Current Directions of Professional Preparation in Adapted Physical Education

Ersing, Walter F.

doi:10.1080/00221473.1972.10610712

Cited by 2 publications

(2 citation statements)

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“…Most of these programs have structured courses or units within courses about a medical/pathological model. In a study designed to determine the status of professional preparation in adapted physical education, Ersing and Wheeler (2) found that, of 24 institutions in their study that offered a professional preparation curriculum, all reported the educable mentally retarded as a unit of study, 18 reported units on the trainable mentally retarded, and 17 re ported the emotionally disturbed as a unit of study. In addition, texts in adapted physical education usually are structured around medical/pathological categories.…”

Section: United Cerebral Palsy Associations 1973 Bowling Tournamentmentioning

confidence: 97%

Issues and Trends in Training Adapted Physical Education Personnel

Winnick¹

1972

Journal of Health, Physical Education, Recreation

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Section: United Cerebral Palsy Associations 1973 Bowling Tournamentmentioning

confidence: 97%

Issues and Trends in Training Adapted Physical Education Personnel

Winnick¹

1972

Journal of Health, Physical Education, Recreation

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“…In the1970s, APE leaders believed that specialized training in APE should be designed primarily for the graduate level, which was based on their belief that APE teachers should have a strong background and in-depth training in the liberal arts and in physical education pedagogy. Ersing and Wheeler [5] did a survey of APE professional preparation. The results of this survey showed that 24 in 178 universities offered programs of study to prepare APE teachers.…”

Section: Introductionmentioning

confidence: 99%

A Descriptive Profile of All Adapted Physical Education Programs of Study for Master’s Degrees in the United States of America

Zhang¹,

Wheaton²,

Rapelje³

et al. 2017

IJCDSE

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Master's degree programs in adapted physical education (APE) are offered in universities in the United States of America. The review of literature revealed a research problem that a descriptive profile for all such programs could not be found. This problem can be solved through analyzing similarities and differences among their programs of study. The purpose of this study was to analyze all programs of study for master's degrees in APE. All such programs of study were downloaded from websites and their data about program characteristics were identified and collected. All courses specified in each program of study were coded into one of the four components: core, professional, elective, and capstone. The courses in each component were grouped. The mean of credit hours for all programs of study, the mean credit hours in each component, and the percentage of each course group, were calculated. The results obtained in this study resulted in a descriptive profile for all APE master's degree programs of study with multiple characteristics and course groups. This profile is a significant contribution made by this study. It is clear that this profile is useful for professionals to develop and revise an APE master's degree program of study.

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Current Directions of Professional Preparation in Adapted Physical Education

Cited by 2 publications

References 0 publications

Issues and Trends in Training Adapted Physical Education Personnel

Issues and Trends in Training Adapted Physical Education Personnel

A Descriptive Profile of All Adapted Physical Education Programs of Study for Master’s Degrees in the United States of America

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