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.

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.

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.

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.

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.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

Examining the Role Clarity, Ability, and Training Needs of Paraeducators Supporting Students With Disabilities in Physical Education Settings

2022 ◽  
Vol 79 (1) ◽  
Author(s):  
Tim G. Swenson ◽  
Justin A. Haegele
Keyword(s):  
Physical Education ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Training Needs ◽  
Descriptive Statistics ◽  
Working Environment ◽  
Physical Educators ◽  
Role Clarity ◽  
Significant Difference ◽  
And Training

Paraeducators are often utilized in physical education environments to assist instructors as well as students with disabilities; however, there is little research on the utilization of these professionals within this setting. This study explored paraeducators’ perceived roles and competencies in physical education from the perspectives of both paraeducators and physical educators. This study was conducted with physical educators and paraeducators serving as participants and completing a content-validated survey on the various roles typically assumed by paraeducators when assisting in physical education classes. Data were analyzed via descriptive statistics and t tests, and differences between physical educators and paraeducators were identified. Results indicated these key findings: (1) There was a significant difference in the perception of role clarity of paraeducators between participant groups, (2) there was a significant difference in the perception of role ability of paraeducators between participant groups, and (3) there was not a significant difference between groups in terms of the training needs of paraeducators specific to physical education. Using the results of this study, physical educators and paraeducators can work together to provide the best learning environment possible within physical education for students with disabilities and within the working environment for both physical educators and paraeducators.

Professional Preparedness and Psychosocial Beliefs as Predictors of Quality Physical Education and Recreation Services to Students with Disabilities

2021 ◽  
Vol 55 (4) ◽  
Author(s):  
Thea Kavanaugh ◽  
Joe Tomaka ◽  
Ernesto Moralez
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Online Survey ◽  
School Personnel ◽  
Adapted Physical Education ◽  
Quality Service ◽  
Positive Attitudes ◽  
Recreation Services ◽  
Professional Disciplines ◽  
And Training

The purpose of this study was to examine how professional preparedness and psychosocial beliefs affected behavioral intentions and quality service behaviors in providing physical education (PE) and recreation services to students with disabilities (SWD). Participants of an online survey included New Mexico adapted physical education (APE) teachers (N=42) and recreational therapists (RT; N=13) and a sample of PE teachers (N=63). Analyses revealed significant differences between PE teachers and personnel in specialty professional disciplines. APE and RT personnel reported greater positive attitudes, higher self-efficacy, greater behavioral intention, and more engagement in quality service behaviors than PE teachers. The results have implications for the selection and training of school personnel hired to provide PE and recreation services to SWD.

The Relationships Among Perceived Organization Support, Resilience, Perceived Mattering, Emotional Exhaustion, and Job Satisfaction in Adapted Physical Educators

2020 ◽  
Vol 37 (1) ◽  
pp. 90-111
Author(s):  
K. Andrew R. Richards ◽  
Wesley J. Wilson ◽  
Steven K. Holland ◽  
Justin A. Haegele
Keyword(s):  
Job Satisfaction ◽  
Root Mean Square ◽  
Emotional Exhaustion ◽  
The United States ◽  
Equation Modeling ◽  
Physical Educators ◽  
Mean Square ◽  
Adapted Physical Educators ◽  
Fit Index ◽  
Perceived Mattering

Although much has been learned about the workplace experiences of physical education teachers, less is known about the unique experiences of adapted physical educators (APEs). Grounded in role socialization theory, the purpose of this study was to understand the relationships among perceived organizational support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in APEs. The participants included 237 APEs from the United States, who completed an online survey. The primary data analyses included confirmatory factor analysis and structural equation modeling. The final structural model was a good fit for the data, χ2(199) = 327.25, p < .001, χ2/df = 1.64; root-mean-square error of approximation = .052 (90% confidence interval [.042, .062], p = .354); standardized root-mean-square residual = .050; nonnormed fit index = .959; comparative-fit index = .964. The results of this study highlight the importance of developing a workplace environment in which APEs feel supported in developing perceptions of matter, reducing emotional exhaustion, and improving job satisfaction.

scholarly journals Oncologists’ Attitudes and Practice of Addressing Diet, Physical Activity, and Weight Management With Patients With Cancer: Findings of an ASCO Survey of the Oncology Workforce

2019 ◽  
Vol 15 (6) ◽  
pp. e520-e528 ◽  
Author(s):  
Jennifer A. Ligibel ◽  
Lee W. Jones ◽  
Abenaa M. Brewster ◽  
Steven K. Clinton ◽  
Larissa A. Korde ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cancer Treatment ◽  
Weight Management ◽  
Online Survey ◽  
Clinical Care ◽  
The United States ◽  
Related Factors ◽  
Patients With Cancer ◽  
Physical Activity Programs ◽  
Oncology Providers

PURPOSE: Obesity and related factors have been linked to cancer risk and outcomes, but little information exists with regard to oncologists’ attention to these issues as a part of clinical care. METHODS: Oncology providers actively caring for patients with cancer in the United States and internationally were asked to complete an online survey about practice patterns and perceptions with regard to obesity and weight management during and after active cancer treatment. RESULTS: Nine hundred seventy-one practicing oncology providers completed the survey. The majority of respondents indicated a belief that the evidence linking obesity to cancer outcomes was strong and that weight and related factors should be addressed as a part of cancer treatment. The majority of respondents also reported that they frequently assessed body weight and related factors as well as counsel their patients to exercise, consume a healthy diet, and lose weight, if applicable. However, referral to providers and programs to support weight loss and increased physical activity occurred less frequently, and a number of barriers were identified for the incorporation of weight management and physical activity programs in the treatment of patients with cancer. CONCLUSION: In a survey of oncology providers, attention to weight management, physical activity, and diet in patients with cancer was high during and after cancer treatment but often did not result in referrals to support lifestyle change. Future work is needed to support education and training of oncology providers to facilitate referrals and overcome barriers to implementation of weight management and physical activity programs for patients with cancer.

Arnaıy dárіgerlіk top stýdentterіne arnalǵan beıіmdіk dene tárbıesіnіń modelі [Model of Adaptive Physical Education for Students of Special Medical Groups]

2020 ◽  
Vol 3 (117) ◽  
pp. 224-234
Author(s):  
J.M. Esіrkepov ◽  
◽  
O. Dúısenov ◽  
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Students With Disabilities ◽  
Musculoskeletal System ◽  
Point Of View ◽  
Skeletal System ◽  
Medical Groups ◽  
Adaptive Physical Education ◽  
Education Of Students ◽  
The University

In this article the actual questions arising at the organization and carrying out of discipline of physical education of students of special medical groups in higher education institutions are considered. The authors, based on many years of experience in the University, propose to develop and implement a model of formation of the profile-developing environment for students of special medical groups. Ways to increase the interest of students with disabilities (with diseases of the musculoskeletal system) to systematic physical education are divided into blocks and studied from a scientific point of view. The General model consists of three blocks. In each block, the issues of rehabilitation of students with diseases of the musculo-skeletal system are comprehensively studied. Бұл мақалада жоғары оқу орындарында арнайы дәрігерлік топ студенттеріне дене тәрбиесі пәнін жүргізіп, ұйымдастыру барысында кездесетін өзекті мәселелер қарастырылады. Авторлар ЖОО-дағы көпжылдық тәжірибелеріне сүйене отырып, арнайы дәрігерлік топ студенттеріне арналған бейімдік дене тәрбиесінің моделін жасап, тәжірибеге енгізуді ұсынады. Дене мүмкіндіктері шектеулі студенттерді (тірек-қимыл аппараты зақымданған) дене тәрбиесі жаттығуларына жүйелі түрде қатыстыру арқылы қызығушылықтарын арттыру жолдары блоктарға бөлініп, ғылыми тұрғыдан зерттеледі. Жалпы модель үш блоктан тұрады. Әр блокта тірек-қимыл аппараты ауыратын студенттерді сауықтыру мәселелері жан-жақты зерделенеді.

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