Adapted Physical Activity (APA): Philosophy and Professional Education

1. Adapted Physical Activity (APA): Philosophy and Professional Education Dr. Claudine Sherrill, CAPE* Texas Woman’s University (TWU) Founder of APA Prof Prep, TWU Past President of IFAPA *CAPE is the national certification based on APENS knowledge and administered by a prof. organization

2. Recent Experimentation with Critical Pedagogy: Engaging Future APA Specialist in Reflective and Critical Reasoning • Decided to expose students to critical pedagogy, an approach in which the teacher systematically shares power (and the decision making) that accompanies it. Sharing power requires trust, so “getting to know each other” in multiple roles is important to teacher and students. • Autobiographies, journals, and position papers are recommended strategies—Require autobiographies as first homework.

3. Reflective thinking is interpreting and giving personal meaning to day-by-day experiences. Relating past and present experience to the future. Reflect on how reading and class activities contribute. Keep a journal. Critical thinking is judging or evaluating, using standards or criteria. Can result in positive or negative outcomes; ask why. Explain why standards or criteria are credible, truthworthy.

4. Born in 1934 in The Great Depression • Pres. Franklin D. Roosevelt, my 1st hero • In office 1933 to 1945 • Worst of Times –22% unemployment • People in line for food, scared • Created 1st social welfare and job programs • Had polio, but kept disability a secret • Never seen in wheelchair in public “We have nothing to fear, but fear itself.” - FDR

5. Raised in small town in Midwest • Indiana: Land of Farms, Corn, Hogs • Parents were young, mother an orphan and father from poor farm family. • Sickness dominated: • Father sick a lot, genetic disease constant pain – similar to cancer. • I was sick a lot with sever asthma, until age 12 – no effective medicine • Shy, absent from school, not allowed outside to play

6. “We have nothing to fear, but fear itself.” - President Franklin D. Roosevelt • 19411-1945 – World War II • Brought jobs • Lower Class became Middle Class • We learned HATE • Hate is the underlying emotion with regard to: • Stigma, stereotypes • Prejudice • Emotions can be learned through war • Experienced by people with disabilities

7. Most famous leader of early Civil Rights Movement: Began in 1954 • “I have a dream that one day this nation will rise up and live out the true meaning of its creed: We hold these truths to be self-evident that all men are created equal.” • “I have a dream that the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.” • “I have a dream that my 4 children will one day live in a nation where they are not judged by the color of their skin by the content of their character. I have a dream today.”

8. The Kennedy Family: 8 Children • Pres. John F. Kennedy (1917-1963) – Mentored PE & recreation for children with intellectual disabilities (ID). • Oldest sister Rosemary Kennedy had a mild ID, as an adult committed to residential facility. • Sister Eunice Kennedy Shriver started Special Olympics (1968), active until her death in 2009. • Sister Jean Kennedy Smith started Arts for the Handicapped Movement (1974). • Youngest brother Edward Kennedy, spent life in Senate, leading Democratic Party, fighting for rights of all until death in 2009.

9. What is the American Dream? “If you work hard, you’ll get ahead! You CAN succeed. You can give your children a better life than you have had. Collectively, we can make the world BETTER.” The dream is the glue that holds us all together. It’s the vague promise that our life will get better over time . . . (Paraphrased from Oct 3, 2010 newspaper) • “. . . the struggles of men and women seeking the American dream . . . . their determination, their self-reliance, a relentless optimism in the face of hardship. . . Having the audacity to believe despite all the evidence to the contrary. . . to believe that we have some control -- and therefore responsibility -- over our own fate”(p. 356, The Audacityof Hope).

10. Pres. Barack Obama • 1961 Born in Hawaii of white American mother and black Kenyan father, both attending college (Mixed marriages are still against law in most of 50 states). Maternal grandparents migrated to Hawaii with daughter, were very supportive. • Father (Barack) was Muslim, raised in Kenya to be a tribal leader; Mother (Ann) was Protestant, ecletic (attended all churches), raised in Kansas. Barack means “blessed by God” in Arabic. During this time, father professed atheism (no religious beliefs). • Barack’s father, described as “brilliant,” lived with family until Barack was age 2; then left Hawaii for mainland USA scholarships; completed PhD; returned to Kenya. • At age 6, Barack accompanied Mother to Indonesia, where they lived with 2nd husband, an Asian. Barack attended Catholic school, then Muslim school, in his 5 years there.

11. Pres. Barack Obama – Diversity • At age 11, returned to Hawaii to live with maternal grandparents during his adolescent years. Life was predominantly in white neighborhood and schools (extremely unusual at the time). Main interest was basketball. Barack began to experience racial identity crisis, longed for influence of black father. • Barack attended universities in USA. Had difficulty adjusting to racial prejudice, so accepted job as “community organizer” in poverty-stricken, predominantly black South side of Chicago (Midwest). Attracted to power of African American religious tradition (all-black churches) to spur social change. Embraced the Christian faith, was baptized, joined all-black Trinity United Church of Christ; active in that church until elected President. • Received PhD from Harvard, returned to Chicago as civil rights attorney, also taught at prestigious University of Chicago Law School. Married black attorney (Michelle), also a graduate of Harvard University, had 2 children. Became involved in politics, was a Democrat, primarily concerned with poverty, ethnicity, and prejudice; human rights, health care for all; and reclaiming the American Dream. • Elected President 2009

12. The following are individuals throughout history who have shaped my beliefs, values, & philosophies (personal and professional)

13. Philosophy Guiding United Nations 2006 Convention on Rights of Persons with Disabilities 1. Nondiscrimination: Fight against prejudice 2. Respect for difference 3. Participation + social inclusion 4. Accessibility (Universal Design) 5. Equality of opportunity 6. Respect for changing capacities 7. Health 8. Ensuring that health systems provide adequately/equally for all persons 9. Self-esteem and empowerment 10. Autonomy/Independence/Intrinsic Motivation

14. DIVERSITY What does Adapted Physical Activity look like?

15. Professional Preparation Model forAPE/APA Service Delivery Philosophy of APE/APA Direct Service Delivery Vision - Beliefs - Purpose - Domains - Goals - Outcomes Scientific & Practice Knowledge about Service Delivery Theories - Principles - Models - Practices Underlying Assumptions Job Functions or Services Competencies and/or Standards Professional Roles APENS Sherrill Textbook APE Teacher in Special Class APE Teacher in Mainstream APE Consultant APA Researcher APA In-service & Continuing Ed APA Family Worker Afterschool Sport Coach P Planning A Assessment P Preparation, Paperwork, & Participation T Teaching/Counseling/Coaching E Evaluation C Consulting & Collaboration A Advocacy

16. Service delivery & job functions theories Theories and Practices Related to Each Component to be Decided Sherrill Adapted Physical Activity Professional Education Paradigm Physical activity & exercise science theories Individual differences (person-environment interactions; ecological) theories Disability Studies, Empowerment, social science theories Attitude theories

17. Debate on Which Develops 1st? • BELIEFS are cognitions; thoughts, ideas, facts, values that are learned. • ATTITUDE is feeling or emotion, the predisposition to like or dislike, to avoid or approach.

18. Actions or Behaviors then Beliefs & Intentions Attitudes Feelings that arise during near distance contact Seeing, Hearing, Smelling, and Touching Far Distance Contact Hearing others talk, Seeing others interact, Reading, Seeing media & print Indirect Sources Attitude-First Model

19. Popular Attitude Change Modelof Ajzen & Fishbein Theory Beliefs Attitude Intentions or Goals Actions or Behaviors

20. Use structured contacts that are • Frequent - Long duration • Interactive - Pleasant • Meaningful - Equal status • Focused on common goals • Promoting mutual respect Contact Theory to Teach Inclusion

21. Try another way! How many different ways can you lift these weight? How should we teach creative thought & movement?

22. “NOTHING ABOUT US WITHOUT US” Consultant invited to evaluate course content & presentation • Slogan of disability movement • Appropriate for any minority group

23. We ADAPT the way we provide (or deliver) each service. • Adapt planning P • Adapt assessment A • Adapt preparation, paperwork, meetings P • Adapt teaching, counseling, coaching T • Adapt evaluation E • Adapt consultation & collaboration C • Adapt advocacy A

24. Planning Assessment Evaluation Preparation/ Paperwork/ Meetings/ and Written Work Teaching/ Counseling/Coaching Consultation & Advocacy PAP-TE-CA Service Delivery Model

25. Adapt Planning School-wide Multicultural Assess General Ed. Comfort; set up faculty mentors, faculty workshops

26. Adapt Assessment

27. Adapt Preparation,Paperwork, Meetings

28. Adapt Teaching,Counseling, Coaching

29. Use personal affirmations: “Everyone can.” “I can.” • Solve problems, when possible, through moving in different ways to find solutions; experiment with body parts; explore; show and tell. • Solve problems, when possible, through moving in different ways to find solutions; experiment with body parts; explore; show and tell.

30. Adapt Evaluation – Continuous, Formative, Summative

31. Adapt Consultation & Collaboration

32. Adapt Advocacy, Work with Parents

33. Temporal Environment Variables Time Delay Interventions Sherrill’s Instructional Adaptation Model

34. Adapt activities

35. Adapt equipment

36. Adaptation is Making an Outcome or Process Different • Outcome • Easier or harder • More or less enjoyable • More or less painful • Process • FIT (Frequency, Intensity, Time [or duration]) • Closed vs. Open movement patterns • Random vs. Same conditions or challenges

37. Guidelines for Adaptation Theory • ADAPTATIONS BENEFIT EVERYONE. • Involve the target person or group in all aspects of change; • Adaptation is an active, cooperative process. Adaptation is NOT something someone does to you or for you. Adaptation is mutual, cooperative. • Encourage persons with disabilities to INITIATE their own adaptations: “MAY I TRY ANOTHER WAY?”.

38. Guidelines for Adaptations • ADAPT variables, not whole people or persons • Consider task, environment, and person variables and how variables interact (ecological task analysis). • Think “psychomotor” to emphasize that change affects total ecology (whole person in relation to environment). Change is a holistic process. • Assess barriers and enablers. • Begin adaptation with assessment of a specific goal and what needs changed to achieve this goal.

39. Professional Education @ TWU Programs with specialization in Adapted Physical Activity • Bachelor of Science (BS) – 120 hours physical or Special Education • Master of Science (MS) 36 hours of classes + teacher certification. • Doctor of Philosophy (PhD) 96 hours + minor

40. Types of Professional Education (Real & Online; Preservice & Inservice) • Disability Awareness Activities • Volunteer Opportunities • Afterschool, Special Olympics • Peer Teaching 1:1 • Readers & Helpers for blind classmate • Weekend summer camp counseling • Preservice • High School • Recruitment into APA college specialization • Mentor to maintain interest • Scholarships

41. Preservice Education/Continued Texas Woman’s University (TWU) • Bachelor of Science • Courses in: • Liberal arts • Education • APA theory • APE Activity/skill • Student teaching • 3 hour APA 1:1 teaching practicum • Dual major in special ed. recommended

42. Preservice-BS degreeSame activities as used in high school • Work with campus disability office • Join local, state, national professional organizations & attend meetings • Volunteer to be a participant in research projects • Help recruit high school students into APA • Support local wheelchair sports

43. Inservice---Professional Ed. • Education after BS degree, while employed • Emphasis on learning to teach “to Standards” • Required school-sponsored group workshops—TX requires 10 days of such workshops every year check this out. • Optional group workshops, many types some paid for by employers. • Consultant - Specialists come to gym & help as co-teachers. • Plans that combine different kinds of consultant help with use of technology • Continuing Education –3rd type of Prof Ed.

44. Professional Education Texas Woman’s University (TWU) • Master of Science (MS) 36 credit hours of classes • MS students: • Take classes in academic (scientific theory) • 1-year program • 12 to 15 credits, Fall; 12 to 15 credits, Spring; 12 credits, Summer • Complete practicum experience (practice theory) in school settings • Perform 15 hours a week of community service related to APA (about 180 hours each semester)

45. MS students @ TWU • Assist with the APA undergraduate practicum course as mentor to undergraduate teachers, Fridays 9am to 12pm • Coach/organize Special Olympics tournaments, Sport Days for Blind • Field trips for students with disabilities • Fishing • Bowling • Community-based recreation

46. PhD students @ TWU • PhD specialization in Adapted Physical Activity • Minimum 96 hours credit hours • Depending on the student, completion between 3 to 7 years • Credits distribution: theory courses, practicum courses, research & special topics • Behavior Management, Assessment, Disability Sport, Motor Development, Exercise Prescription-People with Disabilities • Comprehensive Exams • Dissertation • Minor Courses • Nutrition, Psychology, Family Studies, Exercise Physiology

47. Supplementary Requirements • State Teaching License, take test, get license, each State has its own certification system. __________________________________ • APENS – Voluntary National Exam for CAPES certifications • APENS = Adapted PE National Standards • CAPES= Certified APE Specialist • Administered annually at several sites by National Consortium for PE & Recreation for Individuals with Disabilities (NCPERID)

48. FISHING! BOWLING ALLEY! Field Trips!

49. Wheelchairbasketball Sports Wii Tennis

50. ROCK CLIMBING!