Wednesday, September 16, 2020

Pursing a doctorate in adapted physical activity

The journey of choosing to pursue, and actually pursuing doctorate are very difficult and individual. In this episode, I had a panel of three adapted physical activity (APA) doctoral students from across the nation discuss their journeys to get a doctorate in the field. The three panelists included: Chloe Simpson (West Virginia University), Thomas Wilson (The Ohio State University), and Justin Bueche (Old Dominion University)Each of these young scholars are a part of a newly formulated APA Consortium. This APA Consortium aims to train 28 high quality and competent scholars at the doctoral degree level at nine universities across the country, to serve as higher education faculty, and train pre-service physical education teachers and related service professionals to appropriately educate youth with disabilities. This training will occur through coursework, practicum, a consortium-wide enrichment program, community-based service-learning programs, and research engagement. The faculty engaged in this Consortium are known leaders nationally and internationally in adapted physical activity, which places this project in an advantageous position to provide quality and essential doctoral-level training. This consortium includes East Carolina University, Georgia State University, Ohio State University, Old Dominion University, Oregon State University, Texas Women’s University, University of Delaware, University of Virginia, and West Virginia University.  

Saturday, August 22, 2020

Technology for Physical Educators, Health Educators, and Coaches

Hello APE podcast listeners/readers! For this episode of the podcast, I interviewed the lead author, Dr. Seth Jenny, of the recently released textbook "Technology for Physical Educators, Health Educators, and Coaches: Enhancing Instruction, Assessment, Management, Professional Development & Advocacy". This textbook is obviously very relevant during the recent COVID pandemic. Indeed, Human Kinetics explains that "This text will help health and physical education teachers and coaches improve their abilities by learning to effectively use technology in the areas of instruction, assessment, management, communication, professional development, and advocacy". Indeed, this textbook offers an array of resources and strategies on how to use a wide range of technologies within a physical education setting, as well as this textbook as a full chapter dedicated to the implementation of assistive technology to meet students with disabilities' needs. 

As mentioned above, this interview was conducted with Dr. Seth Jenny who is the lead author of this textbook. Dr. Jenny is an assistant professor within the Department of Exercise and Rehabilitative Sciences at Slippery Rock University of Pennsylvania. Dr. Jenny has over 20 years of health, physical education, and coaching experience across K-12 and higher education settings, where he has been an early proponent of integrating technology into teaching and coaching. When he’s not teaching or conducting technology-related research, he is a volunteer club coach for elementary cross country and track and field athletes. He also spends his spare time with his family and training for marathons, with a personal best of 2:48:30. 

Within this interview, we discuss the development and use of this textbook. We talk about specific technologies and strategies one can implement within their classes. In addition, we debate whether online physical education can be implemented effectively, and where the field of physical education currently stands on online physical education and how COVID may change those perceptions. You can purchase the hard copy of the book or the e-book here.

Below are some examples of the content covered within this textbook:

 Virtual Observations- VodcastThis vodcast describes how to conduct a Virtual Observation, also known as “Remote Supervision”. More detailed information is found in Chapter 8 of the book.

Geocaching inPhysical Education - VodcastThis vodcast provides an overview of geocaching and its uses for lifetime fitness and within physical education programs. More detailed information is found in Chapter 6 of the book.

Technology Equipment in Physical Education – Video: This video describes various technology equipment utilized by an elementary physical education teacher, including a portable smartboard with laptop safe and wireless speaker, portable projector connected to a suspended iPad all protected by a homemade safety case, and students utilizing a video delay app on an iPad connected to a stand.

 Technology Integrated Lesson in Elementary Physical EducationWhile the incorporation of this much technology into one lesson is not exactly advisable, Kyle Liebler integrated many different types of technologies into one elementary physical education lesson to demonstrate the wide variety of technologies available.

Wednesday, July 22, 2020

Interview with Geoffrey Broadhead: Part 1 and 2 An Interview with the Founder of Adapted Physical Activity Quarterly (APAQ)

Hello! This episode of What’s New in APE is extra special, as we have a guest moderator taking the reins today. Dr. Barry Lavay, an adapted physical education professor at California State University, Long Beach and longtime contributor to the podcast, has been so kind to bring his expertise and personality to the podcast. In fact, for the next two episodes Dr. Lavay will be interviewing Dr. Geoffrey Broadhead about his career in the field of adapted physical activity (APA), as well as his insights on the status of field and where we are going.

Dr. Geoffrey Broadhead is a pioneer in the field of a APA and has many noteworthy achievements. More specifically, Dr. Broadhead is the founding editor for the quintessential Adapted Physical Activity Quarterly (APAQ) journal, and a former professor of APA at Louisiana State University and Kent State University. In addition, Dr. Broadhead has received a number of honors and awards for his contribution to the profession such as SHAPE Fellow member, the NCPEID Hollis Fait Scholarship Award recipient in 1988 for recognition of his distinguished scholarly contributions to APA, National Advocacy Award from the Joseph P. Kennedy Jr. Foundation, and since 1996 Editor Emeritus of APAQ the official journal of IFAPA.

For this very first episode, Dr. Lavay talks to Dr. Broadhead about his upbringing and professional training in England, and how he made the transition to the United States of America and the field of APA. Within this topic, they have an in-depth discussion about how Dr. Broadhead became initially interested in health and physical education for individuals with disabilities. Dr. Broadhead also shares his insights on what he learned from pioneers he studied with in the field of APA when he first began his career. Furthermore, they will begin to discuss some of Dr. Broadhead’s research interests, which have focused on an array of topics, including some crucial work on physical fitness testing for individuals with intellectual disabilities, that laid the foundation for many of the laws that have incorporated language regarding APA today.  

Two papers are referred to within the first episode that Dr. Broadhead had authored that refer to the development of the journal APAQ. The first article "How APAQ was born" details Dr. Broadhead and colleagues journey to developing this prestigious journal. "APAQ at Ten: A Documentary Analysis"  is the second article mentioned, and is author by Dr. Greg Reid and Dr. Broadhead. This article provides a summary of the articles published in APAQ in the first 10 years.

For the second episode, Dr. Lavay talks to Dr. Broadhead about the founding of APAQ, and this journals impact on the field of APA. In addition, they discuss how this journal helped to legitimize and validate the APA profession. More specifically, they discuss the driving factors for the development of APAQ, the creation of the editorial board for APAQ, and some of the research trends APAQ has focused on. 

Below are some exemplary references to journal articles published by Dr. Broadhead and/or Dr. Rarick:

Broadhead, Geoffrey D. (1968). The role of educational physical activity programs in the
     modification of selected parameters of the behavior of educable mentally retarded children
     and minimally brain-injured children of elementary school age. (Doctoral dissertation,
     University of Wisconsin, Madison, 1968). Dissertation Abstracts, 1969, 29, 4305A-4306A.
     (University Microfilms No 69-12, 877).
Broadhead, Geoffrey D. (1984). Birth of a Journal, Adapted Physical Activity Quarterly, 1. 1,
     p. 1.
Broadhead, Geoffrey D, & Brunt, D. (1982). Physical education training implementations of
     a public law about children. American Corrective Therapy Journal. 36, Mar. 9-13.
Broadhead, Geoffrey D. (1982). A paradigm for physical education for handicapped in the least
     restrictive environment. The Physical Educator, 39, Jan-Feb. 3-13.
Broadhead, Geoffrey D. Influence of test selection on the physical education placement of
     mentally retarded children. Adapted Physical Activity Quarterly, 1, 1, pp 112-117. . .
Broadhead, Geoffrey D. (2017). How APAQ.  was Born. Adapted Physical
     Activity Quarterly, 34, 3, 209-216.
Oliver, J. N. (1958). The effect of physical conditioning exercises and activities on the
     mental characteristics of educationally sub-normal boys. British Journal of Educational
     Psychology, 28, 155-165.
Rarick, G. Lawrence. (1961). Motor development in infancy and childhood,  
     Madison WI, College Printing and Typing Co.
Rarick, G. L, Dobbins, D.A & Broadhead G,D, 1976). The motor domain and its
     in educationally handicapped children. Englewood Cliffs, NJ: Prentice-Hall.
Rarick, G.L., Widdop, J. H. & Broadhead, G.D. (1970). The Physical fitness and motor
     performance of educable mentally retarded children. Exceptional Children, 36. 509-519.
Rarick, G.L., Seefeldt, V.D., & Rapaport, I. F. (1966). Physical growth and
     development in Down Syndrome: A thirteen-year longitudinal study.
     Madison, WI: University of Wisconsin, Department of Physical Education,
     Report to the National Institutes of Health, Public Health Service.
Rarick, G. Lawrence & Dobbins, D. A. (1972). Basic components in the motor,
     performance of educable mentally retarded children: Implications for
     development. Berkeley, CA: University of California, Department of Physical
     Education, Report to the United States Department of Health, Education &
     Welfare, Bureau of Education for the Handicapped.
Rarick, G. Lawrence, & McQuillan, J. P. (1977). The factor structure of motor
     abilities of trainable mentally retarded children: Implications for curriculum
     development. Berkeley CA: University of California, Department of Physical
     Education, Report to the United states Department of Health, Education & 
     Welfare, Bureau of Education for the Handicapped.   

Wednesday, July 15, 2020

Adapted Physical Educators’ Perspectives of Educational Research

This episode of What’s New in APE is very special, as we have a guest moderator taking the reins today. Brad Weiner (@APETeacher), an adapted physical educator for Montgomery County Public Schools and longtime contributor to the podcast, acted as the moderator for this episode. Brad leads this podcast by attempting to examine how adapted physical educators use and view research within the field of APE. This episode had on three panelists who all were authors of a recent research article (Adapted Physical Educators’ Perspectives of Educational Research) that surveyed 124 adapted physical educators on their views and use of research. The panelists included: Dr. Scott McNamara (ScottMcNamara12), the regular host for this podcast and an assistant professor at the University of Northern Iowa; Dr. Andrew Colombo-Dougovito (@amcdphd) from the University of North Texas; and Mr. Christopher Ahrens (@chrisahrens), an APE Teacher for the San Diego Unified School District and former US Paralympic soccer player. Within the episode the panel discusses why and how they undertook this research project, why APE teachers may not use or read research, why APE teachers should use research, and the importance for APE teachers and APE researchers to collaborate.  

Tuesday, June 30, 2020

Black Lives Matters and Social Justice: Reflections for Physical Education and Adapted Physical Education

It is essential to recognize and celebrate all of our students and each of their own personal identities. This means that physical educators, like all educators, must make a conscious effort to welcome students from all backgrounds. Due in part to the recent Black Lives Matters (BLM) Movement highlighting inequalities within our healthcare, education, and criminal justice systems, we dedicated  an episode to discuss this movement and social justice. For this podcast had on two scholars with expertise in social justice in the fields of physical education and adapted physical education. More specifically, we discuss the role of race within physical education, how disability and race intersects, critical race pedagogy, and how continue this discussion moving forward. In addition, Clark's (2020) recent paper entitled "Toward a critical race pedagogy of physical education" was used to guide this conversation. 

This podcast features two panelists: Dr. Langston Clark (@LangstonDClark) who is an assistant professor of physical education at the University of Texas at San Antonio, and Dr. Samuel Hodge who is a full professor of physical education and adapted physical education at The Ohio State University. Both of the panelists are accomplished scholars within the fields of social justice and physical education. To read more about this topic, suggested readings authored by the panelists are listed below:
1. Contemporary Issues of Social Justice: A Focus on Race and Physical Education in the United States (Harrison Jr. & Clark, 2016)
2. The Way They Care: An Ethnography of Social Justice Physical Education Teacher Education (Clark, 2019)
3. Remember the titans: The lived curriculum of Black physical education teacher education scholars in the U.S. (Clark et al., 2019)
4. Ideological Repositioning: Race, Social Justice, and Promise (Hodge, 2014)

Monday, June 15, 2020

Grading in APE

Welcome to the What's New in APE Podcast blog/podcast. In this episode, I had a discussion with a panel of APE and grading experts to discuss grading philosophies and procedures within the field of APE. The panelists included: Brad Wiener (@APETeacher), a former SHAPE America National APE Teacher of the year and a current an adapted physical educator for Montgomery County Public Schools; Dr. Kristi Roth (@midlifetreks), a full professor at University of Wisconsin-Stevens Point and one of the co-authors of Principles and Methods of APE and Recreation; and Dr. Matt Townsley (@mctownsley) an assistant professor in the educational leadership department at the University of Northern Iowa. Within this discussion, the panel tackles topics related to (1) what is the purpose of grading, (2) barriers and issues with grading in APE, (3) standards-based grading in APE, (4) an adapted grading scale APE teachers can use within their classes, and (5) grading policies and laws. In addition, this discussion was driven partially by Dr. Roth's recent article entitled "Adapted Grading in Physical Education for Students with Disabilities". 

Within this episode, the panelists allude to several resources to help APE teachers improve and inform their grading processes. Below is a list of some of the resources discussed:

Grading Exceptional and Struggling Learners, a book by Jung and Guskey (2011) on grading strategies for students with disabilities. 
- Grading Exceptional Learners is an article also by Jung and Guskey (2010) that outlines a 5 step model to properly grade students with disabilities. 
- A letter to the Office of Civil Rights that discusses a case around modified grading for students with disabilities. In addition, the Office of Civil Rights created a FAQ page to offer guidance on grading students with disabilities. 

Tuesday, March 31, 2020

COVID-19 Pandemic: A podcast series on different resources available for APE Teachers

Welcome to the What's New in APE Podcast blog. Because of the recent COVID-19 pandemic, we decided to create a series of podcasts/blog posts that highlight some different resources that may help APE teachers deliver services to students with disabilities during this time. This blog post will be a running post highlighting different resources and content creators. Please contact Scott McNamara @ if you have any additional resources we should highlight. 

For the first episode in this series, we had David Gelsak from Exercise Connection to come on and discuss his Exercise Buddy app. David briefly discusses his how he created Exercise Connection, how he is dealing with COVID-19 as a business owner, how APE teachers and families can utilize Exercise Buddy during the pandemic, and how he is continually adapting his program and app. The app is very popular and utilizes video modeling, visual schedules, and an assortment of other strategies to effectively supplement physical education services for students with autism spectrum disorder. If you are interested in getting a free trial for the app (it is currently being offered for free until April 30th) or purchasing the app to encourage your own students to be more engaged in physical activity and get more out of exercise here is the website to purchase the Exercise Buddy. See the video below that highlights Exercise Connection and their app Exercise Buddy. 

For the second episode. we had Matthew Bassett (@PhysEdApps) tell us about a plethora of resources he has developed with the help with several other physical educators across the nation, for SHAPE America. Matt is a general physical educator for San Jose Charter Academy in California, and in 2017 was named the CAHPERD Elementary Teacher of the Year. Matt discussed how his job has been impacted by the pandemic, how he plans on continuing to deliver quality physical education to his students, and how he started working with SHAPE America to develop the SHAPE America Corona Virus Resources page, which provides a resource list of different online physical education resources one can use to continue to deliver quality physical education services to students during the pandemic. In addition, he outlines a variety of tutorial videos for physical educators to use to help them through this crisis, such as as video for editing iMovie, using Google Forms, and a Basketball Dribbling Video with some #Physed Teachers from around the world. 

For the 3rd installment of the COVID-19 series, Dr. Melissa Bittner (@CSULB_APE) discussed how she is coping with the pandemic from a university viewpoint. Dr. Bittner is an assistant professor of adapted physical education at California State University, Long Beach. Because of the pandemic, her undergraduates were missing the opportunity to work with students with disabilities, so Dr. Bittner took the initiative to create an online practicum program, where her students conduct a free online lesson Tuesday through Friday at 1 pm PST. In addition, Fridays are bilingual day. Share this opportunity with your students by following their Facebook page here. Finally, they also created a home packet on activities for students to engage with at home, as well as they created  their YouTube Channel with a variety of activities and past practicum lessons: LongBeachStateAPE.
For the 4th installment of the COVID-19 APE podcast series, Brad Wiener (@APETeacher) joined us to discuss how he has navigated his job as an adapted physical educator during the pandemic. Brad is a former SHAPE America National APE Teacher of the year and is a currently an adapted physical educator for Montgomery County Public School, in Maryland. In this episode, Brad discusses how he is delivering APE services to students, how his school is monitoring students' IEPs, as well as he shares how and why he developed a variety of APE related resources during the pandemic. Brad has revamped his APE website since the pandemic, and has created a variety of resources (curriculum for different age groups, videos, worksheets, etc) that parents and APE teachers can use to continue to provide services to students with disabilities. In addition, Brad discusses how we need to use these resources as templates, and customize them for our individual students' needs. Resources within the website include home activities for children, and activities for children with multiple disabilities and children that are preschool age.

For the 5th, and likely final episode of this COVID series, I sat down to discuss how COVID has impacted the day-to-day life of Dr. Kristi Roth, a full professor at University of Wisconsin-Stevens Point and one of the co-authors of Principles and Methods of Adapted Physical Education and Recreation. In addition, we discuss how to use her app to find APE activities and how-to videos. She details how she has created this app, as well as other technologies to curate quality content for others to easily use in order to find useful content. To further drive home the point that these mediums allow experts to curate and provide easily accessible resources to those who need it, she provided a resource on how to provide APE to students with severe disabilities in home settings. Finally, Dr. Roth and I discuss best practices in online learning, and some advantages of using online learning.