Analysis of Graduate Programs in Adapted Physical Education in the United States

2018 ◽  
Vol 3 (2) ◽  
pp. 47-57 ◽  
Author(s):  
Chad Nichols ◽  
Martin E. Block ◽  
Wesley J. Wilson
Keyword(s):  
United States ◽  
Physical Education ◽  
Graduate Programs ◽  
The United States ◽  
Adapted Physical Education

Physical Education Least Restrictive Environment Continua Used in the United States

1995 ◽  
Vol 12 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Jim Decker ◽  
Paul Jansma
Keyword(s):  
United States ◽  
Physical Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
The United States ◽  
Geographic Region ◽  
Adapted Physical Education ◽  
School Year ◽  
Regular Class ◽  
Restrictive Environment

For over 15 years it has been public policy to educate students with disabilities, to the maximum extent possible, in the least restrictive environment (LRE) alongside their peers without disabilities. However, scarce empirical data exist documenting nationwide efforts to comply with the LRE mandate. The purpose of this study was to determine what types of LRE continua are in use in physical education throughout the United States. Subjects were physical education personnel in 452 schools throughout the United States. Data were collected regarding the usage of physical education LRE placement continua across enrollment level, grade range, metro status, and geographic region. Results indicate that while numerous (N = 26) physical education LRE continua were used during the 1988-89 school year, in most cases students with disabilities received physical education in a regular class setting with little or no access to adapted physical education. These results indicate that the utility of traditional physical education LRE placement continua may be suspect.

The Prevalence-Based Need for Adapted Physical Education Teachers in the United States

2000 ◽  
Vol 17 (3) ◽  
pp. 297-309 ◽  
Author(s):  
Jiabei Zhang ◽  
Debra Berkey ◽  
Luke Kelly ◽  
Daniel Joseph ◽  
Shihui Chen
Keyword(s):  
United States ◽  
Public Schools ◽  
Physical Education ◽  
Student Teacher ◽  
The United States ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Personnel Preparation ◽  
Policy Makers ◽  
The Public

The purpose was to develop a method for projecting the need for adapted physical education (APE) teachers in the public schools in the United States. This method was derived from a prevalence-based model—dividing the number of APE students enrolled by the APE student-teacher ratio and then subtracting the number of APE teachers hired. This model used the findings of Kelly and Gansneder (1998) that (a) 4% of the school population required APE services and (b) the overall national APE student-teacher ratio was 104:1. The results revealed a need for 22, 116 additional APE teachers nationwide as well as specific projections for each state. The prevalence-based projection method is recommended for policy makers at local, state, and national levels; for APE advocates; and for all concerned with APE personnel preparation and employment.

Fitness Data of Children with Ostomy: A Pilot Study

1990 ◽  
Vol 7 (3) ◽  
pp. 259-264
Author(s):  
E. William Vogler
Keyword(s):  
United States ◽  
Pilot Study ◽  
Physical Education ◽  
Education Program ◽  
Intestinal Tract ◽  
The United States ◽  
Adapted Physical Education ◽  
Waste Collection ◽  
Physical Fitness Test ◽  
Health Related

Twenty nine ostomy children (16 girls and 13 boys) with external openings in their urinary or intestinal tract for waste collection were assessed for fitness using the Health Related Physical Fitness test. The children, as a group, were discovered to be only in the 20th percentile in overall fitness when compared to the norm in the United States. Using guidelines established by the American Alliance for Health, Physical Education, Recreation and Dance, all 29 children were identified as candidates for an individualized adapted physical education program.

Perceptions of Adapted Physical Education Graduates From Selected Universities on Attainment of Doctoral Competencies

2002 ◽  
Vol 19 (4) ◽  
pp. 420-434 ◽  
Author(s):  
David L. Porretta ◽  
Paul R. Surburg ◽  
Paul Jansma
Keyword(s):  
United States ◽  
Physical Education ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
The United States ◽  
Adapted Physical Education ◽  
Research Competency ◽  
Time Period ◽  
Research Competencies ◽  
Time Periods

Graduates from four adapted physical education doctoral programs (1980-1999) within the United States were surveyed to determine their perceptions on the extent to which they attained published competencies in the areas of research and adapted physical education. A survey was mailed to 109 doctoral program graduates. A total of 99 surveys (91%) were usable for data analysis. Competency data were analyzed separately across two 10-year time periods (1980-1989; 1990-1999). Respondents’ perceptions improved significantly in cumulative research competency scores from the first to the second time period. Responses for adapted physical education competencies were similar across both time periods. Follow-up analyses on responses for each of the separate 18 research and 20 adapted physical education competency statements resulted in significant improvement from 1980-1989 to 1990-1999 for eight research competencies and one adapted physical education competency. Results have implications for the future of adapted physical education doctoral training in the United States and beyond.

scholarly journals Adapted Physical Education: The Perspective of Asian Parents

2021 ◽  
Vol 19 (1) ◽  
pp. 91
Author(s):  
Eun Hye Kwon ◽  
Martin Block ◽  
Sean Healy ◽  
Tae-eung Kim
Keyword(s):  
United States ◽  
Physical Education ◽  
Data Collection ◽  
Thematic Analysis ◽  
The United States ◽  
Culturally Sensitive ◽  
Adapted Physical Education ◽  
Structured Interviews ◽  
Education Services ◽  
Mothers And Fathers

The purpose of this study was to examine the expectations from Adapted Physical Education services from the perspective of Asian parents (n = 8) who have children with disabilities. Data collection involved semi-structured interviews, completed in the participants’ preferred language. The data were analyzed using Braun and Clarke’s recipe for thematic analysis. Four themes emerged: (a) “overcoming” the disability in APE, (b) different perspectives on the importance of APE between mothers and fathers, (c) parents’ concern over children being “disrespectful,” and (d) communication issues. Since the culture in the United States is ethnically and socially more diversified, the significance and relevance of the results for effective, culturally sensitive APE provision is discussed. An increased understanding and involvement of Asian parents in terms of their children’s APE program will result in more culturally sensitive, effective, and relevant APE experiences.

Ph.D. Competency Guidelines and Adapted Physical Education Professional Preparation in the United States

1995 ◽  
Vol 12 (4) ◽  
pp. 307-322 ◽  
Author(s):  
Paul Jansma ◽  
Paul Surburg
Keyword(s):  
United States ◽  
Physical Education ◽  
Doctoral Program ◽  
The United States ◽  
Professional Preparation ◽  
Adapted Physical Education ◽  
Educational Models ◽  
Teacher Reform ◽  
Related Information ◽  
Physical Educator

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.

A Citation-Based Analysis of Economists and Economics Programs

1996 ◽  
Vol 40 (1) ◽  
pp. 46-59 ◽  
Author(s):  
Marshall H. Medoff
Keyword(s):  
United States ◽  
Graduate Programs ◽  
The United States ◽  
Principal Finding ◽  
Citation Counts

This paper uses citation counts, over the period 1971–1992, to rank the top 250 academic economists in the United States. Schools were ranked by the number of top 250 economists a university had on their faculty. Graduate programs were ranked by those Ph.D. programs which have produced the greatest number of the top 250 academic economists. The paper's principal finding is that five universities, Harvard, Stanford, Chicago, MIT, and Princeton are the elite among all Universities.

scholarly journals National Curriculum for Physical Education in the United States

Quest ◽  
2016 ◽  
Vol 69 (2) ◽  
pp. 220-235 ◽  
Author(s):  
Junghwan Oh ◽  
Kim C. Graber
Keyword(s):  
United States ◽  
Physical Education ◽  
National Curriculum ◽  
The United States
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