Parents: Forgotten Teacher Aides in Adapted Physical Education

1984 ◽  
Vol 1 (4) ◽  
pp. 275-281 ◽  
Author(s):  
Sherry L. Folsom-Meek
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
Adapted Physical Education ◽  
Support Personnel ◽  
Education Programs ◽  
Handicapped Children ◽  
Motor Abilities ◽  
Supplementary Instruction ◽  
Teacher Aides ◽  
Parent Child Relationships

The use of parents of handicapped children as support personnel to augment adapted physical education instruction is discussed. Reports in the literature support supplementary instruction by parents to enhance children’s physical and motor development gains. Possible benefits include improvement of students’ motor abilities and fitness levels, enrichment of parent-child relationships, and strengthening of adapted physical education programs.

New Perspectives on the Assessment of Movement Skills and Motor Abilities

2001 ◽  
Vol 18 (4) ◽  
pp. 347-365 ◽  
Author(s):  
Allen W. Burton ◽  
Richard W. Rodgerson
Keyword(s):  
Physical Education ◽  
Motor Behavior ◽  
Adapted Physical Education ◽  
Assessment Instruments ◽  
Motor Ability ◽  
General Motor ◽  
Skill Sets ◽  
Motor Abilities ◽  
Movement Skills ◽  
New Perspective

The practice of adapted physical education should be consistent with a theoretical model of motor behavior. We believe that the dominant view of movement skills, motor abilities, and general motor ability, as expressed in the current literature, often is not congruent with assessment instruments currently used in adapted physical education. The purpose of this paper is to review the dominant conceptualization of skills, abilities, and general motor ability; present four problems with the dominant view related to assessment in adapted physical education; and then offer a new perspective based on a four-level taxonomy. The levels of the proposed taxonomy are movement skills, movement skill sets, movement skill foundations, and general motor ability.

The Role of the Federal Government in Adapted Physical Education

1988 ◽  
Vol 3 (2) ◽  
pp. 124-126
Author(s):  
William A. Hillman
Keyword(s):  
Physical Education ◽  
Research And Development ◽  
Federal Government ◽  
Public Law ◽  
Adapted Physical Education ◽  
Handicapped Children ◽  
The Past ◽  
Training Research ◽  
Published Research

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.

Impact of the Education of the Handicapped Act on Adapted Physical Education: A 10-Year Overview

1987 ◽  
Vol 4 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Michael W. Churton
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Federal Government ◽  
Financial Assistance ◽  
Adapted Physical Education ◽  
Education Programs ◽  
Degree Relative ◽  
Areas Of Concern ◽  
Definition Of

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.

Development of Self-Concept and Self-Efficacy: Considerations for Mainstreaming

1985 ◽  
Vol 2 (4) ◽  
pp. 320-327 ◽  
Author(s):  
Diane H. Craft ◽  
Patricia I. Hogan
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Affective Domain ◽  
Self Concept ◽  
Educational Outcome ◽  
Physical Educators ◽  
Considerable Influence ◽  
Education Programs ◽  
Handicapped Children

Humanistic goals related to the affective domain have been of considerable influence in the justification of mainstreaming. Physical educators have traditionally identified development in this domain as a salient educational outcome of physical activity and of physical education programs. Concerning handicapped children in regular physical education programs, the benefits related to development in the affective domain have been espoused and projected to be significant. However, development in the affective domain (especially as related to self-concept and self-efficacy) does not occur incidentally, but must be planned for. This article elaborates on the constructs of self-concept and self-efficacy and discusses the implications for developing or enhancing these constructs in mainstreamed handicapped children.

Item Response Theory: A Useful Test Theory for Adapted Physical Education

1991 ◽  
Vol 8 (4) ◽  
pp. 317-332 ◽  
Author(s):  
Emily Cole ◽  
Terry M. Wood ◽  
John M. Dunn
Keyword(s):  
Item Response Theory ◽  
Physical Education ◽  
Item Response ◽  
Motor Development ◽  
Logistic Model ◽  
Classical Test Theory ◽  
Test Theory ◽  
Adapted Physical Education ◽  
Psychomotor Skill ◽  
Response Theory

Tests constructed using item response theory (IRT) produce invariant item and test parameters, making it possible to construct tests and test items useful over many populations. This paper heuristically and empirically compares the utility of classical test theory (CTT) and IRT using psychomotor skill data. Data from the Test of Gross Motor Development (TGMD) (Ulrich, 1985) were used to assess the feasibility of fitting existing IRT models to dichotomously scored psychomotor skill data. As expected, CTT and IRT analyses yielded parallel interpretations of item and subtest difficulty and discrimination. However, IRT provided significant additional analysis of the error associated with estimating examinee ability. The IRT two-parameter logistic model provided a superior model fit to the one-parameter logistic model. Although both TGMD subtests estimated ability for examinees of low to average ability, the object control subtest estimated examinee ability more precisely at higher difficulty levels than the locomotor subtest. The results suggest that IRT is particularly well suited to construct tests that can meet the challenging measurement demands of adapted physical education.

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