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An international perspective in physical education and professional preparation in adapted physical education and adapted physical activity

Authored by: Eliane Mauerberg-deCastro , Aija Klavina , Martin Kudláček , Cindy Sit , Serap Inal

Routledge Handbook of Physical Education Pedagogies

Print publication date:  August  2016
Online publication date:  August  2016

Print ISBN: 9781138820999
eBook ISBN: 9781315743561
Adobe ISBN: 9781317589518

10.4324/9781315743561.ch16

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Abstract

Teacher preparation of physical educators (PE) in adapted physical activity (APA) or adapted physical education (APE) requires multi-, inter-, and cross-disciplinary foundations (Sherrill, 2004a). Similar to the education needed for all physical educators, APE specialists' education must cover diverse topics (e.g., human development, motor behavior, etc.). Additionally, they should understand a range of models intended to expand knowledge and skills of those who teach, coach, or deliver services to individuals with disabilities (Mauerberg-deCastro, 2011). APA curricula in higher education should require PE students to experience diversity during the performance of challenging tasks while they learn how to solve educational problems (Figure 16.1). Furthermore, PE teachers who expand their critical thinking and advocacy skills also develop professional confidence, people skills, and the ability to effectively contribute to policy making (Andre & Mandigo, 2013; Lund, Wayda, Woodard, & Buck, 2007).

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