EXER 338
Adapted Physical Education
Syllabus
Spring 2004
INSTRUCTOR:
TEXT:
|
Janet A. Seaman, Karen P. DePauw, Kimble B. Morton, and Kathy Omoto. (2004). Making Connections: From Theory to Practice in Adapted Physical Education. Scottsdale, AZ: Holcomb Hathaway, Publishers. |
RELATIONSHIP TO UNIVERSITY MISSION:
This class aids in achieving the University Statement of Purpose
by:
 | Transferring knowledge and values related to exercise science
and exercise pedagogy to students;
|
| Equipping students with needed skills and insights related to
teaching physical education, and by encouraging students to grow
professionally and develop a strong sense of personal and
professional integrity;
|
| Preparing future sport, fitness and physical education
professionals to live purposeful lives through undergraduate
professional preparation and education;
|
| Providing services to the general community through research,
professional service, continuing education, publications,
presentations, and collaboration with the public schools. |
GENERAL DESCRIPTION:
This course is designed to introduce students to physical education for exceptional students. Special emphasis will be placed upon the understanding of physical and mental limitations and adapting the physical education program to meet the student's needs. Modifications and adaptations are taught and experienced. Students also study the social and psychological problems associated with mainstreaming and inclusion. Learning experiences include exposure to programs advocating inclusive participation for disabled and physically challenged individuals. Field experiences are included with a variety of individuals in selected settings.
PROBLEM-SOLVING EMPHASIS:
Class activities include problem solving in adapted physical education and in situations simulating those confronting physically challenged individuals. A variety of challenging assignments have been designed to promote the problem solving abilities of prospective teachers. Students are encouraged to complete assignments in a creative manner.
TECHNOLOGY INFUSION:
This course will use technology designed to development student
competence in the use of technology and computer skills.
Students are required to have an email address and check it regularly.
Assignments and class information will be routinely distributed by a
class mailing list and Dr. Woolard's Home Page. Online
resources, computer programs, and the World Wide Web will be used in
assignments and class activities. A variety of instructional resources
will also be used in the class. Examples include SmartBoard
demonstrations and interactions, videotapes, PowerPoint presentations,
and online quizzes.
SPECIFIC COMPETENCIES:
This course is specifically designed to meet guidelines and
competencies required by the North Carolina Department of Public
Instruction. To this end, a student who completes this course will be
able to:
-
Define the purpose and nature of adapted physical education.
-
Demonstrate an understanding and appreciation for the influences that have shaped present day physical education for disabled students.
-
Accept disabled students as individuals with unique physical, emotional and social needs. Utilize effective and contemporary instructional methods in the delivery of appropriate physical education services to disabled students.
-
Recognize the various assisting devices used by disabled individuals and the effect these devices may have on the instructional program.
-
Recognize the cause and characteristics of the disabling conditions found in the school setting.
-
Demonstrate an appreciation for disabled students as unique individuals with specific needs that are different in some ways, but similar in others, to their able-bodied peers.
-
Identify individuals who need adapted physical education through utilization of appropriate evaluative criteria and instruments.
-
Plan, organize, and implement adapted physical education experiences for the most common types of disabilities in the school population.
-
Recognize the wide range of needs and abilities of learners who need adapted physical education (from lowest level of physical education capability to the gifted and talented level).
-
Recognize the depth and breadth of special physical education services that range from instruction in regular physical education classes to special classes and include programs for mildly as well as severely disabled.
-
Modify games, lifetime activities, individual and dual sports, and dance forms so disabled students can successfully and safely participate in regular and special programs.
-
Appreciate the value of teaching relaxation and posture in the special physical education program and recognize the contribution of relaxation and posture to the total well being of disabled persons.
-
Provide competitive sport experiences for disabled individuals consistent with their needs, interests, and abilities.
ASSIGNMENTS:
Each student is expected to complete reading assignments and
participate in class activities and discussions. All written work is
to be turned in at the beginning of class. If you are absent, please
arrange to have the work turned in for you. Assignments may not be
accepted more than two class meetings past their due dates. Spelling,
sentence structure, and diction will be considered when evaluating
written assignments. Originality and creativity are often the
difference between average and above average marks. Neatness,
thoroughness, and promptness will be evaluated as the trademarks of
professionalism. All written assignments are must be word-processed
and printed using a laser-quality printer unless otherwise specified
by the instructor.
At the state and national levels, the professional preparation of
teachers has evolved into a performance-based model. That means that
students are expected to produce products that demonstrate their
achievement of specific objectives and competencies. This means that
assignments are an integral part of this course. Each assignment that
is given is targeted toward a specific outcome. Therefore, it is
imperative that students satisfactorily complete each assignment.
Unsatisfactory assignments will be returned to the student un-graded
and the student will be required to complete the assignment before a
satisfactory final grade is given for the course. Furthermore, each
student is required to complete all assignments before receiving a
satisfactory grade for the course.
EVALUATION:
All tests and assignments will be given a point value.
Student grades will be assigned according to the percentage of
possible points earned by the end of the semester. See the example
below.*
|
Assignment |
Points Earned |
Points Possible |
Percentages |
|
Chapter 1 Test |
60 |
65 |
92 |
| Chapter 2 Test |
38 |
46 |
83 |
| Lesson Plan |
10 |
10 |
100 |
| Rubric |
50 |
60 |
83 |
| Objectives Check |
5 |
5 |
100 |
|
Totals |
163 |
186 |
|
|
Grade Calculation |
163
¸ 186 = 0.876 = 88% = B
Calculation of final grade is
based on percentage of points
earned as shown here. |
Do not average percentages
for final grade! |
The final points allotted for each assignment category
will approximate the percentages displayed below. Final grades will be
assigned using the 7-point scale.
CLASS PARTICIPATION
A student not properly attired for activity or who fails to participate fully in the day's class activity may be marked as absent from class for that day. Some in-class activities cannot be made up.
ATTENDANCE:
Students should attend class and be punctual. Tests and class work
may be made-up only if the absence is excused. The instructor should
be notified of absences in advance whenever possible. Nonetheless, it
is the student's responsibility to be up-to-date and to arrange for
make-up work.
It is University policy that instructors take attendance and that
excessive absences (15 percent) may result in automatic failure of the
course.
Instructors may set more restrictive standards at their discretion.
It is important to note that the 15 percent rule covers all absences
from class, excused and unexcused, including absences related to
participation in athletic events, choir performances, major field
trips and the like.
| For MWF classes, 7 absences may invoke the 15 percent rule |
| For TTh classes, 5 absences may invoke the 15 percent rule |
| For evening classes, 3 absences may invoke the 15 percent rule
|
| In physical activity classes, students inappropriately dressed
for class activities may be marked as absent for that day. |
Attendance Grades: In this class a reward and penalty system
has designed to reward students that attend class regularly and
penalize students that fail to attend class as scheduled. Your
attendance record contributes to your final grade in the same manner
as a test or assignment score. A student's score equals the number of
days he/she attended class. The possible points are the total days
that roll was taken.
| Students that miss more than 5 MWF classes or 3 TTh classes will
be assessed an additional penalty. The penalty is the loss of 2% (2
points) off your final grade for each absent in excess of the
allowed days. |
 Penalty Days: A
Penalty Day affects your grades in the same manner as an absence.
| All absences are penalty days. |
| Absences in excess of the allowed classes are penalized by the
loss of 2% (2 points) of your final grade for each absence in excess
of 5 MWF classes or 3 TTh classes. |
| After 3 tardies, you may be assessed a Penalty day. |
| Days marked as "Very Tardy" are penalized in the same manner as
an absence. |
| Students "Dressed Inappropriately" for class may also be
assessed a Penalty day. |
Excused Absences and
Games Days: Excused absences and game days are not assessed
penalties, provided they are properly documented.
Late Enrollment: -
Attendance records begin with the first class meeting and end with the
exam. Students who were added to the class after attendance records
began will have excused absences recorded for the days they were not
enrolled. However, the late enrollee is expected to be in class
starting with the first class after the class was added.
TOPICAL OUTLINE:
- The Scope of Adapted Physical Education
- Introduction to Adapted Physical Education
- History, Legislation and Professional Resources
- Key Techniques in Adapted Physical Education
- Determining Educational Needs Through Assessment
- Developing the IEP
- Teaching to Meet Learners' Needs
- Delivering Services in the Most Inclusive Environment
- Behavior Management
- Program Organization and Administration
- Children and Youth at Risk
- Physical Fitness and Sport Conditioning
- Psychosocial Delays
- The Needs of Specific Populations
- Mental Retardation
- Developmental Disorders
- Specific Learning Disabilities
- Conduct, Behavior, and Emotional Disorders
- Physically Disabling Conditions
- Communicative Disorders
- Visual Impairments
- Other Health Impairments
- Activities for Students With Unique Needs
- Elementary Games and Activities
- Exercises and Activities
- Rhythms and Dance
- Aquatics
- Team Sports
- Individual and Dual Sports
- Winter Sports Activities
|
|
|
BIBLIOGRAPHY:
Adams, Ronald C., & Jeffrey A. McCubbin. (1991). Games, Sports, and Exercises for the Physically Disabled. Philadelphia: Lea & Febiger.
Arnheim, Daniel D., & William A. Sinclair. (1985). Physical education for special populations: A developmental, adapted and remedial approach. Englewood Cliffs, NJ: Prentice-Hall.
Auxter, David, & Jean Pyfer. (1989). Principles and methods of adapted physical education and recreation (6th ed). St. Louis: Times Mosby College.
Cratty, Bryant J. (1989). Adapted physical education in the mainstream (2nd ed). Denver: Love Publishing.
Dunn, John, & Hollis Fait. (1989). Special physical education: Adapted individualized, developmental (6th ed.). Dubuque, IA: Wm. C. Brown.
Hallahan, Daniel P., & James M. Kauffman. (1991). Exceptional children: Introduction to special education (5th ed.). Englewood Cliffs, NJ: Prentice-Hall.
Haring, Norris G., & Linda McCormick (Eds). (1990). Exceptional children and youth. Columbus, OH: Merrill.
Horvat, Michael. (1990). Physical education and sport for exceptional students. Dubuque, IA: Wm. C. Brown.
Jansma, Paul (Ed.). (1989). The psychomotor domain and the seriously handicapped (3rd ed.). Washington, DC: University Press of America.
Seaman, Janet A., & Karen DePauw. (1989). The new adapted physical education: A developmental approach (2nd ed.). Palo Alto, CA: Mayfield.
Sherrill, Claudine. (1986). Adapted physical education and recreation: A multidisciplinary approach (3rd ed). Dubuque, IA: Wm. C. Brown.
Winnick, Joseph P. & Francis X. Short. (1985). Physical fitness testing of the disabled -- Project Unique. Champaign, IL: Human Kinetics. |
|
|
Top of Page
|
|
