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Paul Jansma and Paul Surburg

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.

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C. Craig Stewart

This study investigated the effects of four practica situations on the attitudes of undergraduate students toward disabled individuals. Students enrolled in two undergraduate adapted physical education classes were studied during two academic quarters. They had the option of being involved in one of four practica situations. The attitudes of the students were measured with the Attitude Toward Disabled Persons scale. Interpretation of the statistical analyses revealed that, as a group, the adapted physical education students’ attitudes improved over a 10-week period and that certain practica experiences tended to affect attitudes more than others.

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Jana Sklenarikova, Martin Kudlacek, Ladislav Baloun and Janice Causgrove Dunn

The purpose of the study was to identify trends in research abstracts published in the books of abstracts of the European Congress of Adapted Physical Activityfrom 2004 to 2012. A documentary analysis of the contents of 459 abstracts was completed. Data were coded based on subcategories used in a previous study by Zhang, deLisle, and Chen (2006) and by Porretta and Sherrill (2005): number of authors, data source, sample size, type of disability, data analyses, type of study, and focus of study. Descriptive statistics calculated for each subcategory revealed an overall picture of the state and trends of scientific inquiry in adapted physicalactivity research in Europe.

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Jo E. Cowden and Carol C. Torrey

The ROADMAP (Role of Assessment Directed Movements, Actions, and Patterns) Model is presented, providing a plan of action for the adapted motor developmentalist (AMD) to assess the motor actions of young children. The emerging specialty area of the AMD requires new areas of proficiency, which are described in the ROADMAP Model. The model defines and describes inputs, processes, products, outputs, and outcomes as they relate to the process of assessment. The role of the adapted motor developmentalist as a key member in the inter- or transdisciplinary assessment process is discussed. Additionally, selected motor assessment instruments are suggested for use by the AMD.

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Claudine Sherrill and Nancy Megginson

The purpose was to develop and field test a comprehensive needs assessment instrument for use in determining and prioritizing local school district adapted physical education needs. The resulting Survey of Adapted Physical Education Needs (SAPEN) was comprised of 50 items, encompassing five areas: (a) significance of physical education, (b) assessment, placement, and individualized educational programming, (c) instruction and programming, (d) personnel, and (e) other. Items were to be rated on two, 6-point Likert-type scales, relating respectively to the extent to which each adapted physical education condition now exists and should exist in one’s school district. Procedures established by Schipper and Wilson (1975) were followed in determining needs and subsequently designating them as first (most urgent), second, and third priorities to be acted upon by school district personnel. Content validity of SAPEN was established by five nationally known adapted physical education experts. Test-retest and internal reliability coefficients were determined by the Spearman Rank Correlation and Alpha Coefficient techniques respectively. Data analysis and cooperative planning follow-up procedures were field tested in a selected school district with SAPENs returned by 37 administrators, 48 physical educators, 55 special educators, and 12 parents.

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Patricia L. Krebs and Martin E. Block

The mission of education is to prepare all students with and without disabilities for adult life in the community. Recent amendments to Public Law 94-142 now require transition services, which promote movement from school to postschool activities, for all students with disabilities to begin as early as age 14 and to be included in the student’s IEP. Most special education programs provide vocational, domestic, and community independent living skills training. However, the same cannot be said for lifelong sport and fitness training. A life-skills model for teaching sport and fitness skills that are chronologically age appropriate, functional, and community based is preferred to the traditional developmental approach for teaching adapted physical education. The life-skills model for teaching adapted physical education changes the setting–from school sport facilities to community sport and recreation facilities–in which adapted physical education classes are conducted. It also expands the role of the adapted physical educator from direct service provider to include transition team member, consultant to regular physical education and community sport and recreation agencies, trainer of support personnel, and environmental analyst.

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Bartosz Gula and Markus Raab

In our comment on Koehler and Conley’s (2003) findings on the “hot hand” belief, we want to emphasize the different conclusions that can be drawn from their results by applying the concept of ecological rationality. The choice of environmental contexts and structures imposes constraints on possible interpretations of the results obtained. Differentiating between the cognitive and behavioral levels of the phenomenon seems analytically useful, particularly if practical recommendations to professionals are to be made. The implications of Koehler and Conley’s data, new evidence, and the relationship between the perceived streaks of players and their base rates are discussed with the aim of developing empirically founded recommendations to professionals in sports, especially in real game situations.

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Allen W. Burton

The possibility that movement problems experienced by children may be at least partially accounted for by perceptual deficits needs to be considered by adapted physical educators. The ecological approach to perception, emphasizing the person-environment relationship, provides a useful conceptual foundation for defining perceptual deficits in relation to movement, for assessing perceptual deficits, and for designing and implementing remedial programs. A starting point for acknowledging the interaction of perception and movement in adapted physical education programs might be to strive to include activities that are purposeful in nature whenever possible. The next step, for students who may be suspected of having perceptual deficits, might be to help the children become better attuned to the affordances in their environment.

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Yeshayahu Shayke Hutzler

Evidence-based practice (EBP) is a growing movement in the health and educational disciplines that recommends emphasis on research outcomes during decision making in practice. EBP is made possible through evidence based research (EBR), which attempts to synthesize the volume and scientific rigor of intervention effectiveness. With the purpose of assessing the impact of this movement on adapted physical activity, this article (a) describes EBP/EBR and outlines its methodological development, (b) provides an historical perspective of EBP/EBR in APA, (c) examines EBR quality indicators in the review literature published in Adapted Physical Activity Quarterly, (d) identifies and synthesizes thematic domains appearing in these review articles, and (e) discusses practical examples of professional issues in APA arising from a lack of EBR.

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Deborah J. Buswell, Claudine Sherrill, Ronald French and Bettye Myers

The purpose was to examine perspectives on publication of highly productive women adapted physical activity scholars. In-depth interviews were conducted with 13 women from three countries, and data were analyzed utilizing constant comparison methodology. Profiles of two groups, significantly different on publication productivity, emerged and were named highest high producers (HHP) and other high producers (OHP). Similarities between the two groups included affective domain qualities, facilitating factors, and overcoming barriers. Differences were mainly in degree of self-determination, prioritization of writing relative to significant others, collaboration, and collegiality. Based on thematic analysis of interview data, we posited the following: high publication productivity of women adapted physical activity professionals is associated with internal motivation to write, which is enhanced by positive interactions with other professionals, supportive home environments, and supportive work environments.