Glossary

Refers to some of the most intensive and frequently occurring sources of stress that children may suffer early in life. Such experiences include multiple types of abuse; neglect; violence between parents or caregivers; other kinds of serious household dysfunction such as alcohol and substance abuse; and peer, community and collective violence. It has been shown that considerable and prolonged stress in childhood has life-long consequences for a person’s health and well-being. It can disrupt early brain development and compromise functioning of the nervous and immune systems. In addition, because of the behaviours adopted by some people who have faced ACEs, such stress can lead to serious problems such as alcoholism, depression, eating disorders, unsafe sex, HIV/AIDS, heart disease, cancer, and other chronic diseases.

Retrieved from “WHO, 2020“.

A developmental disorder.  It is an autism spectrum disorder (ASD), one of a distinct group of neurological conditions characterized by a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behaviour.  Unlike children with autism, children with AS retain their early language skills.

The most distinguishing symptom of AS is a child’s obsessive interest in a single object or topic to the exclusion of any other.  Children with AS want to know everything about their topic of interest and their conversations with others will be about little else.  Their expertise, high level of vocabulary, and formal speech patterns make them seem like little professors.  Other characteristics of AS include repetitive routines or rituals; peculiarities in speech and language; socially and emotionally inappropriate behaviour and the inability to interact successfully with peers; problems with non-verbal communication; and clumsy and uncoordinated motor movements.

Children with AS are isolated because of their poor social skills and narrow interests.  They may approach other people, but make normal conversation impossible by inappropriate or eccentric behaviour, or by wanting only to talk about their singular interest.    Children with AS usually have a history of developmental delays in motor skills such as pedalling a bike, catching a ball, or climbing outdoor play equipment.   They are often awkward and poorly coordinated with a walk that can appear either stilted or bouncy.

Retrieved from National Institute of Neurological Disorders and Stroke, 2020.

This is a validated measuring tool designed to measure the motor skills of children from 4 to 12 years old which can be executed during a regular PE lesson.

(Hoeboer et al., 2019)

Is a term used for one of the presentations of attention deficit hyperactivity disorder (ADHD), as defined in the “Diagnostic and Statistical Manual of Mental Disorders”. It is officially, “attention-deficit/hyperactivity disorder, predominantly inattentive presentation.”

ADD does not manifest itself in the same way that ADHD predominantly hyperactive-impulsive type or ADHD combined type do. Students with these presentations have different symptoms.

Children with the other two presentations of ADHD, for example, tend to act out or exhibit behaviour problems in class. Children with ADD are generally not disruptive in school. They may even sit in class quietly, but that doesn’t mean their disorder isn’t a problem and that they’re not struggling to focus. In addition, not all children with ADD are alike.

Retrieved from Verywell Mind, 2020.

Underline and energize cognitive and behavioural activities, serving somewhat as command operations, calling into play one or more cognitive functions”

(Commodari, 2012, p. 18)

A developmental disorder that affects communication and behaviour. Although autism can be diagnosed at any age, it is said to be a “developmental disorder” because symptoms generally appear in the first two years of life.

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), people with ASD have:

• Difficulty with communication and interaction with other people
• Restricted interests and repetitive behaviours
• Symptoms that hurt the person’s ability to function properly in school, work, and other areas of life

Autism is known as a “spectrum” disorder because there is wide variation in the type and severity of symptoms people experience. ASD occurs in all ethnic, racial, and economic groups. Although ASD can be a lifelong disorder, treatments and services can improve a person’s symptoms and ability to function.

Retrieved from National Institute of Mental Health (NIH), 2020.

Is the uncontrolled growth and spread of cells. It can affect almost any part of the body. The growths often invade surrounding tissue and can metastasize to distant sites. Many cancers can be prevented by avoiding exposure to common risk factors, such as tobacco smoke. In addition, a significant proportion of cancers can be cured, by surgery, radiotherapy or chemotherapy, especially if they are detected early.

Retrieved from WHO, 2020.

A motor impairment that results from a lesion or trauma to the developing brain that affects the brain’s ability to control movement and posture. The group of neurological disorders are characterized by weakness, paralysis, lack of coordination and motor functioning and very poor muscle tone.

A serious, long-term illness that affects many body systems. People with CFS/ME are often not able to do their usual activities. At times, CFS/ME may confine them to bed. People with CFS/ME have severe fatigue and sleep problems. CFS/ME may get worse after people with the illness try to do as much as they want or need to do. This symptom is known as post-exertional malaise (PEM). Other symptoms can include problems with thinking and concentrating, pain, and dizziness.

The exchange of information with others. It is a process of sending and receiving messages. People communicate with signs and symbols, such as words, drawings, and pictures. They also communicate with behaviour.” (Alvare et al., 2005, p. 29). Communication is either verbal or nonverbal. Verbal communication uses words or sounds, spoken or written […]. Nonverbal communication includes how a person says something […]. Body language is another form of nonverbal communication. Movements, facial expressions, and posture can show different attitudes or emotions (Ibid.).

D/deaf: The lowercase is used when referring to the audio logical condition of not hearing and the uppercase Deaf when referring to a particular group of deaf people who share a language (Padden & Humphries, 1988; Ennis & Liberman, cited in Block, 2019, p. 218)

Children with a hearing impairment have difficulty processing verbal information with or without amplification and this interferes with their educational performance. Hearing impairments are among the most common limiting conditions found in children and adults. Hearing loss may range from partial to complete (Gallahue & Donnelly, 2003, p. 152).

A common mental disorder affecting more than 264 million people worldwide. It is characterized by persistent sadness and a lack of interest or pleasure in previously rewarding or enjoyable activities.  It can also disturb sleep and appetite; tiredness and poor concentration are common. Depression is a leading cause of disability around the world and contributes greatly to the global burden of disease. The effects of depression can be long-lasting or recurrent and can dramatically affect a person’s ability to function and live a rewarding life.

The causes of depression include complex interactions between social, psychological and biological factors. Life events such as childhood adversity, loss and unemployment contribute to and may catalyse the development of depression.

Retrieved from WHO, 2020.

Developmental Coordination Disorder (DCD), also known as dyspraxia, is a common disorder affecting fine and/or gross motor coordination in children and adults. DCD is formally recognised by international organisations including the World Health Organisation. DCD is distinct from other motor disorders such as cerebral palsy and stroke, and occurs across the range of intellectual abilities. Individuals may vary in how their difficulties present: these may change over time depending on environmental demands and life experiences, and will persist into adulthood.

An individual’s coordination difficulties may affect participation and functioning of everyday life skills in education, work and employment. Children may present with difficulties with self-care, writing, typing, riding a bike and play as well as other educational and recreational activities. In adulthood many of these difficulties will continue, as well as learning new skills at home, in education and work, such as driving a car and DIY. There may be a range of co-occurring difficulties which can also have serious negative impacts on daily life. These include social and emotional difficulties as well as problems with time management, planning and personal organisation, and these may also affect an adult’s education or employment experiences.

The child may generally appear awkward. S/he may have difficulties with some or all of the following:

•  Physical play, PE, and school sports, especially in playing team games, including ball skills.
•  Self-care e.g. dressing before/after PE e.g. tying shoe laces, putting clothes on the right way around.
•  Handwriting and drawing.
•  Using tools and equipment e.g. scissors, rulers.
•  Learning new motor tasks.

Some children may also experience:

•  Difficulties with general organisation and planning of themselves and their belongings e.g. losing pens and papers, forgetting books or sports equipment they need.
•  Social difficulties e.g. difficulty in groups, especially maintaining friendships.
•  Emotional difficulties e.g. low self-esteem.

Retrieved from Movement Matters (PDF).

A chronic, metabolic disease characterized by elevated levels of blood glucose (or blood sugar), which leads over time to serious damage to the heart, blood vessels, eyes, kidneys, and nerves. The most common is type 2 diabetes, usually in adults, which occurs when the body becomes resistant to insulin or doesn’t make enough insulin. In the past three decades the prevalence of type 2 diabetes has risen dramatically in countries of all income levels. Type 1 diabetes, once known as juvenile diabetes or insulin-dependent diabetes, is a chronic condition in which the pancreas produces little or no insulin by itself.

Retrieved from WHO, 2020.

Serves as an important motivator of prosocial, or altruistic, behaviour. Actions that benefits another person without any expected reward for the self (Eisenberg, 2005).

A genetic disorder. A genetic disorder means that there are changes to the person’s genes. FXS is caused by changes in the fragile X mental retardation 1 (FMR1) gene. The FMR1 gene usually makes a protein called fragile X mental retardation protein (FMRP). FMRP is needed for normal brain development. People who have FXS do not make this protein. People who have other fragile X-associated disorders have changes in their FMR1 gene but usually make some of the protein.

FXS affects both males and females. However, females often have milder symptoms than males.

Retrieved from Centres for Disease Control and Prevention, 2020.

Are skills in which the contributions of muscular force are the primary requisite for performance success. Fundamental motor skills such as walking, running, jumping, throwing, balancing or climbing typically involve many muscle groups and frequently movement of the entire body (Edwards, 2010).

Inhibitory control has been defined as the ability to deliberately suppress or interrupt the expression of cognitive, emotional, or behavioral responses (33–35). According to Barkley (30), such inhibition is composed of three separated and overlapping processes, responsible for: 1. inhibiting a certain unwanted behavior, creating a delay in the final answer; 2. stopping an answer in progress, being sensitive to error and changing the course of an answer which will prove unsatisfactory; 3. resisting the distraction that can occur during the delayed response, allowing oneself to carry the decision of changing the strategy until the end.” (Coutinho, Reis, da Silva, Miranda, & Mallory-Diniz, 2018Coutinho, T. V., Reis, S., da Silva, A. G., Miranda, D. M., & Malloy-Diniz, L. F. (2018). Deficits in Response Inhibition in Patients with Attention-Deficit/Hyperactivity Disorder: The Impaired Self-Protection System Hypothesis. Frontiers in psychiatry).

A general term for 100 different types of arthritis and related conditions occurring in children where the primary pathology is inflammation of the connective tissues characterise by swelling and pain (Horvat et al., p. 319).

An abnormal increase in the flexion of the thoracic region of the spine (humpback).

May be congenital or acquired. A limb or a portion of a limb is not present at birth or is malformed. Acquired amputations refer to the loss of a limb resulting from trauma, injury, disease or surgery.

Skills that move the body through the spatial environment, such as walking, running, skipping, hopping, jumping and sliding.

Skills necessary to handle a certain object such as throwing, catching, rebounding, kicking, hitting and rolling.

A sufficiently diverse motor repertoire for adaptive skilled actions that can be flexibly tailored to different and specific movement contexts (Clark & Humphrey).

Are characterised by a persistent progressive deterioration of striated muscle tissue which progresses at various rates.

Nonverbal Communication in sport is defined as all other aspects of sport communication. This view of nonverbal communication in sport encompasses the way individuals in the sport industry communicate by using their:

• body movements (e.g., posture, facial expressions, physical appearance, gestures, movements),
• nonverbal aspects of speech (e.g., tone of voice, talk speed, volume of speech, intonation), and
• environmental factors (e.g., noise, decorations, architecture, texture, furniture, colour).”

(Petersen et al., 2007, p. 105)

Social factors include general factors at the level of human society concerned with social structure and social processes that impinge on the individual. Psychological factors include individual-level processes and meanings that influence mental states. Sometimes, these words are combined as “psychosocial.” This is shorthand term for the combination of psychological and social, but it also implies that the effect of social processes is sometimes mediated through psychological understanding.

(Stansfeld & Rasul, 2007).

Physical limitations refer to the absence of physical capability, meaning the degree to which a person can manage the physical tasks of daily living. Thus, physical limitations are important because of their relationship with the ability to live independently and to overall quality of life.

(Block, 2016A teacher’s guide to adapted physical education: Including students with disabilities in sports and recreation. Baltimore: Brookes. This book is helpful in providing guidance on inclusive PE lessons. Chapters on Curricular and Game and Sport modifications are particularly useful in presenting adaptations for children with a physical disability. Regular references to research strengthen the theoretical basis for inclusion and strategies to promote inclusion. Particular sections focus on promoting understanding of the causes, incidence, treatment, health and medical issues that impact on children’s inclusion.)

Previously known as retrolental fibroplasia (RLF), is a disease of the eye affecting prematurely-born babies generally having received intensive neonatal care. It is thought to be caused by disorganized growth of retinal blood vessels which may result in scarring and retinal detachment. ROP can be mild and may resolve spontaneously, but it may lead to blindness in serious cases.

(Special Education Department, DCU).

Characterized by a marked, emotionally determined selectivity in speaking, such that the child demonstrates a language competence in some situations but fails to speak in other (definable) situations. The disorder is usually associated with marked personality features involving social anxiety, withdrawal, sensitivity, or resistance.

Retrieved from International Statistical Classification of Diseases and Related Health Problems 10th Revision (ICD-10)-WHO Version for 2019.

“Sensory Processing Disorder or SPD (originally called Sensory Integration Dysfunction) is a neurological disorder in which the sensory information that the individual perceives results in abnormal responses”. “SPD is a neurophysiologic condition in which sensory input either from the environment or from one’s body is poorly detected, modulated, or interpreted and/or to which atypical responses are observed.”

“Sensory processing refers to the way the nervous system receives messages from the senses and turns them into responses. For those with Sensory Processing Disorder, sensory information goes into the brain but does not get organized into appropriate responses. Those with SPD perceive and/or respond to sensory information differently than most other people. Unlike people who have impaired sight or hearing, those with Sensory Processing Disorder do detect the sensory information; however, the sensory information gets “mixed up” in their brain and therefore the responses are inappropriate in the context in which they find themselves.” (STAR Institute, 2020STAR Institute (2020). Understanding Sensory Processing Disorder. ).

The specific social aspects cited in policy documents varies. Some seem to suggest this development consists of individual skills/focus on the self, such as for example, discipline and perseverance. Other mentions of social aspects seem to be concerned with interactions between an individual and those in his or her context. These include for example, respect and fair-play. Therefore the distinction between self-oriented and interpersonal skills/behaviours, albeit loosely, is often used to indicate that the social domain is not homogenous but heterogeneous and complex. When referred to “social behaviour” it is used as an umbrella term to include both interactive social behaviour and self-oriented social behaviour.

(Jacobs, 2016, p. 8)

Can cause the nervous tissue extending from the brain to the lower back to be damaged. Such lesions can result in a loss of functioning of extremities.

Are characterised by a blow to the head or a penetrating head injury that disrupts brain function.

A visual impairment including blindness means that even with correction the impairment adversely affects a child’s educational performance (adapted from Liberman & Runyan, cited in Block, 2019, p. 231)

The child with a visual impairment is defined as one whose educational performance is adversely affected even when corrective lenses are worn. A child does not have to be blind or even severely sight limited to qualify as having a visual impairment (Gallahue & Donnelly, 2003, p.152).