Teaching physical activities to students with significant disabilities using video modeling

Abstract

OBJECTIVE: The objective of this study was to examine the effectiveness of video modeling on teaching physical activities to three adolescents with significant disabilities. METHODS: The study implemented a multiple baseline across six physical activities (three per student): jumping rope, scooter board with cones, ladder drill (i.e., feet going in and out), ladder design (i.e., multiple steps), shuttle run, and disc ride. Additional prompt procedures (i.e., verbal, gestural, visual cues, and modeling) were implemented within the study. After the students mastered the physical activities, we tested to see if they would link the skills together (i.e., complete an obstacle course). RESULTS: All three students made progress learning the physical activities, but only one learned them with video modeling alone (i.e., without error correction). CONCLUSION: Video modeling can be an effective tool for teaching students with significant disabilities various physical activities, though additional prompting procedures may be needed.

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