ABSTRACT
Physical fitness is a multifaceted phenomenon. Skill-related fitness development requires practice in very much the same way that skill development on a musical instrument requires practice. Cardiovascular fitness is often regarded as the most critical health-promoting component of health-related fitness. Flexibility exercises should be included in every fitness-specific activity lesson to help prevent injuries, improve range of motion, reduce contractures, and to prepare muscles for range-of-motion-challenging activities. Among persons with disabilities who disproportionately present with low fitness, attention to improving muscular strength can become an important consideration in promoting independent living. Fitness may be thought of as a continuum, and children, regardless of ability/disability, may be identified at points along the entire continuum. The manner in which fitness is taught determines how students feel about making fitness a part of their lifestyle. Individualizing fitness programs for individuals with disabilities is extremely multifaceted and may or may not require that the teacher incorporate adaptations.
