Sunday, December 9, 2018

National Adapted Physical Education Conference (NAPEC): Where Did We Come From & Where Are We Going

Hello! This episode of What’s New in APE is a second recording from the 47th Annual National Adapted Physical Education Conference
(NAPEC). The conference was held November 8-10, 2018 in San Diego, California. It is put on by the California Association for Health,
Physical Education, Recreation and Dance (CAHPERD), who advocates for healthy lifestyles for all. As an annual conference,
overarching themes for the weekend change from year to year. The 2018 theme was inclusion, and featured a variety of speakers that
addressed the theme in light of numerous APE topics.


The main topic discussed in this episode is the history of NAPEC, what it has accomplished since its’ inception, and the future of NAPEC.
The guests on this episode include Marci Pope (Lecturer at California State University-Chico), Rebecca Lytle (Professor at California State
University-Chico), Barry Lavay (Professor at California State University - Long Beach), Kathy Russell (School Administrator at
Los Angeles County Office of Education), and Joanie Verderber (Retired APE professor). In addition, at the end of the episode, the panel
took questions from the audience about NAPEC and related items.  



If you would like to learn more about NAPEC, visit their website here. NAPEC’s parent organization, the California Association for Health,
Physical Education, Recreation and Dance (CAHPERD), also has various information and resources for PE teachers, and can be found
here.

If you want to hear more from the 2018 NAPEC, check out the previous episode: The power of connectedness as educators and the state of
Adapted Physical Education: NAPEC Keynote

Please share this podcast and blog with anyone who you think may benefit from learning more about APE. Thank you for continuing to listen
and support What’s New in APE!

Monday, November 12, 2018

The power of connectedness as educators and the state of Adapted Physical Education: NAPEC Keynote


This is a recording of the first live podcast at the 47th Annual National Adapted Physical Education Conference (NAPEC) in San Diego, California. The conference’s parent organization is the California Association for Health, Physical Education, Recreation and Dance (CAHPERD). The conference itself provides valuable content about the field of APE as well as a wide professional network of friends and colleagues. This conference is unique in that it exemplifies what it means to be a community working towards similar goals.   

Dr. McNamara served as one of the conference’s keynote speakers. In the first part of the podcast, Dr. McNamara discusses his background and experiences with the “What’s New in APE” podcast. He touches on the power of connectedness as educators, including how to use our individual platforms and leadership skills to push the field of APE forward in a meaningful way.  

In the second part of the podcast, a panel of experts discusses the current state of the field of APE and current barriers. The panel consists of Dr. Rebecca Liddel (California State University-Chico, Dr. Beth Foster (Cal Poly–Pomona), Chris Ahrens (APE teacher for San Diego Unified School District and a former Paralympic Athlete), and Ann Griffin (APE consultant in Iowa). They touch on what is going well in terms of legislation, specifically in light of the conference theme of inclusion.


To access the PowerPoint slides that aligned with the presentation, please click here.

For more information on NAPEC, visit the CAHPERD page at: https://www.cahperd.org

For a direct link to the conference home page, visit: https://www.cahperd.org/Public/Event_Display.aspx?EventKey=2018NAPEC




This blog post was written by Kylie Wilson, a graduate assistant in the Kinesiology Department at the University of Northern Iowa

Tuesday, October 30, 2018

Adapted Physical Education National Standards and Exam

Oftentimes, adapted physical educators are thought to be synonymous with physical and
occupational therapists. However, they are very different in both their knowledge and the
services that they provide. This podcast focuses on the APENS - the Adapted Physical
Education National Standards. The purpose of APENS is to define standards for APE
teachers. Adapted physical educators can take the APENS exam, which is based off of the
15 standards, to become certified adapted physical education. This allows schools and
other education stakeholders (e.g., teachers, parents) to understand who is qualified to teach
APE with the special skills and insights needed to properly teach physical education to
students with disabilities.

This podcast features a panel of 3 guests, including the founder of APENS Dr. Luke Kelly

from the University of Virginia; Dr. Tim Davis from SUNY Cortland who currently runs the day
to day operations of APENS; and Toni Bader, an APE teacher for the Seattle School District
that is passionate about ensuring that APE teachers are qualified to teacher students with
disabilities.  

This is also the first podcast recorded using new podcasting equipment, so take note of the

improved sound quality!





If you want to check out more about APENS, read the standards, or learn about certification
options, visit their website here.


The National Consortium for Physical Education for Individuals with Disabilities (NCPEID) is
the sponsor for APENS, and more information about this organization can be reached on their
website.



This blog post was written by Kylie Wilson, a graduate assistant in the Kinesiology Department at the University of Northern Iowa







Here is an additional posting about this podcast that was translated in Spanish by Iris Rodriquez:
Resumen:
Este podcast se centra en APENS: los estándares nacionales de educación física adaptada (EFA). El propósito de APENS es definir estándares para los maestros de EFA. Los educadores/as físic@s adaptad@s pueden tomar el examen APENS, este se basa en los 15 estándares, para obtener la certificación nacional en educación física adaptada. Esto estándares le permiten a las escuelas y otras partes interesadas en la educación (por ejemplo, maestros, padres) a entender quién está cualificado para enseñar EFA con las habilidades y conocimientos esenciales y necesarios para enseñar adecuadamente educación física a los estudiantes con diversidad funcional.

En este podcast traduce la presentación de un panel de 3 invitados, incluido el fundador de APENS el Dr. Luke Kelly de la Universidad de Virginia; El Dr. Tim Davis de SUNY Cortland, que actualmente dirige las operaciones diarias de APENS; y Toni Bader, una maestra de EFA para el Distrito Escolar de Seattle que siente pasión por garantizar que los maestros de EFA estén cualificados para enseñar a estudiantes con diversidad funcional.
Presentadores:
  • Dr. Tim Davis: es quien corre APENS al momento y trabaja con los asuntos diarios de APENS
(SUNNY Cortland profesor de Educación Física Adaptada. Comienza su carrera en el California State University at Chico como maestro de EFA, hizo sus estudios de
bachillerato en EFA y luego de maestría en California State-Chico, luego trabajó con Dr. Davis quien me empujó a seguir estudios doctorales en University of Virginia donde trabajé con Dr. Kelly desde 1991.

  • Toni Bader, una maestra de EFA para el Distrito Escolar de Seattle. Al momento son solo dos maestras de EFA en para un distrito de aproximadamente 50,000 estudiantes y 7,300 estudiantes con diversidad funcional y sobre 104 escuelas. Toni hizo estudios en SUNNY Cortland con Dr. Davis para mi bachillerato y luego hizo su maestría en EFA en la Universidad de Wisconsin Lacrosse, Certificada por APENS ha trabajado en las escuelas del distrito público de Seattle.
  • Luke Kelly: creador de APENS y sigue envuelto con el continuo desarrollo de APENS. Actualmente es profesor en la Universidad de Virginia, por los pasados 35 años. Su conexión no limitada a APENS es que fue miembro del Consorcio (National Consortium for Physical Education for Individual with Disabilities) desde 1978 y a finales de la década de los 80 ofrece una presentación sobre la necesidad de crear unos estándares de EFA. La motivación fue la legislación IDEA que en ese momento fue llamada Education for All Handicapped Children Act, y su llamado a tener profesionales cualificados para ofrecer servicios.
    • A fines de los 80’ unos 13 estados crean algo referente a la ley y ese algo para cumplir con el estatuto en algunos estado para estar certificado solo necesitaban un curso, pero en el estado de Michigan necesitaban de una maestría con 36 horas crédito, 18 en educación especial y 18 en EFA para poder certificarse. Claramente la mayoría de los estados no estaba haciendo nada por certificar.
    • En el estado de Virginia el Dr. Kelly sostuvo una variedad de reuniones pero no obtuvo resultados, todas las conversaciones resultaban en que otra certificación revertiría en un gasto para el sistema educativo. Por tanto al no ver resultados a nivel estatal decide ir a nivel Nacional y lo presenta ante el Consorcio. Fue el Consorcio quien le da la posición de liderato y es entonces que se ganan 5 años de Fondos Federales para crear APENS. Estos fondos fueron para los años 1992 a 1996.
    • APENS fue creado con la colaboración de un sin número de profesionales de EFA, el Dr. Kelly los organizó.
    • AL día de hoy los estándares APENS y su guía de estudio se ha revisado 2 veces. Recientemente a principios de 2019 se human Kinetics debe estar publicando la 3ra edición de los estándares y su guía de estudios.
    • Las personas que trabajan en el comité de APENS son:
Hester Henderson , Catedrática en n Educación Física Adaptada, University of Utah
Suzanna Dillon, Ph.D. Catedrática Asociada en Educación y Actividad Física Adaptada de Texas Woman’s University
Tim Davis, Catedrático en Educación Física Adaptada en SUNNY Cortland
Wesley J. Wilson M.A. en Educación Física Adaptada del Departamento de Kinesiología de University of Virginia

En general en el podcast habla sobre los APENS, pero para aquellos nuevos al tema que es APENS? Qué es el examen de APENS y que son los estándares APENS?

APENS son 15 estándares diferentes, con contenido para que un educador/ra adaptado/a adaptado/a pueda hacer su trabajo diariamente. El contenido de estos estándares fue creado por personas en educación superior y también por actuales educadores/as en educación física adaptada. El contenido ha sido debidamente validado. Este contenido ha sido estructurado de tal forma que se pueda diferenciar de otras profesiones como terapista ocupacional, terapista físico, terapista recreativo o lo que un educador físico general debe saber por tanto es único. Es un contenido que nos define como EFA, es contenido que nos permite tomar las mejores decisiones educativas para los estudiantes con diversidad funcional.

Monday, August 13, 2018

The dissertation process and special education administrator's understanding of adapted physical education

Hello APE podcast listeners/readers! This post/podcast is different than most, as I made a post/podcast that focused on my experience of going through the dissertation process and the investigation I conducted for my dissertation. Within this short podcast episode I discuss how I chose my dissertation topic and what it meant for me to complete my PhD program. 

My dissertation investigation consisted of developing three validated podcast and delivering them to 29 special education administrators throughout the state of Texas. The special education administrators had to complete a pretest, post test, and retention test on APE content. In addition the participants completed a  perceptions survey on each podcast they listened too and on the whole intervention. After the investigation was completed, there were several interesting findings:

- The podcast, as a single intervention, appeared to have little impact on special education administrators' knowledge of APE

- Special education administrators have very positive views on podcast as a professional development tool

- Special education administrators had very low test scores (< 50%). This was apparent across all three test.

The dissertation findings led to the conclusion that more research is needed to better understand how to utilize podcasts as a professional development tool, as well as special education administrators are in need of targeted professional development with regard to APE content. I hope to continue researching how to develop high quality APE professional development and podcasting. Please click the link to the dissertation defense presentation PowerPoint for further details on my dissertation findings. 







In addition, here is a link to a free webinar I recently conducted with a focus on APE and assistive technology for the Center on Assistive Technology and Disability (CTD). Also check out CTD website for other free webinars on the topic of assistive technology!

Sunday, July 22, 2018

APE Teaching Endorsements: Why they are important and why we should advocate for them

In this episode, I had an in-depth conversation about the need for APE teaching endorsements at the state and national level with Dr. Suzanna Dillon, an APE professor and my dissertation adviser at Texas Woman's University and Toni Bader, a APE teacher for the Seattle Public Schools. In this podcast, we discussed some of the experiences and successes that the panelist have had in advocating for the need for an APE endorsement at local, state, and national levels. 

Wednesday, June 13, 2018

NCHPAD: Building Healthy Communities Part 2

I am excited to be bringing you a new episode of What's New in Adapted Physical Education (APE). This episode is the second part of a two part series that focuses on NCHPAD: Building Healthy Communities, which is a public health practice and resource center on health promotion for people with disabilities.  NCHPAD has a multitude of resources for all types of adapted physical activity professionals, including APE teachers. For this episode we were able to do a in-person interview with two staff members at NCHPAD. The two interviewees were Dr. Jim Rimmer, a professor at the University of Alabama at Birmingham (UAB) and the director of the UAB-Lakeshore Foundation Research Collaborative and Director of NCHPAD; and Alex Martinez, the Expert Inclusion Specialist for NCHPAD. My hopes from this episode are to share resources from NCHPAD to my listeners/readers, please go to their website to see all of the resources that they offer! This episode focuses specifically on (a) whether people with disabilities can be healthy, (b) archiving adaptions in our field (grades), and (c) how we can use research in our field and how we can help researchers. 

Friday, June 1, 2018

NCHPAD: Building Healthy Communities Part 1

I am excited to be bringing you a new episode of What's New in Adapted Physical Education (APE). This episode focused on NCHPAD: Building Healthy Communities, which is a public health practice and resource center on health promotion for people with disabilities.  NCHPAD has a multitude of resources for all types of adapted physical activity professionals, including APE teachers. For this episode we were able to do a in-person interview with two staff members at NCHPAD. The two interviewees were Dr. Jim Rimmer, a professor at the University of Alabama at Birmingham (UAB) and the director of the UAB-Lakeshore Foundation Research Collaborative and Director of NCHPAD; and Alex Martinez, the Expert Inclusion Specialist for NCHPAD. My hopes from this episode are to share resources from NCHPAD to my listeners/readers, please go to their website to see all of the resources that they offer! 

This podcast is part one of a two part episode. Part one focuses specifically on (a) what NCPHAD is and how it came to be, (b) how to navigate their website, and (c) some of the different resources they have available and how they developed them. 




Checkout some of the great resources NCHPAD offers for inclusion in physical activity & youth with disability below: 

Quarterly Digest Educators
The National Center on Health, Physical Activity and Disability (NCHPAD)’s Quarterly Digest, our new quarterly supplement designed especially for educators who are seeking for information to make their classes inclusive for students with disabilities.
To subscribe to NCHPAD's target audience quarterly digest, please provide your area of interest and email address by clicking here or copying and pasting the following URL into your browser: https://www.surveymonkey.com/r/KMH8YHH.
You can access April’s Quarterly Digest by clicking on the following link https://conta.cc/2FgWdqS

Discover Inclusive Physical Education: A Guidebook for Educators
The goal of the Discover Inclusive Physical education Guidebook is to provide you with a “playbook” to help you create such an environment for all of your students, regardless of ability level, by providing appropriate assessment tools, games, and inclusion strategies to help you improve your teaching methods and implementation processes.https://www.nchpad.org/1402/6261/Discover~Inclusive~Physical~Education

Discover Inclusive Playgrounds
This guide provides information that will help you create learning environments at playgrounds from both design and usage perspectives. The information is specific and tailored to teachers, administrators, parents, caregivers, recreation specialists, and health professionals that utilize playground settings for emotional, cognitive, and physical child development.

Discover Inclusive School Wellness
The goal of the Guide to Inclusive School Physical Activity Programs is to promote inclusion of children and youth with disabilities in school physical activity programs.

Activity and Adaptation Cards
These cards offer information, tips, and pictures on how to adapt sports, activities, games, and equipment.  On the front of the card, you can find a brief introduction, description, and history of the sport.  On the back of the card, you can find information and pictures on how to adapt each sport.