توضیحات تکمیلی

توضیحات انگلیسی

This handbook represents the first comprehensive and evidence-based review of theory, research, and practice in the field of adapted physical education (APE). Exploring philosophical and foundational aspects of APE, the book outlines the main conceptual frameworks informing research and teaching in this area, and presents important material that will help shape best practice and future research.

Written by world-leading researchers, the book introduces the key themes in APE, such as historical perspectives on disability, disability and the law, language, and measurement.  It examines the most significant theoretical frameworks for understanding APE, from embodiment and social cognitive theory to occupational socialization, and surveys current debates and practical issues in APE, such as teacher training, the use of technology, and physical inactivity and health.  Acknowledging the importance of the voices of children, parents and peers, the book also explores research methods and paradigms in APE, with each chapter including directions for further research.

Offering an unprecedented wealth of material, the Routledge Handbook of Adapted Physical Education is an essential reference for advanced students, researchers and scholars working in APE, and useful reading for anybody with an interest in disability, physical education, sports coaching, movement science or youth sport.

فهرست

Part I: Foundational Issues in Adapted Physical Education

1 Historical Viewpoint on Adapted Physical Education
2 Law and Legislation Impacting Adapted Physical Education Programs
3 Viewpoints toward Disability: Conceptualizing Disability in Adapted Physical Education
4 Historical Context and Definition of Inclusion
5 Utilizing Theory to Drive Research in Adapted Physical Education
6 Evidence Based Practices in Adapted Physical Education
7 Measurement in Adapted Physical Education Research
8 Disability Language in Adapted Physical Education: What is the Story?

Part II: Research Approaches

9 Quantitative Research
10 Qualitative Inquiry in Adapted Physical Education
11 Mixed-Methods Research
12 Single-Subject Research Designs in Adapted Physical Education
13 Systematic Reviews and Meta-Analysis

Part III: Conceptual & Theoretical Frameworks

14 Embodiment: Philosophical Considerations of the Body in Adaptive Physical Education
15 Constructivism and Social Constructionism in Physical Education and Adapted Physical Education
16 Re-Thinking Disability and Adapted Physical Education: An Intersectionality Perspective
17 Bioecological Theory
18 Social Cognitive Theory
19 Self-Determination Theory
20 Self-Efficacy Theory
21 Theory of Planned Behavior
22 Motivational Theories
23 Occupational Socialization Theory and the Lived Experiences of Adapted Physical Educators

Part IV: Research Trends in Adapted Physical Education

24 Pre-service Teacher Training in Adapted Physical Education
25 Technology-Based Professional Development in Adapted Physical Education
26 Adapted Physical Education Research from the Perspectives of Teachers, Peers, and Parents
27 According to the Kids: Research from the Perspectives of Children with Disabilities
28 Motor Competence within the Discipline of Adapted Physical Education
29 Public Health Research: Physical Inactivity

نویسندگان

Justin A. Haegele is an Assistant Professor in the Department of Human Movement Sciences at Old Dominion University, USA. His research focuses within the interdisciplinary field of adapted physical activity, with a primary interest in examining how individuals with disabilities experience physical activity participation. Dr. Haegele has received several awards designated for emerging scholars in physical education and adapted physical activity. He is also Research Fellow with the Research Council of SHAPE and Associate Editor for Adapted Physical Activity Quarterly and Quest.

Samuel R. Hodge is a Professor in the Department of Human Sciences at The Ohio State University, USA. Professor Hodge is a Fellow in the National Academy of Kinesiology; the National Association of Kinesiology in Higher Education; and the Society of Health and Physical Educators (SHAPE). He is also Editor of Quest and an Executive Associate Editor of Multicultural Learning and Teaching, and long-time member of the Adapted Physical Activity Quarterly’s editorial board.

Deborah R. Shapiro is Professor in the Department of Kinesiology and Health at Georgia State University, USA. Her primary research focus has been in the area of psychosocial factors of sport participation among youth athletes with disabilities and professional preparation. Dr. Shapiro has received several awards for her scholarship and leadership in the field of adapted physical activity, and she serves as Associate Editor of the Adapted Physical Activity Quarterly.