Evidence-based practice: A quality indicator analysis of peer-tutoring in adapted physical education

Kalef, Laura; Reid, Greg; MacDonald, Cathy

doi:10.1016/j.ridd.2013.05.004

Cited by 7 publications

(2 citation statements)

References 29 publications

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“…Although peer tutoring has not been recognized as an evidence-based practice for the inclusion of students with disabilities in adapted physical education, research supports it as a favorable practice (Kalef, Reid, & MacDonald, 2013). In the current review, the IS group encompassed two studies that confirmed this assumption.…”

Section: Findings On Groups Of Interventionsmentioning

confidence: 90%

Physical Activity Interventions for Children and Youth With Visual Impairments

Furtado

Allums-Featherston

Lieberman

et al. 2015

Adapted Physical Activity Quarterly

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The authors conducted a systematic literature review on physical activity interventions for children and youth with visual impairment (VI). Five databases were searched to identify studies involving the population of interest and physical activity practices. After evaluating 2,495 records, the authors found 18 original full-text studies published in English they considered eligible. They identified 8 structured exercise-training studies that yielded overall positive effect on physical-fitness and motor-skill outcomes. Five leisure-time-physical-activity and 5 instructional-strategy interventions were also found with promising proposals to engage and instruct children and youth with VI to lead an active lifestyle. However, the current research on physical activity interventions for children and youth with VI is still limited by an absence of high-quality research designs, low sample sizes, use of nonvalidated outcome measures, and lack of generalizability, which need to be addressed in future studies.

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Section: Findings On Groups Of Interventionsmentioning

confidence: 90%

Physical Activity Interventions for Children and Youth With Visual Impairments

Furtado

Allums-Featherston

Lieberman

et al. 2015

Adapted Physical Activity Quarterly

View full text Add to dashboard Cite

show abstract

“…In accordance with federal legislation in the US, such as the No Child Left Behind Act, schools are increasingly focused on improving the quality of education by implementing pedagogical practices that have been demonstrated to be effective through scientific evidence (Kalef et al, 2013). This view aligns with the Department for Education in England's stance on the importance of evidence-informed practice and policy in education (Coldwell et al, 2017).…”

Section: Limited Scientific Evidencementioning

confidence: 99%

Universal design for learning in physical education: Overview and critical reflection

Haegele,

Holland,

Wilson

et al. 2023

European Physical Education Review

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Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and empirical work relating to UDL generally and in physical education in particular to critically discuss the scientific research supporting, or not, the use of UDL as a so-called inclusive approach. We end this article with a call to action for scholars in this field, ourselves included, to conduct theoretically guided and empirically informed research relating to UDL in physical education, which adheres to established hallmarks of research quality that are tied to the ontological and epistemological assumptions of researchers because, at present, it is conspicuous by its absence.

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A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities

Oh-Young

Filler

2015

Research in Developmental Disabilities

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Evidence-based practice: A quality indicator analysis of peer-tutoring in adapted physical education

Cited by 7 publications

References 29 publications

Physical Activity Interventions for Children and Youth With Visual Impairments

Physical Activity Interventions for Children and Youth With Visual Impairments

Universal design for learning in physical education: Overview and critical reflection

A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities

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