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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. Keywords: Video modeling, language disorders, verbal rehearsal, Introduction Children learn fundamental motor skills in physical education through observing the teacher demonstration, listening to the verbal direction, and practicing kinesthetically. However, around 9.6% of male children and 5.7% [...]

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. Keywords: ASD, autism spectrum disorder, self-determination theory, physical activity, According to The Centers for Disease Control and Prevention (CDC), one in 54 children and adolescents are diagnosed with ASD (CDC, 2020). Those on the spectrum share a common cluster [...]

Forstudents 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 selfdetermination resources are provided. Keywords: Adolescents, self-determination, recreational sports, Daniel, a fifth grade student with a mild intellectual disability, enjoyed playing basketball but had never enrolled in a recreational sport. Daniel's physical education teacher, Mr. Lee, felt it would [...]

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. Keywords: Autism spectrum disorder, ASD, video modeling, physical activity, Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social communication and interaction as well as restricted and repetitive patterns of behavior and interests (Diagnostic and Statistical [...]

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. Keywords: adapted physical education, online education, physical education teacher education, Introduction The vast majority of students with disabilities receive physical education services in the general setting (U.S. Government Accounting Office, 2010). However, research suggests numerous challenges affecting the success of [...]

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., Certified adapted physical education specialists (CAPEs) are a select group of teachers who have specific training in physical education (PE) for students with disabilities. The competencies necessary to be a [...]

Abstract 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 [...]

Abstract 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 [...]

Abstract 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 [...]