Timothy Leighton

Chris Vorhis
Monday 7-8
Fall 2019

The focus of the top down model is to develop a comprehensive plan that enables the
adapted physical educator to target functional lifetime sport, fitness, and/or recreational
goal(s) for students with disabilities. The model is designed to take advantage of the
strengths or abilities of the learner in order to maximize the likelihood the students will
master target goals and objectives. The model utilizes the ecological perspective as well
as existing present level of performance information, information from the school,
family, and community resources in deciding the top down goals.

1. Lifetime sport, fitness, and/or recreational activity perspective:

Utilizing information written in the present level of performance and the ecological
perspective, reflect on the life-span view of the student. Envision and describe where you
think the student will be in 5, 10, and 15 years and justify.
In the present level of performance, I discussed how Chris is very energetic, and also a
very enthusiastic kid. I think those two traits will help him succeed in life if he utilizes
them correctly. As long as he stays on task, as also mentioned in the present level of
performance I mentioned that he tends to get off task a lot. In five years, I can definitely
see Chris in high school playing sports and not having to need an aid. I can see him doing
track as his high energy would be great for that. In 10 years I could see him at college, I
feel as if we would be more the type to stay at home rather than go away. In 15 years I
see him having a job. I definitely do not see him to be the type to sit down at a office job
or be a teacher. I could see him fitting into a job that is more on the move that would
keep him busy.

List several lifetime sport, fitness, or recreational activities where the student will have
the greatest chance to be independent and successful and justify.
Running/ track- He loves being active and just constantly moving
Hiking- He also has told me that he loves the outdoors
Swimming- He comes to lab all the time
Working out- he’s very energetic

Identify which of the lifetime sport, fitness, or recreational activities are offered within
the NY State Physical Education Curriculum Framework. For any activity that is NOT
identified in the curriculum framework, discuss where the student might be able to learn
or participate in the skill. Justify your response.
Running/ track- offered
Hiking- offered
Swimming-offered
Working out- offered

2. Complete the Top Down Plan:

Based upon the information collected above, select one life sport, fitness, or recreational
activity or skill. Complete the Top Down Plan. Using bullets in the plan, show the
progression of the skills the student will need to learn in order to demonstrate mastery of
that skill. Be sure to show the triangle on your paper.

swimming

front stroke
running in the pool/
skipping in the pool

floating