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Michael W. Churton

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Michael W. Churton

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Michael W. Churton

Development of personnel preparation programs has focused upon a progressive trend away from a strict adherence to a physical education philosophy to a philosophy that stresses more of a multidisciplinary approach. Early obstacles experienced by directors of personnel preparation programs included legislation, program development, and a limited body of knowledge. Future considerations include directors with varied educational backgrounds and a national movement toward quality education. Teacher training programs will need to redefine their curriculum offerings in adapted physical education to address quality assurance requirements. Future programs in adapted physical education will need to become more field based and address functional competencies that will prepare students to meet the psychomotor needs of handicapped children effectively.

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Michael W. Churton

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Michael W. Churton

This article comprehensively reviews national legislation that affects the delivery of adapted physical education services. Legislation includes the Education of the Handicapped Act as amended by PL 99-457, the Rehabilitation Act as amended by PL 99-507, and the Developmental Disabilities Assistance and Bill of Rights Act as amended by PL 100-146. Direct and indirect references to physical education are presented for each act. An overview as to the legislative process is also described. Advocacy is discussed pertinent to the profession’s and the professionals’ responsibilities for ensuring that statutory language is implemented.

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Michael W. Churton

The review of literature focuses upon a disorder that affects between 2 and 25% of school-age children. Commonly referred to as hyperkinesis, the disorder lacks definitive consensus on nomenclature, etiology, treatment, and symptomatology. The divergence in identifying hyperkinesis as a homogeneous disorder has prevented the development of data based educational strategies. The disorder is often associated with learning disabilities, and research in hyperkinesis or attentional deficit disorder relative to psychomotor skills and learning has been limited. Subsequently, motor activity programs have not had the resources to address the motor needs of these children. This paper reviews the divergency in the literature on hyperkinesis and offers research considerations in the area of motor learning and development for these children.

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Michael W. Churton

In the 10 years since the enactment of the Education of the Handicapped Act (EHA) (1975), special education has grown substantially. Physical education, although cited within the definition of special education, has not grown to the same degree relative to number of teachers trained and children served. Financial assistance from the federal government helped develop adapted physical education programs but it has not been adequate to meet the needs. Several areas of concern are identified and recommendations are made for possible implementation of the physical education mandate of the EHA.