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.

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 A importância da ciência Educação Física na preparação operacional de militares: premissas da Academia Militar dos Estados Unidos – West Point

2018 ◽  
Vol 87 (2) ◽  
Author(s):  
Inaldo Pereira dos Santos ◽  
Luciano Vieira ◽  
Lilian Martins
Keyword(s):  
United States ◽  
Physical Education ◽  
Physical Training ◽  
The United States ◽  
Professional Preparation ◽  
West Point ◽  
United States Military Academy ◽  
Military Academy ◽  
The Military ◽  
Education Science

Introdução: A Educação Física teve suas origens no treinamento físico militar. Nos dias atuais, a preparação física continua sendo uma das facetas mais importantes da operacionalidade militar.Objetivo: Descrever a importância do treinamento físico na preparação profissional do militar, por meio da observação dos objetivos e práticas educacionais do Departamento de Educação Física (DEF) da Academia de West Point (AWP) dos Estados Unidos da América.Conclusão: O DPE da AWP atinge o objetivo de preparar os cadetes para as situações que serão vividas em ambiente de guerra e faz isso com excelência, utilizando-se da Educação Física como ciência.The Importance of Physical Education Science for Operational Preparation of Military: Assumptions of the United States Military Academy – West PointIntroduction: Physical Education had its origins in military physical training. Nowadays, physical preparation continues to be one of the most important facets of military operationality.Objective: To describe the importance of physical training for the professional preparation of the military, by observing the objectives and educational practices of the Department of Physical Education (DPE) of the West Point Academy (WPA) of the United States of America.Conclusion: WPA's DPE achieves the goal of preparing the cadets for situations that will be experienced in war environment and does so with excellence, using Physical Education sciences.

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.

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