Adapted physical activity in physical education

2019 ◽  
pp. 119-136
Author(s):  
Martin E. Block
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Adapted Physical Activity

Dwarfism: New Interest Area for Adapted Physical Activity

1996 ◽  
Vol 13 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Leslie J. Low ◽  
Mary J. Knudsen ◽  
Claudine Sherrill
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activities ◽  
Adapted Physical Activity ◽  
Diastrophic Dysplasia ◽  
Spondyloepiphyseal Dysplasia ◽  
Cartilage Hair Hypoplasia ◽  
Spondyloepiphyseal Dysplasia Congenita ◽  
Spondyloepiphyseal Dysplasia Tarda ◽  
Number Of Individuals

In recent years, the number of individuals with dwarfism participating in sports and physical activities has increased. The Dwarf Athletic Association of America (DAAA) has grown from 30 athletes in 1985 to over 600 in 1994. This paper details the structural, intellectual, motor, orthopedic, and medical characteristics of six types of dwarfism (achondroplasia, hypochon-droplasia, cartilage-hair hypoplasia, diastrophic dysplasia, spondyloepiphyseal dysplasia tarda, and spondyloepiphyseal dysplasia congenita) seen in individuals currently participating in eight DAAA-sanctioned sports. Implications and modifications for participation in physical activity, physical education, and sport are included.

Terminology Usage: A Case for Clarity

1993 ◽  
Vol 10 (2) ◽  
pp. 87-96 ◽  
Author(s):  
David L. Porretta ◽  
John Nesbitt ◽  
Stan Labanowich
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Service Delivery ◽  
Adapted Physical Education ◽  
Sport Organizations ◽  
Adapted Physical Activity ◽  
Gross Motor ◽  
Physical Recreation ◽  
High Level ◽  
Instructional Settings

This article addresses the issue of terminology by discussing the terms adapted physical education, adapted physical recreation, adapted sport, and adapted physical activity. Reasons are presented which suggest that these terms, taken collectively, may best describe movement of a gross motor nature that pertains to individuals with disabilities. A terminology framework is then proposed that is based on both conceptual and practical programmatic considerations within the context of service delivery. This context utilizes all four of the above terms, which are presented within the notion of inclusion. The terms adapted physical education, adapted physical recreation, and adapted sport are conceptualized within the context of adapted physical activity. Within this service delivery context, adapted physical education refers to all curriculum-based instructional settings in educationally oriented environments, adapted physical recreation refers to activity in nonschool contexts, and adapted sport refers to high-level competition by elite performers under the governance of formal sport organizations.

Toward Progressive Inclusion and Acceptance: Myth or Reality? The Inclusion Debate and Bandwagon Discourse

2000 ◽  
Vol 17 (2) ◽  
pp. 135-143 ◽  
Author(s):  
Karen P. DePauw ◽  
Gudrun Doll-Tepper
Keyword(s):  
Physical Activity ◽  
Social Justice ◽  
Physical Education ◽  
Disability Rights ◽  
Adapted Physical Activity ◽  
International Attention ◽  
Progressive Inclusion

Inclusion has been a topic of discussions and debate among adapted physical activity professionals since the 1980s. Although the initial discussions focused primarily on inclusion as a place or placement, the discourse today about inclusion must be expanded to incorporate issues of context, disability rights, and social justice. Inclusion must now be reconceptualized as an attitude or a process. Progressive inclusion and acceptance is not a myth but a reality. As international attention and efforts are focused on physical education as a right of all children, APA professionals must forego bandwagons and adopt a strong philosophical stance that guides our efforts toward achieving inclusive physical education.

scholarly journals A PESQUISA EM ATIVIDADE FÍSICA ADAPTADA: OBJETOS DE ESTUDO E METODOLOGIAS

2017 ◽  
Vol 20 (1) ◽  
Author(s):  
Maria Luiza Tanure Alves ◽  
Jalusa Storch ◽  
Gabriela Harnisch ◽  
Aline Miranda Strapasson ◽  
José Júlio Gavião de Almeida ◽  
...  
Keyword(s):  
Physical Activity ◽  
Individual Differences ◽  
Physical Education ◽  
Adapted Physical Education ◽  
Quality Of Education ◽  
Education For All ◽  
Adapted Physical Activity ◽  
Disciplinary Knowledge ◽  
Quantitative Design

RESUMOO texto aborda a construção da Atividade Física Adaptada (AFA) como área de conhecimento, abordando seu desenvolvimento, objetos de estudos, métodos e resultados alcançados. Estudos epistemológicos definem a AFA como um campo de conhecimentos cross-disciplinar, com foco em três pontos: 1) Adaptação; 2) Diferenças Individuais; 3) Atividade Física. Há predominância pelo design quantitativo com crescimento nos estudos qualitativos. No campo da educação física adaptada, a inclusão começa a ser defendida como melhoria da qualidade de ensino para todos e não apenas para alunos com deficiência. Há necessidade de reflexão sobre o acesso e o impacto das pesquisas na prática profissional.Palavras-chave: Pesquisa. Atividade Física Adaptada. Educação Física Adaptada.  Research on Adapted Physical Activity:study objects and methodologies.ABSTRACTThe text covers the construction of Adapted Physical Activity(APA) as na área of knowledge,addressing its development, subjects, methods and results. Epistemological studies define APA as na área of cross-disciplinary knowledge, focusing on three points:1) Adaptation; 2) Individual Differences; 3) PhysicalActivity. Quantitative design predominates, but the number of qualitative studies is increasing. In the Field of adapted physical education, inclusion has been understood as na improvement in the quality of education for all and not just for students with disabilities.It is necessary to re-think the access and impact of research in professional practice.Keywords: Research. Adapted Physical Activity. Adapted Physical EducationLa investigación sobre la Actividad Física Adaptada:objetos de estúdio y metodologías.RESUMENEl texto abarca la construcción de la Actividad Física Adaptada (APA) como un área de conocimiento, frente a su desarrollo, los estudios de objetos, métodos y resultados. Estudios epistemológicos definen la AFA como un campo de conocimiento multidisciplinar, centrándose en tres puntos: 1) Adaptación; 2) Las diferencias individuales; 3) Actividad Física. Hay un predominio por diseño cuantitativo con un crecimiento en los estudios cualitativos. En el campo de la educación física adaptada, la inclusión comienza a ser defendido como la mejora de la calidad de la educación para todos y no sólo para los estudiantes con discapacidades. Existe la necesidad de reflexión sobre el acceso y el impacto de la investigación en la práctica profesional.Palabras clave: Investigación. Adaptado de la Actividad Física. Educación Física Adaptada.

scholarly journals SURVEY ON ADAPTATIONS OF BASKETBALL FOR PEOPLE WITH DISABILITIES

2019 ◽  
Vol 17 (Suppl.1) ◽  
pp. 896-900
Author(s):  
Milena Aleksieva ◽  
Stoyan Denev
Keyword(s):  
Physical Activity ◽  
Higher Education ◽  
Physical Education ◽  
Social Communication ◽  
People With Disabilities ◽  
Preventive Measure ◽  
Adapted Physical Activity ◽  
Physical Exercises ◽  
Basketball Game ◽  
Motivation To Participate

Adapted physical activity is part of the physical activity in the present-day world. It uses a variety of physical exercises and sports as means of education, good upbringing, improvement and fulfilling life. The aim of adapted physical activity is to provide every person with the opportunity for social communication throughout their lives through physical activity as a preventive measure against the aggravation and complication of their illnesses. This study aims to collect information on the knowledge of the rules of adaptations of the basketball game for people with specific needs. The object of the study are the adaptations of the basketball game. The scope of the study is the knowledge of the experts surveyed regarding the adaptations of the basketball game for people with disabilities. The respondents for the research are 92 teachers and physical education experts, basketball coaches, physical education lecturers at higher education institutions with an interest in physical activity and basketball. After processing the data, it is clear that participants in the survey do not know the rules of basketball game adaptations but strongly state their motivation to participate in training seminars on the four adaptations of basketball.

scholarly journals Are Self-Efficacy Gains of University Students in Adapted Physical Activity Influenced by Online Teaching Derived From the COVID-19 Pandemic?

2021 ◽  
Vol 12 ◽  
Author(s):  
Alba Roldan ◽  
Raul Reina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
University Students ◽  
Teaching Strategies ◽  
Self Efficacy ◽  
Online Teaching ◽  
People With Disabilities ◽  
Adapted Physical Activity ◽  
Visual Disability ◽  
Study Program

Due to the lockdown caused by the COVID-19 pandemic, e-learning suddenly spread to different levels of education, including university. In Spain, students of sports sciences are prepared during a 4-year study program to work in different areas (including physical education) and with different populations (including people with disabilities). The aims of this study were (1) to assess the effect of pandemic-driven online teaching on self-efficacy (SE) for the inclusion of people with disabilities in a group of university students enrolled in a compulsory course on adapted physical activity (APA); (2) compare the gains from SE before and after the APA course with a sample of students who followed the same course before the pandemic; and (3) explore the influence on SE scores according to three demographic variables: gender, previous SE training, and previous experience with people with disabilities. The study involved a sample of 124 university students (22.1 ± 2.6 years), distributed into two groups: prepandemic (n = 86) and pandemic (n = 38). They voluntarily completed the Spanish version of the Scale of Self-Efficacy of Physical Education Teachers of Physical Education toward Children with Disabilities, obtaining pre- and postcourse measurements. Due to the sudden lockdown, two-thirds of the pandemic course was taught online, and changes in the teaching strategies and tasks had to be made. Similar gains were obtained in both groups for the three subscales of the SE scale (p < 0.001, large effect sizes): intellectual, physical, and visual disability. No significant differences were found for comparisons between groups and the interaction effect of the course taught, nor for the three demographic co-variables. This study shows that teaching strategies that encourage student participation and reflections on learning increase student SE, regardless of the teaching format (i.e., face-to-face vs. online teaching). Moreover, the gains in SE are invariable to demographic co-variables.

scholarly journals Očekávané kompetence studentů oborů aplikované pohybové aktivity a aplikovaná tělesná výchova a jejich rozvoj na základě vstupního předmětu kurz pobytu v letní přírodě

2013 ◽  
Vol 7 (3) ◽  
pp. 77-91
Author(s):  
Petra Brusová ◽  
Ondřej Ješina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Interpersonal Relationships ◽  
Professional Competence ◽  
Adapted Physical Education ◽  
Input Rate ◽  
Adapted Physical Activity ◽  
Persons With Disabilities ◽  
Basic Approaches ◽  
Individual Professional

Study of adapted physical activity (APA) and adapted physical education (ATV) are taught on the FTK UP Olomouc, together with three individually-oriented modules aimed at teaching ability, adapted physical activity and special pedagogy. Summer course focusing on getting to know the future content of teaching and the development of individual professional qualifications is jointed at the beginning of the study. The aim of the investigation was to determine the prerequisites for study, the influence of the input rate on the expected professional competence were involved 88 people (53 women, 35 men), the average age was 23 years old (the youngest 7, the eldest 50 years). On the basis of our findings is the most common secondary education completed (an unrelated field). The expected employment, which they would like to study (both discipline) is a teacher (most often with a focus on physical education). Only 2 % of students not in the IP experience working with persons with disabilities (the most common experiences we have with persons with disabilities). In terms of the benefits of the course, students shall be considered as input for easing the development of cooperative skills, highly evaluate the formation of interpersonal relationships and understanding of basic approaches when modifications programs to the needs of persons with special needs.

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