Adapted Physical Education Pre-professional Preparation: Shifting the Paradigm

• Published in: Journal of physical education, recreation & dance recreation & dance, 2019-09, Vol.90 (7), p.22-28
• Main Authors: Piletic, Cindy K., Davis, Ron
• Format: Article
• Language: English
• Subjects: Adapted Physical Education; Autism; Clinical Experience; Collaboration; Cooperative Learning; Educational Environment; Experiential Learning; Intellectual Disability; Interdisciplinary Approach; Music therapy; Occupational Therapy; Pervasive Developmental Disorders; Physical education; Physical Education Teachers; Practicums; Preservice Teachers; Professionals; Psychomotor Skills; Rural Areas; Students with Disabilities; Teacher Education; Youth
• ISSN: 0730-3084; 2168-3816
• DOI: 10.1080/07303084.2019.1637307

A shift in paradigm for pre-professional training as suggested in this paper focuses on the practica experience component. General Physical Education (GPE) has been recognized as a direct service; professionals in physical education (PE) and Adapted Physical Education (APE) must deliver instruction and services to students with and without disabilities in the least restrictive educational environments. These environments are often shared with professionals from other "related service areas," such as physical and occupational therapy, music therapy, and therapeutic recreation. In pre-professional preparation programs, most PE and APE students are trained to deliver direct service. Rarely are they trained alongside pre-professionals from related service professions. General pre-professional training on collaborative educational and related service delivery needs to be emphasized, especially when a lecture/lab format is implemented. Lecture/lab formats include a dedicated practica experience recognized as motor clinics. Instructional training of pre-professionals to deliver coordinated service during practica prior to real-world teaching environments will greatly enhance student preparation and program outcomes. The traditional model for many of the undergraduate- and graduate-level pre-professional training programs in GPE/APE follows the paradigm of lecture and practica experiences. But a shift to more collaborative training is needed. The paradigm shift recommended in this paper is centered around APE and GPE pre-professionals experiencing hands-on training opportunities for students with disabilities using an interdisciplinary approach during practica experience.