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
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
Expert Appraisal of the 2022 Canadian Para Report Card on Physical Activity for Children and Adolescents With Disabilities
Kelly P. Arbour-Nicitopoulos, Nicholas Kuzik, Leigh M. Vanderloo, Kathleen A. Martin Ginis, Maeghan E. James, Rebecca L. Bassett-Gunter, Daniela Ruttle, Pinder DaSilva, Katerina Disimino, Christine Cameron, Mike Arthur, Keiko Shikako, and Amy E. Latimer-Cheung
This report provides an expert appraisal of the Canadian Para Report Card on physical activity (PA) for children and adolescents with disabilities. Thirteen indicators were graded by a panel of researchers, representatives from disability and PA organizations, and parents of children and adolescents with disabilities using benchmarks of the Global Matrix 4.0 and previous Canadian PA Report Cards. Facilitated panel discussions were used to appraise the available evidence based on data gaps, opportunities, and recommendations. The available data sources included four nationally generalizable or representative data sets. Grades were assigned to 8/13 indicators and ranged from B+ to F. Data gaps in measurement and national surveillance systems were identified. Ableism was an issue identified within some of the reporting benchmarks. The absence of PA from existing accessibility legislation in Canada was a policy gap of concern. Recommendations related to research, surveillance, and policy are provided to enhance PA among children and adolescents with disabilities in Canada.
Sport Participation for Elite Athletes With Physical Disabilities: Motivations, Barriers, and Facilitators
Gabriella McLoughlin, Courtney Weisman Fecske, Yvette Castaneda, Candace Gwin, and Kim Graber
, advocacy, and giving back to others were also evidenced in the data. Positive health outcomes and the joy achieved through competitive involvement were perceived as additional facilitators of elite sport participation. Both short-term and long-term goals were discussed in detail. Table 1 Major Themes and
Results From the First Para Report Card on Physical Activity for Children and Adolescents With Disabilities in the Philippines
Mary-Grace Kang, Audrey Anne Esguerra, Aila Nica Bandong, Roselle Guisihan, Frances Rom Lunar, Kristofferson Mendoza, Carlos Dominic Olegario, Yves Palad, Esmerita Rotor, and Gabriella Isabel Tablante
advocacy groups were also conducted between November 2021 and January 2022. The stakeholders provided input on the proposed grades across indicators and suggested other potential sources of information as available. The results of the stakeholder consultations were used to corroborate the findings from the
Parents’ Perspectives of Physical Activity in Their Adult Children With Autism Spectrum Disorder: A Social-Ecological Approach
Alice M. Buchanan, Benjamin Miedema, and Georgia C. Frey
throughout the data, we began the interpretation process. Results The data analysis resulted in four themes related to parents’ perceptions of PA for their adult child with ASD. The themes were supports and advocacy for PA, engaging in PA independently, benefits of PA, and barriers to or reasons for
The National Consortium on Physical Education and Recreation for the Handicapped: Addressing a Need
Ernest L. Bundschuh
Future directions of professional services in special physical education and therapeutic recreation are explored in light of past and present perspectives. Emphasis is given to fostering interdisciplinary approaches in the delivery of these services. Further discussion centers on the need for influencing advocacy in the determination of policy at the local, state, national, and international level. The importance of maintaining a perspective of equal opportunity for individuals with disabilities is emphasized in the context of a changing society.
Consulting in Adapted Physical Education
Martin E. Block and Philip Conatser
The purpose of this paper is to broaden the knowledge base regarding consulting in adapted physical education (APE). First, a definition and key characteristics of consulting are discussed. Second, a review of theoretical foundations and major characteristics of the two most common types of consulting models used in APE—behavior and organizational consulting—is presented. Third, the four most common roles of APE consultants—advocacy, trainer, fact finder, and process specialist—are examined. Fourth, the most common four-step consulting process (entry, diagnosis, implementation, and disengagement) is outlined and discussed. Finally, three major barriers to APE consulting—time to consult, administrative support, and attitudes and expectations of the consultee—are analyzed.
