Corrects the attitudes of races (do not drag your feet ...) and insists on the long exhalation
Depending on the student fatigue , vary the g rou pes
! weather
! presence of asthma
! drugs available and taken
Running work with defined rhythms without stopwatch but with file
Slats on course to obtain race quality during the race sequences
15 'oriented warm-up
8 '" athletic " + 6' " easy " + 8 '" athletic " with 2 ' walking recovery
Cool down - 5 ' stretches
15 'oriented warm-up
2 'M - 8' C - 1 'M - 12' C - 1 'M
Cool down - 5 ' stretches
Session 8
Manage your " sporty " running pace
Manage your breathing
Ensures that race plans are respected by announcing passage times
Corrects the attitudes of races (do not drag your feet ...) and insists on the long exhalation
Depending on the student fatigue , vary the g rou pes
! weather
! presence of asthma
! drug available and taken
Running work with defined rhythms
Slats on course to obtain race quality during the race sequences
15 'oriented warm-up
10 '" athletic " + 5' " easy " + 10 " athletic " with 2 ' walking recovery
Cool down - 5 ' stretches
15 'oriented warm-up
2 'M - 10' C - 1 'M - 10' C - 2 'M
Cool down - 5 ' stretches
Session 9
Final assessment : 20-minute test
Ensure that the scorecards are correctly completed during the assessment
As usual ... encourage students to do the best they can
! weather
! presence of asthma
! drug available and taken
All students have successful testing of 20 - 30 minutes ( 7 classes), including students with asthma and even with much higher performance are the class average
Race around the handball field with time taken every 5 laps (penalties : 3pts stops , 2 pts walk , 1pt dragging ...)
15 'oriented warm-up
Test 20 min 5 min at " easy " pace : active recovery
Calm down - stretching - assessment of cycle 5 '
Identical test
Bibliography
" Asthma " : (Denis Vincent ; collection : daily health) ;
“ Living with asthma ” : (Pierre Duroux, Marie Dominique Leborgne ; daily health collection ) ;
“ Living well with asthma ” : (Dr Dennewald… ; Masson edition) “ I recommend it : simple and complete to understand asthma ”
“ First aid ” (Frédéric Passini ; Hachette edition) ;
“ Asthmatic students and EPS ” : EPS review n ° 261 by Guyard-Bouteiller , Daney- Bonardot, Blanot ;
" Asthma and EPS " : review EPS 270 by De Bisschop
and links
www.asmanet.com
www.lung.ca
www.hellodocteur.com/asthmesport
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