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Adapted Physical Education National Standards
Edited by Luke E. Kelly
by National Consortium for PE for Individuals With Disabilities
264 Pages
This new edition solidifies the book’s reputation as an essential resource for adapted physical educators. Representing the first major revision to the standards since 2006, Adapted Physical Education National Standards, Third Edition, fully explains the 15 national standards as established by the National Consortium for Physical Education for Individuals with Disabilities (NCPEID).
In addition to updating the national standards, this resource offers educators and professionals two other important updates: a new web study guide and a fresh design of the text.
The study guide includes important information and more than 1,100 sample test questions for educators who are studying to take the Certified Adapted Physical Educator (CAPE) exam. This new tool allows candidates to prepare for the exam by taking practice quizzes based on the content within each standard. For each practice quiz, the reader is presented with questions randomly drawn from a pool of questions for that standard, ensuring a wide variety of sample exam possibilities. The candidate then receives a score and can review the correct and incorrect answers to determine areas for further study. Candidates can also view and download a comprehensive list of all questions for all standards.
The new text design makes the content within each standard easier to read, providing a greater understanding of each level at a glance. Each of the 15 standards is presented in five levels. The level for a typical standard is organized this way:
- Level 1: the standard number and name
- Level 2: the major components of the standard
- Level 3: the standard’s subcomponents—dependent pieces of knowledge of fact or principle related to the major component
- Level 4: adapted physical education content—additional knowledge regarding the subcomponents that teachers working with individuals with disabilities need to know
- Level 5: application of adapted physical education content from level 4 to teaching individuals with disabilities
Adapted Physical Education National Standards, Third Edition, is useful for a variety of stakeholders:
- Physical education majors and in-service teachers who are preparing for the APENS exam
- Higher education faculty members who want to evaluate their adapted physical education preparation programs
- K-12 administrators who want to use APENS exam results for reviewing and hiring new teachers
- Parents of children who require adapted physical education instruction, to inquire at their child’s IEP meeting about the qualifications of the physical educator for their child
Adapted Physical Education National Standards, Third Edition, will keep readers up to date on the standards, help them prepare for the CAPE exam, and help ensure that high-quality adapted physical education is available for all students who can benefit from it.
Standards
Organization of the Text
APENS and Professional Standards for Physical Education
How to Use This Manual
Using the Web Study Guide
Frequently Asked Questions
Glossary
Bibliography
Standard 1. Human Development
Understand cognitive development
Demonstrate knowledge of language and cognitive development through the lifespan
Understand essential concepts related to social or affective development
Understand theories of moral development in children and youth
Understand different personality theories as they relate to human behavior
Demonstrate knowledge of factors influencing development
Standard 2. Motor Behavior
Understand motor development
Understand motor learning
Understand motor control
Standard 3. Exercise Science
Exercise Physiology Principles
Neural Control
Muscular Concepts
Cardiorespiratory Factors
Respiratory Factors
Nutrition
Body Composition
Environmental Effects
Exercise Prescription and Training
Biomechanics/Kinesiology
Bone Growth and Development
Neuromuscular Function
Human Skeletal Articulations
Neck and Upper Extremity Movement
Spine and Pelvis Movement
Lower Extremity Movement
Standard 4. Measurement and Evaluation
Standardized Procedures
Types of Scores
Standard Scores
Indicators of Relationship Between Performances
Normal Curve
Descriptive Values
Measures of Position
Test Characteristics
Pretest Planning
Performance Standards
Data Gathering
Performance Sampling
Standard 5. History and Philosophy
Educational Reform
Law
History
Philosophy
Standard 6. Unique Attributes of Learners
Autism Spectrum Disorder
Deaf/Blind
Deafness and Hearing Impairments
Emotional Disturbances
Hearing Impairments
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disabilities
Speech and Language Disorders
Traumatic Brain Injury
Visual Impairments Including Blindness
Standard 7. Curriculum Theory and Development
Curriculum Design
Evaluate Curriculum Appropriateness
Needs Assessment
Curriculum Objectives and Content
Learning Experiences
Standard 8. Assessment
Legislative Issues
Terminology
Administration
Administration
Interpretation
Decision Making
Skills Required of the Assessment Team
Standard 9. Instructional Design and Planning
Curriculum Plan
Units and Lesson Plans
IEP and IFSP
Technology Applications
Assistive Devices
Mobility Devices
Standard 10. Teaching
Teaching Styles
Teaching Behaviors
Applied Behavior Analysis Principles
Preventative Strategies
Increasing Behaviors
Decreasing Behaviors
Other Management Methods
Standard 11. Consultation and Staff Development
Motivation
Administrative Skills
Group Dynamics
Interpersonal Communication Skills
Psychological Dimensions
Consulting Models
Standard 12. Student and Program Evaluation
Student Outcomes
Program Operations
Consumer Satisfaction
Standard 13. Continuing Education
Professional Growth
Current Literature
Professional Organizations
Technology
Teaching Certification
Standard 14. Ethics
Understand the need for professional standards
Understand and value appropriate professional conduct
Understand the need to advance the professional knowledge base
Advance the profession
Standard 15. Communication
Parents and Families
Public Relations
Roles of Other Professionals
Team Approach
Appendix A. National Consortium for Physical Education for Individuals with Disabilities
Appendix B. How the Adapted Physical Education Standards and National Certification Examination Were Developed
Appendix C. Frequently Asked Questions
Appendix D. APENS 2018 Evaluation and Review Committee Members
Luke E. Kelly, PhD, is a certified adapted physical educator and is a professor of kinesiology, holder of the Virgil S. Ward endowed professorship, and director of the graduate programs in adapted physical education at the University of Virginia. He has 38 years of experience working with public schools in evaluating and revising their physical education curricula to meet the needs of students with disabilities. Dr. Kelly has written extensively about the achievement-based curriculum model, assessment, and the use of technology in physical education. Dr. Kelly has served as the president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) and directed the NCPEID adapted physical education national standards project from 1992 to 1999. Dr. Kelly is a fellow in the National Academy of Kinesiology (formerly the American Academy of Kinesiology and Physical Education). He has also received the G. Lawrence Rarick Research Award and the William A. Hillman Distinguished Service Award from the NCPEID. His hobbies and interests include fly-fishing, reforestation, and building projects.
15 Broad Standard Areas for Adapted Physical Educators
Based on the results of a national needs assessment, the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas.
Standards
Based on the results of a national needs assessment (see appendix B, Kelly & Gansneder, 1998), the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas. The following are the specific standards with a brief description.
Standard 1—Human Development
The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality adapted physical education programs.
Standard 2—Motor Behavior
Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of adapted physical educators, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and applying principles of motor learning during the planning and teaching of physical education to students with disabilities.
Standard 3—Exercise Science
As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations.
Standard 4—Measurement and Evaluation
This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and to meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards.
Standard 5—History and Philosophy
This standard traces facts regarding legal and philosophical factors involved in current-day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in the lives of students with disabilities. Major components of each law that are related to education and physical activity are emphasized. A review of history and philosophy related to special and general education is also covered in this area.
Standard 6—Unique Attributes of Learners
This standard refers to information based on the disability areas identified in IDEIA (2004). Material is categorically organized in order to present the information in a systematic manner. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have.
Standard 7—Curriculum Theory and Development
As you are planning to teach physical education to students with disabilities, you should recognize that certain curriculum theory and development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by adapted physical educators. Curriculum theory and development are more than writing units and lesson plans; they are critical to the development of a comprehensive and developmentally appropriate program for a student with a disability.
Standard 8—Assessment
This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities (e.g., eligibility purposes, determining present level of performance, monitoring student progress, etc.).
Standard 9—Instructional Design and Planning
Instructional design and planning must occur before an adapted physical educator can provide services to meet legal mandates, educational goals, and most importantly, the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science, and curriculum theory and development are applied to this standard in order to successfully design and plan physical education programs.
Standard 10—Teaching
A major job responsibility for any adapted physical educator is teaching. Many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science are applied to this standard in order to effectively provide quality physical education to individuals with disabilities.
Standard 11—Consultation and Staff Development
As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues. This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies that an adapted physical educator should understand related to consultation and staff development.
Standard 12—Student and Program Evaluation
Student evaluation can be either formative or summative and focuses on measuring individual student changes in knowledge, understanding, and physical and motor performance on the curriculum goals and objectives over time as a function of the physical education program. The importance of student evaluation for individuals with disabilities is highlighted in IDEA in the Individualized Education Program (IEP) process and procedures. Program evaluation is the process of using student physical education performance data to determine and communicate the degree to which the physical education program goals and objectives are being achieved among all students. Adapted physical educators must play an active role in ensuring that their students with disabilities, whether in general physical education or adapted physical education, are achieving their short-term annual IEP goals as well as their long-term physical education program goals.
Standard 13—Continuing Education
The goal of this standard is to focus on adapted physical educators remaining current in their field. A variety of opportunities for professional development are available with course work at the college or university level as just one avenue. Adapted physical educators can take advantage of in-service workshops, seminars, professional development podcasts and other distance learning opportunities, and presentations at conferences and conventions.
Standard 14—Ethics
A fundamental premise within the APENS is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices.
Standard 15—Communication
In recent years, the role of the professional in adapted physical education has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the adapted physical educator effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities.
Understand the Command Style of Teaching
Teaching Styles: Demonstrate various teaching styles in order to promote learning in physical education
National Consortium for Physical Education for Individuals with Disabilities
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities.
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities. The NCPEID provides public information and education, promotes the development of programs and services, and disseminates professional and technical information. The organization succeeded the National Committee on Physical Education and Recreation for Handicapped Children and Youth, formed in 1973, and was originally formed as the National Consortium for Physical Education and Recreation for Individuals with Disabilities.
NCPEID membership is open to all persons who are or have been involved in professional preparation, demonstration, or research activity related to physical education and physical activity for individuals with disabilities. University faculty in adapted physical education as well as public school and residential facility personnel from across the United States are encouraged to become members.
Related to the areas in the purpose of the organization, the membership works diligently to stimulate and conduct research efforts directed toward improving the lifestyle and well-being of individuals with disabilities through physical education and life span physical activity. In part, the membership works to monitor available research funding from governmental agencies by articulating current needs and collectively advocating for funding related to its mission. The membership also works to serve as a liaison to legislative organizations at the national, state, and local levels. An essential function of the NCPEID is to develop and foster the adoption of standards related to staff qualifications, services facilities, and recommended levels of support for recreational and physical education programs for persons with disabilities at national, state, and local levels. The NCPEID also serves its membership and the profession by holding an annual meeting wherein organizational activities as well as current issues and research are discussed. A goal of the NCPEID is to serve as a professional voice and collective force in support of physical education and life span physical activity for all people, including those with disabilities. This may be articulated through the development of national policy and position statements reflecting the contribution of physical education and life span physical activity on the lives of people with disabilities. Efforts are made to regularly and effectively communicate with the membership of the NCPEID and with other professional organizations that advocate for the rights of people with disabilities.
15 Broad Standard Areas for Adapted Physical Educators
Based on the results of a national needs assessment, the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas.
Standards
Based on the results of a national needs assessment (see appendix B, Kelly & Gansneder, 1998), the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas. The following are the specific standards with a brief description.
Standard 1—Human Development
The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality adapted physical education programs.
Standard 2—Motor Behavior
Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of adapted physical educators, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and applying principles of motor learning during the planning and teaching of physical education to students with disabilities.
Standard 3—Exercise Science
As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations.
Standard 4—Measurement and Evaluation
This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and to meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards.
Standard 5—History and Philosophy
This standard traces facts regarding legal and philosophical factors involved in current-day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in the lives of students with disabilities. Major components of each law that are related to education and physical activity are emphasized. A review of history and philosophy related to special and general education is also covered in this area.
Standard 6—Unique Attributes of Learners
This standard refers to information based on the disability areas identified in IDEIA (2004). Material is categorically organized in order to present the information in a systematic manner. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have.
Standard 7—Curriculum Theory and Development
As you are planning to teach physical education to students with disabilities, you should recognize that certain curriculum theory and development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by adapted physical educators. Curriculum theory and development are more than writing units and lesson plans; they are critical to the development of a comprehensive and developmentally appropriate program for a student with a disability.
Standard 8—Assessment
This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities (e.g., eligibility purposes, determining present level of performance, monitoring student progress, etc.).
Standard 9—Instructional Design and Planning
Instructional design and planning must occur before an adapted physical educator can provide services to meet legal mandates, educational goals, and most importantly, the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science, and curriculum theory and development are applied to this standard in order to successfully design and plan physical education programs.
Standard 10—Teaching
A major job responsibility for any adapted physical educator is teaching. Many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science are applied to this standard in order to effectively provide quality physical education to individuals with disabilities.
Standard 11—Consultation and Staff Development
As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues. This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies that an adapted physical educator should understand related to consultation and staff development.
Standard 12—Student and Program Evaluation
Student evaluation can be either formative or summative and focuses on measuring individual student changes in knowledge, understanding, and physical and motor performance on the curriculum goals and objectives over time as a function of the physical education program. The importance of student evaluation for individuals with disabilities is highlighted in IDEA in the Individualized Education Program (IEP) process and procedures. Program evaluation is the process of using student physical education performance data to determine and communicate the degree to which the physical education program goals and objectives are being achieved among all students. Adapted physical educators must play an active role in ensuring that their students with disabilities, whether in general physical education or adapted physical education, are achieving their short-term annual IEP goals as well as their long-term physical education program goals.
Standard 13—Continuing Education
The goal of this standard is to focus on adapted physical educators remaining current in their field. A variety of opportunities for professional development are available with course work at the college or university level as just one avenue. Adapted physical educators can take advantage of in-service workshops, seminars, professional development podcasts and other distance learning opportunities, and presentations at conferences and conventions.
Standard 14—Ethics
A fundamental premise within the APENS is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices.
Standard 15—Communication
In recent years, the role of the professional in adapted physical education has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the adapted physical educator effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities.
Understand the Command Style of Teaching
Teaching Styles: Demonstrate various teaching styles in order to promote learning in physical education
National Consortium for Physical Education for Individuals with Disabilities
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities.
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities. The NCPEID provides public information and education, promotes the development of programs and services, and disseminates professional and technical information. The organization succeeded the National Committee on Physical Education and Recreation for Handicapped Children and Youth, formed in 1973, and was originally formed as the National Consortium for Physical Education and Recreation for Individuals with Disabilities.
NCPEID membership is open to all persons who are or have been involved in professional preparation, demonstration, or research activity related to physical education and physical activity for individuals with disabilities. University faculty in adapted physical education as well as public school and residential facility personnel from across the United States are encouraged to become members.
Related to the areas in the purpose of the organization, the membership works diligently to stimulate and conduct research efforts directed toward improving the lifestyle and well-being of individuals with disabilities through physical education and life span physical activity. In part, the membership works to monitor available research funding from governmental agencies by articulating current needs and collectively advocating for funding related to its mission. The membership also works to serve as a liaison to legislative organizations at the national, state, and local levels. An essential function of the NCPEID is to develop and foster the adoption of standards related to staff qualifications, services facilities, and recommended levels of support for recreational and physical education programs for persons with disabilities at national, state, and local levels. The NCPEID also serves its membership and the profession by holding an annual meeting wherein organizational activities as well as current issues and research are discussed. A goal of the NCPEID is to serve as a professional voice and collective force in support of physical education and life span physical activity for all people, including those with disabilities. This may be articulated through the development of national policy and position statements reflecting the contribution of physical education and life span physical activity on the lives of people with disabilities. Efforts are made to regularly and effectively communicate with the membership of the NCPEID and with other professional organizations that advocate for the rights of people with disabilities.
15 Broad Standard Areas for Adapted Physical Educators
Based on the results of a national needs assessment, the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas.
Standards
Based on the results of a national needs assessment (see appendix B, Kelly & Gansneder, 1998), the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas. The following are the specific standards with a brief description.
Standard 1—Human Development
The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality adapted physical education programs.
Standard 2—Motor Behavior
Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of adapted physical educators, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and applying principles of motor learning during the planning and teaching of physical education to students with disabilities.
Standard 3—Exercise Science
As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations.
Standard 4—Measurement and Evaluation
This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and to meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards.
Standard 5—History and Philosophy
This standard traces facts regarding legal and philosophical factors involved in current-day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in the lives of students with disabilities. Major components of each law that are related to education and physical activity are emphasized. A review of history and philosophy related to special and general education is also covered in this area.
Standard 6—Unique Attributes of Learners
This standard refers to information based on the disability areas identified in IDEIA (2004). Material is categorically organized in order to present the information in a systematic manner. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have.
Standard 7—Curriculum Theory and Development
As you are planning to teach physical education to students with disabilities, you should recognize that certain curriculum theory and development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by adapted physical educators. Curriculum theory and development are more than writing units and lesson plans; they are critical to the development of a comprehensive and developmentally appropriate program for a student with a disability.
Standard 8—Assessment
This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities (e.g., eligibility purposes, determining present level of performance, monitoring student progress, etc.).
Standard 9—Instructional Design and Planning
Instructional design and planning must occur before an adapted physical educator can provide services to meet legal mandates, educational goals, and most importantly, the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science, and curriculum theory and development are applied to this standard in order to successfully design and plan physical education programs.
Standard 10—Teaching
A major job responsibility for any adapted physical educator is teaching. Many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science are applied to this standard in order to effectively provide quality physical education to individuals with disabilities.
Standard 11—Consultation and Staff Development
As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues. This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies that an adapted physical educator should understand related to consultation and staff development.
Standard 12—Student and Program Evaluation
Student evaluation can be either formative or summative and focuses on measuring individual student changes in knowledge, understanding, and physical and motor performance on the curriculum goals and objectives over time as a function of the physical education program. The importance of student evaluation for individuals with disabilities is highlighted in IDEA in the Individualized Education Program (IEP) process and procedures. Program evaluation is the process of using student physical education performance data to determine and communicate the degree to which the physical education program goals and objectives are being achieved among all students. Adapted physical educators must play an active role in ensuring that their students with disabilities, whether in general physical education or adapted physical education, are achieving their short-term annual IEP goals as well as their long-term physical education program goals.
Standard 13—Continuing Education
The goal of this standard is to focus on adapted physical educators remaining current in their field. A variety of opportunities for professional development are available with course work at the college or university level as just one avenue. Adapted physical educators can take advantage of in-service workshops, seminars, professional development podcasts and other distance learning opportunities, and presentations at conferences and conventions.
Standard 14—Ethics
A fundamental premise within the APENS is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices.
Standard 15—Communication
In recent years, the role of the professional in adapted physical education has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the adapted physical educator effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities.
Understand the Command Style of Teaching
Teaching Styles: Demonstrate various teaching styles in order to promote learning in physical education
National Consortium for Physical Education for Individuals with Disabilities
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities.
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities. The NCPEID provides public information and education, promotes the development of programs and services, and disseminates professional and technical information. The organization succeeded the National Committee on Physical Education and Recreation for Handicapped Children and Youth, formed in 1973, and was originally formed as the National Consortium for Physical Education and Recreation for Individuals with Disabilities.
NCPEID membership is open to all persons who are or have been involved in professional preparation, demonstration, or research activity related to physical education and physical activity for individuals with disabilities. University faculty in adapted physical education as well as public school and residential facility personnel from across the United States are encouraged to become members.
Related to the areas in the purpose of the organization, the membership works diligently to stimulate and conduct research efforts directed toward improving the lifestyle and well-being of individuals with disabilities through physical education and life span physical activity. In part, the membership works to monitor available research funding from governmental agencies by articulating current needs and collectively advocating for funding related to its mission. The membership also works to serve as a liaison to legislative organizations at the national, state, and local levels. An essential function of the NCPEID is to develop and foster the adoption of standards related to staff qualifications, services facilities, and recommended levels of support for recreational and physical education programs for persons with disabilities at national, state, and local levels. The NCPEID also serves its membership and the profession by holding an annual meeting wherein organizational activities as well as current issues and research are discussed. A goal of the NCPEID is to serve as a professional voice and collective force in support of physical education and life span physical activity for all people, including those with disabilities. This may be articulated through the development of national policy and position statements reflecting the contribution of physical education and life span physical activity on the lives of people with disabilities. Efforts are made to regularly and effectively communicate with the membership of the NCPEID and with other professional organizations that advocate for the rights of people with disabilities.
15 Broad Standard Areas for Adapted Physical Educators
Based on the results of a national needs assessment, the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas.
Standards
Based on the results of a national needs assessment (see appendix B, Kelly & Gansneder, 1998), the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas. The following are the specific standards with a brief description.
Standard 1—Human Development
The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality adapted physical education programs.
Standard 2—Motor Behavior
Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of adapted physical educators, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and applying principles of motor learning during the planning and teaching of physical education to students with disabilities.
Standard 3—Exercise Science
As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations.
Standard 4—Measurement and Evaluation
This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and to meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards.
Standard 5—History and Philosophy
This standard traces facts regarding legal and philosophical factors involved in current-day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in the lives of students with disabilities. Major components of each law that are related to education and physical activity are emphasized. A review of history and philosophy related to special and general education is also covered in this area.
Standard 6—Unique Attributes of Learners
This standard refers to information based on the disability areas identified in IDEIA (2004). Material is categorically organized in order to present the information in a systematic manner. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have.
Standard 7—Curriculum Theory and Development
As you are planning to teach physical education to students with disabilities, you should recognize that certain curriculum theory and development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by adapted physical educators. Curriculum theory and development are more than writing units and lesson plans; they are critical to the development of a comprehensive and developmentally appropriate program for a student with a disability.
Standard 8—Assessment
This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities (e.g., eligibility purposes, determining present level of performance, monitoring student progress, etc.).
Standard 9—Instructional Design and Planning
Instructional design and planning must occur before an adapted physical educator can provide services to meet legal mandates, educational goals, and most importantly, the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science, and curriculum theory and development are applied to this standard in order to successfully design and plan physical education programs.
Standard 10—Teaching
A major job responsibility for any adapted physical educator is teaching. Many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science are applied to this standard in order to effectively provide quality physical education to individuals with disabilities.
Standard 11—Consultation and Staff Development
As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues. This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies that an adapted physical educator should understand related to consultation and staff development.
Standard 12—Student and Program Evaluation
Student evaluation can be either formative or summative and focuses on measuring individual student changes in knowledge, understanding, and physical and motor performance on the curriculum goals and objectives over time as a function of the physical education program. The importance of student evaluation for individuals with disabilities is highlighted in IDEA in the Individualized Education Program (IEP) process and procedures. Program evaluation is the process of using student physical education performance data to determine and communicate the degree to which the physical education program goals and objectives are being achieved among all students. Adapted physical educators must play an active role in ensuring that their students with disabilities, whether in general physical education or adapted physical education, are achieving their short-term annual IEP goals as well as their long-term physical education program goals.
Standard 13—Continuing Education
The goal of this standard is to focus on adapted physical educators remaining current in their field. A variety of opportunities for professional development are available with course work at the college or university level as just one avenue. Adapted physical educators can take advantage of in-service workshops, seminars, professional development podcasts and other distance learning opportunities, and presentations at conferences and conventions.
Standard 14—Ethics
A fundamental premise within the APENS is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices.
Standard 15—Communication
In recent years, the role of the professional in adapted physical education has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the adapted physical educator effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities.
Understand the Command Style of Teaching
Teaching Styles: Demonstrate various teaching styles in order to promote learning in physical education
National Consortium for Physical Education for Individuals with Disabilities
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities.
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities. The NCPEID provides public information and education, promotes the development of programs and services, and disseminates professional and technical information. The organization succeeded the National Committee on Physical Education and Recreation for Handicapped Children and Youth, formed in 1973, and was originally formed as the National Consortium for Physical Education and Recreation for Individuals with Disabilities.
NCPEID membership is open to all persons who are or have been involved in professional preparation, demonstration, or research activity related to physical education and physical activity for individuals with disabilities. University faculty in adapted physical education as well as public school and residential facility personnel from across the United States are encouraged to become members.
Related to the areas in the purpose of the organization, the membership works diligently to stimulate and conduct research efforts directed toward improving the lifestyle and well-being of individuals with disabilities through physical education and life span physical activity. In part, the membership works to monitor available research funding from governmental agencies by articulating current needs and collectively advocating for funding related to its mission. The membership also works to serve as a liaison to legislative organizations at the national, state, and local levels. An essential function of the NCPEID is to develop and foster the adoption of standards related to staff qualifications, services facilities, and recommended levels of support for recreational and physical education programs for persons with disabilities at national, state, and local levels. The NCPEID also serves its membership and the profession by holding an annual meeting wherein organizational activities as well as current issues and research are discussed. A goal of the NCPEID is to serve as a professional voice and collective force in support of physical education and life span physical activity for all people, including those with disabilities. This may be articulated through the development of national policy and position statements reflecting the contribution of physical education and life span physical activity on the lives of people with disabilities. Efforts are made to regularly and effectively communicate with the membership of the NCPEID and with other professional organizations that advocate for the rights of people with disabilities.
15 Broad Standard Areas for Adapted Physical Educators
Based on the results of a national needs assessment, the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas.
Standards
Based on the results of a national needs assessment (see appendix B, Kelly & Gansneder, 1998), the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas. The following are the specific standards with a brief description.
Standard 1—Human Development
The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality adapted physical education programs.
Standard 2—Motor Behavior
Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of adapted physical educators, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and applying principles of motor learning during the planning and teaching of physical education to students with disabilities.
Standard 3—Exercise Science
As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations.
Standard 4—Measurement and Evaluation
This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and to meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards.
Standard 5—History and Philosophy
This standard traces facts regarding legal and philosophical factors involved in current-day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in the lives of students with disabilities. Major components of each law that are related to education and physical activity are emphasized. A review of history and philosophy related to special and general education is also covered in this area.
Standard 6—Unique Attributes of Learners
This standard refers to information based on the disability areas identified in IDEIA (2004). Material is categorically organized in order to present the information in a systematic manner. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have.
Standard 7—Curriculum Theory and Development
As you are planning to teach physical education to students with disabilities, you should recognize that certain curriculum theory and development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by adapted physical educators. Curriculum theory and development are more than writing units and lesson plans; they are critical to the development of a comprehensive and developmentally appropriate program for a student with a disability.
Standard 8—Assessment
This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities (e.g., eligibility purposes, determining present level of performance, monitoring student progress, etc.).
Standard 9—Instructional Design and Planning
Instructional design and planning must occur before an adapted physical educator can provide services to meet legal mandates, educational goals, and most importantly, the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science, and curriculum theory and development are applied to this standard in order to successfully design and plan physical education programs.
Standard 10—Teaching
A major job responsibility for any adapted physical educator is teaching. Many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science are applied to this standard in order to effectively provide quality physical education to individuals with disabilities.
Standard 11—Consultation and Staff Development
As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues. This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies that an adapted physical educator should understand related to consultation and staff development.
Standard 12—Student and Program Evaluation
Student evaluation can be either formative or summative and focuses on measuring individual student changes in knowledge, understanding, and physical and motor performance on the curriculum goals and objectives over time as a function of the physical education program. The importance of student evaluation for individuals with disabilities is highlighted in IDEA in the Individualized Education Program (IEP) process and procedures. Program evaluation is the process of using student physical education performance data to determine and communicate the degree to which the physical education program goals and objectives are being achieved among all students. Adapted physical educators must play an active role in ensuring that their students with disabilities, whether in general physical education or adapted physical education, are achieving their short-term annual IEP goals as well as their long-term physical education program goals.
Standard 13—Continuing Education
The goal of this standard is to focus on adapted physical educators remaining current in their field. A variety of opportunities for professional development are available with course work at the college or university level as just one avenue. Adapted physical educators can take advantage of in-service workshops, seminars, professional development podcasts and other distance learning opportunities, and presentations at conferences and conventions.
Standard 14—Ethics
A fundamental premise within the APENS is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices.
Standard 15—Communication
In recent years, the role of the professional in adapted physical education has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the adapted physical educator effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities.
Understand the Command Style of Teaching
Teaching Styles: Demonstrate various teaching styles in order to promote learning in physical education
National Consortium for Physical Education for Individuals with Disabilities
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities.
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities. The NCPEID provides public information and education, promotes the development of programs and services, and disseminates professional and technical information. The organization succeeded the National Committee on Physical Education and Recreation for Handicapped Children and Youth, formed in 1973, and was originally formed as the National Consortium for Physical Education and Recreation for Individuals with Disabilities.
NCPEID membership is open to all persons who are or have been involved in professional preparation, demonstration, or research activity related to physical education and physical activity for individuals with disabilities. University faculty in adapted physical education as well as public school and residential facility personnel from across the United States are encouraged to become members.
Related to the areas in the purpose of the organization, the membership works diligently to stimulate and conduct research efforts directed toward improving the lifestyle and well-being of individuals with disabilities through physical education and life span physical activity. In part, the membership works to monitor available research funding from governmental agencies by articulating current needs and collectively advocating for funding related to its mission. The membership also works to serve as a liaison to legislative organizations at the national, state, and local levels. An essential function of the NCPEID is to develop and foster the adoption of standards related to staff qualifications, services facilities, and recommended levels of support for recreational and physical education programs for persons with disabilities at national, state, and local levels. The NCPEID also serves its membership and the profession by holding an annual meeting wherein organizational activities as well as current issues and research are discussed. A goal of the NCPEID is to serve as a professional voice and collective force in support of physical education and life span physical activity for all people, including those with disabilities. This may be articulated through the development of national policy and position statements reflecting the contribution of physical education and life span physical activity on the lives of people with disabilities. Efforts are made to regularly and effectively communicate with the membership of the NCPEID and with other professional organizations that advocate for the rights of people with disabilities.
15 Broad Standard Areas for Adapted Physical Educators
Based on the results of a national needs assessment, the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas.
Standards
Based on the results of a national needs assessment (see appendix B, Kelly & Gansneder, 1998), the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas. The following are the specific standards with a brief description.
Standard 1—Human Development
The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality adapted physical education programs.
Standard 2—Motor Behavior
Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of adapted physical educators, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and applying principles of motor learning during the planning and teaching of physical education to students with disabilities.
Standard 3—Exercise Science
As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations.
Standard 4—Measurement and Evaluation
This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and to meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards.
Standard 5—History and Philosophy
This standard traces facts regarding legal and philosophical factors involved in current-day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in the lives of students with disabilities. Major components of each law that are related to education and physical activity are emphasized. A review of history and philosophy related to special and general education is also covered in this area.
Standard 6—Unique Attributes of Learners
This standard refers to information based on the disability areas identified in IDEIA (2004). Material is categorically organized in order to present the information in a systematic manner. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have.
Standard 7—Curriculum Theory and Development
As you are planning to teach physical education to students with disabilities, you should recognize that certain curriculum theory and development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by adapted physical educators. Curriculum theory and development are more than writing units and lesson plans; they are critical to the development of a comprehensive and developmentally appropriate program for a student with a disability.
Standard 8—Assessment
This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities (e.g., eligibility purposes, determining present level of performance, monitoring student progress, etc.).
Standard 9—Instructional Design and Planning
Instructional design and planning must occur before an adapted physical educator can provide services to meet legal mandates, educational goals, and most importantly, the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science, and curriculum theory and development are applied to this standard in order to successfully design and plan physical education programs.
Standard 10—Teaching
A major job responsibility for any adapted physical educator is teaching. Many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science are applied to this standard in order to effectively provide quality physical education to individuals with disabilities.
Standard 11—Consultation and Staff Development
As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues. This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies that an adapted physical educator should understand related to consultation and staff development.
Standard 12—Student and Program Evaluation
Student evaluation can be either formative or summative and focuses on measuring individual student changes in knowledge, understanding, and physical and motor performance on the curriculum goals and objectives over time as a function of the physical education program. The importance of student evaluation for individuals with disabilities is highlighted in IDEA in the Individualized Education Program (IEP) process and procedures. Program evaluation is the process of using student physical education performance data to determine and communicate the degree to which the physical education program goals and objectives are being achieved among all students. Adapted physical educators must play an active role in ensuring that their students with disabilities, whether in general physical education or adapted physical education, are achieving their short-term annual IEP goals as well as their long-term physical education program goals.
Standard 13—Continuing Education
The goal of this standard is to focus on adapted physical educators remaining current in their field. A variety of opportunities for professional development are available with course work at the college or university level as just one avenue. Adapted physical educators can take advantage of in-service workshops, seminars, professional development podcasts and other distance learning opportunities, and presentations at conferences and conventions.
Standard 14—Ethics
A fundamental premise within the APENS is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices.
Standard 15—Communication
In recent years, the role of the professional in adapted physical education has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the adapted physical educator effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities.
Understand the Command Style of Teaching
Teaching Styles: Demonstrate various teaching styles in order to promote learning in physical education
National Consortium for Physical Education for Individuals with Disabilities
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities.
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities. The NCPEID provides public information and education, promotes the development of programs and services, and disseminates professional and technical information. The organization succeeded the National Committee on Physical Education and Recreation for Handicapped Children and Youth, formed in 1973, and was originally formed as the National Consortium for Physical Education and Recreation for Individuals with Disabilities.
NCPEID membership is open to all persons who are or have been involved in professional preparation, demonstration, or research activity related to physical education and physical activity for individuals with disabilities. University faculty in adapted physical education as well as public school and residential facility personnel from across the United States are encouraged to become members.
Related to the areas in the purpose of the organization, the membership works diligently to stimulate and conduct research efforts directed toward improving the lifestyle and well-being of individuals with disabilities through physical education and life span physical activity. In part, the membership works to monitor available research funding from governmental agencies by articulating current needs and collectively advocating for funding related to its mission. The membership also works to serve as a liaison to legislative organizations at the national, state, and local levels. An essential function of the NCPEID is to develop and foster the adoption of standards related to staff qualifications, services facilities, and recommended levels of support for recreational and physical education programs for persons with disabilities at national, state, and local levels. The NCPEID also serves its membership and the profession by holding an annual meeting wherein organizational activities as well as current issues and research are discussed. A goal of the NCPEID is to serve as a professional voice and collective force in support of physical education and life span physical activity for all people, including those with disabilities. This may be articulated through the development of national policy and position statements reflecting the contribution of physical education and life span physical activity on the lives of people with disabilities. Efforts are made to regularly and effectively communicate with the membership of the NCPEID and with other professional organizations that advocate for the rights of people with disabilities.
15 Broad Standard Areas for Adapted Physical Educators
Based on the results of a national needs assessment, the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas.
Standards
Based on the results of a national needs assessment (see appendix B, Kelly & Gansneder, 1998), the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas. The following are the specific standards with a brief description.
Standard 1—Human Development
The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality adapted physical education programs.
Standard 2—Motor Behavior
Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of adapted physical educators, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and applying principles of motor learning during the planning and teaching of physical education to students with disabilities.
Standard 3—Exercise Science
As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations.
Standard 4—Measurement and Evaluation
This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and to meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards.
Standard 5—History and Philosophy
This standard traces facts regarding legal and philosophical factors involved in current-day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in the lives of students with disabilities. Major components of each law that are related to education and physical activity are emphasized. A review of history and philosophy related to special and general education is also covered in this area.
Standard 6—Unique Attributes of Learners
This standard refers to information based on the disability areas identified in IDEIA (2004). Material is categorically organized in order to present the information in a systematic manner. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have.
Standard 7—Curriculum Theory and Development
As you are planning to teach physical education to students with disabilities, you should recognize that certain curriculum theory and development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by adapted physical educators. Curriculum theory and development are more than writing units and lesson plans; they are critical to the development of a comprehensive and developmentally appropriate program for a student with a disability.
Standard 8—Assessment
This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities (e.g., eligibility purposes, determining present level of performance, monitoring student progress, etc.).
Standard 9—Instructional Design and Planning
Instructional design and planning must occur before an adapted physical educator can provide services to meet legal mandates, educational goals, and most importantly, the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science, and curriculum theory and development are applied to this standard in order to successfully design and plan physical education programs.
Standard 10—Teaching
A major job responsibility for any adapted physical educator is teaching. Many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science are applied to this standard in order to effectively provide quality physical education to individuals with disabilities.
Standard 11—Consultation and Staff Development
As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues. This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies that an adapted physical educator should understand related to consultation and staff development.
Standard 12—Student and Program Evaluation
Student evaluation can be either formative or summative and focuses on measuring individual student changes in knowledge, understanding, and physical and motor performance on the curriculum goals and objectives over time as a function of the physical education program. The importance of student evaluation for individuals with disabilities is highlighted in IDEA in the Individualized Education Program (IEP) process and procedures. Program evaluation is the process of using student physical education performance data to determine and communicate the degree to which the physical education program goals and objectives are being achieved among all students. Adapted physical educators must play an active role in ensuring that their students with disabilities, whether in general physical education or adapted physical education, are achieving their short-term annual IEP goals as well as their long-term physical education program goals.
Standard 13—Continuing Education
The goal of this standard is to focus on adapted physical educators remaining current in their field. A variety of opportunities for professional development are available with course work at the college or university level as just one avenue. Adapted physical educators can take advantage of in-service workshops, seminars, professional development podcasts and other distance learning opportunities, and presentations at conferences and conventions.
Standard 14—Ethics
A fundamental premise within the APENS is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices.
Standard 15—Communication
In recent years, the role of the professional in adapted physical education has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the adapted physical educator effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities.
Understand the Command Style of Teaching
Teaching Styles: Demonstrate various teaching styles in order to promote learning in physical education
National Consortium for Physical Education for Individuals with Disabilities
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities.
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities. The NCPEID provides public information and education, promotes the development of programs and services, and disseminates professional and technical information. The organization succeeded the National Committee on Physical Education and Recreation for Handicapped Children and Youth, formed in 1973, and was originally formed as the National Consortium for Physical Education and Recreation for Individuals with Disabilities.
NCPEID membership is open to all persons who are or have been involved in professional preparation, demonstration, or research activity related to physical education and physical activity for individuals with disabilities. University faculty in adapted physical education as well as public school and residential facility personnel from across the United States are encouraged to become members.
Related to the areas in the purpose of the organization, the membership works diligently to stimulate and conduct research efforts directed toward improving the lifestyle and well-being of individuals with disabilities through physical education and life span physical activity. In part, the membership works to monitor available research funding from governmental agencies by articulating current needs and collectively advocating for funding related to its mission. The membership also works to serve as a liaison to legislative organizations at the national, state, and local levels. An essential function of the NCPEID is to develop and foster the adoption of standards related to staff qualifications, services facilities, and recommended levels of support for recreational and physical education programs for persons with disabilities at national, state, and local levels. The NCPEID also serves its membership and the profession by holding an annual meeting wherein organizational activities as well as current issues and research are discussed. A goal of the NCPEID is to serve as a professional voice and collective force in support of physical education and life span physical activity for all people, including those with disabilities. This may be articulated through the development of national policy and position statements reflecting the contribution of physical education and life span physical activity on the lives of people with disabilities. Efforts are made to regularly and effectively communicate with the membership of the NCPEID and with other professional organizations that advocate for the rights of people with disabilities.
15 Broad Standard Areas for Adapted Physical Educators
Based on the results of a national needs assessment, the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas.
Standards
Based on the results of a national needs assessment (see appendix B, Kelly & Gansneder, 1998), the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas. The following are the specific standards with a brief description.
Standard 1—Human Development
The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality adapted physical education programs.
Standard 2—Motor Behavior
Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of adapted physical educators, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and applying principles of motor learning during the planning and teaching of physical education to students with disabilities.
Standard 3—Exercise Science
As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations.
Standard 4—Measurement and Evaluation
This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and to meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards.
Standard 5—History and Philosophy
This standard traces facts regarding legal and philosophical factors involved in current-day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in the lives of students with disabilities. Major components of each law that are related to education and physical activity are emphasized. A review of history and philosophy related to special and general education is also covered in this area.
Standard 6—Unique Attributes of Learners
This standard refers to information based on the disability areas identified in IDEIA (2004). Material is categorically organized in order to present the information in a systematic manner. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have.
Standard 7—Curriculum Theory and Development
As you are planning to teach physical education to students with disabilities, you should recognize that certain curriculum theory and development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by adapted physical educators. Curriculum theory and development are more than writing units and lesson plans; they are critical to the development of a comprehensive and developmentally appropriate program for a student with a disability.
Standard 8—Assessment
This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities (e.g., eligibility purposes, determining present level of performance, monitoring student progress, etc.).
Standard 9—Instructional Design and Planning
Instructional design and planning must occur before an adapted physical educator can provide services to meet legal mandates, educational goals, and most importantly, the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science, and curriculum theory and development are applied to this standard in order to successfully design and plan physical education programs.
Standard 10—Teaching
A major job responsibility for any adapted physical educator is teaching. Many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science are applied to this standard in order to effectively provide quality physical education to individuals with disabilities.
Standard 11—Consultation and Staff Development
As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues. This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies that an adapted physical educator should understand related to consultation and staff development.
Standard 12—Student and Program Evaluation
Student evaluation can be either formative or summative and focuses on measuring individual student changes in knowledge, understanding, and physical and motor performance on the curriculum goals and objectives over time as a function of the physical education program. The importance of student evaluation for individuals with disabilities is highlighted in IDEA in the Individualized Education Program (IEP) process and procedures. Program evaluation is the process of using student physical education performance data to determine and communicate the degree to which the physical education program goals and objectives are being achieved among all students. Adapted physical educators must play an active role in ensuring that their students with disabilities, whether in general physical education or adapted physical education, are achieving their short-term annual IEP goals as well as their long-term physical education program goals.
Standard 13—Continuing Education
The goal of this standard is to focus on adapted physical educators remaining current in their field. A variety of opportunities for professional development are available with course work at the college or university level as just one avenue. Adapted physical educators can take advantage of in-service workshops, seminars, professional development podcasts and other distance learning opportunities, and presentations at conferences and conventions.
Standard 14—Ethics
A fundamental premise within the APENS is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices.
Standard 15—Communication
In recent years, the role of the professional in adapted physical education has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the adapted physical educator effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities.
Understand the Command Style of Teaching
Teaching Styles: Demonstrate various teaching styles in order to promote learning in physical education
National Consortium for Physical Education for Individuals with Disabilities
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities.
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities. The NCPEID provides public information and education, promotes the development of programs and services, and disseminates professional and technical information. The organization succeeded the National Committee on Physical Education and Recreation for Handicapped Children and Youth, formed in 1973, and was originally formed as the National Consortium for Physical Education and Recreation for Individuals with Disabilities.
NCPEID membership is open to all persons who are or have been involved in professional preparation, demonstration, or research activity related to physical education and physical activity for individuals with disabilities. University faculty in adapted physical education as well as public school and residential facility personnel from across the United States are encouraged to become members.
Related to the areas in the purpose of the organization, the membership works diligently to stimulate and conduct research efforts directed toward improving the lifestyle and well-being of individuals with disabilities through physical education and life span physical activity. In part, the membership works to monitor available research funding from governmental agencies by articulating current needs and collectively advocating for funding related to its mission. The membership also works to serve as a liaison to legislative organizations at the national, state, and local levels. An essential function of the NCPEID is to develop and foster the adoption of standards related to staff qualifications, services facilities, and recommended levels of support for recreational and physical education programs for persons with disabilities at national, state, and local levels. The NCPEID also serves its membership and the profession by holding an annual meeting wherein organizational activities as well as current issues and research are discussed. A goal of the NCPEID is to serve as a professional voice and collective force in support of physical education and life span physical activity for all people, including those with disabilities. This may be articulated through the development of national policy and position statements reflecting the contribution of physical education and life span physical activity on the lives of people with disabilities. Efforts are made to regularly and effectively communicate with the membership of the NCPEID and with other professional organizations that advocate for the rights of people with disabilities.
15 Broad Standard Areas for Adapted Physical Educators
Based on the results of a national needs assessment, the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas.
Standards
Based on the results of a national needs assessment (see appendix B, Kelly & Gansneder, 1998), the content that adapted physical educators needed to know was identified and divided into 15 broad standards areas. The following are the specific standards with a brief description.
Standard 1—Human Development
The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality adapted physical education programs.
Standard 2—Motor Behavior
Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of adapted physical educators, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and applying principles of motor learning during the planning and teaching of physical education to students with disabilities.
Standard 3—Exercise Science
As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations.
Standard 4—Measurement and Evaluation
This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and to meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards.
Standard 5—History and Philosophy
This standard traces facts regarding legal and philosophical factors involved in current-day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in the lives of students with disabilities. Major components of each law that are related to education and physical activity are emphasized. A review of history and philosophy related to special and general education is also covered in this area.
Standard 6—Unique Attributes of Learners
This standard refers to information based on the disability areas identified in IDEIA (2004). Material is categorically organized in order to present the information in a systematic manner. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have.
Standard 7—Curriculum Theory and Development
As you are planning to teach physical education to students with disabilities, you should recognize that certain curriculum theory and development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by adapted physical educators. Curriculum theory and development are more than writing units and lesson plans; they are critical to the development of a comprehensive and developmentally appropriate program for a student with a disability.
Standard 8—Assessment
This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities (e.g., eligibility purposes, determining present level of performance, monitoring student progress, etc.).
Standard 9—Instructional Design and Planning
Instructional design and planning must occur before an adapted physical educator can provide services to meet legal mandates, educational goals, and most importantly, the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science, and curriculum theory and development are applied to this standard in order to successfully design and plan physical education programs.
Standard 10—Teaching
A major job responsibility for any adapted physical educator is teaching. Many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science are applied to this standard in order to effectively provide quality physical education to individuals with disabilities.
Standard 11—Consultation and Staff Development
As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues. This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies that an adapted physical educator should understand related to consultation and staff development.
Standard 12—Student and Program Evaluation
Student evaluation can be either formative or summative and focuses on measuring individual student changes in knowledge, understanding, and physical and motor performance on the curriculum goals and objectives over time as a function of the physical education program. The importance of student evaluation for individuals with disabilities is highlighted in IDEA in the Individualized Education Program (IEP) process and procedures. Program evaluation is the process of using student physical education performance data to determine and communicate the degree to which the physical education program goals and objectives are being achieved among all students. Adapted physical educators must play an active role in ensuring that their students with disabilities, whether in general physical education or adapted physical education, are achieving their short-term annual IEP goals as well as their long-term physical education program goals.
Standard 13—Continuing Education
The goal of this standard is to focus on adapted physical educators remaining current in their field. A variety of opportunities for professional development are available with course work at the college or university level as just one avenue. Adapted physical educators can take advantage of in-service workshops, seminars, professional development podcasts and other distance learning opportunities, and presentations at conferences and conventions.
Standard 14—Ethics
A fundamental premise within the APENS is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices.
Standard 15—Communication
In recent years, the role of the professional in adapted physical education has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the adapted physical educator effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities.
Understand the Command Style of Teaching
Teaching Styles: Demonstrate various teaching styles in order to promote learning in physical education
National Consortium for Physical Education for Individuals with Disabilities
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities.
The purpose of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is to promote research, professional preparation, service delivery, and advocacy of physical education for individuals with disabilities. The NCPEID provides public information and education, promotes the development of programs and services, and disseminates professional and technical information. The organization succeeded the National Committee on Physical Education and Recreation for Handicapped Children and Youth, formed in 1973, and was originally formed as the National Consortium for Physical Education and Recreation for Individuals with Disabilities.
NCPEID membership is open to all persons who are or have been involved in professional preparation, demonstration, or research activity related to physical education and physical activity for individuals with disabilities. University faculty in adapted physical education as well as public school and residential facility personnel from across the United States are encouraged to become members.
Related to the areas in the purpose of the organization, the membership works diligently to stimulate and conduct research efforts directed toward improving the lifestyle and well-being of individuals with disabilities through physical education and life span physical activity. In part, the membership works to monitor available research funding from governmental agencies by articulating current needs and collectively advocating for funding related to its mission. The membership also works to serve as a liaison to legislative organizations at the national, state, and local levels. An essential function of the NCPEID is to develop and foster the adoption of standards related to staff qualifications, services facilities, and recommended levels of support for recreational and physical education programs for persons with disabilities at national, state, and local levels. The NCPEID also serves its membership and the profession by holding an annual meeting wherein organizational activities as well as current issues and research are discussed. A goal of the NCPEID is to serve as a professional voice and collective force in support of physical education and life span physical activity for all people, including those with disabilities. This may be articulated through the development of national policy and position statements reflecting the contribution of physical education and life span physical activity on the lives of people with disabilities. Efforts are made to regularly and effectively communicate with the membership of the NCPEID and with other professional organizations that advocate for the rights of people with disabilities.
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