Adapted physical educators are spending much of their time and energy advocating for the right of all children and youth to a high quality of physical education service delivery and the elimination of attitudinal, aspirational, and architectural barriers experienced by handicapped persons. Prior to the 1960s, lawyers or legal advocates were the ones who would plead the cause for others. Since then, however, three types of advocates have evolved: citizen, professional, and consumer advocates. Adapted physical educators are professional advocates, but they must have an understanding of the other types of advocates. The purpose of this article is to acquaint adapted physical educators with the job function of advocacy, the history of advocacy, and the many roles advocates play.
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Advocacy and Coordination of Services
Wanda Jean Rainbolt
Global Matrix of Para Report Cards on Physical Activity of Children and Adolescents With Disabilities
Kwok Ng, Cindy Sit, Kelly Arbour-Nicitopoulos, Salomé Aubert, Heidi Stanish, Yeshayahu Hutzler, Diego Augusto Santos Silva, Mary-Grace Kang, José Francisco López-Gil, Eun-Young Lee, Piritta Asunta, Jurate Pozeriene, Piotr Kazimierz Urbański, Nicolas Aguilar-Farias, and John J. Reilly
Report Cards can be found in this special issue. With the increased participation in the AHKGA, a recent formalized partnership between IFAPA and the AHKGA, and greater awareness of the disparities of PA among CAWD, it is anticipated that future Para Report Cards will play a role in advocacy and research
Principal Perceptions and Applications of Professional Learning Communities: Implications for the Future of Physical Education
Zack E. Beddoes and Debra S. Sazama
) or positive (e.g., improved channels for advocacy toward student and programmatic outcomes) ways. Without an understanding of how PLCs are being implemented in schools, it is difficult to explore the potential consistencies, discrepancies, and expectations of PE teachers relative to faculty members
School Administrators’ Perspectives on and Support for Physical Education
Christopher J. Kinder, Scott W.T. McNamara, Amelia Mays Woods, Alexandra Mueller, Kacper Ryba, and Kevin Andrew Richards
principals maintaining a presence and building positive relationships. This extends previous research in PE illustrating the importance of these relationship in general ( Gaudreault et al., 2018 ), as well as a precursor to the advocacy process ( Pennington et al., 2021 ). Also building from previous
Physical Education Access in U.S. Public Schools: A Multistate, Multiregion Study
Ben D. Kern, Wesley J. Wilson, Chad Killian, Hans van der Mars, Kelly Simonton, David Woo, and Tristan Wallhead
increased student PE access, including students with disabilities, because there are no accurate measures within individual states. Policy advocacy requires individual U.S. state data because laws governing access to PE are vastly different in each state ( SHAPE America, 2016a ), and there is generally a
Tracking District and School Physical Education Time Policies After Legal Adjudication: A Case Study in California
David Kahan, Thomas L. McKenzie, Maya Satnick, and Olivia Hansen
regularly communicate with students and their parents about the benefits of PE and why it is important in schools. These advocacy recommendations are important because upstream policies mandating PE dosage in California (i.e., “Big P”) conflict with downstream agents (i.e., “little p”) who may disagree with
Bridging the Policy Gap: Examining Physical Education in Colorado
Xiaoping Fan, Jaimie M. McMullen, Brian Dauenhauer, and Jennifer M. Krause
emphasizing the significance of physical education in fostering healthy lifestyles and academic success among children and youth, schools and districts can raise awareness about the value of physical education and its positive effect on children and youth. Such advocacy efforts have the potential to result in
Adapted Physical Educators Navigating Relationships With School Administrators
Kevin Andrew Richards, Scott McNamara, Alyssa M. Trad, Lauren Hill, and Sarena Abdallah
socialization theory (RST) to begin filling this gap by understanding how APE teachers navigate relationships with key stakeholders and engage in advocacy efforts. Combining elements of occupational socialization theory and role theory, RST ( Richards, 2015 ) seeks to understand social expectations for
The Future of Para Report Cards on Physical Activity of Children and Adolescents With Disabilities—A Global Call for Engagement, Data, and Advocacy
Mark S. Tremblay, Iryna Demchenko, John J. Reilly, Salomé Aubert, and Cindy Sit
world of active, healthy kids. The AHKGA is committed to powering the global movement to get kids moving through thought leadership, knowledge translation/exchange and mobilization, capacity building, and advocacy, facilitated by sustainable partnerships and cross-sectoral collaborations that enable
An Analysis of State Physical Education Policies
Bryan A. McCullick, Thomas Baker, Phillip D. Tomporowski, Thomas J. Templin, Karen Lux, and Tiffany Isaac
The purpose of this study was to analyze state school-based physical education (SBPE) policies’ text and the resulting legal implications. A textualist approach to the legal method of Statutory Interpretation framed the data analysis. Findings revealed the difficulty of determining with clarity a majority of PE statutes and it is probable that based on current wording, courts could not play a role in interpreting these statutes, thus leaving interpretation to educational authorities. Significant variability of how authorities interpret statutes increases the challenge of consistent interpretation or adherence to the NASPE Guidelines for Quality Physical Education and whether meaningful policy study can be conducted to determine if SBPE makes an impact.
