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As higher education begins to move toward distance learning, there is much to be explored about the future of teacher education. Not immune to these changes, adapted physical education teacher [...]

Background: Children with attention-deficit/hyperactivity disorder (ADHD) often overestimate their competence when completing tasks resulting in delays in learning new content. The positive illusory bias (PIB) among children with ADHD has been found in human performance domains but has not been assessed in the motor domain. Children formulate their perceptions of competence from a variety of sources of competence information (SCI). Aims: The purpose of this article was to test for the presence of motor domain PIB and sources of competence information between a sample of children with and without ADHD. Methods and procedures: The PSPPCCMMR, TGMD-2, and PCIS were administered. Outcomes and results: Significant group differences in actual locomotor (t(1, 78) = 23.47, p < .01, d = .56), actual object control (t(1, 78) = 15.82, p < .01, d = .57), and perceived locomotor skills (t( 1, 78) = 5.4, p = .03, d = .44) were observed, indicating PIB. The ADHD group also reported higher SCI (t(78) = 2.91, p = .01, ES = .65). Conclusions and implications: Results indicated evidence of motor domain PIB in children with ADHD. The ADHD group did not utilize self-referenced criteria as much as the control group. Keywords: attention-deficit/hyperactivity disorder, motor learning, motor performance, perceptions, Attention-deficit/hyperactivity disorder (ADHD) is the most common diagnosed neurobehavioral disorder in children in the United States affecting up to 15% of school age children (American Psychiatric Association [APA], 2013; United [...]

Adapted physical education (APE) teacher training programs are threatened by the documented reduction of the number and size of physical education teacher education programs. Thus, it has become more important to better understand why individuals enter the APE field and how they may be socialized through formal training and their induction into their APE teaching careers. The goal of this paper is twofold: 1) to review what is known about APE teacher socialization through the perspective of the occupational socialization theory, which explores an individual's experiences in the acculturation, professional, and organizational phases of socialization; and 2) to provide future direction for this line of research. In meeting this goal, a background on the occupational socialization theory in general physical education (GPE) literature is first discussed before applying the theory to the understanding of APE teacher socialization. Keywords: Occupational socialization theory, teacher training, teacher experiences, As adapted physical education teacher education (APETE) programs are not immune to the decline in number (Newell, 1990, 2007) and size (Solmon & Garn, 2014) that is seen in general [...]

Introduction Given rising health risks associated with obesity in children, and a growing need for ALL children to be more physically active, the need for high quality physical education programs [...]

The purpose of this article is to provide an overview of a project to develop national standards and a national certification examination for adapted physical educators being conducted by the [...]