A Profile of the Introduction to Adapted Physical Education Course within Physical Education Teacher Education

yan ding

doi:10.18535/sshj.v8i07.1178

Abstract

Abstract

The purpose of this study was to describe the profile, content, delivery mechanism, and application of teaching standards, National Association of Sport and Physical Education (NASPE) and Adapted Physical Education National Standards (APENS), within the Introduction to Adapted Physical Education (APE) course for college/university PETE preparation programs. Participants were 136 faculty members who taught the Introduction to APE course representing 129 different colleges/universities from 41 states. Participants representing 129 (response rate of 38%, 136 different faculty) colleges/universities from 41 of the 50 states in the U.S. completed an online survey of 40 questions. Student population was cross disciplined (i.e. teacher education, exercise science, athletic training) with the majority enrolled at the junior level. Content areas identified as a major emphasis (5 or more hours of lecture) were Disabilities (72%), Instructional and Motivational Strategies (70%), Modifications (70%), Physical fitness, Motor skills, and Motor development of students with disabilities (59%), and Writing and Implementation of Individual Education Plans (52%). Practicum experiences were included within 84% of the introductory courses. The courses were taught by professionals without Ph.D’s in APE (60%). Participants indicated they addressed NASPE standards and APENS.

Keywords

Physical EducationNASPESPAsAPE

References

American Association for Physical Activity and Recreation (2007). Position Paper: Highly qualified adapted physical education teacher. Retrieved fromGoogle Scholar ↗
http: www.aapherd.org/aapar/news/positionpapers/Google Scholar ↗
upload/highly-qualified-adapted-physical-education-teacher_PDF.pdf. Ayners, S.F. & Housner, L.D. (2008).Google Scholar ↗
A descriptive analysis of undergraduate PETE programs. Journal of Teaching in Physical Education, 27, 51-67. Auxter, D., Pyfer, J, Zittel, L., & Roth, K. (2009). Principals and methods of adapted physical education and recreation (11th Ed.). New York: McGraw-Hill Bain, L.L. (1990).Google Scholar ↗
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Burden, J.W., Hodge, S.R., O’Bryant, C.P., & Harrison, L. (2004). From colorblindness to intercultural sensitivity: infusing Diversity Training in PETE programs. Quest, 56, 173-189. Butler, J. (2006). An introduction to NCATE and NASPE/NCATE beginning teacher standards. Journal of Physical Education, Recreation, and Dance, 77(2), 15 – 19, 31.Google Scholar ↗
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Folsom-Meek, S. L., Nearing, R. J., Groteluschen, W., & Krampf, H. (1999). Effects of academic major, gender, and hands-on experience on attitudes of preservice teachers. Adapted Physical Activity Quarterly, 16, 389-402. Folsom-Meek, S. L., Nearing, R. J., & Kalakian, L. (2000). Effects of an adapted physical education course in changing attitudes. Clinical Kinesiology, 54, 52-58. Hardin, B. (2005).Google Scholar ↗
Physical education teachers’ reflections on preparation for inclusion. Physical Educator, 62(1), 44-56. Hetland, K.M., & Strand, B. (2010).Google Scholar ↗
A descriptive analysis of undergraduate PETE programs in the central district. ICHPER-SD Journal of Research in Health, Physical Education, Recreation Sport and Dance, 5(1), 3-9. Hill G. & Brodin, K.L. (2004). Physical education teachers’ perceptions of the adequacy of university coursework in preparation for teaching. Physical Educator, 61(2) 75-87. Hodge, S. R. (2003).Google Scholar ↗
From ethnocentricism to ethnorelativism: Advocacy for implementing diversity training and multiculturalism in PETE programs. Chronicle of Physical Education in Higher Education, 14(3), 15-16. Hodge, S.R., Davis, R., Woodard, R., & Sherrill, C. (2002).Google Scholar ↗
Comparison of practicum types in changing preservice teachers’ attitudes and perceived competence. Adapted Physical Activity Quarterly, 19, 155 – 171. Hodge, S.R., & Jansma, P. (1999).Google Scholar ↗
Effects of contact time and location of practicum experiences on attitudes of physical education majors. Adapted Physical Activity Quarterly, 16, 48 – 63. Hodge, S.R., Tannehill, D., & Kluge, M.A. (2003).Google Scholar ↗
Exploring the meaning of practicum experiences for PETE students. Adapted Physical Activity Quarterly, 20, 381-389.Google Scholar ↗

[refR-1] American Association for Physical Activity and Recreation (2007). Position Paper: Highly qualified adapted physical education teacher. Retrieved fromGoogle Scholar ↗

[refR-2] http: www.aapherd.org/aapar/news/positionpapers/Google Scholar ↗

[refR-3] upload/highly-qualified-adapted-physical-education-teacher_PDF.pdf. Ayners, S.F. & Housner, L.D. (2008).Google Scholar ↗

[refR-4] A descriptive analysis of undergraduate PETE programs. Journal of Teaching in Physical Education, 27, 51-67. Auxter, D., Pyfer, J, Zittel, L., & Roth, K. (2009). Principals and methods of adapted physical education and recreation (11th Ed.). New York: McGraw-Hill Bain, L.L. (1990).Google Scholar ↗

[refR-5] Physical Education Teacher Education. In W. Robert Houston (Ed.). Handbook of Research on Teacher Education (pp. 758-780).Google Scholar ↗

[refR-6] New York: Macmillan. Bulger, S.M., Housner, L.D., & Lee, A.M. (2008). Curriculum alignment: A view from physical education teacher education. Journal of Physical Education Recreation, and Dance, 79(7), 44-49.Google Scholar ↗

[refR-7] Burden, J.W., Hodge, S.R., O’Bryant, C.P., & Harrison, L. (2004). From colorblindness to intercultural sensitivity: infusing Diversity Training in PETE programs. Quest, 56, 173-189. Butler, J. (2006). An introduction to NCATE and NASPE/NCATE beginning teacher standards. Journal of Physical Education, Recreation, and Dance, 77(2), 15 – 19, 31.Google Scholar ↗

[refR-8] Collier, D. & Hebert, F. (2004). Undergraduate physical education teacher preparation: what practitioners tell us? Physical Educator, 61(2), 102 – 112. Connolly, M. (1994). Practicum experiences and journal writing in adapted physical education: Implications for teacher education. Adapted Physical Activity Quarterly, 11, 306 – 328. DePauw, K.P. (1996). Students with disabilities in physical education. In S.J. Silverman and C.D. Ennis (Eds.). Student learning in physical education: Applying research to enhance instruction (pp.101-124).Google Scholar ↗

[refR-9] Champaign, IL: Human Kinetics. DePauw, K.P., & Goc Karp, G (1994a). Integrating knowledge of disability throughout the physical education curriculum: An infusion approach. Adapted Physical Activity Quarterly, 11(1), 3-13. DePauw, K.P., & Goc Karp, G. (1994b).Google Scholar ↗

[refR-10] Preparing teachers for inclusion: The role of higher education. Journal of Physical Education, Recreation, and Dance, 65(1), 51 – 54.Google Scholar ↗

[refR-11] Folsom-Meek, S. L., Nearing, R. J., Groteluschen, W., & Krampf, H. (1999). Effects of academic major, gender, and hands-on experience on attitudes of preservice teachers. Adapted Physical Activity Quarterly, 16, 389-402. Folsom-Meek, S. L., Nearing, R. J., & Kalakian, L. (2000). Effects of an adapted physical education course in changing attitudes. Clinical Kinesiology, 54, 52-58. Hardin, B. (2005).Google Scholar ↗

[refR-12] Physical education teachers’ reflections on preparation for inclusion. Physical Educator, 62(1), 44-56. Hetland, K.M., & Strand, B. (2010).Google Scholar ↗

[refR-13] A descriptive analysis of undergraduate PETE programs in the central district. ICHPER-SD Journal of Research in Health, Physical Education, Recreation Sport and Dance, 5(1), 3-9. Hill G. & Brodin, K.L. (2004). Physical education teachers’ perceptions of the adequacy of university coursework in preparation for teaching. Physical Educator, 61(2) 75-87. Hodge, S. R. (2003).Google Scholar ↗

[refR-14] From ethnocentricism to ethnorelativism: Advocacy for implementing diversity training and multiculturalism in PETE programs. Chronicle of Physical Education in Higher Education, 14(3), 15-16. Hodge, S.R., Davis, R., Woodard, R., & Sherrill, C. (2002).Google Scholar ↗

[refR-15] Comparison of practicum types in changing preservice teachers’ attitudes and perceived competence. Adapted Physical Activity Quarterly, 19, 155 – 171. Hodge, S.R., & Jansma, P. (1999).Google Scholar ↗

[refR-16] Effects of contact time and location of practicum experiences on attitudes of physical education majors. Adapted Physical Activity Quarterly, 16, 48 – 63. Hodge, S.R., Tannehill, D., & Kluge, M.A. (2003).Google Scholar ↗

[refR-17] Exploring the meaning of practicum experiences for PETE students. Adapted Physical Activity Quarterly, 20, 381-389.Google Scholar ↗