Adapted Physical Educators: The Multiple Roles of Consultants

Lytle, Rebecca; Hutchinson, Gayle E.

doi:10.1123/apaq.21.1.34

Cited by 17 publications

(17 citation statements)

References 17 publications

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“…All participants commented that no formal training in consultation was provided as part of their training. In another study Lytle and Hutchinson (2004) explored the experiences and roles of APE teachers primarily through the use of observations and interviews. Experienced teachers in APE were used in the study, four being female and two male.…”

Section: Support Personnel In Inclusive Physical Educationmentioning

confidence: 99%

A Contemporary Review of English Language Literature on Inclusion of Students With Disabilities in Physical Education: A European Perspective

O’Brien¹,

Kudláček²,

Howe³

2009

EUJAPA

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The state of inclusion for students with disabilities in general physical education (GPE) varies across European countries. In many countries inclusive physical education is still a developing practice. The purpose of this review of literature published in English is to highlight current debates surrounding the inclusion of students with disabilities in physical education, in hope that there might be a degree of consensus of opinion surrounding the facilitation of inclusive practices within Europe. This review covers an eight year period commencing in early 2000. A total of twenty seven articles are highlighted in this review using the Theoretical Model for the Study of Classroom Teaching (Dunkin & Biddle, 1974) which suggests that study of teaching and learning involve four variables: presage (teacher), context (students), process (interaction) and product. The ultimate aim of this review is to use recent publications in the field of APA to highlight a need for the establishment of professional guidelines for successful implementation of good practice within GPE throughout Europe.

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Section: Support Personnel In Inclusive Physical Educationmentioning

confidence: 99%

A Contemporary Review of English Language Literature on Inclusion of Students With Disabilities in Physical Education: A European Perspective

O’Brien¹,

Kudláček²,

Howe³

2009

EUJAPA

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“…In addition, it is important for the PE teachers to facilitate changes in the school environment to maximize students' PA opportunities. They can, for example, serve in various roles including advocate, educator, supporter, or resource coordinator (Lytle & Hutchinson, 2004).…”

Section: Discussionmentioning

confidence: 99%

Activity Levels during Physical Education and Recess in Two Special Schools for Children with Mild Intellectual Disabilities

Sit

McKenzie

Lian

et al. 2008

Adapted Physical Activity Quarterly

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This study compared physical education (PE) and recess in two markedly different special schools for children with mild intellectual disabilities; one school had a reputation for focusing on sports (High Sport Focus-HSF) and the other did not (Low Sport Focus-LSF). Data were collected in 24 PE classes and 48 recess periods using a validated observation system. During both PE and recess, HSF students engaged in physical activity (PA) at greater intensity levels, but LSF students accrued more total activity min. Differences in PA during PE between the schools were associated with both lesson context and teacher behavior. The results suggest written (e.g., scheduling) and unwritten policies within schools affect children’s activity levels.

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“…Americký termín "Adapted Physical Education" je nejčastěji užívaným termínem pro tuto disciplínu, profesi a poskytování služeb ve Spojených státech. Zahrnuje zejména přímou výuku studentů se speciálními vzdělávacími potřebami (SVP) a poskytování podpory učitelům tělesné výchovy (Lytle and Hutchinson, 2004). Dalším, u nás méně známým, studijním oborem v USA je "Therapeutic recreation", který se od ATV liší tím, že se zaměřuje na volnočasové pohybové aktivity osob se speciálními potřebami.…”

Section: Terminologie a Apa V Usaunclassified

Aplikované pohybové aktivity v mezinárodním kontextu

Kudláček¹

2013

StS

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Katedra aplikovaných pohybových aktivit, Fakulta tělesné kultury, Univerzita Palackého, Olomouc, Česká republika Abstrakt:Aplikované pohybové aktivity jsou oborem činností zaměřených na poskytování služeb osobám se specifickými potřebami (mj. zdravotní postižení) a akademickou disciplínou, která podporuje přijímání jinakosti a propaguje poskytování služeb a integraci osob se zdravotním postižením. Aplikované pohybové aktivity zahrnují mimo jiné tělesnou výchovu, sport, rekreaci a rehabilitaci osob se zdravotním postižením. Cílem tohoto příspěvku je popsat základní historické a koncepční postavení APA v rámci kinantropologie v kontextu Evropy, světa i České republiky. V rámci tohoto příspěvku se zaměříme na následující témata: (a) světová historie a vědecké společnosti IFAPA, EUFAPA a vybrané národní společnosti (př. PTN-AAF, SNAFA, ČAAPA, NCPERID), (b) vědecké konference a časopisy, (c) rámec kompetencí odborníků se zaměřením na aplikované pohybové aktivity s akcentem na projekty APENS a EU-SAPA a (d) studijní obory v USA, EU a České republice. Abstract:Adapted physical activity is a profession focused on providing services to persons with special needs (also those with disabilities) and an academic discipline, which supports acceptance of differences and promo-Martin Kudláček 186 tes services and inclusion of persons with disabilities. Adapted physical activity includes above all, physical education, sport, recreation and rehabilitation of persons with disabilities. The purpose of this presentation is to describe basic historical and conceptual position of APA in kinesiology in world, Europe and the Czech Republic. IN the presentation we will focus on following topics: (a) world history of scientific organization IFAPA, EUFAPA and selected national organizations (e. g. PTN-AAF, SNAFA, ČAAPA, NCPERID), (b) scientific conferences and journals, (c) Framework of knowledge and competencies with the focus on APA (projects APENS and EUSAPA), and (d) study programs in the USA, EU and the Czech Republic.Klíčová slova: ISAPA, EUCAPA, EUJAPA, APAQ, kompetence, standardy. ÚVODTermín aplikované pohybové aktivity je specificky českým termínem vycházejícím z anglického originálu "adapted physical activity", který je ústředním tématem názvu mezinárodních organizací "International Federation of Adapted Physical Activity či European Federation of Adapted Physical Activity". Český termín aplikované pohybové aktivity je výsledkem odborných aktivit prof. Válkové z počátku 90. let 20. století. Válková (2010) uvádí, že v České republice byla obecně přijata definice Válkové (1996, p. 2): "Aplikované pohybové aktivity reprezentují multidisciplinární strukturovaný systém veškerých kontextů pohybových (i sportovních) aktivit osob se specifickými potřebami, ať už v prostředí separovaném, paralelním či integrovaném, realizovaný v souladu se zájmy, schopnostmi či limity daných osob. V případech, kdy individuální limity jsou v podstatě neměnné a osobu vlastně přizpůsobit nelze, je potřeba změnit prostředí (environmentální přístup). I když APA...

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Adapted Physical Educators: The Multiple Roles of Consultants

Cited by 17 publications

References 17 publications

A Contemporary Review of English Language Literature on Inclusion of Students With Disabilities in Physical Education: A European Perspective

A Contemporary Review of English Language Literature on Inclusion of Students With Disabilities in Physical Education: A European Perspective

Activity Levels during Physical Education and Recess in Two Special Schools for Children with Mild Intellectual Disabilities

Aplikované pohybové aktivity v mezinárodním kontextu

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