Academic journal article Research Quarterly for Exercise and Sport

Effects of Ecological-Based Individualized Physical Education Programs on Teaching Task-Analyzed Motor Activities

Academic journal article Research Quarterly for Exercise and Sport

Effects of Ecological-Based Individualized Physical Education Programs on Teaching Task-Analyzed Motor Activities

Article excerpt

Jiabei Zhang, Debra Berkey, Beth Engler, Jeffrey Castonia, Danielle Gardner, Lori Jacob, Michelle McCauley, Lean Ringelberg, and Jessica Ruczynski, Western Michigan University

The purpose was to determine the effects of ecological-based individualized physical education programs on teaching task-analyzed motor activities. A naturalistic research design was employed. Participants were 27 persons with disabilities (ages 2-26 years) in fall 1998 and 23 (ages 2-24 years) in winter 1999. In each semester, a participant received one or two 50-mm training session(s) per week for 10 weeks and was taught by a student from adapted physical education courses. Ecological-based individualized physical education programs were used in teaching, including five components: (a) the selection of 3 target skills for a participant in ecological survey, (b) the task-analyses of each skill into steps in sequence, (c) the development of an individualized plan based on the pretest, (d) the implementation of 10 to 20 activity plans based on the individualized plan, and (e) the writing of a outcome report based on the posttest. A total of 81 skills were targeted (27 participants x 3 skills) in fall 1998 and 69 (23 participants x 3 skills) in winter 1999. On each task-analyzed skill, the number of correct step responses was measured in the first session (pretest) and the last session (posttest) during a semester. …

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