Andrea Taliaferro

If You Build It, They Will Come (or Not): Going the Distance in Teacher Candidate Recruitment

There are persistent concerns in the literature related to recruitment and retention of highly qualified teacher candidates who are capable of achieving contemporary goals and meeting the professional expectations associated with the delivery of quality physical education programs in schools. The purpose of this article is to provide physical education teacher education faculty with recommendations for best practice in the area of teacher candidate recruitment by reviewing literature in the following areas: (a) identification of the characteristics of successful teachers as a basis for recruitment efforts, (b) fundamental principles of effective marketing and recruitment, (c) generational characteristics of college-bound students and the practical implications, and (d) recruitment of underrepresented populations. The recruitment tactics identified include actionable recommendations for faculty, departments/programs, universities, and community partners in teacher education.

Teaching the Self-Contained Adapted Physical Education Class

JOPERD • Volume 82 No. 4 • April 2011 M any students with moderate to severe physical or intellectual disabilities are placed in self-contained classes for their school day. These self-contained classes are known as functional skills class, communitybased instruction, or simply the class for students with moderate to severe disabilities (Beirne-Smith, Patton, & Kim, 2006). In many cases these students are not included in general physical education programs, and they receive their adapted physical education (APE) only with peers from their self-contained class. In other words, the self-contained class comes to the gym as a group to receive APE. These self-contained APE classes are taught by the school district’s APE specialist, the school’s general physical education (GPE) teacher, or the self-contained special education classroom teacher. Many school districts do not employ adapted physical educators, and as a result the GPE teacher is usually the person who conducts the self-contained APE class. Unfortunately, research has shown that most GPE teachers receive very little preservice training and hands-on experience in APE in general and specifically in conducting a self-contained APE class (Chandler & Greene, 1995; Hardin, 2005; Hodge & Jansma, 2000). As a result, GPE teachers may not feel adequately prepared to organize and conduct a self-contained APE class in their school (Rust & Sinelnikov, 2010). The purpose of this article is to provide information to GPE teachers on how to conduct a self-contained APE class. The article begins with an example of a traditional model for a self-contained APE class, where all students work on the same goals using basically the same equipment and activities. This is then contrasted with an alternative model that corresponds to the individualized education program (IEP), in which students work on individually prescribed goals and objectives.

Physical Activity Programs in Higher Education: Modifying Net/Wall Games to Include Individuals with Disabilities

The growing number of students with disabilities in higher education settings has presented challenges for instructors with regards to appropriate inclusion. Concerning physical activity courses in higher education, instructors may not have the knowledge or resources to make modifications and accommodations that will ultimately result in inclusion. This article uses Newells model of constraints to demonstrate how to apply modifications to the task and the environment, specifically for net/wall games. Additionally, the article addresses modifications for individuals with cerebral palsy in tennis and visual impairments in volleyball by providing practical strategies that can ensure successful inclusion in higher education physical activity settings.

Teaching an Old Dog New Tricks: Past, Present, and Future Priorities For Higher Education Physical Activity Programs

ABSTRACT Physical education programs in colleges/universities have been called on to provide students with opportunities to develop an appreciation for, and increase participation in, lifetime physical activity. Higher Education Physical Activity Programs (HEPAPs) have evolved over the past 100 years in response to changing societal and institutional expectations. The purpose of this article is to celebrate the long history of HEPAPs and recommend innovative strategies for program development that will maintain their position as a valued aspect of campus life. After tracing the historical roots and trends of HEPAPs, the authors suggest (a) adopting a public health perspective, (b) applying theoretical models as a framework for program development, (c) focusing on meaningful learner engagement, and (d) employing learner-centered instructional approaches. Within these overall themes, specific recommendations for program improvement are provided, including the use of alternative content areas, model-based instruction, universal design, instructional technology, and professional development for faculty/staff.

Involving Families and Communities in CSPAP Development Using Asset Mapping.

The purpose of this article is to provide an introduction to asset mapping as a systematic approach to facilitating increased family and community involvement in comprehensive school physical activity programs (CSPAP). It includes a brief summary of the literature related to the importance of family and community in childrens physical activity promotion, an introduction to community asset mapping as a capacity-building tool, and a sample CSPAP application including key lessons learned.

Inclusion in the 21st Century: Insights and Considerations for Teacher and Coach Preparation

Despite the increased advocacy for inclusive practices in the U.S. public school system, the exclusion of individuals with disabilities (IWD) from physical education and extracurricular sports remains a concern. This article discusses barriers to the inclusion of IWD in school-based physical education and other sport and physical activity programs, with an emphasis on the issues related to teacher and coach training. Further, the article presents considerations on how to address these barriers within physical education teacher education and coaching education undergraduate curricula. Physical education teachers and coaches are the individuals who have the greatest responsibility for promoting and ensuring inclusion in school-based sport and physical activity opportunities; therefore, comprehensive and appropriate training related to inclusion should be provided in undergraduate programs.

A document analysis of drowning prevention education resources in the United States

ABSTRACT There have been long-standing calls to better educate the public at large on risks of drowning; yet limited evaluation has taken place on current resources in circulation. The purpose of this qualitative research is to develop an understanding of the content in currently circulated drowning prevention resources in the United States. Data points (n = 451) consisting of specific content within 25 different drowning prevention educational resources were analyzed using document analysis methods; a grounded theory approach was employed to allow for categorical development and indexing of the data. Results revealed six emerging categories, including safety precautions (n = 152), supervision (n = 109), preventing access (n = 57), safety equipment (n = 46), emergency procedures (n = 46), and aquatic education (n = 41). Results provide an initial insight into the composition of drowning prevention resources in the United States and provide a foundation for future research.

The Perceived Impact of I am Moving, I am Learning on Physical Activity and Family Involvement: A Preliminary Investigation

OBJECTIVES The purpose of this study was to determine the perceived impact of I am Moving, I am Learning (IMIL) on physical activity (PA) levels, along with family and community involvement in a Head Start program in Illinois. METHODS Employing qualitative methods, data were collected via a parent/caregiver survey and program staff focus groups in Rock Island, Illinois. RESULTS IMIL was perceived to have made an impact in several areas including knowledge, health-related behaviors, and supportive school and home environments. A positive impact also was reported regarding 6 types of family involvement (parenting, communicating, decision making, volunteering, community collaboration, and learning at home). CONCLUSIONS Participants in the study reported that IMIL contributed to increased levels of PA and family/community involvement. The participants perceived that the use of IMIL helped parents/caregivers and their children become healthier, by improving the whole familys activity levels. Faculty and staff also reported that there were few barriers related to the implementation and sustainability of IMIL use in childcare settings.

Addressing Inclusion in Higher Education Physical Activity Programs

The number of students with disabilities pursuing higher education has increased in the past decade. However, there is little information as to whether or not college basic instruction programs (CBIPs) are providing appropriate physical activity courses for individuals with disabilities. Those who teach CBIPs may have limited background or training in adapted physical education, which can cause difficulties in knowing how to make the appropriate modifications or accommodations for students with disabilities. Thus, the purpose of this article is to provide several suggestions for college/university physical activity program instructors on how to modify activities and roles for college students with disabilities using the sport education curriculum model based on the national guidelines for higher education physical activity programs.

Confronting Physical Activity Programming Barriers for People with Disabilities: The Empowerment Model

Community-based physical activity programs for people with disabilities have barriers that are unique to their program leader qualifications and the population they serve. Moran and Block (2010) argued that there is a need for practical strategies that are easy for communities to implement, maximize resources, and minimize the impact of barriers on each individual. The purpose of this article was to build upon the work of Moran and Block by identifying and systematically addressing barriers to physical activity for people with disabilities in ways that target their sources of self-efficacy. The Empowerment Model is introduced, along with its multi-tiered empowerment continuum of training, support, and programming strands. The goal of the tiered empowerment continuum is to progressively move populations to more independent levels of training, support, and programming.