Terminology Usage: A Case for Clarity

1993 ◽  
Vol 10 (2) ◽  
pp. 87-96 ◽  
Author(s):  
David L. Porretta ◽  
John Nesbitt ◽  
Stan Labanowich
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Service Delivery ◽  
Adapted Physical Education ◽  
Sport Organizations ◽  
Adapted Physical Activity ◽  
Gross Motor ◽  
Physical Recreation ◽  
High Level ◽  
Instructional Settings

This article addresses the issue of terminology by discussing the terms adapted physical education, adapted physical recreation, adapted sport, and adapted physical activity. Reasons are presented which suggest that these terms, taken collectively, may best describe movement of a gross motor nature that pertains to individuals with disabilities. A terminology framework is then proposed that is based on both conceptual and practical programmatic considerations within the context of service delivery. This context utilizes all four of the above terms, which are presented within the notion of inclusion. The terms adapted physical education, adapted physical recreation, and adapted sport are conceptualized within the context of adapted physical activity. Within this service delivery context, adapted physical education refers to all curriculum-based instructional settings in educationally oriented environments, adapted physical recreation refers to activity in nonschool contexts, and adapted sport refers to high-level competition by elite performers under the governance of formal sport organizations.

scholarly journals A PESQUISA EM ATIVIDADE FÍSICA ADAPTADA: OBJETOS DE ESTUDO E METODOLOGIAS

2017 ◽  
Vol 20 (1) ◽  
Author(s):  
Maria Luiza Tanure Alves ◽  
Jalusa Storch ◽  
Gabriela Harnisch ◽  
Aline Miranda Strapasson ◽  
José Júlio Gavião de Almeida ◽  
...  
Keyword(s):  
Physical Activity ◽  
Individual Differences ◽  
Physical Education ◽  
Adapted Physical Education ◽  
Quality Of Education ◽  
Education For All ◽  
Adapted Physical Activity ◽  
Disciplinary Knowledge ◽  
Quantitative Design

RESUMOO texto aborda a construção da Atividade Física Adaptada (AFA) como área de conhecimento, abordando seu desenvolvimento, objetos de estudos, métodos e resultados alcançados. Estudos epistemológicos definem a AFA como um campo de conhecimentos cross-disciplinar, com foco em três pontos: 1) Adaptação; 2) Diferenças Individuais; 3) Atividade Física. Há predominância pelo design quantitativo com crescimento nos estudos qualitativos. No campo da educação física adaptada, a inclusão começa a ser defendida como melhoria da qualidade de ensino para todos e não apenas para alunos com deficiência. Há necessidade de reflexão sobre o acesso e o impacto das pesquisas na prática profissional.Palavras-chave: Pesquisa. Atividade Física Adaptada. Educação Física Adaptada.  Research on Adapted Physical Activity:study objects and methodologies.ABSTRACTThe text covers the construction of Adapted Physical Activity(APA) as na área of knowledge,addressing its development, subjects, methods and results. Epistemological studies define APA as na área of cross-disciplinary knowledge, focusing on three points:1) Adaptation; 2) Individual Differences; 3) PhysicalActivity. Quantitative design predominates, but the number of qualitative studies is increasing. In the Field of adapted physical education, inclusion has been understood as na improvement in the quality of education for all and not just for students with disabilities.It is necessary to re-think the access and impact of research in professional practice.Keywords: Research. Adapted Physical Activity. Adapted Physical EducationLa investigación sobre la Actividad Física Adaptada:objetos de estúdio y metodologías.RESUMENEl texto abarca la construcción de la Actividad Física Adaptada (APA) como un área de conocimiento, frente a su desarrollo, los estudios de objetos, métodos y resultados. Estudios epistemológicos definen la AFA como un campo de conocimiento multidisciplinar, centrándose en tres puntos: 1) Adaptación; 2) Las diferencias individuales; 3) Actividad Física. Hay un predominio por diseño cuantitativo con un crecimiento en los estudios cualitativos. En el campo de la educación física adaptada, la inclusión comienza a ser defendido como la mejora de la calidad de la educación para todos y no sólo para los estudiantes con discapacidades. Existe la necesidad de reflexión sobre el acceso y el impacto de la investigación en la práctica profesional.Palabras clave: Investigación. Adaptado de la Actividad Física. Educación Física Adaptada.

scholarly journals Očekávané kompetence studentů oborů aplikované pohybové aktivity a aplikovaná tělesná výchova a jejich rozvoj na základě vstupního předmětu kurz pobytu v letní přírodě

2013 ◽  
Vol 7 (3) ◽  
pp. 77-91
Author(s):  
Petra Brusová ◽  
Ondřej Ješina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Interpersonal Relationships ◽  
Professional Competence ◽  
Adapted Physical Education ◽  
Input Rate ◽  
Adapted Physical Activity ◽  
Persons With Disabilities ◽  
Basic Approaches ◽  
Individual Professional

Study of adapted physical activity (APA) and adapted physical education (ATV) are taught on the FTK UP Olomouc, together with three individually-oriented modules aimed at teaching ability, adapted physical activity and special pedagogy. Summer course focusing on getting to know the future content of teaching and the development of individual professional qualifications is jointed at the beginning of the study. The aim of the investigation was to determine the prerequisites for study, the influence of the input rate on the expected professional competence were involved 88 people (53 women, 35 men), the average age was 23 years old (the youngest 7, the eldest 50 years). On the basis of our findings is the most common secondary education completed (an unrelated field). The expected employment, which they would like to study (both discipline) is a teacher (most often with a focus on physical education). Only 2 % of students not in the IP experience working with persons with disabilities (the most common experiences we have with persons with disabilities). In terms of the benefits of the course, students shall be considered as input for easing the development of cooperative skills, highly evaluate the formation of interpersonal relationships and understanding of basic approaches when modifications programs to the needs of persons with special needs.

Dwarfism: New Interest Area for Adapted Physical Activity

1996 ◽  
Vol 13 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Leslie J. Low ◽  
Mary J. Knudsen ◽  
Claudine Sherrill
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activities ◽  
Adapted Physical Activity ◽  
Diastrophic Dysplasia ◽  
Spondyloepiphyseal Dysplasia ◽  
Cartilage Hair Hypoplasia ◽  
Spondyloepiphyseal Dysplasia Congenita ◽  
Spondyloepiphyseal Dysplasia Tarda ◽  
Number Of Individuals

In recent years, the number of individuals with dwarfism participating in sports and physical activities has increased. The Dwarf Athletic Association of America (DAAA) has grown from 30 athletes in 1985 to over 600 in 1994. This paper details the structural, intellectual, motor, orthopedic, and medical characteristics of six types of dwarfism (achondroplasia, hypochon-droplasia, cartilage-hair hypoplasia, diastrophic dysplasia, spondyloepiphyseal dysplasia tarda, and spondyloepiphyseal dysplasia congenita) seen in individuals currently participating in eight DAAA-sanctioned sports. Implications and modifications for participation in physical activity, physical education, and sport are included.

YOUTH PHYSICAL ACTIVITY AND THE PROCESS OF PHYSICAL EDUCATION IN LUBLIN PROVINCE, POLAND

2018 ◽  
Vol 4 ◽  
pp. 323-331
Author(s):  
Małgorzata Wasilewska ◽  
Józef Bergier
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activities ◽  
Educational Process ◽  
Total Physical Activity ◽  
Table Tennis ◽  
Modern School ◽  
The Mean ◽  
High Level ◽  
Activity Questionnaire

The research was conducted on a randomly chosen group of 916 students aged 16-18 in Lublin Province, Poland. The research was carried out in 2016 using the International Physical Activity Questionnaire, the extended version, and supplemented with additional questions regarding the students’ assessment of physical education lessons. The majority of students (77.4%) meet the requirements for a high level of physical activity, with the remaining 16.5% demonstrating moderate and only 6.1% − low level. There were no significant reductions of physical activity visible in the older age group, although in subsequent periods (in 16-18 year-olds), it was successively lower. The mean level of total physical activity in boys was 65566 MET[1] - min week, and it was significantly higher than in girls, i.e. 5345,5 MET-min/week. The vast majority of students (92.2%) participate in school physical education classes, and over 75% think that they like these activities. Students enrolled in physical education classes demonstrate a higher level of total physical activity (5960.5MET-min/week), in contrast to the non-participating ones (5637,2MET-min/week); however, no significant relationship has been found. Furthermore, it has been shown that girls and boys were willing to get involved in different physical activities. Apart from PE classes, boys would mainly get involved in football (23.2%), volleyball (15.5%), table tennis (13.0%), and swimming (12.5%). Girls would instead choose volleyball (14.7%), football (12.6%), swimming (9.4%) and gymnastics (8.9%). This favourable image of physical activity of students in the Polish schools in Lublin Province can contribute to the discussion of the place of physical activities in the modern school educational process.

scholarly journals Relación entre la actividad física escolar y extraescolar en estudiantes de escuelas públicas chilenas (Relationship between school and out-of-school physical activity in Chilean public school children)

Retos ◽  
2019 ◽  
pp. 393-399
Author(s):  
Michelle Marambio Miranda ◽  
Tamara Núñez Fernández ◽  
Jaime Ramírez Guajardo ◽  
Pablo Ramírez Eyraud ◽  
Ximena Alejandra Palma Leal ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
School Children ◽  
School Context ◽  
Physical Activity Promotion ◽  
Activity Levels ◽  
Physically Active ◽  
Activity Promotion ◽  
Las Mujeres ◽  
High Level

Introducción: La Educación Física escolar y extraescolar es una oportunidad para promover estilos de vida activos en escolares, propiciando un desarrollo saludable y prevención de enfermedades asociadas a la inactividad física. Objetivo: comparar los niveles de actividad física dentro y fuera de la escuela, en una muestra representativa de niños escolares participantes de un programa de promoción de actividad física. Métodos: un total de 318 niños y niñas (7 a 14 años) participaron de este estudio. Los participantes voluntariamente completaron el cuestionario PAQ-C, para determinar la actividad física realizada en los últimos 7 días. Se analizaron las variables mediante comparación de varianzas y las medias a través de la prueba T-student, del software SPSS V20. Resultados: La actividad física por sexo, presentó valores de medias similares, exceptuando la realizada en las tardes, en donde las mujeres realizaron mayor actividad física (p=0,006). Además, los días sábados, los niños realizaron más actividad física que las niñas (p=0,001). En cuanto a las preferencias de actividades, el baile es la principal opción en niñas y el fútbol la principal en niños (p=0,000). Se logró establecer una contribución de las clases de Educación Física en conjunto con las sesiones de las escuelas deportivas integrales en relación a la práctica total, siendo la media 4,2 entrando en la categoría: alto nivel de actividad física. Conclusión: La clase de Educación Física junto a las sesiones de las escuelas deportivas contribuye positivamente a la actividad física total.Abstract. Introduction: School and extracurricular physical education is an opportunity to promote active lifestyle in schoolchildren, fostering healthy growth and prevention of diseases associated with physical inactivity. Objective: to compare physical activity levels inside and out of the school context, in a representative sample of school children participating in a physical activity promotion program. Methods: a total of 318 boys and girls (7 to 14 years old) participated in this study. The participants voluntarily completed the PAQ-C questionnaire to determine their physical activity in the last 7 days. The variables were analyzed by means of comparison of variances and means through the T-student test on the SPSS V20 software. Results: By gender, physical activity presented values similar levels, except for that performed in the afternoons, where girls were more physically active (p= .006). In addition, on Saturdays, boys performed more physical activity than girls (p = .001). Regarding activity preferences, dance activities are preferred by girls whilst boys preferred soccer (p = .000). A contribution of physical education classes in combination with the sessions from comprehensive sports academies was detected regarding total practice, the average being 4.2, meaning that the category was “high level of physical activity”. Conclusion: physical education classes along with sessions from sports academies contributes positively to the total physical activity.

scholarly journals Obstacles Adapted Physical Education Specialists Encounter When Developing Transition Plans

2000 ◽  
Vol 17 (2) ◽  
pp. 222-236 ◽  
Author(s):  
Deborah L. Krueger ◽  
Patrick DiRocco ◽  
Manny Felix
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
School Districts ◽  
Social Isolation ◽  
Transition Planning ◽  
Transition Services ◽  
Return Rate ◽  
Adapted Physical Education ◽  
Transition Plans ◽  
Budget Restrictions

The purpose was to ascertain what obstacles adapted physical education (APE) specialists in Wisconsin had encountered while developing physical activity leisure transition plans (LTP) in accordance with the PL 105-17 mandate on transition services. Also addressed were the reasons why some APE specialists had not written LTPs or been involved in transition planning. Participants included 155 APE specialists representing 91 school districts in Wisconsin who returned a mailed questionnaire (i.e., a 75% return rate). Results indicated that only 21% (n = 33) of the APE specialists had written a LTP. Sixty-four percent (n = 78) of the specialists who reported not having written a LTP said that they had never been asked to be part of transition planning. APE specialists who had written LTPs indicated that transportation, social isolation, and budget restrictions were the greatest barriers.

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