This paper focuses on competency guidelines related to adapted physical education Ph.D. professional preparation in the United States with an emphasis on educational models and different orientations applicable to doctoral professional preparation. Key literature and related information are provided on teacher reform, standards, and competencies, with an emphasis on adapted physical education. The method of development, refinement, validation, and endorsement of the doctoral competencies over the course of this 6-year project precedes the listing of the final 79 competencies across two generic areas (adapted physical educator, researcher) and four other competency areas (administrator, movement scientist, advocate, pedagogue). The paper concludes with a discussion of quality control, doctoral program commonality and diversity, future competency guideline refinement efforts, and postgraduation professional development.
Paul Jansma is with the School of Health, Physical Education & Recreation, Adapted Physical Activity Section, Ohio State University, 349 Larkins Hall, 337 W. 17th St., Columbus, OH 43210. Paul Surburg is with the Department of Kinesiology, Indiana University, Bloomington, IN 47405.