Coteaching in Physical Education: A Strategy for Inclusive Practice

2011 ◽  
Vol 28 (2) ◽  
pp. 95-112 ◽  
Author(s):  
Michelle A. Grenier
Keyword(s):  
Physical Education ◽  
Social Model ◽  
Adapted Physical Education ◽  
Comparative Approach ◽  
Physical Education Teachers ◽  
Model Framework ◽  
Preparation Programs ◽  
Social Model Of Disability ◽  
High School Physical Education ◽  
Teaching Learning

Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers’ coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.

Teachers’ Assessment Practices Viewed through the Instruments Used in Physical Education Classes

1997 ◽  
Vol 16 (2) ◽  
pp. 211-228 ◽  
Author(s):  
Pauline Desrosiers ◽  
Yvette Genet-Volet ◽  
Paul Godbout
Keyword(s):  
High School ◽  
Physical Education ◽  
Learning Process ◽  
Rating Scale ◽  
Experienced Teachers ◽  
Physical Education Teachers ◽  
Assessment Instruments ◽  
Assessment Practices ◽  
High School Physical Education ◽  
Teaching Learning

The purpose of this study was to illustrate how experienced teachers assess students’ learning. Thirteen middle and high school physical education teachers (Grades 7 to 11) were observed during one or two teaching units over a total of 183 lessons. The 62 assessment instruments used by the teachers during those 183 lessons were analyzed from several perspectives: the integration of assessment to the teaching-learning process, the aspects assessed, and the characteristics of the instruments. For integration of assessment, 71% of the instruments were used for preassessment or formative assessment purposes. Regarding aspects assessed, the instruments were used 77% of the time to assess both technical and tactical skills. With respect to their characteristics, 70% of the assessment instruments consisted of a one-sided sheet, with a majority designed to assess one student. In most cases the collection of information was based either on a rating scale, checklist, or a combination of both.

Lessons from the Experience of U.N. Convention on the Rights of Persons with Disabilities: Addressing the Democratic Deficit in Global Health Governance

2010 ◽  
Vol 38 (3) ◽  
pp. 564-579 ◽  
Author(s):  
Janet E. Lord ◽  
David Suozzi ◽  
Allyn L. Taylor
Keyword(s):  
Global Health ◽  
Social Protection ◽  
Medical Model ◽  
Social Model ◽  
Model Framework ◽  
Persons With Disabilities ◽  
Social Model Of Disability ◽  
Socially Constructed ◽  
High Commissioner ◽  
Traditional Approaches

The United Nations Convention on the Rights of Persons with Disabilities (the CRPD or the Convention), adopted on December 13, 2006, and entered into force on May 3, 2008, constitutes a key landmark in the emerging field of global health law and a critical milestone in the development of international law on the rights of persons with disabilities. At the time of its adoption, the U.N. High Commissioner for Human Rights heralded the CRPD as a rejection of the understanding of persons with disabilities “as objects of charity, medical treatment and social protection” and an embrace of disabled people as “subjects of rights.”The text of the Convention itself, and the highly participatory process by which it was negotiated, signal a definitive break from previous international approaches that focused on disability within a medical model framework. In contrast to traditional approaches, the CRPD embraces a social model of disability, concentrating the disability experience not in individual deficiency, but in the socially constructed environment and the barriers that impede the participation of persons with disabilities in society.

Adapted Physical Education Teachers’ Job Satisfaction

2021 ◽  
Vol 38 (4) ◽  
pp. 661-680
Author(s):  
Minhyun Kim ◽  
José A. Santiago ◽  
Chan Woong Park ◽  
Emily A. Roper
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Working Conditions ◽  
Teaching Experience ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Semistructured Interview ◽  
Roles And Responsibilities ◽  
Socialization Theory

Grounded in occupational socialization theory, the authors examined adapted physical education (APE) teachers’ job satisfaction. Twelve (nine female and three male) APE teachers who had 3–43 years of teaching experience participated in the study. A semistructured interview was employed. The interviews focused on the participants’ roles and responsibilities. The following questions guided this study: (a) What social agents positively impact APE teachers’ job satisfaction? (b) what APE teachers’ roles and responsibilities are related to job satisfaction? and (c) what type of working conditions are linked to APE teachers’ job satisfaction? Thematic analysis was employed to analyze the data. The following four themes emerged from the analysis: (a) support from administrators, physical education teachers, and colleagues; (b) relevant and meaningful professional development; (c) itinerant working conditions; and (d) seeing students’ progress and achievement. The results of this study provide several implications to enhance APE teachers’ job satisfaction.

scholarly journals Enseñanza-Aprendizaje basado en investigación. Experiencia piloto en un diplomado de motricidad infantil (Teaching-Learning based on research. Pilot experience in a course on child motor skills)

Retos ◽  
2018 ◽  
pp. 378-380
Author(s):  
Felipe Poblete-Valderrama ◽  
Luis Linzmayer Gutierrez ◽  
Carlos Matus Castillo ◽  
Alex Garrido Mendez ◽  
Carol Flores Rivera ◽  
...  
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Training Programs ◽  
Physical Education Teachers ◽  
Continuous Training ◽  
Performance Levels ◽  
Pilot Experience ◽  
Teaching Learning ◽  
Child Learning

El Artículo describe la implementación de una experiencia piloto desarrollada con profesores de Educación Física que cursan un diplomado en Aprendizaje y Motricidad Infantil en la Universidad Santo Tomás, Sede Valdivia en Chile. La experiencia se desarrolló con la metodología de Aprendizaje Basado en Investigación (ABI) la cual se implementó en el primer módulo del diplomado “El valor del juego en la Enseñanza-Aprendizaje”. Los resultados demostraron que los estudiantes obtuvieron niveles de desempeño sobresalientes de acuerdo a las calificaciones obtenidas, lo que da cuenta de una adecuada aplicación de la metodología ABI en este tipo de programas de formación continua, implicando con ello el desarrollo del ámbito investigativo en su quehacer profesional.Abstract: This article describes the implementation of a pilot experience developed with Physical Education teachers who attend a course in Child Learning and Motricity at the Universidad of Santo Tomás in Valdivia, Chile. The experience was developed using the methodology of Research-Based Learning (ABI), which was implemented in the first module of the diploma "The value of games in Teaching-Learning". Results showed that students had  outstanding performance levels, in accordance with the grades obtained. This suggests an adequate application of the ABI methodology in this type of continuous training programs, thus implying the development of the field of research in their profession.

scholarly journals Difficulties of Online Physical Education Classes in Middle and High School and an Efficient Operation Plan to Address Them

2020 ◽  
Vol 17 (19) ◽  
pp. 7279
Author(s):  
Hyun-Chul Jeong ◽  
Wi-Young So
Keyword(s):  
High School ◽  
Physical Education ◽  
Systematic Evaluation ◽  
Physical Education Teachers ◽  
Ministry Of Education ◽  
Strategic Learning ◽  
Teaching Expertise ◽  
Efficient Operation ◽  
High School Physical Education ◽  
Online Methods

This study examined the difficulties of running online physical education classes in the context of coronavirus disease 2019 (COVID-19) and used the findings to develop an efficient operation plan to address these difficulties. Six middle and high school physical education teachers participated; three were experts in online physical education and active in the Korea Council School Physical Education Promotion, and three were recommended teachers making efforts to improve the online classes offered by the Korea Ministry of Education. A qualitative case study method employing phenomenological procedures to collect and analyze the data was used. The difficulties of operating middle and high school online physical education classes for the first time included (1) the monotony of the classes within their limited environmental conditions and limited educational content that did not adequately convey the value of physical education, (2) trial-and-error methods applied nationwide, resulting from a lack of expertise in operating online physical education classes, and (3) very limited evaluation guidelines proposed by the Korea Ministry of Education, which made systematic evaluation with online methods impossible. To address the identified problems and facilitate the efficient operation of online physical education classes, changes in strategic learning methods are needed to understand online physical education characteristics and thereby better communicate the value of physical education. It is also necessary to cultivate teaching expertise through sharing online physical education classes, where collaboration among physical education teachers is central. In addition, evaluation processes should be less formal to encourage active student participation.

Socialization Experiences of First-Year Adapted Physical Education Teachers With a Master’s Degree

2020 ◽  
Vol 37 (3) ◽  
pp. 304-323
Author(s):  
Steven K. Holland ◽  
Justin A. Haegele
Keyword(s):  
Physical Education ◽  
Interpretative Phenomenological Analysis ◽  
Master's Degree ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
First Year ◽  
Research Approach ◽  
Occupational Socialization ◽  
Individuals With Disabilities ◽  
Master’S Degree

The purpose of this study was to examine the meaning that first-year adapted physical education teachers with a master’s degree ascribed to their occupational socialization experiences. An interpretative phenomenological analysis research approach was used, and occupational socialization theory was adopted as the theoretical framework. Five teachers participated in this study. The sources of data were a semistructured focus group interview, semistructured one-to-one interviews, and reflective interview notes. Thematic development involved a three-step analysis process informed by the research approach. Three themes were constructed: (a) interactions with individuals with disabilities and activity experiences, (b) recruitment of adapted physical education teacher education students, and (c) graduate training and initial workplace experiences. The constructed themes provide unique insight into how teachers are socialized into adapted physical education and the meaning they ascribe to various socialization experiences, such as the limited impact that interactions with individuals with disabilities had on the decision to pursue this career.

scholarly journals Implementing Curriculum Within a Context of Fear and Disengagement

1997 ◽  
Vol 17 (1) ◽  
pp. 52-71 ◽  
Author(s):  
Catherine D. Ennis ◽  
Donetta J. Cothran ◽  
Keren S. Davidson ◽  
Susan J. Loftus ◽  
Lynn Owens ◽  
...  
Keyword(s):  
High School ◽  
Student Engagement ◽  
Physical Education ◽  
Ethnographic Study ◽  
Physical Education Teachers ◽  
Education Data ◽  
Teachers And Students ◽  
High School Physical Education ◽  
Innovative Curriculum ◽  
To Receive

The purpose of this study was to examine situational and personal contextual factors that teachers and students reported as enhancing or minimizing student engagement in urban high school physical education classes. In this ethnographic study, 21 physical education teachers and their students in six high schools were observed, and all teachers at six schools and 51 students at five schools were interviewed to examine their perspectives on physical education. Data were analyzed using constant comparison. Findings suggested that students found some tasks to be embarrassing, boring, and irrelevant. Some students preferred to receive a failing grade rather than participate. All participants reported a sense of fear and alienation in the school or class environments. Students, however, described several teachers who created contexts of engagement in these schools. These teachers connected personally with students and worked to provide an innovative curriculum that students felt was relevant and worthwhile.

Preparation of Leadership Personnel in Adapted Physical Education

1991 ◽  
Vol 8 (2) ◽  
pp. 128-135
Author(s):  
John M. Dunn ◽  
Jeffrey A. McCubbin
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Adapted Physical Education ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Systematic Analysis ◽  
Qualified Personnel

This paper presents data that document the need for additional leadership personnel in adapted physical education. A systematic analysis of the Chronicle of Higher Education, Dissertation Abstracts International, and the Physical Education Gold Book reveals that there is currently a discrepancy between the number of advertised positions in higher education and the number of available personnel to fill these positions. The delivery of appropriate personnel preparation programs in the area of adapted physical education is dependent upon the availability of well trained and qualified personnel. Observations are made on the type of training needed and recommendations for ensuring the availability of a qualified pool of applicants.

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