A Profile of the Introduction to Adapted Physical Education Course within Physical Education Teacher Education

Abstract

Abstract  The purpose of this study was to describe the profile, content, delivery mechanism, and application of teaching standards, National Association of Sport and Physical Education (NASPE) and Adapted Physical Education National Standards (APENS), within the Introduction to Adapted Physical Education (APE) course for college/university PETE preparation programs. Participants were 136 faculty members who taught the Introduction to APE course representing 129 different colleges/universities from 41 states. Participants representing 129 (response rate of 38%, 136 different faculty) colleges/universities from 41 of the 50 states in the U.S. completed an online survey of 40 questions. Student population was cross disciplined (i.e. teacher education, exercise science, athletic training) with the majority enrolled at the junior level. Content areas identified as a major emphasis (5 or more hours of lecture) were Disabilities (72%), Instructional and Motivational Strategies (70%), Modifications (70%), Physical fitness, Motor skills, and Motor development of students with disabilities (59%), and Writing and Implementation of Individual Education Plans (52%). Practicum experiences were included within 84% of the introductory courses. The courses were taught by professionals without Ph.D’s in APE (60%). Participants indicated they addressed NASPE standards and APENS.