Search

The responsibilities of a general physical educator can be challenging and at times overwhelming. Whether teaching a full day of general physical education, or inclusive physical education classes that include a student or multiple students with disabilities, the expectation is that all students will be provided age and developmentally appropriate curriculum based on continuous data collection and reflection. Adams et al. (in-press) identified an action research model for physical educators that encompasses the following teaching behaviors: (a) observation; (b) data collection; (c) designing interventions; (d) analyzing data; (e) reporting data; and (f) reflection of data. The purpose of this article is to demonstrate how this action research model can be easily and systematically implemented throughout the school year to help determine and support student learning and behavior.

Action research was first identified by Lewin (1946) as the continuous process of planning, action, observation, and reflection. The purposes of this study were to: (a) identify APE teachers in the United States who have previously taken a course that includes specific information on action research and the opportunities that were provided, (b) identify the type and level of training APE teachers believed they received within their teacher preparation program on action research, and (c) identify the level of support APE teachers perceive they receive from their school and districts in monitoring their student(s) progress. A 51-question online survey was designed to focus on action research by APE teachers. Participants reported receiving different components of action research within undergraduate and graduate programs. However, there is still a high percentage of teachers monitoring their students' progress with a perceived lack of support from their school district. Keywords: Acfion research, adapfed physical education, physical education teacher training, Mr. Gonzalez has recently graduated with a teaching credential in physical education, as well as an added authorization to teach adapted physical education (APE). Mr. Gonzalez was hired as the [...]

Determining current motor assessment practices used in adapted physical education (APE) settings is necessary to provide information about appropriate application for students with disabilities, including how it may affect student placement, and progression of motor skills. However, there is very little research to examine the most appropriate and widely used assessment instruments by APE teachers. The purpose of this study was to investigate motor assessments used and determinants for selecting assessments by APE teachers in the United States. Purposive sampling was used to recruit 146 APE teachers from across the United States who are currently assessing students with disabilities. The APE Assessment Questionnaire, designed to determine which assessment instruments are being used nationally by APE teachers, consisted of four sections: (a) participant demographics, (b) school demographics, (c) assessment questions, and (d) professional development. Mann Whitney U nonparametric statistics and frequency analysis was used to determine which assessment instruments are being used by APE teachers. Results indicated the Test of Gross Motor Development-2 (50%), Adapted Physical Education Assessment Scale (42%), and Competency Testing for Adapted Physical Education (39%) were the most frequently used motor assessments nationally by APE teachers. It is necessary for APE teachers to be exposed to a variety and the most appropriate assessments for students with disabilities in physical education environments. Additional information gathered from the study provides current gaps within the assessment tools available to APE teachers. Keywords: Assessment, physical education, adapted physical education, motor, Introduction The Individuals with Disabilities Education Act (IDEA, 2004) had a major impact on the assessment procedures of students with disabilities. As outlined in IDEA (300.304 Evaluation Procedures), assessment must [...]

The third edition of the Test of Gross Motor Development (TGMD-3; Ulrich, 2019) is one of the most frequently used assessments to measure fundamental motor skills of children. This instrument is typically administered in a low-technology format (paper/pencil). The purpose of this study was twofold: 1) to determine adapted physical activity (APA) researchers, adapted physical education (APE) teachers, and APE pre-service students use of technology and 2) to evaluate the accuracy and time of the administration of a newly constructed, technology-based mode of the TGMD-3 (i.e., Google Sheets). A Google Sheets scoring tool was created to assist during administration of the TGMD-3. Participants (n = 76) completed an online survey regarding the use of technology during assessments and their perceptions of TGMD-3 Google Sheets after using the tool. The TGMD-3 Google Sheet was also evaluated for speed and accuracy (n = 14). Among most notable findings, the Google Sheets scoring tool saved time maintaining scoring records and allowed for greater efficiency. [ABSTRACT FROM AUTHOR]

A growing number of children with autism spectrum disorder (ASD) may not possess the motor skills needed to be physically active. In order to address these needs, Camp Nugget is held each summer with the goal of providing quality individualized physical activity instruction to children with disabilities 5 through 12 years of age. The program provides a variety of physical activities and is designed to improve levels of fitness for the participants. The primary purpose of this study was to quantify the intensity of exercise, resulting from participation in Camp Nugget, by characterizing heart rate (HR) and energy expenditure (EE) during physical activity. A secondary purpose was to determine the effectiveness of the program in improving participants' overall levels of fitness. Convenience sampling was used to recruit 18 participants with Level 1 or 2 ASD from Camp Nugget. Results showed there appeared to be relatively little variability from session to session with regard to HR and EE. Participants engaged in physical activities at a range of 55 to 70% of their maximum HR, regardless of condition (i.e., warm-up, individual time, group time) throughout the entire program. Three of four measures of fitness selected from Brockport Physical Fitness Test for this study showed significant improvement as a result of the physical activity program: isometric push-up (p < .05), curl-up (p < .05), and Back Saver Sit-N-Reach (p < .05). When children are out for school in the summer, parents and caregivers may want to consider a structured physical activity summer camp for children with ASD to improve and maintain activity and fitness outcomes. Keywords: Autism, energy expenditure, heart rate, metabolic equivalent, physical activity, summer camp, Introduction The Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013) defines autism spectrum disorder (ASD) in two categories: persistent impairment in reciprocal social communication and social [...]

Speech language pathologists (SLPs) and adapted physical education (APE) professionals working in schools have a distinct opportunity to collaborate to best serve students with communication and movement needs. The purpose of this study was to improve preservice APE teachers' ability to encourage peer engagement and social communication in tasks related to physical activity for children with disabilities. Convenience sampling was used to recruit 23 preservice APE teachers. The Researcher on Camp Nugget Preservice Teacher Checklist was used to determine treatment fidelity by evaluating the quantity and quality of peer engagement opportunities facilitated by the study participants. Participants engaged in a one-hour in-service training led by SLPs to help readily identify peer engagement states and recognize opportunities to promote peer engagement within existing tasks. Following the training, participants received four (non-consecutive) days of live coaching on promoting peer engagement within the natural context. Results of observer ratings were significant in all four questions related to APE preservice teachers facilitating peer engagement and social interaction (p < .001). Results indicate a one-hour in-service with four live trainings from SLPs to APE preservice teachers can have a positive impact to better recognize and support opportunities for peer engagement for children with disabilities while targeting tasks related to their discipline. Future research is warranted to better elucidate natural opportunities for collaboration and to foster peer engagement in order to promote optimal outcomes for children with disabilities who present with challenges across disciplines. Keywords: Invasion games, disabilities, wheelchair, contact theory, reverse inclusion, teaching games for understanding (TGFU), Introduction Adapted Physical Education Adapted physical education (APE) is an integral component of special education. APE is described as the '... art and science of developing, implementing, and monitoring a [...]

With the inclusion of students identified as at-risk or with serious behavior problems in general physical education, behavior management has become ever more challenging. A positive behavior-management plan that fosters behavior changes through support and intervention, rather than punishment used to control students, can prove effective. Physical educators need to identify, observe, and analyze the student behaviors they wish to prevent or develop; design and implement a plan, customized to reflect their personal philosophy on behavior management, their goals, and the characteristics and needs of their students; and evaluate the intervention to determine its effectiveness. (Contains 1 figure and 2 tables.)

Carl Eichstaedt, nationally recognized leader in adapted physical education (APE) passed away on October 9, 2022. He is preceded in death by his wife of 53 years, Donna (2011). Carl [...]

The Individual with Disabilities Education Act (IDEA) mandates that all children who are eligible for special education services receive an individualized education program (IEP). Adapted physical education (APE) professionals who teach physical education to children with disabilities are challenged with how to best collect and monitor student performance data in order to report student IEP goal progress. The purpose of this article is to inform APE professionals about effective methods for using tablets to more efficiently monitor physical education IEP goal performance and progress. More specifically, the article will describe the development and implementation of electronic data collection worksheets on tablets. The customization and implementation of these worksheets on tablets allows APE teachers to easily collect student performance data. Analysis and justification of student learning in a variety of settings with technology reduces the challenges of meeting diverse student needs and caseloads often encountered by APE teachers. Electronic data tracking on tablets is well worth the time and effort because it will ultimately result in more effective compliance, instruction and student learning.

Physical educators need to make an effort to catch students being good and recognize them for their positive accomplishments. Unfortunately, it is usually the students who act inappropriately who receive the majority of the teachers' attention. In order to help increase learning and improve performance and behavior, the physical educator must pay attention to all students and provide frequent, positive social reinforcement and constructive feedback. This article describes techniques that can be used to increase the number of opportunities for recognition and student-teacher interactions.

Implementing Hellison's "Teaching Personal and Social Responsibility" (TPSR) system can help students take responsibility for their own behavior by helping students understand what it means to demonstrate appropriate behavior at various levels of responsibility. The levels range from zero through five and include: 0) irresponsibility, 1) respect, 2) participation, 3) self-direction, 4) caring, and 5) transferring of all skills to other places and situations. The TPSR system is very versatile as it can be developed for age appropriateness at all grade levels and can be modified and used with all types of physical education activities (Hellison, 2011). The purpose of this article is to provide an example of how the TPSR leveling system was implemented in a high school physical education golf unit by using golf scoring terminology that corresponds to the various level systems of behavior. (Contains 2 figures and 1 photo.)

Background: Since 1969, the annual United States Educational Gallup Poll has reported the ability to manage behavior and motivate students as a major challenge for teachers and the primary reason why novice teachers leave the profession prematurely. Indeed, over one-third of all new teachers resign within three years due to this perceived incapacity and their resultant frustration. The rate of teacher attrition globally in the first three years of teaching varies by country with such rates as high as 40% in the UK, to less than 5% in Germany, and in France the percentage is reported as insignificant. Although it is common for physical education teacher education (PETE) majors to graduate with knowledge and skills grounded in scientific principles, many do not develop the ability to manage problematic student behaviors. Consequently, physical educators, particularly those who are new to the profession, often have difficulty designing an environment that enhances student learning and promotes self-regulation, cooperation with others, and contributing positively to the school community. Faculty who teach in physical education teacher education (PETE) programs have a responsibility to prepare preservice teachers to meet the instructional needs of all students, including those who lack discipline and motivation. Moreover, they must develop their coursework and practica to include the competencies outlined by the national organization, which includes the ability to manage student behavior. Aims: The purpose of this descriptive survey study was twofold: (1) to describe the instructional behavior management practices and content taught in college/university PETE programs in the United States (US), and (2) to provide recommendations for enhancing behavior management education and training for preservice physical educators. Method: Participants were 134 PETE professionals teaching in colleges and universities throughout the US. Data were collected through the use of an online survey administered during the 2008-09 academic year. A four-part 51-item online survey, accessed from a surveymonkey website, was designed to examine the behavior management instructional practices and content of PETE professionals. Survey questions, which included both category-scaled and open-ended items, were developed from behavior management content knowledge and an extensive review of the literature. Results: The results were compared to those reported in a similar study conducted 20 years ago to determine if behavior management instruction and content has changed over the past two decades. Similar to the respondents in the similar study, this sample of physical education teacher educators spends relatively little teaching time on the topic of behavior management. The participants do believe, however, that teaching behavior management in preservice programs is important. Conclusion: Recommendations for enhancing preservice training in behavior management include: (1) more emphasis on behavior management in PETE coursework; (2) more practicum experiences in school settings, and (3) more behavior management training and experience for faculty teaching in PETE Programs. The implications of this study are discussed. Suggestions for future research and practice are offered such as infusing additional behavior management instruction, practical techniques, and practica across multiple PETE courses. (Contains 1 figure.)

This article presents information related to the new position statement on the definition of a "highly qualified adapted physical education teacher" published by the Adapted Physical Activity Council (a council of the American Alliance for Health, Physical Education, Recreation and Dance). It discusses the legal references for "highly qualified" teachers under federal special education law, the recommended content knowledge and skills expected from a highly qualified adapted physical education (APE) teacher, and the criteria for a highly qualified APE teacher. The article also includes a simple checklist that teachers and schools can use to evaluate their own program to determine potential areas for improvement. (Contains 1 figure and 3 tables.)

Hearing loss is the number one disability in the United States. It cannot be assumed, however, that all people with hearing loss have similar needs. Most individuals with hearing loss do not use sign language, and people who are hard of hearing (HOH) are often grouped together with people who are Deaf and referred to as "deaf" or "hearing impaired." This can be confusing for physical educators because communicating with students who are HOH can be vastly different from communicating with individuals who are Deaf. The purpose of this article is to help physical educators to recognize and address the needs of individuals who are specifically HOH. The incident rates of hearing loss, terminology used to refer to individuals with hearing loss, and indicators that a hearing loss may exist are discussed. Most importantly, this article provides useful instructional strategies to address the needs of a student who is HOH in a physical education class, including suggestions that can be implemented before the school year starts; a plan for the first day of class; proactive ideas to help the student to feel comfortable socially; and practical instructional tactics that can be used throughout the school year while teaching or coaching. (Contains 2 tables.)

Physical educators at all grade levels often provide instruction in open environments and classrooms without walls, such as gymnasiums, school playgrounds and athletic fields. Open teaching environments present unique challenges when it comes to implementing and displaying class information such as class schedules, routines and procedures, rules and consequences, and key lesson concepts. Verbal instructions and reminders alone frequently miss the mark when it comes to communicating important class information and instruction. Students need to receive instruction in a manner that matches their preferred learning style (e.g., auditory, kinesthetic, or visual). Approximately 40 percent of students learn more effectively when able to read or see the information, justifying the need for visual posting of class information. A viable option for physical education professionals who do not consistently have access to wall space, or who are assigned to more than one school is the use of a trifold display board: an economical, and portable way to display student information in physical education. Display boards are lightweight, useful either indoors or outdoors, and easy to transport for physical education specialists who travel among schools. Display boards take the place of classroom walls and provide a way for physical educators to display and communicate information visually. Physical educators can individualize the contents and style of the display board to meet the unique needs and interests of each class. In this article, the authors present a general list of ideas, materials, and resources to help physical educators get started with the development of a trifold display board. (Contains 4 figures.)

Abstract The purpose of this article is to discuss the merit of the use of both intrinsic and extrinsic motivation by adapted physical educators when planning, implementing, and evaluating their [...]

Abstract This study describes the behavior management training and instructional practices of Nationally Certified Adapted Physical Education (CAPE) teachers. Participants who were currently teaching APE and were certified during the [...]

In this investigation a 14-week run/walk program was successfully implemented with 5 adult men with mild or moderate mental retardation. Each man was assigned a physical education major as a running partner and a point system established in which the men could earn daily and weekly privileges. (Author/DB)

Describes the multiple roles and special challenges experienced by rural itinerant teachers delivering special physical education services. Provides a breakdown of time spent in various job functions by two itinerant special physical educators (ISPEs) studied in north central Kansas. Suggests strategies for successful delivery using the ISPE model. (SV)

Physical Activity Programs for Children with Special Needs provide a variety of movement programs throughout the year as a part of the Adapted Physical Education teaching option in the Department [...]

Since 1969, staff members of the Perceptual-Motor Development Program (PMDP), which is housed in the Department of Kinesiology and Physical Education (KPE) at California State University, Long Beach (CSULB), have [...]

What is the role of youth sport organizations regarding children with special needs and disabilities? How do society's attitudes and practices impede progress toward inclusion? What role can adapted physical [...]

This bibliography was compiled to enable physical educators to gain greater insight into the mainstreaming process. Each citation specifically pertains to mainstreaming and has been verified by thorough examination. (MT)

This bibliography contains references specifically pertaining to physical education, recreation, or sport and to behavior management. The references are classified into areas of behavior management overview, reinforcement systems, motor performance, physical fitness, recreation, and sport. (MT)

The technological progress in our modern society has reduced the amount of time a child engages in vigorous physical activity. A sound physical education program in the elementary school provides growth and development benefits, physiological and medical benefits, cognitive and academic benefits, and psychosocial benefits. (MT)

Strategies are described for combining students of different ability levels in games and sports with consideration of movement and fitness demands, purpose and skill complexity, environmental considerations, and cognitive and social considerations. (CB)

This article discusses the development of the Kansas Adapted/Special Physical Education Manual, including the rationale for, and adaptation of, the health-related physical fitness test items selected. The manual was developed to help meet the needs of children with various disabilities and of professionals who administer fitness tests to them. (IAH)

To successfully conduct quality research, professionals in adapted physical activity (APA) must address a number of unique and challenging issues. These issues include difficulty in acquiring large and homogenous samples; developing valid, reliable, and commercially available test instruments and protocols specific to persons with disabilities; properly training doctoral students to conduct quality research; and maintaining a specific research focus. With regard to these issues, this paper provides the following recommendations: utilize alternative research designs; acquire adequate graduate research training; develop a research focus as an adapted physical activity researcher; and promote an interdisciplinary, collaborative research effort among professionals. Most important, through continued scholarly research adapted physical activity professionals will be able to expand the scientific body of knowledge. [ABSTRACT FROM AUTHOR]

The purpose of this investigation was to determine the test-retest reliability of four submaximum oxygen uptake (VO2) test protocols: (a) Modified Physical Working Capacity Cycle Ergometry, (b) Balke Ware Treadmiill, (c) Canadian Step Test, and (d) Cooper Twelve-Minute Run/Walk in predicting the cardiovascular fitness of adults who were mentally retarded. The subjects worked in a sheltered workshop setting (N=17, M age=35 years, M IQ=54). The four submaximal VO2 tests were administered over eight sessions with test-retest reliability scores determined by administering each protocol separately and 1 week apart. An intraclass correlation coefficient revealed the following scores on each of the four protocols: Modified PWC Cycle Ergometry, R=.M; Balke Ware Treadmill, R=.93; Canadian Step Test, R=.95; Cooper Twelve-Minute RunAValk, R=.81. Discussion includes considerations for administering predictor VO2 tests with persons who are mentally retarded. In this particular investigation the Balke Ware Treadmill Test (R=.93) and the Canadian Step Test (R=.95) revealed the highest reliability scores. [ABSTRACT FROM AUTHOR]

This article provides summaries of published studies regarding the field of adapted physical activity. The article "Diamond of the visually impaired athlete," by J. Maestro, appearing in the journal "Palestra: The Forum of Sport of Physical Education for the Disabled," is summarized. Provided as well is a summary of the article "Kinesthetic recall of children with athetoid and spastic cerebral palsy and of non-handicapped children," by J. Opila-Lehman, M. Short and C. Trombly, appearing in the journal "Developmental Medicine and Child Neurology." Also summarized is the article "Development of a short form to assess perceived freedom in leisure," by P. A. Willis and G. D. Ellis, appearing in the "Journal of Leisure Research.

Burnout is a syndrome that has had a negative effect on the behavior of regular and special classroom teachers. The purpose of this investigation was to determine (a) whether special physical educators experience symptoms of burnout and (b) whether these symptoms fluctuate over time. Based on the results of this investigation, the subjects exhibited several symptoms that are related to the burnout phenomenon. Furthermore, these symptoms characteristically are high throughout the school year. It was concluded that special physical educator supervisors should design appropriate strategies to prevent or reduce these symptoms. Not only would this have a positive effect on teaching behavior but it would in turn improve student learning. [ABSTRACT FROM AUTHOR]

A systematic management program is often needed to control student behavior or elicit their optimum level of performance. One management system that is beginning to receive attention in physical education is the application of physical activity reinforcement (McKenzie, 1979; Siedentop, 1983). This system of reinforcement is defined as a systematic procedure in which a structured time to choose among various physical education activities is contingent on the individual's meeting a predetermined criterion of behavior. The following discussion of the research conducted on program strategies and benefits utilizing physical activity reinforcement will enable practitioners to incorporate such a management system into their physical education program. [ABSTRACT FROM AUTHOR]

Disability sport can be defined as a continuum of developmental and competitive, mainstreamed and/or disability-specific sport opportunities for individuals with disabilities (DePauw & Gavron, 1995; Sherrill, 1998). According to federal [...]

Presents personal perspectives on the career life of Professor Allen Burton. Relationships of Burton with his family, colleagues and students; Sincerity on the training needs of teachers; Contribution of the Burton's textbook 'Movement Skill Assessment' to the literature.