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.

Problem Based Learning and Personnel Preparation in Adapted Physical Education

1990 ◽  
Vol 7 (3) ◽  
pp. 205-218
Author(s):  
Patricia I. Hogan
Keyword(s):  
Teacher Preparation ◽  
Physical Education ◽  
Problem Based Learning ◽  
Medical Schools ◽  
Adapted Physical Education ◽  
Teacher Preparation Programs ◽  
Personnel Preparation ◽  
Schools Of Education ◽  
Preparation Programs

A prominent theme of educational reform involves focusing on developing students’ thinking abilities. This theme is germane to improving the quality of teacher preparation programs in all subject areas including adapted physical education (APE). Perhaps schools of education in general and APE teacher preparation programs in particular can learn from some progressive and prominent medical schools regarding the development of curricula, programs, and experiences to improve quality of personnel. These medical schools have introduced a conceptually significant innovation—the problem-based learning (PBL) curriculum. It is the purpose of this article to introduce the concept of PBL as a potential model for graduate level personnel preparation in APE.

Addressing Personnel Preparation Needs to Meet the Challenges of the Future

1986 ◽  
Vol 3 (2) ◽  
pp. 118-123 ◽  
Author(s):  
Michael W. Churton
Keyword(s):  
Physical Education ◽  
Multidisciplinary Approach ◽  
Quality Education ◽  
Adapted Physical Education ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Strict Adherence ◽  
Educational Backgrounds ◽  
Body Of Knowledge ◽  
Teacher Training Programs

Development of personnel preparation programs has focused upon a progressive trend away from a strict adherence to a physical education philosophy to a philosophy that stresses more of a multidisciplinary approach. Early obstacles experienced by directors of personnel preparation programs included legislation, program development, and a limited body of knowledge. Future considerations include directors with varied educational backgrounds and a national movement toward quality education. Teacher training programs will need to redefine their curriculum offerings in adapted physical education to address quality assurance requirements. Future programs in adapted physical education will need to become more field based and address functional competencies that will prepare students to meet the psychomotor needs of handicapped children effectively.

Preparation of Leadership Personnel in Adapted Physical Education: A Follow-Up Study

2000 ◽  
Vol 17 (4) ◽  
pp. 371-380
Author(s):  
Jeffrey A. McCubbin ◽  
John M. Dunn
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
The United States ◽  
University Teaching ◽  
Adapted Physical Education ◽  
Leadership Positions ◽  
Similar Time ◽  
Time Period ◽  
Qualified Personnel ◽  
The Usa

This study examined the need for the preparation of leadership personnel in the area of adapted physical education within the USA. Data were collected on the advertised positions in the Chronicle of Higher Education between 1991-1998 compared to the numbers of personnel prepared during a previous, similar time period (1981-1989). During the 1991-1998 time period, 87 professionals completed dissertations related to adapted physical education, while 173 positions in institutions of higher education were advertised for professionals with expertise in adapted physical education. These data indicate that there continues to be a significant need for additional doctoral personnel trained in adapted physical education for college or university teaching positions in the United States. Evidence of a need for diversified, well-qualified training programs is offered. In addition, the authors suggest promising alternate approaches to assist in meeting the needs of qualified personnel in adapted physical education for leadership positions.

Marketable Features of the Adapted Physical Education Career in Higher Education

1999 ◽  
Vol 16 (2) ◽  
pp. 178-186 ◽  
Author(s):  
Jiabei Zhang ◽  
Daniel Joseph ◽  
Michael Horvat
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Descriptive Statistics ◽  
Adapted Physical Education ◽  
Chi Square ◽  
Short Supply ◽  
Job Openings

The purpose was to investigate marketable features of the adapted physical education (APE) career in higher education. A total of 560 APE job openings (297 APE first priority and 263 APE second priority were identified from the Chronicle of Higher Education between 1975–1976 and 1997–1998. These data were analyzed by regression, chi-square, and descriptive statistics. The results indicate that the APE career is a growing employment market demanding candidates who specialize in APE to prepare in one or more other areas and encouraging candidates who specialize in other areas to minor in APE. The market shows that APE second priority openings increase more quickly than APE first priority openings. Personnel for the APE career in higher education appear to be in short supply.

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.

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.

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.

Graduate Adapted Physical Education Personnel Preparation Programs Receiving Federal Funding

2000 ◽  
Vol 17 (1) ◽  
pp. 54-68 ◽  
Author(s):  
Peter J. Ellery ◽  
Michael J. Stewart
Keyword(s):  
Physical Education ◽  
Minority Group ◽  
Federal Funding ◽  
The United States ◽  
Adapted Physical Education ◽  
Eastern Region ◽  
Master's Level ◽  
Preparation Programs ◽  
Doctoral Level ◽  
The U.S

A survey of the 13 master’s level and five doctoral level adapted physical education programs that received federal funding in the United States in 1998 was conducted to develop a profile describing their attributes. The response rate was 100% (N = 18). Results indicated that these programs, in general, had received funding for more than 15 years, offered coursework from an average of three different academic disciplines, had a high graduate employment rate within 12 months of graduation, and had about one third of the graduates representing a recognized minority group. Master’s level teacher preparation programs were concentrated in the eastern region of the U.S., had graduates with predominantly in-state home addresses, and had graduated predominantly females. Doctoral level leadership programs were geographically distributed across the U.S., had graduates with predominantly out-of-state home addresses, and had equal graduate representation from both genders.

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