The compared research of Adapted Physical Education between China and the USA

2015 ◽  
pp. 185-188
Keyword(s):  
Physical Education ◽  
Adapted Physical Education ◽  
The Usa

scholarly journals Job dissatisfaction among certified adapted physical education specialists in the USA

Acta Gymnica ◽  
2014 ◽  
Vol 44 (3) ◽  
pp. 175-180 ◽  
Author(s):  
Lucie Jesinova ◽  
Miroslava Spurna ◽  
Martin Kudlacek ◽  
Jana Sklenarikova
Keyword(s):  
Physical Education ◽  
Job Dissatisfaction ◽  
Adapted Physical Education ◽  
The Usa ◽  
Adapted Physical Education Specialists

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.

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.

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.

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 The Emergence of Technology in Physical Education: A General Bibliometric Analysis with a Focus on Virtual and Augmented Reality

2020 ◽  
Vol 12 (7) ◽  
pp. 2728
Author(s):  
Ferran Calabuig-Moreno ◽  
María Huertas González-Serrano ◽  
Javier Fombona ◽  
Marta García-Tascón
Keyword(s):  
Virtual Reality ◽  
Physical Education ◽  
Augmented Reality ◽  
Bibliometric Analysis ◽  
Turning Point ◽  
Web Of Science ◽  
Early Stage ◽  
The Usa ◽  
Virtual And Augmented Reality ◽  
Teaching Learning

Technology has been gradually introduced into our society, and the field of education is no exception due to technology’s ability to improve the teaching–learning process. Furthermore, within the area of physical education (PE), its importance has been highlighted by the existence of specific apps for physical activity that can be used inside and outside the classroom to assess physical condition, as well as through the potential that virtual and augmented reality can have in such assessment. Therefore, the main objectives for this study were (1) to perform a bibliometric analysis of the articles published in the Web of Science (WoS) on technology in PE and (2) to analyze the articles published on augmented or virtual reality in PE found through this search. The results show that although studies on technology in PE (461 articles) have begun to consolidate over the last five years (there was a turning point in 2015), with the USA being the most influential country in this area, specific research on the use of augmented reality (AR) and virtual reality (VR) is still at a very early stage (22 articles with a small growth in 2017), with Spain being the most influential country; much more research is needed to achieve its consolidation.

Applying Principles of Coordination in Adapted Physical Education

1990 ◽  
Vol 7 (2) ◽  
pp. 126-142 ◽  
Author(s):  
Allen W. Burton
Keyword(s):  
Physical Education ◽  
Conceptual Framework ◽  
Specific Activity ◽  
Intervention Strategies ◽  
Adapted Physical Education ◽  
Movement Coordination ◽  
Coordination Problems ◽  
Lack Of Information ◽  
Overhand Throwing ◽  
Adapted Physical Education Specialists

Adapted physical education specialists must design and carry out programs for students with movement coordination problems, but intervention strategies for such students are rarely included in adapted physical education textbooks. In response to the lack of information available to practitioners, the purpose of this paper is to provide a conceptual framework for better understanding movement coordination, to briefly review some of the methods used by both researchers and practitioners to assess coordination, and to present some possible strategies for addressing movement coordination deficits. Two types of coordination solutions are discussed—neuromotor and mechanical—and specific activity progressions are given for jumping jacks and overhand throwing.

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