Transcript Introduction to APE

Introduction
Adapted Physical Education
Introduction to APE
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What is Physical Education?
Introduction to APE
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NASPE National Content Standards for
Physical Education*
 Demonstrates competency motor skills and
movement patterns needed to perform a
variety of physical activities
 Demonstrates understanding of movement
concepts, principles, strategies, and tactics as
they apply to the learning and performance of
physical activities.
 Participates regularly in physical activity.
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NASPE Definition* (continued)
 Achieves and maintains a health-enhancing level
of physical fitness.
 Exhibits responsible personal and social behavior
that respects self and others in physical activity
settings.
 Values physical activity for health, enjoyment,
challenge, self-expression, and/or social
interaction.
* From NASPE (2004). Moving into the future: National Standards for Physical Education (2nd ed.) (p. 1).
Reston, VA: AAHPERD Publications.
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Characteristics of a Quality
Physical Education Program*
 Organized around content standards that are
directly related to instruction and evaluation.
 Student centered on developmental level,
characteristics, and interests of students.
 Physical activity and motor-skill development
is core of program.
 Teach management skills and self-discipline.
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Characteristics (continued)*
 Emphasize inclusion of all students.
 Instruction focused on process of learning skills
rather than outcome of performance.
 Teaches lifetime activities that promote lifetime
activity, health, and wellness.
 Teaches cooperation and responsibility and helps
students develop sensitivity to diversity and
gender issues.
* Pangrazi, R.P. (2004). Dynamic physical education for elementary school children (14th ed.). San Francisco: Benjamin Cummings. (p. 19)
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Legal Definition (PL 108-446, IDEA)
 Development of:
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Physical and motor fitness
Fundamental motor skills and patterns
Skills in aquatics and dance
Skills in individual and group games and
sports (including intramurals and lifetime
sports)
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What is Adapted Physical
Education?
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Simple Definition #1*
 “APE programs are those that have
the same objectives as the regular PE
programs, but in which adjustments
are made in the regular offerings to
meet the needs and abilities of
exceptional children.”
*Dunn (1997). Special physical education, p. 3). Madison, WI: Brown &
Benchmark.
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Simple Definition #2*
 “APE is an individualized program of
physical and motor fitness, fundamental
motor skills and patterns, and skills in
aquatics, dance, and individual and
group games and sports designed to
meet the unique needs of individuals”
(Winnick, 2005, p. 4)
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Definition (continued)*
 Individually determined modifications of:
 Objectives
 Activities
 Methods
 Individually determined program to:
 Correct
 Habilitate
 Remediate
* Winnick, 2005). An Introduction to APE and Sport (4th. Ed). In J. Winnick (Ed.), APE and Sport. Champaign,
IL: Human Kinetics.
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Legal Definition of APE (IDEA ’04)
 The term physical education includes
special physical education, adapted physical
education, movement education, and motor
development.
 Special physical education – if specially
designed physical education is prescribed in
a child’s IEP, the public agency responsible
for the education of that child shall provide
the services directly, or make arrangements
for it to be provided through other public or
private programs.
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Characteristics of APE Programs*
 FAMILY – SEAZ
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F = federally mandated
A = assessment
M = multidisciplinary
I = inclusive of infancy and post-secondary
L = low or different psychomotor ability
Y = yes, sports training and competition
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Characteristics of APE Programs*
 FAMILY – SEAZ
 S = service emphasis (continuum of
services)
 E – Ecological orientation
 A = accountability
 Z = Zero reject
* Sherrill, C. (2004). Adapted Physical Activity, Recreation, and Sport (6th ed.).
New York: McGraw-Hill.
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What are the Differences
between PE and APE?
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Collaborative Team Approach
Do you honestly think you can do it
all by yourself?
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Collaborative Team
 Interaction and sharing of information and
responsibilities among team members
(Rainforth & York-Barr, ’97)
 Members of the Collaborative Team
GPE
APE
SPED
Principal
Nurse
PT
OT
RT
Speech
Audiologist
Vision Specialist
Orientation/Mobility
Paraprofessional
Parents
Student w/ disability
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Characteristics of Collaborative Team*
 Equal participation by family members and school
personnel
 Equal participation by all service providers
 Consensus decision making in IEP development,
priorities, amounts of supports, etc..
 Role release
* Rainforth & York-Barr (1997)
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Characteristics (continued)
 Attention to motor, communication, and
other embedded skills throughout the
education program.
 Infusion of knowledge and skills from
different disciplines into the design of
educational methods and intervention.
 Collaborative problem solving and share
responsibility across entire program.
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