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Multisensory instruction is a mode of instruction for children to learn. This instruction utilizes visual, verbal, and kinesthetic methods. There is little known about teaching motor skills through multisensory instruction through live or video modeling. The purposes of this preliminary study were: (1) to pilot the use of multisensory instruction to teach a gross motor skill to children with language disorders and (2) to determine the feasibility of implementing multisensory instruction through the use of video modeling. Results support the use of video modeling to teach a gross motor skill using multisensory instruction. Future research should further investigate multisensory instruction through the use of video modeling for special populations, such as children with language disorders, while keeping prompts, modifications, and video consistency in mind. [ABSTRACT FROM AUTHOR]

For students with disabilities, participation in recreational sports could provide opportunities for them to be physically active while practicing self-determination skills. Although research has linked self-determination to improved quality of life for individuals with disabilities, limited research exists exploring the intersection of recreational sports and self-determination. The purpose of this paper is to provide practical ways to improve self-determination through recreational sports for adolescent students with disabilities. This paper highlights how adults can support adolescents in developing self-determination skills through strategies such as (a) setting goals, (b) helping them develop an action plan, (c) self-monitoring their progress, (d) adjusting their goals, and (e) advocating for themselves. Examples are provided for each of these self-determination strategies, and additional self-determination resources are provided. [ABSTRACT FROM AUTHOR]

According to Albert Bandura's Social Cognitive Theory and the four subprocesses of observational learning (Bandura, 1986), a variety of targeted skills and behaviors can be acquired through modeling. One evidence-based practice shown to be effective in teaching skills and behaviors to children with autism spectrum disorder (ASD) is video modeling (Wong et al., 2014). As studies have found motor deficits and delays in children with ASD (Downey & Rapport, 2012; Fournier et al., 2010; Van Damme et al., 2015), it is believed that video modeling could be used to support physical activity with this population. This article provides an overview of video modeling, explores the theoretical framework of observational learning, and includes examples on how video modeling could be used to support physical activity in children with ASD. [ABSTRACT FROM AUTHOR]

For many students with autism spectrum disorder, physical education is the responsibility of an adapted physical education specialist. In this study, we examined the training focused on teaching students with autism spectrum disorder received by a sample of 106 adapted physical education specialists. Competencies necessary on a course to train adapted physical education specialists to work with students with autism spectrum disorder were also defined using a two-step process. First, a group of physical education and special education experts generated a provisional list of competencies that they saw as necessary. Participants in this study then provided their opinions on the validity of this list. Additional suggestions for future training were also sought from participants. [ABSTRACT FROM AUTHOR]

This Practical Pointer describes how Microsoft® PowerPoint Software can be used to create an "Adapted DANCE Simulator." This innovative idea was originally designed as a lead up intervention to assist students with autism in learning the traditional Dance Dance Revolution activity. [ABSTRACT FROM AUTHOR]

Identifying practical strategies to increase the level of physical activity for students with autism can be quite challenging for some physical educators. The purpose of this study was to examine the effects of a computer-based fitness schedule (CBFS) on independent transitioning for a student with autism. A single-subject A-B-A-B design was used during the four-week investigation. An adolescent male diagnosed with autism participated in the study during physical education class. A certified adapted physical education teacher conducted the study and recorded the number of independent transitions the participant completed during each phase of the investigation. Results indicated that independent transitions increased when the CBFS was implemented during the intervention phases of the investigation. However, when the intervention was withdrawn, the results were not sustained and the number of independent transitions returned to baseline. [ABSTRACT FROM AUTHOR]

Self-determination is a vital skill for individuals with disabilities and provides significant benefits, like more positive adult outcomes and greater qualities of life. Recreational sports participation is another fundamental aspect of life for individuals with disabilities, as it leads to increased physical activity, enhanced self-esteem, and improved peer acceptance. Despite these benefits, few studies examine the relationship between self-determination and recreational sports participation for individuals with disabilities. This study used questionnaires, interviews, and observations to provide a preliminary exploration of intersections of self-determination and recreational sports participation for adolescents with disabilities. The descriptive analyses supported the categories and themes derived from qualitative analyses indicating self-determination coaching combined with action plans improved student self-determination. Future research should seek to enhance the present study's generalisability and expand the findings to provide models for infusing self-determined learning opportunities within recreational sports for adolescents with disabilities. [ABSTRACT FROM AUTHOR]

Preservice physical education students typically receive one course devoted to adapted physical education (Piletic & Davis, 2010). Research has demonstrated this to be insufficient preparation for the successful inclusion of students with disabilities in physical education. Conversely, increasing preservice training in adapted physical education has shown to result in more favorable teacher attitudes to inclusion and higher levels of confidence in the teachers' ability to effectively include students with disabilities. The online environment may be an effective setting for future courses in adapted physical education, offering greater flexibility for the learner and instructor, possible time and money savings, and is not as dependent on resources such as space and specialists of adapted physical education. However, to ensure effectiveness of online courses, evidence-based design and implementation principles must be adhered to. The purpose of this article is to present six principles that may aid an instructor of an online adapted physical education class to (1) establish clear goals and expectations for learners, (2) offer multiple representations of course content, (3) provide frequent opportunities for active learning, (4) deliver frequent and constructive feedback, (5) provide flexibility and choice in satisfying course objectives, and (6) be an source of guidance and support. [ABSTRACT FROM AUTHOR]

We examined whether a group contingency increased engagement during elementary school physical education sessions. The intervention employed procedures (explicit instruction, goal setting, and reinforcement) drawn from the first tier of classwide function-related intervention teams ( CW-FIT; Wills et al., 2009). Results showed salutary increases in engagement that corresponded with the teacher's implementation. [ABSTRACT FROM AUTHOR]

Individuals with autism spectrum disorder (ASD) often experience an array of challenges when it comes to participation in physical activity (PA). As studies have shown children and adolescents to be less active than their typically developing peers, it is necessary for future research to explore innovative ideas and instructional strategies to help increase levels of participation in PA to this population. This article provides an overview of the self-determination theory (SDT) and explores practical strategies for parents, practitioners, and related-service providers to support participation in PA to individuals with ASD. [ABSTRACT FROM AUTHOR]

Online education is being increasingly used to provide training to teachers. For the field of adapted physical education, such a method of training may be an effective means of providing professional development. This study seeks to gain the perspective of adapted physical educators of using online education. This will allow future online courses to be designed and implemented with the perspectives of the potential users taken into account. [ABSTRACT FROM AUTHOR]