Adapted physical education: programs and principles

¶ … Jansma, P. And Decker, J.T. (1992). An analysis of least restrictive environment placement variables in physical education. Research Quarterly for Exercise and Sport, 63 (2). This document and -- or study was accessed from the ProQuest Research Library Database.

The purpose of the study was to recognize the factors and variables that were directly and indirectly influential on the appropriate and successful 'least restrictive placement' of students who were tackling a disability with the physical education structures. For this purpose, the study focused on various placement factors as well as the aspects that support least restrictive environments for modern classes.

The study conducted was a qualitative study and was focused on the views of the educators. The participants thus chosen for the study included a total of 62 physical education instructors (these were adaptable physical education instructors) and the majority of the sample consisted of the selected school representatives who amounted to a total of 470 respondents for the study sample. The former pool of respondents were chosen to answer questions that were directly related to the best possible practices for 'least restrictive placement' of students who were tackling a disability with the physical education structures. This was done due to the extensive knowledge of the physical educators on the subject of adapted / physical exercise. The latter pool of participants, i.e. The school administrators, was chosen to answer questions that highlighted the current practices of schools in relation to the adapted physical education practices for students with disabilities. This was done due to the administrators' exposure and application of the current adapted physical education practices.

The study found and asserted the following conclusions: 95% was the approximate confidence interval for the data retrieved by the school administrators and their perception of current practices of adapted physical education for students with disabilities; the approximate was directly related to the consensus variables i.e. A total of 8 out of 37 variables identified; thus, deeming these variables as crucial for the application of best practices in adapted physical education for students with disabilities; The 8 variables identified as best practices in adapted physical education for students with disabilities included the following: motor skill test ratings, developmental scale scores, attaining individual academic programs' instructional aims, special education instructor suggestions, standard physical education instructor suggestions, activity offerings, classroom physical accessibility and finally safety and precautionary standards. The study concluded that the aspects like staff suggestions were also extremely important for the application of these 8 variables in the successful 'least restrictive placement' of students who were tackling a disability with the physical education structures. The researchers asserted that the staff recommendations were as important, if not more, as the aspects of test scores, student/class/administrator related suggestions or categories. The study also found that the disability factor was recognized as far more important for students as compared to factors like age, race, gender, social status, grade levels, socialization needs and students' academic or professional aims. Furthermore, many administrators believed that the two most important variables in the successful 'least restrictive placement' of students who were tackling a disability with the physical education structures was the employment of quality physical education instructors and the appropriate application of the safety and precautionary methods for physical education classes.

One of the biggest limitations of the study is that it does not include the student body in its sample. The sample only includes the professional and practical views of the school administrators and the physical education instructors which can prove to be limiting when gauging the real and long-term success of the recognized 'best practices'. Another limitation is the viewpoint assumed. The study assumes that the administrators are well aware of the current practices of the 'least restrictive placement' of students who were tackling a disability with the physical education structures and it also assumes that the instructors could very well suggest the most successful applications for the disable students. Another limitation of the study was the geographic limitation; even though the study does incorporate the wide expanse of the United States and divides it into six regions to tackle it in a controllable manner, the fact remains that this study will not be applicable elsewhere in the world. This is so because the study does not recognize the socio-economic restrictions of each geographical division and does not incorporate cultural norms and standards in its analysis either. Hence, this oversight is a primary limitation for the generalization of this study and its results anywhere outside in the United States.

The authors do not acknowledge the limitations of the study.

The implications that this study's findings have for me include the following: it has given me a very general idea to form my foundation of what physical education for disable students can incorporate and how its practices can be applied to attain successful results; and, it has given me insights on the general perceptions school administrators and physical education instructors for the application of best practices of 'least restrictive placement' of students who were tackling a disability with the physical education structures.