1. Youtube Link…

2. Debates in Adapted Physical Education
Sonya Felmly
West Chester University
Kin 586

3. Debate
Should physical education teachers all use the same assessment to determine a students eligibility for adapted physical education?

4. ??Debate?? During this presentation I will discuss…
Background information from NASPE, AAPAR, and IDEA.
Motor and fitness test used for placement
Other criteria to be considered for placement
***Beginning Misunderstandings…***

5. IDEA vs. NASPE and AAPAR Position
IDEA considers students to be eligible for special education, and adapted physical education if they are identified with one of the 14 disabilities stated in the law.
Autism
Deaf-Blind
Deafness
Developmental Delay
Emotional Disturbances
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairments
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment, including blindness

6. IDEA vs. NASPE and AAPAR Position
NASPE and AAPAR position is that any student can be eligible if they have unique instructional needs in physical education, regardless of disability, is entailed to receive appropriate accommodations through adapted physical education.

7. NASPE Standards Standard 1:
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2:
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 3:
Participates regularly in physical activity.
Standard 4:
Achieves and maintains a health-enhancing level of physical fitness.
Standard 5:
Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Standard 6:
Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

8. Different Placements For Adapted PE
IDEA requires students with disabilities to be instructed in the least restricted environment.
General Physical Education
General Physical Education with APE Consultation
APE direct services in General Physical Education
Part-Time APE and Part-Time GPE
Reverse Mainstreaming
Self-Contained APE

9. Criteria For Eligibility
****THE LAW DOES NOT SPECIFIACALLY STATE WHAT CRITERIA FOR MOTOR PERFORMANCE SHOULD BE USED TO DETEREMINE IF A CHILD NEEDS ADAPTED PHYSICAL EDUCATION!!!

10. Youtube Link

11. Motor Skills and Abilities
Brockport Physical Fitness Test
Used for students without disabilities and students with
Intellectual disabilities
Spinal cord injuries
Cerebral palsy
Blindness
Congenital anomalies
Amputation
27 different fitness test
Some test are traditional and some are modified for students with disabilities
Most students will only be tested in four to six different test

12. Motor Skills and Abilities
Body Composition
Skinfold Measures
Body Mass Index
Aerobic Functioning
Pacer Test (15m or 20m)
Target Aerobic Movement Test
One-Mile run/walk
Flexibility
Back saver sit and reach
Shoulder stretch
Apley Test (modified)
Thomas Test (modified)
Target stretch Test
Musculoskeletal Functioning
Muscular Strength/Endurance
Trunk lift
Dominant grip strength
Bench Press
Isometric Push-up
Push-Up
Seated Push-up
Dumbbell Press
Reverse Curl
Push/Walk (40m)
Wheelchair Ramp Test
Curl-up
Curl-up modified
Extended arm hang
Pull Up
Pull Up (modified

13. Motor Skills and Abilities
Test of Gross Motor Development
Test
Assessment
Skill Criteria
Run
Mark off 50 feet and tell students to run as fast as they can
Brief period when both feet are off the ground
Arms in opposition to legs, elbow bent
Foot placement on or near the line
Non supported leg bent at 90 degrees
Gallop
Mark off 30 feet and tell students to gallop from one line to the other three times
A step forward with the lead foot followed by a step with the trailing foot to a position behind or adjacent to the led foot
Arms bent and lifted to waist level
Able to lead with the right and left foot

14. Motor Skills and Abilities
Test
Assessment
Performance Criteria
Hop
Ask the student to hop three times and then switch feet
Foot of non supported leg is bent and is behind the body
Non supported leg swings in pendular fashion to produce force
Arms bent at elbow and bent to take off
Able to hop on both feet
Leap
Ask the student to take large steps to leap
Take off one foot and land on the other
A period when both feet are off the ground
Forward reach with arm opposite to lead leg

15. Motor Skills and Abilities
Test
Assessment
Performance Criteria
Horizontal Jump
Mark off a line and tell students to jump as far as they can
Preparatory movement includes flexion of both knees with arms extended behind the body.
Arms extend forcefully forward and upward reaching full extension above head.
Take off and land on both feet simultaneous
Arms are brought downward during landing.
Skip
Mark off two lines 30 feet apart. Tell students to skip back and forth three times
A rhythmical repetition of the step-hop on alternate feet
Foot of nonsupport leg carried near surface during hop phase
Arms alternately moving opposition to legs at about waist level.

16. Motor Skills and Abilities
Test
Assessment
Performance Criteria
Slide
Mark off two lines 30 feet apart
Have students slide back and forth three times facing the same direction
Body turned sideways to desired direction for travel
A step sideways followed by a slide of the trailing foot to a point next to the lead foot.
A short period where both feet are off the floor.
Able to slide to the right and to the left side.
Two hand Strike
Toss ball softly to student waist high
Tell student to strike the object hard
Dominant hand grips but above non-dominant hand
Non-dominant side of the body faces the tosser
Hip and spine rotation
Weight is transferred by steeping with front food

17. Motor Skills and Abilities
Test
Assessment
Performance Criteria
Stationary Bounce
Ask the student to bounce the ball three times. Repeat three times.
Contact ball with one hand at about hip height
Pushes ball with fingers
Ball contacts floor in front of (or to the outside of) foot on the side of the hand being used.
Catch
Mark off 15 feet
Tosser stands on one line while the student stands on the other
Toss the ball underhand to the student
Preparation phase where elbows are flexed and hands are in front of body.
Arms extend in preparation for ball contact
Ball is caught and controlled by hand only
Elbows bend to absorb force

18. Motor Skills and Abilities
Test
Assessment
Performance Criteria
Kick
Mark of one line 20 feet away from the wall and one line that is 30 feet away from the wall.
Have the student stand on the line that is 30 feet away and place the ball on the line that is 20 feet away.
Rapid continuous s approach to the ball.
The trunk is inclined backward during ball contact.
Forward swing of the arm opposite kicking leg.
Follow-through by hopping on non-kicking foot.
Overhand Throw
Mark off a line 25 feet away from a wall. Have the student throw a tennis ball at the wall.
Score Card
A downward arc of the throwing arm initial the windup.
Rotation of hip and shoulder to a point where the non-dominant side faces an imaginary target.
Weight is transferred by steeping with the opposite the throwing hand.
Follow-through beyond ball release diagonal across body toward side opposite throwing arm.

19. Youtube Link

20. Motor Skills and Abilities
Peabody Developmental Motor Scales
Assessment in gross and fine motor skills
Assess children from birth to 5 years
Can be used by
Occupational therapist
Adapted physical education teachers
Physical therapists
Diagnosticians
Psychologist
Early intervention specialist
Six subtest

21. Motor Skills and Abilities
Criteria
Reflexes
8 item subtest
Tests child's ability to automatically react
Birth to 11 months
Stationary
30 item subtest
Tests child’s ability to sustain center of gravity and equilibrium
Locomotion
89 item subtest
Tests child’s ability to move from one place to another

22. Motor Skills and Abilities
Criteria
Object Manipulation
24 item subtest
Test measures the child's ability to manipulate balls
Catching, throwing, kicking
12 Months and older
Grasping
26 item subtest
Test measures the child’s ability to use their hands
Visual-Motor Integration
72 item subtest
Test measures the child’s ability to use visual perception skills for reaching and grasping for an object, building with blocks, and coping designs.

23. Motor Skills and Abilities
Bruininks- Oseretsky Test of Motor Proficiency
Most widely used motor proficiency test
Measures gross and fine motor skills
Sample Report
pa/products/bot-2/BOT2_rpt_sample.pdf

24. Motor Skills and Abilities
Fine Motor Precision—7 items (e.g., cutting out a circle, connecting dots)
Fine Motor Integration—8 items (e.g., copying a star, copying a square)
Manual Dexterity—5 items (e.g., transferring pennies, sorting cards, stringing blocks)
Bilateral Coordination—7 items (e.g., tapping foot and finger, jumping jacks)
Balance—9 items (e.g., walking forward on a line, standing on one leg on a balance beam)
Running Speed and Agility—5 items (e.g., shuttle run, one-legged side hop)
Upper-Limb Coordination—7 items (e.g., throwing a ball at a target, catching a tossed ball)
Strength—5 items (e.g., standing long jump, sit-ups)

25. Motor Skills and Abilities
President’s Council on Physical Fitness Test
Recognizes students fitness levels
Curl-ups
Shuttle run
Endurance walk/run
Pull-ups
V sit and reach
**Will not be available after the school year

26. Motor Skills and Abilities
Fitness Gram
Fitness test that assess aerobic capacity; muscular strength, muscular endurance, and flexibility; and body composition.
Works well with fitness best curriculum
Scores from these assessments are compared to Healthy Fitness Zone standards
Healthy Fitness Zone standards are criterion-referenced standards that are based on fitness levels for boys and girls and various ages.
Activity Log
3 days/30 minute increments
Software generates:
Minutes of activity
Periods of activity each day
Type of activity

28. Ability to perform with the class
More Criteria..
Not only do you need to look at psychomotor skills set but you must also consider two of the following…
Behavior
Sensory needs
Socialization skills
Ability to perform with the class
Formal and Informal Observations in the general physical education class
Parent Input

29. What fitness test would you like to see PA adapt as their official test?
Or what key components would you take from each test to make one assessment?
Also, do you think PA should come up with a rubric to identify the other criteria's?

30. My thoughts…
I like the Brockport test the best. I think it really considers students with all types of disabilities when measuring motor skills.
I would also like to see a rubric for the other criteria.
The test should be norm-based so all students are really getting the right services!

31. Resources
NASPE, AAPAR. Eligibly Criteria For Adapted Physical Education Services. Retrieved from Criteria-for-Adapted-PE.pdf
Placement Options in Adapted Physical Education. Retrieved from
Brockport
Block, M. E. (2006). A teacher's guide to including students with disabilities in general physical education. (3rd ed.). Baltimore, MD: Paul H. Brooks Publishing Co.