Academic journal article Research Quarterly for Exercise and Sport

Elementary Physical Educators' Beliefs regarding Selected Adapted Physical Education Competencies

Academic journal article Research Quarterly for Exercise and Sport

Elementary Physical Educators' Beliefs regarding Selected Adapted Physical Education Competencies

Article excerpt

The purpose of this study was to identify: (a) elementary physical educators' beliefs regarding which adapted physical education (APE) competencies were emphasized within their physical education teacher education (PETE) programs, (b) elementary physical educators' beliefs regarding which APE competencies should be emphasized within PETE programs, and (c) whether a discrepancy exists between the two. Of the elementary physical educators solicited, 181 returned completed two-part surveys regarding APE competencies with 93 meeting criteria for inclusion in the study. While the return rate was low, the total sample represents over 8% of Virginia's total population of public school elementary physical educators (N=1,100). The elementary physical educators believed selected APE competencies were treated more importantly than others within their PETE programs [chi square] (46, n = 70) = 543.88, p < .001. More specifically, seven APE competencies were identified as those most importantly addressed within their PETE programs. While these seven competencies were most heavily emphasized by PETE programs, they were presented in a manner that indicated that the competencies were only desirable for, rather than essential to, the provision of physical education services to students with disabilities. In addition, the elementary physical educators believed selected APE competencies to be more important than others to the provision of physical education services to students with disabilities and believed that the competencies should be presented as such within PETE programs, [chi square] (46, n = 70) = 370. …

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