Routledge Handbook of Adapted Physical Education

Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
List of contributors
Introduction
References
PART I: Foundational issues in adapted physical education
1. Historical viewpoint on adapted physical education
Introduction
History of APE
The inclusion movement: post 20th century
Concluding comments
Summary of key points
Reflective questions
References
2.
Law and legislation impacting adapted physical education programs
Introduction to legal foundations of disability rights in physical
education and sport
The disability rights movement and physical education and sport
Overview of the legal landscape and disability rights legislation
Current legal scholarship applicable to APE programs
Current legal trends and issues for APE programs
Summary of key points
Reflection questions
References
3. Viewpoints toward disability: conceptualizing disability in adapted physical education
Introduction
Medical model
UK social model
The social relational model (SRM)
Human rights model of disability
Additional future directions
Summary of key points
Reflective questions
References
4. Historical context and definition of inclusion
Introduction
The role of special education in the early years
Education in the least restrictive environment
Mainstreaming and the regular education initiative
The shift from integration to inclusion
Current status of inclusion in physical education
Summary
Summary of key points
Reflective questions
References
5. Utilizing theory to drive research in adapted physical education
Introduction
What is “theory”?
Ontological and epistemological considerations
From positivism to post-positivism
Interpretivism
Areview of current trends in APE scholarship
Conclusions and implications for practice
Summary of key points
Reflective questions for discussion
References
6. Evidence-based practices in adapted physical education
Introduction
How is EBP constructed?
Accounts of EBP in APE
Motor skill development programs
School- and community-based fitness exercise training programs
Applied behavior analysis
Inclusion strategies
Summary and recommendations
Key summary points
Reflective questions for discussion
References
7. Measurement in adapted physical education research
Measurement in adapted physical education research
Understanding research and the process of research
Definition of measurement
Process of obtaining accurate measurement
Ensuring the accuracy of measurement
Summary of key points
Reflective questions for discussion
Note
References
8. Disability language in adapted physical education: what is the story?
Introduction
Overview of disability models: what is the story?
Accountability and representation
Summary of key points
Reflective questions
References
PART II: Research approaches
9. Quantitative research
Introduction
Quantitative research: philosophy of positivism
Quality indicators in conducting empirical studies
Descriptive, correlational, and comparative research designs
Experimental designs
Quantitative studies in adapted physical education (APE)
Documentary and content analyses, and secondary data analyses
Descriptive studies
Correlational research, comparative analyses, and epidemiological studies
True and quasi-experimental designs
Summary and conclusions
Summary of key points
Reflective questions
References
10. Qualitative inquiry in adapted physical education
Introduction
What is qualitative inquiry?
Historical perspectives
Research paradigms
Qualitative methodology in APE
Future trends: social justice and critical qualitative inquiry
Where does it leave us? Implications for qualitative research and practice
Summary of key points
Reflexive questions for discussion
Notes
References
11. Mixed methods research in adapted physical education
Introduction
Overview
What is MMR?
Mixed methods research and adapted physical education
New directions in the field
Summary of key points
Reflective questions
References
12. Single-subject research designs in adapted physical education
Introduction
Radical behaviorism
Applied behavior analysis
Why use single-subject research designs?
The history of single-subject designs in adapted physical education
Basic features of single-subject research designs
Trends and issues
Conclusion
Summary of key points
Reflective questions
References
13. Systematic reviews and meta-analysis
Conducting systematic reviews and meta-analyses
Meta-analyses
Recent systematic reviews and meta-analyses of studies in APE
Summary
Summary of key points
Reflective questions
References
PART III: Conceptual and theoretical frameworks
14. Embodiment: philosophical considerations of the body in adaptive physical education
Introduction
Embodiment: initial considerations
The body and the world: a
phenomenological perspective
Exemplary studies of adaptive physical education
Closing comments
Summary of key points
Reflective questions for discussion
Note
References
15. Constructivism and social constructionism in physical education and adapted physical education
Historical overview
Situating constructivism and constructionism
Foundation of constructionist research
Applications to research
Conclusion
Summary of key points
Reflective questions for discussion
References
16. Re-thinking disability and adapted physical education: an intersectionality perspective
Introduction
Problematizing the “normative culture of school”
From special education classes to APE: remediating “unhealthy minds” in “unhealthy bodies”
Rethinking disability from an intersectionality perspective
Moving beyond “cultural otherness” in school: toward “genuine inclusion”
Summary of key points
Reflective questions
References
17. Bioecological theory
Introduction
A
historical overview
PPCT model
Development of children with disabilities and physical education
Implications for research
Chapter summary
Reflective questions for discussion
References
18. Social cognitive theory
Introduction
Self-efficacy theory
Theory of planned behavior
Conclusion
Summary of key points
Reflective questions
References
19. Self-determination theory
Introduction
Overview of self-determination theory
Summary of current research
Current trends
Implications for practice
Summary of key points
Reflective questions for discussion
References
20. Self-efficacy theory
Introduction
A
brief historical overview
Theoretical framework
Current scholarships and future research directions
Possible implications for practice
Summary of key points
Reflective questions for discussion
References
21. Theory of planned behavior
Introduction
Theory of reasoned action: the precursor to theory of planned behavior
Theory of planned behavior (TPB)
Survey construction
An overview of research on attitude toward teaching students with disabilities
TPB research application and significant others
Critics of the TPB
Recommendations to improve constructs of the TPB
Recommendation for interventions
Summary
Reflective questions
References
22. Motivational theories
Introduction
Identity theory
Expectancy value theory
Competence motivation theory
Global self-worth model
Transtheoretical model (TTM)
Health action process approach (HAPA)
Conclusion
Summary of key points
Reflective questions
References
23. Occupational socialization theory and the lived experiences of adapted physical educators
Introduction to occupational socialization theory
Socialization into adapted physical education (APE)
Current trends and directions for future research
Conclusion
Key summary points
Reflective questions for further consideration
References
PART IV: Research trends in adapted physical education
24. Pre-service teacher training in adapted physical education
Introduction
Historical overview
Critical features of pre-service training
Review of pre-service training research
Summary of key points
Reflective questions for discussion.
References
25. Technology-based professional development in adapted physical education
Introduction
Theoretical/conceptual frameworks underpinning technology-based PD research
A
review of current scholarship: formal OPD and informal OPD
Current trends and issues
Possible implications for research and practice
Asummary of key points
Reflective questions
References
26. Adapted physical education research from the perspectives of teachers, peers, and parents
Introduction
Historical overview of research on teachers, peers, and parents
Content overview
Theoretical and conceptual frameworks
A
review/summary of current scholarship
Current trends
Implications for practice
Summary of key points
Reflective questions
References
27. According to the kids: research from the perspective of children with disabilities
Introduction
Need for student voice
Uniqueness of PE setting
Literature overview
Conclusions and future directions
Summary of key points
Reflective questions
References
28. Motor competence within the discipline of adapted physical education
Historical overview
Theoretical/conceptual frameworks
A
review of motor competence scholarship focusing of children with disabilities
The motor skills of pre-school-aged children
The motor skills of school-aged children
Current and future trends
Summary of key points
Reflective questions for discussion
Reference
29. Public health research: physical inactivity
Introduction
Public health, physical inactivity, and physical education
Physical education and public health
Summary of current scholarship: physical inactivity and children with disabilities
Physical activity interventions
Implications for practice and research priorities
Summary of key points/conclusion
Reflective questions
References
Index