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Novice teachers struggle with assessing fundamental motor skills. With growing time constraints, not to mention the current COVID-19 pandemic, professional development needs to be streamlined, asynchronous, and online to meet the needs of current teachers. The purpose of this study was to test the feasibility and efficacy of the Motor Skill Assessment Program (MSAP) in increasing the assessment competency of the underhand roll among physical educators and to examine which factors associated with posttest assessment scores. Twenty-nine physical educators (female = 21, male = 8) completed the program. Paired sample t tests were used to determine the efficacy of the program in improving assessment accuracy from pretest to posttest. Associations between posttest scores assessed which factors predicted success within the program addressing feasibility. Program completion resulted in significantly better posttest assessment scores among participants. Guided practice attempts and average scores on guided practice tests correlated most strongly and positively with posttest scores. The assessment training program increased the assessment competency of physical educators. Guided practice and using practice tests best predicted participant learning. Now that the MSAP results with teacher learning and is feasible, this efficacy trial should be scaled up to feature a control group and more skills.

Purpose: To examine how physical educators and adapted physical educators make decisions regarding the implementation of the least restrictive environment law and what factors influence those practices. Methods: This study utilized a descriptive survey design through an online platform. Participants included 78 teachers (30 physical educators and 48 adapted physical educators). Descriptive statistics and group comparisons through a multivariate analysis of variance were conducted. Results: A significant difference in the implementation of the law between physical educators and adapted physical educators was detected, F(44, 33) = 2.60, p = 0.003; Wilk's [Lambda] = 0.224, [Eta][superscript 2][subscript p] = 0.78. Adapted physical educators were more involved in making decisions regarding the individualized education program process and student placement. Access to qualified staff was reported as a major barrier to implementation. Discussion/Conclusion: The implementation of the least restrictive environment law and its barriers are discussed.

Since 1975, the implementation of the Least Restrictive Environment, a federal mandate of Public Law 94-142, has been historically challenging for physical educators and adapted physical educators. Confusion and misinterpretation of the law's intent, as well as competing ideologies, have perpetuated failed Least Restrictive Environment (LRE) practice in the United States. The purpose of this essay is to revisit the conversation about LRE in PE and to provide direction for higher education's role in addressing the issues. In doing so, a detailed historical context of the LRE is provided, followed by a discussion of the issues associated with the law that have emerged in the literature. Finally, future research directions to address these contemporary issues are presented to the readers.

The current practice of the least restrictive environment (LRE) policy in physical education (PE) settings is not well understood. The purpose of this study was to explore how PE and adapted physical education (APE) teachers make placement decisions and what factors impact those practices. Qualitative data were collected via survey and follow-up interviews with 78 (30 PE, 48 APE) and 12 (five PE, seven APE) teachers, respectively. Through a qualitative description design, four themes emerged: (a) the importance and pitfalls of teacher education, (b) APE teachers involved, PE teachers not, (c) lack of resources challenge LRE implementation and (d) demanding duties exacerbated by perceived marginalization. Findings suggest that the teacher education programs did not provide enough real-world experience in making LRE decisions. Further, PE and APE teachers felt that marginalization prevented the appropriate practice of the special education policy.

This study investigated the effectiveness of a web-based assessment training program and whether explicitly guiding the participants toward the recommended learning sequence would improve their performance on assessing the underhand roll compared to participants that were given free choice of their learning sequence. Participants were 48 volunteer pre-service undergraduate kinesiology majors from two universities that were randomly assigned to two treatment groups. The data collected on the participants included pre and post assessment scores, as well as program usage data: the frequency and time spent using each of the training program options. Results revealed a non-significant treatment effect was found between the two treatment groups, but significant overall pre to post performance gain of 24.4 percent (ES = 0.772). Program usage data revealed that participants with higher competency scores significantly used the guided practice option more frequently and for more time and overall used the program for more time than participants with lower competency scores. (Contains 2 figures and 2 tables.)

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 [...]

The purpose of this study was to evaluate the effectiveness of a web-based, intereactive video assessment program on teaching preservice physical education majors to assess the motor skill of kicking. The program provided component specific feedback through tutorial, guided practice, and competency training options. The 72 participants were randomly assigned to one of four groups: Teacher-Directed, Web-based with Time constraint, Web-based with No Time constraint, and No-Training. Analysis of the data revealed that both the web-based groups performed significantly better than the no-training group, but were not significantly different from each other or the teacher-directed group. It was concluded that web-based assessment training offers a viable way to provide preservice physical educators with 24/7 access to individualized assessment training. (Contains 3 tables.)

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 [...]

Developing competency in motor skill assessment has been identified as a critical need in physical educator preparation. We conducted this study to evaluate (a) the effectiveness of a web-based instructional program--Motor Skill Assessment Program (MSAP)--for developing assessment competency, and specifically (b) whether competency developed by using this method transferred to participants' ability to accurately assess actual students in a gymnasium setting. Participants were 36 (9 men and 27 women) preservice kinesiology majors. Results revealed they performed significantly better on assessing a motor skill after using MSAP training, and this training transferred to significant improvements in accurately assessing students in an actual gymnasium setting. (Contains 3 figures.)

Many physical educators today face the challenge of including students with mild and moderate disabilities in their general physical education (GPE) programs. While most GPE teachers are willing to modify their instructional methods and activities to accommodate students with disabilities, this may not be enough to adequately address the students' physical and motor needs. This article provides examples of how GPE teachers can evaluate the needs of students with disabilities in order to make appropriate accommodations within their GPE curriculum. These accommodations are designed to allow students not only to be included in GPE but to master the skills they will need to maintain an active and healthy lifestyle after graduation. The process presented also aligns with the requirements of the Individuals with Disabilities Education Act, and can be integrated into the students' individualized education program (IEP) and used to justify the placement in GPE as the least restrictive environment for these students. (Contains 3 figures and 1 table.)

The study evaluated the total cholesterol and high density lipoprotein cholesterol of 40 adults (mean age 37.5 years) with mental retardation residing at an intermediate care facility. Results indicated that 59 percent of the males and 68 percent of the females were at moderate to high risk for coronary heart disease. (DB)

Planning and implementing effective physical education instruction for students with learning disabilities in mainstreamed settings involves focusing on qualitative aspects before quantitative, setting clear and consistent expectations, maximizing students' chances for success, maximizing on-task time, using modeling and physical manipulation, and including positive and immediate feedback. (JDD)

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 [...]

This study examined adapted physical educators' caseloads, service delivery modalities, and the amount of direct and indirect instructional time provided to students with disabilities in general physical education. The participants were a national sample of 139 certified adapted physical educators, 100 women and 39 men, representing 31 states. Certified adapted physical educators were defined as physical educators who passed the Adapted Physical Education National Standards Exam. The sample completed a web-based survey and had a return rate of 34%. The participants typically worked 41.2 hr. per week and allocated 52.3% of their time to direct and 13.8% of their time to indirect services. Students on the caseloads received on average 32 min. of instruction per week. For direct services, 27% of the participants reported serving preschool students, 72% elementary school students, 57% middle or junior high school students, and 59% secondary or high school students. For indirect services, 16% of the participants reported serving preschool students, 55% elementary school students, 41% middle and junior high school students, and 38% secondary or high school students. The participants carried a mean caseload of 51 students, with 42 students served directly and nine students served indirectly. The two factors that possibly influenced the participants' caseloads include students' grade level and policies within each state or school district. The findings are compared to the national job analysis (Kelly & Gansneder, 1998). DOI: 10.2466/PMS.109.3.737-746

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 [...]

To develop student teachers' competency in assessment of motor skills ability, researchers developed a microcomputer-managed interactive videodisc. The design of the program and the equipment requirements are discussed. Physical educators are urged to keep abreast of technological innovations and to use them in teaching student teachers. (JL)

A step-by-step description is given of how a school district and a local university's teacher preparation program in physical education worked together to develop a uniform and functional physical education curriculum for the district elementary schools. (JD)

This article identifies resources needed in order for physical education, recreation, and dance professionals to use computer-based telecommunications; discusses electronic mail; and explains how telecommunications can enhance communication in the field, both within and across professions. (IAH)

Pressure on physical educators to include more and more content in the curriculum limits the time available to develop students' functional physical and motor skills. This article highlights the effects of this trend and provides a method for evaluating the content physical educators can realistically teach. (IAH)

The study with 21 preschool children found that children receiving a 12-week assessment-based instructional physical education program made significant gains on 6 fundamental motor skills when compared to a control group who received only supervised recess. (Author/DB)

A national job analysis was conducted to determine the preparation perceptions, job demographics, and decision-making roles of adapted physical educators (APEs). Participants were 293 teachers, representing a 51% return rate. Most had master's degrees in physical education, an average of 10 years teaching experience in APE, and APE job titles. Teachers emphasized a greater need for training in teaching, motor development, and continuing education. Most respondents worked in urban settings (56%), served an average of 4.4 schools, and reported an average caseload of 104 students. Teachers worked an average of 36.1 hr per week. Of this time, 52% was spent providing direct APE services and 26% providing indirect APE instruction. Teachers worked with all age groups and all degrees of disabilities. Findings were discussed in relation to the 219 APEs taking the first national APE certification examination in 1997, professional preparation concerns, and service delivery issues. [ABSTRACT FROM AUTHOR]

Very low levels of strength and muscular endurance have been reported in adults with mental retardation. A progressive resistance training program was developed for a group of adults with mental retardation (ages 23-49 yrs) using state-of-the-art equipment (Nautilus Isokinetic Systems). A MANCOVA analysis was employed to determine the differences between control and experimental groups. The analysis revealed a significant overall group effect. Subsequent univariate ANCOVA analyses were performed to isolate the significant dependent measures. Results indicated that a 2-day-a-week resistance training program was effective in improving the strength levels of this population. It was also revealed that the resistance training program was favorably received by the participants and could be performed with minimal assistance. Service providers for the mentally retarded should consider community based weight training facilities as a viable avenue for improving the strength levels of this population. [ABSTRACT FROM AUTHOR]

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n =29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develope the gross motor skills of their audience. The programs were called occupational therapy (OT) (45-60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33-35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups. [ABSTRACT FROM AUTHOR]

The subjects were 170 moderately and severely mentally retarded men who were divided into two groups. The first group was used to formulate a new prediction equation and the second group was used to cross-validate and ascertain the stability of the derived equation. The prediction equation, employing waist and forearm circumferences, height and weight as predictors, and estimated percent body fat calculated by the generalized regression equation of Jackson and Pollock (1978) as the criterion measure, was formulated using a stepwise multiple regression analysis. A multiple R value of .86 was obtained for the derived equation with a standard error of estimate value of 3.35. The equation was cross-validated on the second sample to ascertain its stability. An r of .81 and a standard error of estimate of 4.41 was obtained between the subjects' estimated percent body fat, using the new equation, and the criterion measure. This simplified equation provides practitioners with an accurate, reliable, and inexpensive method of estimating percent body fat for adult mentally retarded males. [ABSTRACT FROM AUTHOR]

The purpose of this investigation was to determine the percent body fat of 553 institutionalized mentally retarded adults, ages 18 to 40 years, from the Denton State School in Texas. The subjects included 343 males and 210 females. Their percent body fat was estimated with generalized regression equations. Body density for males was measured by the sum of three skinfolds, two girths, and age. Body density for females was measured by the sum of three skinfolds and age. The results from this study revealed that 45.2% of the males and 50.5% of the females were obese. The percent body fat of the female subjects was significantly greater than that of the male subjects. A post hoc analysis revealed that profoundly mentally retarded subjects had significantly lower percent body fat than those subjects functioning at the severe and mild levels. These findings indicate a serious need for more investigation of the caloric intake and expenditure of this population in an institutional environment. [ABSTRACT FROM AUTHOR]

Both generic and specialized database programs can be used by physical educators to manage their student performance data. General guidelines are presented to assist physical educators in evaluating and selecting management programs to meet their specific needs in such areas as equipment, program parameters, data entry, reports, quality, control, and efficiency. (CB)

The article relates the study which assessed the accuracy of anthropometric equations for estimating body composition of persons with mental disabilities. Skinfold and girth measurements were collected from 57 mentally retarded adults to determine the accuracy of existing regression equations. It was found out that three equations had the greatest predictability and were recommended for use in estimating the percentage body fat of retarded adults.