CALIFORNIA STATE UNIVERSITY, LONG BEACH

COLLEGE OF HEALTH AND HUMAN SERVICES

DEPARTMENT OF KINESIOLOGY & PHYSICAL EDUCATION

 

                                                COURSE OUTLINE

 

 

  I.  General Information

 

      A.  Course Number:                                   KPE 320

      B.  Title:                                                     Adapted Physical Education

      C.  Units:                                                    3

      D.  Prerequisites:                                        BIOL 208

      E.  Course Classification:                2 units at 04 Sem, 1 unit at 13 Act

      F.  Faculty (tenure track):                Dr. Barry Lavay, Dr. Jan Fisher

      G. Term Offered:                            Fall, Spring

      H.  Prepared by:                                         Dr. Barry Lavay

      I.   Date of Submission:                               November, 2001

 

 II.  Catalog Description

 

KPE 320.  Adapted Physical Education  (3) F, S

 

Prerequisites:  BIOL 208.  This course is designed to prepare Kinesiology Majors to meet the physical activity program needs of individuals with disabilities.  Designed primarily to understand the etiology and characteristics of individuals with mental, physical, emotional, sensory, health, learning and/or multiple impairments.  When appropriate, be able to successfully include individuals with disabilities into the regular physical education setting.  This course is required of all Pedagogy Option and Kinsesiotherapy majors (Lecture 2 hours, laboratory 2 hours).

 

III.  Expected Outcomes

 

Upon successful completion of the course, the student will be able to:

 

A.     Define the philosophical and emerging trends of adapted physical activity for individuals with disabilities.

 

B.     Describe the importance and benefits of physical activity for individuals with disabilities.

 

C.     Explain current and legal mandates including federal and state legislation pertaining to the physical education for individuals with disabilities.

 

D.     Design an individualized educational program (IEP) for an individual with a disability that is in compliance with federal mandates including appropriately written; present level of performance statement, instructional annual goals with benchmarks, and method/materials.

 

E.      Analyze the definitions, etiology, characteristics, physical activity instructional programming considerations, and contraindicated activities as recognized by IDEA for various individuals with mental (MR), developmental (LD), physical (OI, SCI), emotional (SED), sensory (Deaf, Blind), neurological (CP, MD) health (Diabetes, Asthma, Seizures), and/or multiple disabilities.

 

F.      Explain various developmental and learning principles in physical education and how they can be effectively applied to meet the appropriate instructional needs of individuals with disabilities.

 

G.     Examine appropriate equipment needs and modifications when necessary in order to allow individuals with disabilities to safely and successfully participate in physical activity.

 

H.     Analyze successful instructional methods and activities of inclusion that allows individuals with disabilities and special needs to safely and successfully participate in the general physical education.

 

I.        Discuss current assessment instruments and various unique considerations when testing individuals with different disabilities.

 

J.       Develop an adapted physical education lesson using the pedagogy lesson plan template.

 

K.    Teach one lesson that includes a group of individuals with and without disabilities.

 

L.      Self-assess their teaching video for the following teaching behaviors; use of names, inappropriate phrases, modification of instruction, including all participants (including individuals with disabilities).

 

IV.  Required Text

 

Lavay, B. (1999).  Adapted physical education: A resource guide for professionals and students. CSU, Long Beach (Purchased at Campus Copy Center).

 

Winnick, J.P. (Ed). (2000). Adapted physical education and sport.  (3rd. ed.). Champaign, IL: Human Kinetics.

 

V.                 Course Outline

 

A.     Philosophy and emerging trends of physical activity for individuals with disabilities

1.      Who is the individual with a disability?

2.      What is Adapted Physical Activity?

3.      What is Adapted Physical Education (APE)?

 

B.     Physical education importance and benefits for the individual with a disability

            1. Motor

            2. Cognitive

            3. Affective

 

C.   Legislation: current legal mandates including federal and state legislation pertaining to physical education services for individuals with disabilities

                        1. Education for All Children’s Education Handicapped Act (1975)

            2. Individuals with Disabilities Education Act (IDEA) (1990, 1997)

                        3. Americans with Disabilities Act (ADA)

 

D. The Individualized Education Plan (IEP): Federal mandates

            1. Present level of performance

            2. Annual goals and benchmarks

                  3. Methods and materials

 

E.   Characteristics of individuals with disabilities as recognized by IDEA including: mental (MR), developmental (LD), physical (OI, SCI), emotional (SED), sensory (Deaf, Blind), neurological (CP, MD) health (Diabetes, Asthma, Seizures), and/or multiple disabilities.

            1. Definition

            2. Etiology

            3. Characteristics

            4. Instructional programming

            5. Contraindicated activities

 

F.   Application of learning principles and methods used to teach physical activity to individuals with disabilities

                        1. Lesson plan

                        2. IEP

                         3. Task analysis

                        4. Cues

                        5. Various teaching styles

                        6. Functional and developmental approaches

 

G. Application of unique equipment modifications to meet the needs of various learners such as;

            1. Beeper ball for individual who is blind           

            2. Arm crank ergometer for individual person with a spinal cord injury

            3. Batting tee for individual with a mental retardation

 

H. Inclusion practices in physical education

                        1. Benefits and concerns of the least restrictive environment continuum (inclusion

                        2. Safety considerations

                        3.Proactive and instructional best teaching practices for successful inclusion

 

I.    Assessment instruments and unique considerations when testing the individual with a disability

                        1.IDEA and current assessment practices

                        2. Differences between assessment and testing

                        3. Problems and issues unique to testing individuals with disabilities

                        4.Various standardized assessment instruments such as the TGMD-2

 

J.    Developing and writing a quality APE lesson plan

                        1. The parts to the lesson plan

                        2. Modify the lesson plan to successful include the individual with a disability

 

K. Teaching to meet the unique needs of all learners including individuals with disabilities

 

L.   Self-assessment of teaching behaviors used in APE

                        1. Use of student names

                        2. Unnecessary words and phrases

                        3. Individualizing and modifying instruction to include all participants

            

VI.              Methods of Presentation

 

A.        Lecture/discussion.  Lecture provides an overview of basic and advanced concepts and theories.  Discussion is promoted through assigned readings and laboratory experiences. Students are encouraged to continually connect theory  with applied teaching practices.

 

B.        Partner and small group activities.  Students are provided class time to conduct guided discussions on course topics.

 

C.        Text and resource reading.  Students are assessed on both comprehension and application of reading materials through quizzes and exams.

 

D.        Multi-media learning.  Lecture materials are supplemented by overheads,  videotapes, and websites to stimulate class discussion and learning.

 

E.         Laboratories.  Students participate in laboratory experiences that include teaching methods and skill progressions for activities commonly included in a quality adapted physical education program.  Students write and implement a lesson plan based on one specific activity that includes individuals with disabilities. Students write an analysis paper examining the content and organization of the lessons and identify effective teaching behaviors.

 

F.         Adapted physical activity observation experiences.  Students participate in at least two different observation fieldwork experiences by choosing from various  on-campus and local school sites such as the CSULB Beach Wellness, the CSULB Preschool Center or the Perceptual Motor Development Clinic.

 

G.        Development, teaching, and self-evaluation of adapted physical activity lesson.  Students create an adapted physical education lesson plan and teach the lesson to individuals with and without disabilities. Students self-evaluate their videotaped lessons for teaching behaviors and use of class time.

 

H.        Reflection on teaching.  Students reflect on their self-evaluation teaching videotape and examine teaching behaviors for use of names, inappropriate phrases, modification of instruction, including all participants (including individuals with disabilities).

     

 

 

 

VII.  Method of Evaluation

           

            A.        Two Quizzes (12%)  

B.        Two Exams  (19% each)

            C.        1 Final Comprehensive Exam (25%)                                               

D.        Five Written Assignments (total 25%)

1.Observation experiences in APE                   

                        2. Teaching implementation, analysis, and reflection

                        3. Individualized Education Program (IEP)                   

                        4. APE final exam question study guide assignment                   

5. Diabetes assignment             

           

VIII. Bibliography

 

Auxter, D.,  Pyfer, J.,  & Heutting, C. (2001). Principals and methods of adapted physical education and recreation. (9th ed.).St. Louis: C. V. Mosby.

 

Block, M. (2001). Including students with disabilities into regular physical education. (2nd ed.). Baltimore, MD: H. Brooks Publishing.

 

            Burton, A. W., Miller, D. E. (1998). Movement skill assessment. Champaign IL: Human Kinetics.

 

Cheetum, B. A, & Hammond, A. A. (2000). Physical activity for improving children’ learning and behavior. Champaign IL: Human Kinetics.

           

            Dunn, J. M. (1997). Special physical education:  Adapted, individualized, developmental.

            (7th ed.). Madison, WI: Brown and Benchmark.

 

Eichstaedt, C. B. & Lavay, B. (1992). Physical activty for persons with mental retardation: Infant to adult. Champaign, IL: Human Kinetics.

           

Hellison, D. (1995).  Teaching responsibility through physical activity. Champaign, IL:  Human Kinetics.

 

Jansma, P. & French, R. (1994). Special physical education.  (2nd. ed.). Englewood Cliffs, NJ: Prentice-Hall.

 

            Jansma, P. (1999). The psychomotor domain and the seriously handicapped.

(5th ed.). Lantham MD: University Press of America.

 

            Kasser, S. (1995). Inclusive Games. Champaign IL: Human Kinetics.

 

Kelly, L. (1995). (ed.).  Adapted physical education national standards. Champaign, IL: Human Kinetics.

  

Lavay, B., French, R., Henderson. H. (1997). Positive behavior management strategies for physical educators. Champaign IL: Human Kinetics.

           

Lepore M., Gayle G. W., & Stevens S. (1998). Adapted aquatics programming. Champaign, Ill: Human Kinetics.

 

Lockette, K.F. & Keyes, A. M. (1994). Conditioning with physical disabilities. Champaign, Ill: Human Kinetics.

           

Liberman, L. J., Cowart, J. F., (1996). Games for people with sensory impairments. Champaign IL: Human Kinetics.

 

McCall, R. M. & Craft, D. H. (2000). Moving with a purpose: Developing programs for preschoolers of all abilities. Champaign IL: Human Kinetics.

 

Paciorek, M. & Jones, J. (1994). Sport and recreation for the disabled: A resource manual. Carmel, IN: Cooper Publishing.

 

Rimmer, J. (1994). Fitness and rehablitation programs for special populations.

Dubuque, IA: WCB Brown & Benchmark.      

 

Seaman, J. (1995). (ed). Physical BEST and individuals with disabilities. Reston VA: American Alliance for Health, Physical Education, Recreation and Dance.

 

Sherrill, C. (1998). Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan. (5th ed.). Dubuque, Iowa: Wm. C. Brown.

                       

Wessel, J. A., & Kelly, L. (1986). Achievement-based curriculum development in physical education. Philadelphia:  Lea & Febiger.

 

Winnick, J. P.  (2000). Adapted physical education and sport. (3rd. ed.). Champaign Ill., Human Kinetics.

 

Winnick, J. P. & Short, F. X. (1998). The brockport health related physical fitness test. Champaign, IL: Human Kinetics.

                                

 IX.  Justification

 

The passage of the Individuals with Disabilities Education Act (IDEA) assures physical education services to all children identified with a disability. This course is designed to primarily to prepare  KPE majors in the teaching (i.e., adapted, elementary, and secondary) and Kinesiotherapy options to effectively meet the unique physical activity needs of individuals with disabilities. The course prepares the prospective physical education teacher and kinesiotherapist to be able to understand the etiology and characteristics of individuals with disabilities in order to effectively integrate them into various physical activity settings. Various experiences teaching individuals with disabilities is conducted in a lecture/laboratory setting and combines theory with practical experience. The coursework in KPE 320 meets the state requirements of the Single Subject Physical Education Credential requirements and the APE Specialist Credential.