Perceptions of the Competency Test for Adapted Physical Education


  • Kristen Morgan Southeastern Louisiana University
  • Melissa Bittner California State University, Long Beach


Adapted physical education, assessment, APE teachers


The purpose of this study was to gain a better understanding of professionals’ perception of the feasibility, administration, and interpretation of the Competency Test for Adapted Physical Education (CTAPE). Adapted Physical Education (APE) professionals (n = 131) completed a survey and answered open-ended questions. Quantitative data were analyzed using descriptive statistics and Chi Square tests. Qualitative data were analyzed through isolation of themes. APE professionals reported strengths such as the cost (free), the assessment was easy to administer, they have experience/confidence in interpreting and sharing results. Weakness included the validity/reliability, time to complete the assessment, number of trials, and it was too challenging. Participants reported limited training with the CTAPE. The CTAPE assessment is a highly utilized assessment tool in APE. However, professionals in APE reported concerns about its validity/reliability.

Author Biographies

Kristen Morgan, Southeastern Louisiana University

Dr. Kristen Morgan is an assistant professor in the Department of Kinesiology and Health Studies at Southeastern Louisiana University. She works with future Health and Physical Education teachers along with teaching undergraduate and graduate Adapted Physical Education. Dr. Morgan directs a summer camp for children with disabilities titled CHAMP and host game nights for individuals with disabilities in the community as service-learning opportunities for her students. Her research focuses on health behaviors among children with disabilities and adapting motor skill instruction.

Melissa Bittner, California State University, Long Beach

Dr. Melissa Bittner is an associate professor in the Department of Kinesiology at California State University, Long Beach. Her primary responsibility is to prepare university students to teach physical education to individuals with disabilities. She directs several service-learning practicums for individuals with disabilities 3
to 21 years. Dr. Bittner’s scholarly interest is primarily focused on physical activity evidence-based teaching practices for students with autism spectrum disorder and adapted physical education assessment best practices.


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