Status of Introductory APE Course and Infusion in PETE program

Authors

  • Eun Hye Kwon Texas A&M University, San Antonio

Keywords:

Introductory APE course, Infusion approach, PETE program

Abstract

The purpose of this descriptive study was to describe (a) the current status of introductory adapted physical education (APE) courses in PETE programs, and (b) to examine if and how concepts about disability are infused throughout the PETE curriculum. Seventy-five faculty representing 31 different states completed an online survey. Half of the participants (51%) noted their university only offered one APE course in their PETE program, and 73% reported their PETE program required only one APE/APA course. Approximately half (53%) of these introductory APE courses were three credit courses. Almost all participants (92%) stated they provided an APE practicum with 66% reporting the practicum was part of their APE course. Regarding infusion, 74% of participants reported concepts about disability were infused in several courses throughout their PETE program. Methods of infusing included inviting APE faculty, having discussions, doing simulations, introducing equipment, going over modification, and teaching strategies. Recommendations for future directions for the introductory APE course and infusion are provided. 

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Issue

Vol. 32 No. 1 (2018)

Section

Feature Articles

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