The development of adapted physical education over the past 20 years has been significantly influenced by the federal government through legislative statutes. A predecessor to Public Law 94-142 that may well have had the most impact on handicapped children was Public Law 90-170, which provided the foundation for adapted physical education by allowing monies for training research and development. This legislation established committees and conferences that brought together national figures to serve as advisory consultants. Programmatic support from the federal government has led to the training of many teachers and much published research in adapted physical education.
William A. Hillman
Claudine Sherrill and Thomas Montelione
The purpose of this study was to develop and field test an instrument to assist in prioritizing adapted physical education goals. Nine goals were identified, and the paired-comparison technique was selected to examine beliefs concerning the relative importance of each goal. Data were collected from three samples representative of individuals who teach physical education to handicapped students and/or train others to do so. Findings indicated that the goal ranked as most important by each sample was not significantly different from those ranked as second and third in importance. Adapted physical educators consider many goals to be of equal importance. In general, motor skills, fitness, self-concept, and perceptual motor function/sensory integration are held in high esteem whereas creative expression is considered least important. Other goals are assigned intermediate importance. The Goals of Adapted Physical Education Scale (GAPES) is a valid and reliable instrument that offers promise for the further study of adapted physical education goals.
Allen W. Burton and Walter E. Davis
Balance is an integral part of most movement activities, but assessing its contribution to overall movement performance and identifying possible balance deficits poses a complex problem. Although almost all of the adapted physical education textbooks published in the last 10 years include a section on balance, adapted physical educators need a more in-depth understanding of the issues related to the assessment of balance and postural control that presently may be gained only by going directly to the extensive research base that cuts across many fields of inquiry. Thus the purpose of this paper is to (a) provide a brief overview of the current knowledge base related to balance, with an emphasis on balance deficits, and (b) describe the types of tasks used to assess balance, discuss some problems involved in evaluating balance in adapted physical education, and provide some suggestions on how to improve balance assessment procedures in adapted physical education.
Donna L. Goodwin and Brenda Rossow-Kimball
There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or infringing on rights. The aim of this paper is to open a dialogue on what constitutes ethical practice in adapted physical activity. Ethical theories including principlism, virtue ethics, ethics of care, and relational ethics provide a platform for addressing questions of right and good and wrong and bad in the field of adapted physical activity. Unpacking of stories of professional practice (including sacred, secret, and cover stories) against the lived experiences of persons experiencing disability will create a knowledge landscape in adapted physical activity that is sensitive to ethical reflection.
Greg Reid and Heidi Stanish
Adapted physical activity has debated its professional and disciplinary status, but agreement has not been achieved. As a means of objectively evaluating the field for evidence of discipline status, the contents of APAQ (all issues between 1984-2000) and Clinical Kinesiology (1991-2000) were reviewed and compared against four criteria of a discipline: unique knowledge base, methodology, theoretical framework, and terminology. The review indicated that adapted physical activity has a distinct knowledge base but borrows considerable terminology, research methodology, and theory from allied fields. This is likely a reflection of our history, which has been tied to medicine, kinesiology, physical and special education, and some therapies. We conclude that adapted physical activity is a professional field of study with a crossdisciplinary knowledge base, rather than a discipline in its own right.
Levi Frehlich, Christine Friedenreich, Alberto Nettel-Aguirre, Jasper Schipperijn and Gavin R. McCormack
( Doma, Speyer, Leicht, & Cordier, 2017 ). Recently, we adapted and tested the measurement properties of the International Physical Activity Questionnaire (IPAQ) to capture neighborhood-based physical activity undertaken in the last week, finding that the self-administered tool had moderate to excellent
Allen W. Burton
Adapted physical education specialists must design and carry out programs for students with movement coordination problems, but intervention strategies for such students are rarely included in adapted physical education textbooks. In response to the lack of information available to practitioners, the purpose of this paper is to provide a conceptual framework for better understanding movement coordination, to briefly review some of the methods used by both researchers and practitioners to assess coordination, and to present some possible strategies for addressing movement coordination deficits. Two types of coordination solutions are discussed—neuromotor and mechanical—and specific activity progressions are given for jumping jacks and overhand throwing.
John M. Dunn and Jeffrey A. McCubbin
This paper presents data that document the need for additional leadership personnel in adapted physical education. A systematic analysis of the Chronicle of Higher Education, Dissertation Abstracts International, and the Physical Education Gold Book reveals that there is currently a discrepancy between the number of advertised positions in higher education and the number of available personnel to fill these positions. The delivery of appropriate personnel preparation programs in the area of adapted physical education is dependent upon the availability of well trained and qualified personnel. Observations are made on the type of training needed and recommendations for ensuring the availability of a qualified pool of applicants.
John O’Connor, Ron French, Claudine Sherrill and Garth Babcock
The purpose was to determine whether publications pertaining to adapted physical activity (APA) pedagogy in the core serials from 1988 to 1998 adhere to library science laws. A bibliometric analysis was conducted on 770 articles in 259 serials selected from 4,130 serials initially identified in four databases (Article First, ERIC, Medline, Sport Discus). Results indicated that 1,720 authors have constructed the early APA pedagogy literature. Of these, only 11 contributed four or more articles. The scatter of APA pedagogy literature over four zones, with 4, 15, 64, and 176 journals in the zones, respectively, supports Bradford’s law of scattering. Price’s law was not supported because most authors contributed only one article. Most pedagogy articles (n = 184) were published in Adapted Physical Activity Quarterly, Medicine and Science in Sport and Exercise, Physician and Sports Medicine, and Palaestra. Graduate education should include exposure to bibliometrics and collaboration with library and information science specialists.
Barbara Tyree Smith and Grace Goc Karp
This qualitative study explored how students adapt to marginalization in a seventh-grade middle school physical education class in the Pacific North-west. The study’s focus included how marginalized students were excluded within the class and how students, identified as marginalized, adapted to exclusion or temporary acceptance. Marginalized students were those who were unable to be accepted into or remain in a group for a period of time (approximately one week). Data were collected through 60 field observations, over a 14-week time period. Informal and formal interviews were conducted with teachers and students. Three boys and 2 girls were identified as marginalized within the physical education class. Formation of groups and strategies used to exclude marginalized students were found to greatly influence how students became initially marginalized. Once marginalized, students rarely changed their status, although a few were able to use strategies that reduced their status temporarily.