This is the first comprehensive and evidence-based review of theory, research, and practice in the field of adapted physical education (APE). Exploring philosophical and foundational aspects of APE, it outlines the main conceptual frameworks informing research and teaching.
This handbook represents the first comprehensive and evidence-based review of theory, research, and practice in the field of adapted physical education (APE). Exploring philosophical and foundational aspects of APE, the book outlines the main conceptual frameworks informing research and teaching in this area, and presents important material that will help shape best practice and future research.
Written by world-leading researchers, the book introduces the key themes in APE, such as historical perspectives on disability, disability and the law, language, and measurement. It examines the most significant theoretical frameworks for understanding APE, from embodiment and social cognitive theory to occupational socialization, and surveys current debates and practical issues in APE, such as teacher training, the use of technology, and physical inactivity and health. Acknowledging the importance of the voices of children, parents and peers, the book also explores research methods and paradigms in APE, with each chapter including directions for further research.
Offering an unprecedented wealth of material, the Routledge Handbook of Adapted Physical Education is an essential reference for advanced students, researchers and scholars working in APE, and useful reading for anybody with an interest in disability, physical education, sports coaching, movement science or youth sport.
Arvustused
"This new handbook provides an excellent resource for graduate students and faculty in the area of APA. We see it being on every faculty members bookshelf or in their e-textbook holdings. It provides great theoretical underpinnings for graduate students and faculty who are initiating reviews of literature. For graduate students, this handbook provides substantial initial summaries of the literature in the field of APE and APA. Emerging scholars and graduate students can use the handbook as a resource when considering various research directions and methods." - Willie Leung and Jeffrey A. McCubbin, College of Public Health and Human Sciences, Oregon State University, USA, Adapted Physical Activity Quarterly
Introduction, Part I: Foundational Issues in Adapted Physical Education,
1. Historical Viewpoint on Adapted Physical Education,
2. Law and Legislation
Impacting Adapted Physical Education Programs,
3. Viewpoints toward
Disability: Conceptualizing Disability in Adapted Physical Education,
4.
Historical Context and Definition of Inclusion,
5. Utilizing Theory to Drive
Research in Adapted Physical Education,
6. Evidence Based Practices in
Adapted Physical Education,
7. Measurement in Adapted Physical Education
Research,
8. Disability Language in Adapted Physical Education: What is the
Story?, Part II: Research Approaches,
9. Quantitative Research,
10.
Qualitative Inquiry in Adapted Physical Education,
11. Mixed-Methods
Research,
12. Single-Subject Research Designs in Adapted Physical Education,
13. Systematic Reviews and Meta-Analysis, Part III: Conceptual & Theoretical
Frameworks,
14. Embodiment: Philosophical Considerations of the Body in
Adaptive Physical Education,
15. Constructivism and Social Constructionism in
Physical Education and Adapted Physical Education,
16. Re-Thinking Disability
and Adapted Physical Education: An Intersectionality Perspective,
17.
Bioecological Theory,
18. Social Cognitive Theory,
19. Self-Determination
Theory,
20. Self-Efficacy Theory,
21. Theory of Planned Behavior,
22.
Motivational Theories,
23. Occupational Socialization Theory and the Lived
Experiences of Adapted Physical Educators, Part IV: Research Trends in
Adapted Physical Education,
24. Pre-service Teacher Training in Adapted
Physical Education,
25. Technology-Based Professional Development in Adapted
Physical Education,
26. Adapted Physical Education Research from the
Perspectives of Teachers, Peers, and Parents,
27. According to the Kids:
Research from the Perspectives of Children with Disabilities,
28. Motor
Competence within the Discipline of Adapted Physical Education,
29. Public
Health Research: Physical Inactivity
Justin A. Haegele is an Assistant Professor in the Department of Human Movement Sciences at Old Dominion University, USA. His research focuses within the interdisciplinary field of adapted physical activity, with a primary interest in examining how individuals with disabilities experience physical activity participation. Dr. Haegele has received several awards designated for emerging scholars in physical education and adapted physical activity. He is also Research Fellow with the Research Council of SHAPE and Associate Editor for Adapted Physical Activity Quarterly and Quest.
Samuel R. Hodge is a Professor in the Department of Human Sciences at The Ohio State University, USA. Professor Hodge is a Fellow in the National Academy of Kinesiology; the National Association of Kinesiology in Higher Education; and the Society of Health and Physical Educators (SHAPE). He is also Editor of Quest and an Executive Associate Editor of Multicultural Learning and Teaching, and long-time member of the Adapted Physical Activity Quarterlys editorial board.
Deborah R. Shapiro is Professor in the Department of Kinesiology and Health at Georgia State University, USA. Her primary research focus has been in the area of psychosocial factors of sport participation among youth athletes with disabilities and professional preparation. Dr. Shapiro has received several awards for her scholarship and leadership in the field of adapted physical activity, and she serves as Associate Editor of the Adapted Physical Activity Quarterly.
