Promoting Physical Activity in Adapted Physical Education

Yun, Joonkoo; Beamer, Jennifer

doi:10.1080/07303084.2018.1430628

Cited by 20 publications

(7 citation statements)

References 18 publications

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“…Furthermore, 56.9% of children with long-term physical/medical disabilities and 26.3% of children with cognitive disabilities received exemptions from participating in PE, according to the 2012 Physical Education Profiles (Center for Disease Control and Prevention, 2013). Physical activity promotion strategies are not often a focus of adapted PE (APE) teacher training programs (Yun & Beamer, 2018), and only 3.6% of secondary schools have implemented a comprehensive school physical activity program to promote PA among all students. Therefore, it is likely that children and adolescents with disabilities are not receiving adequate PA promotion efforts in schools.…”

Section: School: Dmentioning

confidence: 99%

U.S. Physical Activity Para Report Card for Children and Adolescents With Disabilities

Stanish

Ross

Lai

et al. 2023

Adapted Physical Activity Quarterly

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The U.S. Report Card on Physical Activity for Children and Youth has tracked 10 physical activity (PA) indicators common to the Active Healthy Kids Global Matrix since 2014. This article expands on the U.S. report cards by presenting PA indicator assessments among children and adolescents with disabilities. Grades for indicators were assigned based on a search of peer-reviewed articles presenting nationally representative data. The Global Matrix 3.0 benchmarks and grading framework guided the process. Grades for overall PA, sedentary behaviors, organized sports, and school were F, D+, D+, and D, respectively. Insufficient evidence existed to assign grades to the remaining six indicators. There is a need in the United States for targeted PA promotion strategies that are specific to children and adolescents with disabilities. Without a commitment to this effort across sectors and settings, the low grades identified in this para report card are expected to remain.

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Section: School: Dmentioning

confidence: 99%

U.S. Physical Activity Para Report Card for Children and Adolescents With Disabilities

Stanish

Ross

Lai

et al. 2023

Adapted Physical Activity Quarterly

Self Cite

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“…Namun, kurang minat telah diberikan kepada DCD oleh penulis di Amerika Serikat (2 dari 77 diterbitkan). Rendahnya minat terhadap DCD di Amerika Serikat mungkin karena tidak adanya DCD dalam undang-undang pendidikan federal seperti Undang-Undang Pendidikan Individu dengan Disabilitas (NCPEID, 2020;Yun & Beamer, 2018).…”

Section: Seminar Publikasi Artikel DI Jurnal Internasional Pada Bidan...unclassified

Seminar publikasi artikel di jurnal internasional pada bidang pendidikan jasmani adaptif berbasis online

2022

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Kesulitan publikasi yang di alami oleh dosen, guru, dan mahasiswa dalam publikasi artikel di jurnal internasional di bidang pendidikan jasmani adaptif sehingga kegiatan ini menjadi penting untuk diadakannya kegiatan seminar ini. Tujuan dari web seminar (webinar) ini adalah memberikan gambaran dan strategi terkait publikasi ilmiah di bidang pendidikan jasmani adaptif pada jurnal internasional bereputasi. Metode pelaksanaan webinar ini adalah jarak jauh secara online. Peserta webinar terdiri dari berbagai profesi atau pekerjaan di antaranya peneliti, dosen, mahasiswa, dan guru yang memiliki ketertarikan pada bidang ilmu pendidikan jasmani adaptif. Peserta webinar mengikuti kegiatan ini dalam rangka tugas kewajiban mereka dan upgrade keilmua dalam publikasi internasional. Kegiatan ini memberikan implikasi dari sisi bekal pengetahuan terkait publikasi internasional di bidang pendidikan jasmani adaptif. Kontribusi kegiatan ini untuk berikutnya diadakan pelatihan dan pendampingan intensif yaitu dengan adanya workshop pendampingan pada satuan waktu tertentu dimulai dari penulisan artikel hingga submit atau bahkan pendampingan hingga accepted pada jurnal yang dituju.

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“…Physical literacy becomes a significant factor, an assessment point for understanding, accessing and evaluating diverse experiences of diverse community members (Dhillon et al, 2019;Winnick & Poretta, 2016;Yun & Beamer, 2018). Assessment also provides an opportunity to further question the incubation of knowledge and capture key markers of physical activity experiences.…”

Section: Figure 1 Interconnected and Intersectional Physical Literacy Conceptsmentioning

confidence: 99%

“…At this juncture, prior learning frameworks of the body through knowledge incubation questions the concept of "lifelong." Yun and Beamer's (2018) inquiry into adapted physical education shed light on the nuances of physical activity in relationship to persons with (dis)abilities -particularly, redefining the boundaries of meaningful movement experiences within the profiles of those with (dis)abilities. Lifelong learning from unconventional educational pathways (experiences in refugee camps, cultural diversity and lifeworld) found in creative movement (Dhillon et al, 2019) is also an example of physical literacy that is located outside the norms of structured physical education.…”

Section: Figure 1 Interconnected and Intersectional Physical Literacy Conceptsmentioning

confidence: 99%

The Embodied Nature of Physical Literacy: Interconnectedness of Lived Experience and Meaning

Durden-Myers

Meloche²,

Dhillon³

2020

Journal of Physical Education, Recreation & Dance

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Promoting Physical Activity in Adapted Physical Education

Cited by 20 publications

References 18 publications

U.S. Physical Activity Para Report Card for Children and Adolescents With Disabilities

U.S. Physical Activity Para Report Card for Children and Adolescents With Disabilities

Seminar publikasi artikel di jurnal internasional pada bidang pendidikan jasmani adaptif berbasis online

The Embodied Nature of Physical Literacy: Interconnectedness of Lived Experience and Meaning

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