Development of Play-centered Adapted Physical Education Program of Children with Developmental Delay using Delphi Method

2021 ◽  
Vol 26 (3) ◽  
pp. 219-240
Author(s):  
Woong Kim ◽  
Kyu Nam Park
Keyword(s):  
Physical Education ◽  
Developmental Delay ◽  
Education Program ◽  
Delphi Method ◽  
Adapted Physical Education

Fitness Data of Children with Ostomy: A Pilot Study

1990 ◽  
Vol 7 (3) ◽  
pp. 259-264
Author(s):  
E. William Vogler
Keyword(s):  
United States ◽  
Pilot Study ◽  
Physical Education ◽  
Education Program ◽  
Intestinal Tract ◽  
The United States ◽  
Adapted Physical Education ◽  
Waste Collection ◽  
Physical Fitness Test ◽  
Health Related

Twenty nine ostomy children (16 girls and 13 boys) with external openings in their urinary or intestinal tract for waste collection were assessed for fitness using the Health Related Physical Fitness test. The children, as a group, were discovered to be only in the 20th percentile in overall fitness when compared to the norm in the United States. Using guidelines established by the American Alliance for Health, Physical Education, Recreation and Dance, all 29 children were identified as candidates for an individualized adapted physical education program.

Effect of a Dance Program on the Creativity of Preschool Handicapped Children

1991 ◽  
Vol 8 (4) ◽  
pp. 305-316 ◽  
Author(s):  
Danielle Jay
Keyword(s):  
Physical Education ◽  
Education Program ◽  
Comparison Group ◽  
Adapted Physical Education ◽  
Handicapped Children ◽  
Sensory Experiences ◽  
Experimental Group

The purpose of this study was to determine whether a dance program for preschool handicapped children can influence their creativity. This study was conducted in two schools in Illinois with 17 preschool handicapped children (Program I, N = 12; Program II, N = 5), ages 3 to 5 years. In each school there was a Program I and Program II. The children in Program I participated in the 12-week dance program which was based on sensory experiences utilizing Laban’s effort actions. Those in Program II did not have the dance program but did participate in an adapted physical education program. At the beginning and end of the study, the Torrance Test of Thinking Creatively in Action and Movement (TCAM) was administered individually. It consisted of three subscales: fluency, imagination, and originality. A two-way MANCOVA on the TCAM scores revealed that the experimental group improved over the comparison group (p <.05) on the set of subscale scores. Subsequent univariate ANCOVA analyses were performed on the data to determine which dependent measures were significantly different between the groups. The results demonstrated that imagination (p <.01) was significantly changed by the dance program but that fluency and originality were not.

scholarly journals Combining Adapted Physical Education with Individualized Education Programs: Building Korean Pre-Service Teachers’ Self-Efficacy for Inclusive Physical Education

2021 ◽  
Vol 13 (5) ◽  
pp. 2879
Author(s):  
YoungHwan Koh
Keyword(s):  
Physical Education ◽  
Education Program ◽  
Self Efficacy ◽  
Individualized Education Program ◽  
Adapted Physical Education ◽  
Quadratic Growth ◽  
Education Programs ◽  
Individualized Education ◽  
Physical Education Teacher Education ◽  
Education Courses

This study investigated the effect of combining adapted physical education courses with individualized education program training on pre-service teachers’ self-efficacy towards inclusive physical education. Multilevel modeling of a survey completed by two hundred and twenty-seven students enrolled in physical education teacher education programs in Korea was analyzed using a quadratic growth curve model. The results revealed that a combined course did indeed have a significant effect on the pre-service teachers’ self-efficacy towards inclusive physical education compared with groups provided with either just an adapted physical education course or no course. The students receiving the combined course also exhibited a sustainable positive growth rate and an accelerated rate of improvement in their level of self-efficacy towards inclusive physical education. These findings clearly demonstrate that combining adapted physical education courses with individualized education program training can deliver a sustainable educational impact on Korean pre-service physical education teachers’ self-efficacy towards inclusive physical education.

scholarly journals Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

2013 ◽  
Vol 19 (3) ◽  
pp. 649-661 ◽  
Author(s):  
Eliane Mauerberg-deCastro ◽  
Ana Clara de Souza Paiva ◽  
Gabriela Andreeta Figueiredo ◽  
Thais Delamuta Ayres da Costa ◽  
Marcela Rodrigues de Castro ◽  
...  
Keyword(s):  
Physical Education ◽  
Education Program ◽  
School System ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Regular School ◽  
School Settings ◽  
Education And Health ◽  
Inclusive Settings ◽  
And Training

This study assessed the attitudes about the inclusion of students with disability by professionals in education and health, relative to their experience and training. We compared three groups: 20 teachers and trainees who worked in an adapted physical education program (GI); 75 professionals from the municipal education system of Rio Claro subdivided according to their experience-CGyes e CGno, respectively, with and without experience. We used the inventory adapted by Palla (2001) to assess participants' attitudes and self-concepts. Overall, individuals in the group that participated in the intervention maintained their tendency of being favorable toward inclusion. Teachers in regular school settings in the municipal school system of Rio Claro (São Paulo, Brazil), regardless of their experience with inclusive settings, remain mostly indecisive about the benefits of inclusion.

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