History of Adapted Physical Education: Priorities in Professional Preparation

1986 ◽  
Vol 3 (2) ◽  
pp. 112-117 ◽  
Author(s):  
Joseph P. Winnick
Keyword(s):  
Physical Education ◽  
Professional Preparation ◽  
Adapted Physical Education ◽  
The Future ◽  
History Of

This presentation traces and reviews past and contemporary concerns, issues, or priorities relating to professional preparation with special emphasis on the identification of people who have had a significant impact upon professional preparation, and the graduates of our programs, who will provide leadership in the future.

Pediatric Adapted Physical Education for Infants, Toddlers, and Preschoolers: Meeting IDEA-H and IDEA-B Challenges

1991 ◽  
Vol 8 (4) ◽  
pp. 263-279
Author(s):  
Jo E. Cowden ◽  
Bobby L. Eason
Keyword(s):  
Early Intervention ◽  
Physical Education ◽  
Financial Incentive ◽  
Action Plan ◽  
Professional Preparation ◽  
Intervention Programs ◽  
Adapted Physical Education ◽  
Federal Legislation ◽  
Education Leaders

PL 99-457 and PL 101-176 have presented a new challenge for adapted physical education. Federal legislation has provided financial incentive for states to increase the intensity and duration of early intervention programs for the infant/toddler/preschool child with disabilities (ITPCD). The present article proposes a conceptual framework for a new subfield, pediatric adapted physical education (PAPE). The origins and essence of federal legislation affecting infants, toddlers, and preschoolers is explained. Because the legislation requires a multi-agency/multidisciplined approach, the role of adapted physical education within the larger context is explained, as is the professional preparation of practitioners of the new subfield. Finally, one state’s initiative is explained to serve as an action plan for other adapted physical education leaders.

Integrating Knowledge of Disability Throughout the Physical Education Curriculum: An Infusion Approach

1994 ◽  
Vol 11 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Karen P. DePauw ◽  
Grace Goc Karp
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Professional Preparation ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Education Curriculum ◽  
Preparation Programs ◽  
Individuals With Disabilities ◽  
Socially Constructed ◽  
Traditional Approaches

In preparing for the 21st century, faculty and professional preparation programs must be responsive to the ever-expanding knowledge base in physical education and sport, as well as the shifting economic and social conditions in society. Creative approaches to undergraduate education will be needed. Current curricular approaches in undergraduate physical education programs provide minimal preparation in disability issues for undergraduate students. Since the 1970s, specialists in adapted physical education have been educated and provided with the necessary skills for teaching individuals with disabilities in specialized settings. On the other hand, the preparation of regular physical educators, who will provide physical activity for the majority of individuals with disabilities, is inadequate. Traditional approaches espouse a hierarchical delivery of information that is not only unrelated to other knowledges but often devoid of the viewpoint that knowledge and situations are problematic and socially constructed. A model is proposed that integrates knowledge and understanding of disability issues and infuses them throughout the undergraduate physical education curriculum.

The Need for a National Consortium

1986 ◽  
Vol 3 (2) ◽  
pp. 143-146
Author(s):  
Leon E. Johnson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activities ◽  
Human Condition ◽  
Adapted Physical Education ◽  
Children And Youth ◽  
Historical Events ◽  
Handicapped Children ◽  
Look Back ◽  
History Of

Since the beginning of recorded history, physical activity has been recognized as a helpful adjunct to the improvement of the human condition. The history of special physical activities for handicapped individuals ranges from the early Greeks and Romans to the present day, when adapted physical education is a legal mandate for all handicapped children and youth. To answer the question, “Is there need for a National Consortium?” one must look back at historical events and recognize that only through an organized effort can goals in adapted physical education for the handicapped be reached.

What happened to critical pedagogy in physical education? An analysis of key critical work in the field

2018 ◽  
Vol 25 (4) ◽  
pp. 1128-1145 ◽  
Author(s):  
Katie Fitzpatrick
Keyword(s):  
Physical Education ◽  
Critical Pedagogy ◽  
Pedagogical Practice ◽  
Cultural Materialism ◽  
Critical Practice ◽  
Health Concerns ◽  
Critical Scholarship ◽  
The Future ◽  
History Of ◽  
Philosophical Pragmatism

Despite a long history of critical scholarship in physical education (PE), current research continues to show that PE is an exclusionary and marginalising space for many students. Hawkins suggests that philosophical pragmatism, cultural materialism, and health concerns are driving the field, to the extent that the foundations of PE are in jeopardy, and even in ‘crisis’. These trends are at odds with poststructuralist approaches to the field, and with (continued) calls for critical pedagogical practice. In this article, I reflect on these issues and consider four different approaches to critical pedagogy in the work of: Richard Tinning; Laura Azzarito; my own work with a teacher called Dan; and Kim Oliver and David Kirk. Drawing on this scholarship, I argue that critical practice is needed now more than ever, and I offer some thoughts about the future of this work.

scholarly journals Current Situation and Prospect of Inclusive Physical Education in Mainland China

2011 ◽  
Vol 17 (1) ◽  
pp. 31-36
Author(s):  
C.X. LI ◽  
K.L. SAM
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Mainland China ◽  
Adapted Physical Education ◽  
Regular Classroom ◽  
Short History ◽  
Special Schools ◽  
Students With Special Needs ◽  
Current Structure ◽  
History Of

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Methodologies such as literature, investigation, and logic analysis were employed in order to examine the developmental status and challenges of inclusive physical education in mainland China. The result indicated that short history of legislations and polices for inclusive physical education, the passage of “Learning in Regular Classroom” led to the revolution of current structure of instructional placement for students with disabilities, and then bring with the possibility of inclusive physical education. The current structure of instructional placement for students with disabilities shows the concurrence of three states (A, B and C, see Figure 1) which provide some students with special needs to stay at the special schools rather than putting all of them at regular educational settings without support. The philosophy of inclusion is not only including students with disabilities into the regular classroom, but also preparing the supporting services. Placement with supporting service is, however, a big challenge that confronts inclusive physical education in mainland China, supporting service such as lack of a large number of qualified adapted physical teachers, pressing needs to construct inclusive and social or personnel circumstance to include people with disabilities, and adapted physical education programming are not well prepared. At the end of this article, suggestions for conquering these challenges were also provided. 本文運用文獻法，調查法等研究方法，目的在於探討大陸體育融合教育的發展現狀以及對策。結果發現，大陸融合體育教育立法或政策的歷史並不悠久，“隨班就讀”政策的提出改變了教育體系的架構，為融合體育教育的執行提供了可能。目前對於特殊學生的安置體系共有三種方式(即Ａ，Ｂ和Ｃ，參見圖1)。融合體育教育的精髓在於為得到安置的特殊需要學生提供支援，然而這也是目前大陸融合體育教育所面臨的主要挑戰。這些挑戰包括師資數量不足，個人及社會尚未形成良好的對殘疾人的接納態度，以及融合體育課程尚不夠完備。文章的最後提出了應對挑戰的建議。

A Generative Synthesis for Kinesiology: Lessons from History and Visions for the Future

2017 ◽  
Vol 6 (2) ◽  
pp. 195-210 ◽  
Author(s):  
Hal A. Lawson ◽  
R. Scott Kretchmar
Keyword(s):  
Physical Education ◽  
21St Century ◽  
Social Responsibilities ◽  
First Order ◽  
Revisionist History ◽  
The Future ◽  
Common Purpose ◽  
History Of ◽  
Fit For Purpose ◽  
Automatic Pilot

Debates-as-battles have characterized the histories of physical education and kinesiology. This colorful part of the field’s history was characterized by leaders’ narrow, rigid views, and it paved the way for divisiveness, excessive specialization, and fragmentation. Today’s challenge is to seek common purpose via stewardship-oriented dialogue, and it requires a return to first order questions regarding purposes, ethics, values, moral imperatives, and social responsibilities. These questions are especially timely insofar as kinesiology risks running on a kind of automatic pilot, seemingly driven by faculty self-interests and buffered from consequential changes in university environments and societal contexts. A revisionist history of kinesiology’s origins and development suggests that it can be refashioned as a helping discipline, one that combines rigor, relevance, and altruism. It gives rise to generative questions regarding what a 21st century discipline prioritizes and does, and it opens opportunity pathways for crossing boundaries and bridging divides. Three sets of conclusions illuminate unrealized possibilities for a vibrant, holistic kinesiology—a renewed discipline that is fit for purpose in 21st century contexts.

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