Workplace Experiences of Adapted Physical Educators: A Comparison of Educators With and Without National Certification

2020 ◽  
pp. 1-9
Author(s):  
Wesley J. Wilson ◽  
Steven K. Holland ◽  
Justin A. Haegele ◽  
K. Andrew R. Richards
Keyword(s):  
Physical Education ◽  
Organizational Support ◽  
Online Survey ◽  
National Standards ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Workplace Experiences ◽  
Adapted Physical Educators ◽  
Perceived Mattering

Purpose: To better understand the workplace experiences of adapted physical education teachers with particular attention given to differences between those with and without Adapted Physical Education National Standards certification. Role socialization theory was used as the theoretical framework to explore how teachers navigate the contexts of their work environment. Methods: The participants included a total of 233 adapted physical education teachers, 131 with certification and 102 without it. The participants completed an online survey examining marginalization and isolation, perceived mattering, role stress, resilience, job satisfaction, perceived organizational support, and emotional exhaustion. Results: Certified adapted physical educators perceived less marginalization and role ambiguity and more perceived mattering than their noncertified counterparts. Discussion/Conclusion: These findings are consistent with other research suggesting the positive association between workplace experiences and advanced certifications. As the requirements for certification continue to advance and change, this study highlights the need for the continued study of advanced certification.

Strategies to Increase Self-, Student, and Discipline Advocacy in Adapted Physical Education

2021 ◽  
pp. 004005992110188
Author(s):  
Alyssa M. Trad ◽  
K. Andrew R. Richards ◽  
Wesley J. Wilson
Keyword(s):  
Physical Education ◽  
Service Providers ◽  
Individualized Education Program ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Functional Understanding ◽  
Adapted Physical Educators ◽  
General Physical ◽  
General Physical Education

While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted physical education teachers encounter stress stemming from the marginalized nature of their discipline but may navigate such experiences differently. Adapted physical education teachers often serve in itinerant roles travelling among multiple schools and may provide services for upwards of 100 students. They must also have a functional understanding of a wide variety of disabilities, individualize instruction for each student, collaborate with service providers across several schools, and be an active team member in the individualized education program process. As a result, they may need to advocate for themselves, their students, and the role of the discipline in different and unique ways. Drawing from research on general and adapted physical education teacher socialization, and available research-informed practices, the purpose of this paper is to describe the unique stressors associated with teaching adapted physical education and strategies they may implement as part of local advocacy.

Understanding physical educators’ perceptions of mattering

2016 ◽  
Vol 23 (1) ◽  
pp. 73-90 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Karen Lux Gaudreault ◽  
Amelia Mays Woods
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Factor Structure ◽  
Online Survey ◽  
Role Stress ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Teachers Perceptions ◽  
Confirmatory Factor ◽  
Perceived Mattering

Previous research has illustrated that physical educators feel their subject is valued less than others in the context of schools. However, to date, no instruments have been developed to measure physical education teachers’ perceptions of mattering. This study sought to propose and validate the Perceived Mattering Questionnaire – Physical Education (PMQ-PE). In total, 460 physical educators completed an online survey that measured perceived mattering, role stress, and resilience. Data analysis began with exploratory factor analysis to identify a stable two-factor structure that measured physical educators’ perceptions that they matter and that the discipline of physical education matters. Next, confirmatory factor analysis was used to affirm the factor structure and to examine convergent, discriminant, and divergent validity. The model was a good fit for the data and the PMQ-PE correlated positively with resilience and negatively with role stress. These analyses support initial validation of the PMQ-PE.

Comparison of Attitudes of Regular and Adapted Physical Educators toward Disabled Individuals

1988 ◽  
Vol 66 (2) ◽  
pp. 425-426 ◽  
Author(s):  
April Tripp
Keyword(s):  
Physical Education ◽  
Emotionally Disturbed ◽  
Disabled Persons ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Attitudes Toward Disabled ◽  
The Disabled ◽  
Adapted Physical Educators ◽  
Teachers Attitudes

The Attitudes Toward Disabled Persons Scale (Form B) and a ranking survey of 10 disabling conditions were administered to 38 physical education teachers and 47 adapted physical education teachers. Both groups of teachers' attitudes toward the disabled were below the scale median. Both groups of teachers were more accepting of individuals with physical disabilities such as, amputee, harelip, and epilepsy, than individuals who were mentally retarded, cerebral palsied, and emotionally disturbed.

Recruitment and initial socialization into adapted physical education teacher education

2019 ◽  
Vol 26 (1) ◽  
pp. 54-69 ◽  
Author(s):  
K Andrew R Richards ◽  
Wesley J Wilson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
The United States ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Adapted Physical Educators

While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical education teachers (5 males, 12 females). Data were collected through two individual interviews with each participant and autobiographical essay writing. Results revealed similarities and differences in the recruitment of adapted physical educators and physical education generalists. Specific themes included: (a) individuals with disabilities were the most powerful socializing agents; (b) both positive and negative experiences in sport and physical education facilitated recruitment; (c) an incomplete apprenticeship of observation framed recruitment; and (d) participants had different background experiences and espoused diverse career goals. Results are discussed with implications focusing on the socialization of both physical educators and adapted physical education specialists.

Adapted Physical Education in the Special Education Process

2020 ◽  
pp. 61-85 ◽  
Author(s):  
Scott Mcnamara ◽  
Cheng-Chen Pan
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Special Education Process ◽  
Adapted Physical Educators ◽  
The Individual ◽  
General Physical ◽  
General Physical Education

Adapted physical education (APE) services have the same overall objectives as general physical education; however, adapted physical educators should implement accommodations and modifications to personalize the programs to meet the individual needs of students with disabilities. Because of the high levels of health disparity for people with disabilities, as well as cognitive and socio-emotional benefits associated with physical activity and exercise, it is crucial that students with disabilities receive high-quality APE programming. To give the readers a broad overview of APE and how it should be implemented, this chapter covers the following topics: physical education and physical literacy, the benefits of physical education and exercise for students with disabilities, federal laws in relation to physical education for students with disabilities, the role of adapted physical educators in interdisciplinary team approaches within the individualized education program process, and highlighting specialized teaching strategies and specialized equipment for students with disabilities.

Adapted Physical Educators: The Multiple Roles of Consultants

2004 ◽  
Vol 21 (1) ◽  
pp. 34-49 ◽  
Author(s):  
Rebecca K. Lytle ◽  
Gayle E. Hutchinson
Keyword(s):  
Physical Education ◽  
Demographic Data ◽  
Multiple Roles ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Education Data ◽  
Experience Teaching ◽  
Teacher Training Programs ◽  
Adapted Physical Educators ◽  
Depth Interviews

The purpose of this study was to describe the experiences and roles adapted physical educators engaged in during consultation interactions. Participants included 4 females and 2 males with experience teaching (range of 3-21 years) in the field of adapted physical education. Data collection included a demographic data sheet, two individual in-depth interviews, interview notes, document analysis, and field observations. Results indicate that participants experienced and made meaning for five distinct roles, including advocate, educator, courier, supporter/helper, and resource coordinator. These findings and future discoveries may influence curriculum and pedagogical approaches for adapted physical education teacher training programs.

Investigating the Relationships Between Perceived Mattering, Role Stress, and Psychological Need Satisfaction in Physical Education Teachers

2020 ◽  
Vol 39 (1) ◽  
pp. 48-58
Author(s):  
Nicholas S. Washburn ◽  
K. Andrew R. Richards ◽  
Oleg A. Sinelnikov
Keyword(s):  
Physical Education ◽  
Role Ambiguity ◽  
Role Stress ◽  
Need Satisfaction ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Psychological Need ◽  
Fit Index ◽  
Perceived Mattering ◽  
Psychological Need Satisfaction

Purpose: Despite being linked with motivationally supportive instruction, little research has investigated antecedents to physical educators’ psychological need satisfaction. This study examined relationships between physical educators’ perceived mattering, role stress, and psychological need satisfaction. Method: The participants included 472 in-service physical educators (232 males and 240 females) from the eastern United States who completed an online survey. Structural equation modeling was used to evaluate a conceptual model detailing the relationships among study variables. Results: The conceptual model was a good fit for the data, χ2(358) = 657.16, p < .001, root mean square error of approximation = .042 (90% confidence interval [.037, .047], p = .996), standardized root mean residual = .051, nonnormalized fit index = .949, comparative fit index = .955. Generally, perceived mattering influenced role ambiguity and relatedness satisfaction. Role overload and role ambiguity are negatively associated with competence satisfaction, and role conflict is negatively associated with autonomy satisfaction. Discussion: The findings indicate that elevating physical education teachers’ perceived mattering may reduce role stress and increase psychological need satisfaction.

Adapted Physical Education in the Special Education Process

2022 ◽  
pp. 172-190
Author(s):  
Scott Mcnamara ◽  
Cheng-Chen Pan
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Special Education Process ◽  
Adapted Physical Educators ◽  
The Individual ◽  
General Physical ◽  
General Physical Education

Adapted physical education (APE) services have the same overall objectives as general physical education; however, adapted physical educators should implement accommodations and modifications to personalize the programs to meet the individual needs of students with disabilities. Because of the high levels of health disparity for people with disabilities, as well as cognitive and socio-emotional benefits associated with physical activity and exercise, it is crucial that students with disabilities receive high-quality APE programming. To give the readers a broad overview of APE and how it should be implemented, this chapter covers the following topics: physical education and physical literacy, the benefits of physical education and exercise for students with disabilities, federal laws in relation to physical education for students with disabilities, the role of adapted physical educators in interdisciplinary team approaches within the individualized education program process, and highlighting specialized teaching strategies and specialized equipment for students with disabilities.

Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives

2020 ◽  
pp. 1356336X2094442
Author(s):  
Justin A Haegele ◽  
Wesley J Wilson ◽  
Xihe Zhu ◽  
Justin J Bueche ◽  
Ellie Brady ◽  
...  
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Online Survey ◽  
The United States ◽  
Barriers And Facilitators ◽  
Physical Educators ◽  
Related Factors ◽  
Survey Form ◽  
Adapted Physical Educators ◽  
Education Of Students

While movement toward the education of students with disabilities in integrated physical education has now become common internationally, it is not without concerns. Notably, scholars have questioned whether instruction in integrated physical education settings provides inclusive experiences for students with disabilities. The purpose of this exploratory study was to explore certified adapted physical educators’ (CAPEs’) perspectives on barriers and facilitators to students with disabilities experiencing inclusion in integrated physical education. A sample of 99 CAPEs (74.7% female) across the United States provided valid responses to an online survey form. Guided by the established two-step coding protocol, two independent reviewers coded the responses to open-ended questions. In total, 460 barriers and 473 facilitators that fell into seven categories were identified. Among these, both teacher-related barriers and facilitators were more commonly reported than other factors, such as environmental and policy barriers/facilitators. As such, it appears that the participants placed onus on ensuring the inclusiveness of integrated physical education classes largely on the shoulders of the teachers. In addition, codes related to programmatic or equipment-related factors were underreported, suggesting that even in integrated physical education classes where adapted equipment (i.e. equipment facilitator) and personnel support (i.e. programmatic facilitator) are available, inclusive experience may not be. These findings suggest inclusiveness of integrated physical education is complex and influenced by numerous factors.

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