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A Statewide Survey of Adapted Physical Education Service Delivery and Teacher In-Service Training

Judy Potter Chandler and J. Leon Greene

The purpose of the study was to examine student placements, use of least restrictive environment (LRE) options, teachers’ perceived needs, curriculum content, and activity options in regular physical education (RPE) and adapted physical education (APE) during a period of restructuring from segregated to LRE placements. The Integration Status Questionnaire (ISQ) was used to obtain data with a return rate of 37% among RPE teachers and 78% among APE teachers. Of the 1,627 students receiving APE, 714 were being served in self-contained settings, with no reliable data available as to disability categories of children served or other LRE options being used. The majority of teachers in both groups had received general in-service training for inclusion, but only 4% had received in-service training specific to physical education content. The examination of curriculum content indicated that RPE teachers spent the majority of teaching time on sport skills and traditional games while APE teachers concentrated on sensory motor development and health-related fitness.

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Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning

Kathleen M. Armour and Martin Yelling

This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group interview. The findings suggest that these teachers identified CPD as “going on a course,” but, in reality, they learned in a variety of ways. The most striking finding was the high value they placed on learning informally (yet strategically) with and from each other. We argue, therefore, that the traditional relationship between teachers and CPD provision needs to be altered such that teachers in their professional learning communities or networks play a leading role.

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Perceived Barriers to Including Students with Visual Impairments in General Physical Education

Lauren J. Lieberman, Cathy Houston-Wilson, and Francis M. Kozub

The purpose of this study was to examine barriers perceived by teachers when including students with visual impairments in general physical education. Teachers (52 males, 96 females) who had children with visual impairments in their physical education classes were surveyed prior to in-service workshop participation. The most prevalent barriers were professional preparation, equipment, programming, and time. A logistic regression analysis, regressing gender, in-service training, number of students with visual impairments taught, masters degree attained, masters hours spent on visual impairments (yes or no), undergraduate hours spent on visual impairments (yes or no), and years of experience failed to indicate significant predictors of professional preparation as a barrier, Model χ2 (6, n = 148) = 4.48, p > .05.

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Human Resource Management as a Fundamental Aspect of a Sport Development Strategy in South African Communities

Anneliese Goslin

South African society is a complex mix of first- and third-world components. Urgent socio-economic and political problems must be addressed to avoid chaos. Sport may be a key factor in bringing about change. Sport training strategies should form an integral part of affirmative action and sport development programs in South Africa. The overall aim of this research was to develop a structured scientific approach to the training and development of human resources in South African sport. The research was conducted in four phases over a 2-year period. The aims of the respective phases were to determine the current standard and scope of sport management in black developing townships, to compile a profile of competencies and training needs of sport managers, to develop an in-service training model for the aforementioned sport managers, and to design a comprehensive sport development strategy for South African sport. Research methodologies included questionnaires on general and functional managerial variables and training needs, content analysis of job descriptions, and personal interviews. Results revealed an insufficient standard of sport management in developing townships. A competency-based training and development model was proposed and positioned in an overall strategy for sport development in South Africa.

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Self-Contained versus Team Teaching: An Analysis of a Physical Education Intervention by Classroom Teachers

Nell Faucette, Thomas L. McKenzie, and James F. Sallis

A primary purpose of this study was to describe differences between self-contained and team teaching approaches when two groups of fourth- and fifth-grade classroom teachers attempted to implement a physical education curriculum during a 4-month in-service program. One school featured team teaching in pairs during physical education classes; the other used a self-contained teaching approach. The program required a minimum of three 30-min physical education classes weekly. All teachers participated in an extensive in-service training program that included weekly on-site assistance. Data collection included teachers’ lesson-completion forms, specialist’s reports, SOFIT PE class observations, teacher-completed Stages of Concern questionnaires, and teachers’ formal interviews. Results indicated that classroom teachers who used the self-contained model more consistently implemented the curriculum and more frequently expressed positive responses. Participants who used the team model for the physical education curriculum frequently strayed from the assigned pedagogical approach, ignored major portions of the program, and experienced extreme management concerns.

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Program Evaluation of Healthy Moves: A Community-Based Trainer in Residence Professional Development Program to Support Generalist Teachers With Physical Education Instruction

Deborah Johnson-Shelton, Jeanette Ricci, Erika Westling, Missy Peterson, and Julie C. Rusby

review of instruction objectives. 1) Two-hour in-service training for Healthy Moves ™ trainers 2) Two-hour preprogram in-service with teachers and trainers 3) Weekly mentored PE lessons where trainers focus on instructional strategies consistent across grades for age-appropriate and evidence

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Outcomes of the Y-PATH Randomized Controlled Trial: Can a School-Based Intervention Improve Fundamental Movement Skill Proficiency in Adolescent Youth?

Bronagh McGrane, Sarahjane Belton, Stuart J. Fairclough, Danielle Powell, and Johann Issartel

Committee (DCUREC/2010/081). Students only experience of PE was of primary school PE taught by a nonspecialist teacher. PE teachers in the intervention schools received a day of in-service training for implementing the intervention prior to the beginning of the school year, which was delivered by 4 members

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Promoting Physical Activity Policy: The Development of the MOVING Framework

Kate Oldridge-Turner, Margarita Kokkorou, Fiona Sing, Knut-Inge Klepp, Harry Rutter, Arnfinn Helleve, Bryony Sinclair, Louise Meincke, Giota Mitrou, Martin Wiseman, and Kate Allen

affordable socially and culturally appropriate experiences Strengthen preservice and in-service training of professionals, within and outside the health sector, to increase knowledge and skills related to their roles and contributions in creating inclusive, equitable opportunities for an active society

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Promoting Active-Learning Instruction and Research (PALIR) in Kinesiology Departments

Duane Knudson and Karen Meaney

training improved my confidence to engage in active-learning experiences in all my classes.” Post 50 43 7 0 Future: “I would participate in additional active-learning in-service trainings for faculty in the future.” Post 73 27 0 0 Note . SA =  strongly agree ; A =  agree; D =  disagree ; SD =  strongly

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Psychometric Properties of the Physical Educators’ Self-Efficacy Toward Including Students With Disabilities—Autism Among Chinese Preservice Physical Education Teachers

Chunxiao Li, Lijuan Wang, Martin E. Block, Raymond K.W. Sum, and Yandan Wu

successfully in their programs (e.g., inadequate preparation, lack of in-service training, and inadequate support; Obrusnikova, 2008 ; Qi & Ha, 2012 ). Perhaps, one of the most important factors in successful inclusion in GPE is the perceived confidence of physical educators ( Block & Obrusnikova, 2007