{"title":"Adapted Physical Activity","description":"\u003ctable width=\"959\" data-mce-fragment=\"1\"\u003e\n\u003ctbody data-mce-fragment=\"1\"\u003e\n\u003ctr data-mce-fragment=\"1\"\u003e\n\u003ctd width=\"483\" data-mce-fragment=\"1\"\u003e\n\u003cp data-mce-fragment=\"1\"\u003eOur \u003ca href=\"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity\/book\" data-mce-fragment=\"1\" data-mce-href=\"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity\/book\"\u003eadapted physical education books\u003c\/a\u003e and college \u003ca href=\"https:\/\/us.humankinetics.com\/collections\/physical-education\/textbooks\" data-mce-fragment=\"1\" data-mce-href=\"https:\/\/us.humankinetics.com\/collections\/physical-education\/textbooks\"\u003etextbooks\u003c\/a\u003e help prepare you to teach individuals with disabilities. For Physical Education Teacher Education (PETE) and adapted PE programs and degrees, view our \u003ca href=\"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity\/undergraduate+student-assessment\" data-mce-fragment=\"1\" data-mce-href=\"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity\/undergraduate+student-assessment\"\u003ehigher education\u003c\/a\u003e resources\u003cem data-mce-fragment=\"1\"\u003e.\u003c\/em\u003e Our K-12 adapted PE resources offer educators lesson plans, curriculum, teaching methods, and inclusion activities for \u003ca href=\"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity\/elementary-or-primary-school+student-assessment\" data-mce-fragment=\"1\" data-mce-href=\"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity\/elementary-or-primary-school+student-assessment\"\u003eelementary\u003c\/a\u003e, \u003ca href=\"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity\/middle-and-high-or-secondary-school\" data-mce-fragment=\"1\" data-mce-href=\"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity\/middle-and-high-or-secondary-school\"\u003emiddle school, and high school students\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp data-mce-fragment=\"1\"\u003e \u003c\/p\u003e\n\u003cp data-mce-fragment=\"1\"\u003eFind adapted physical education topics such as universal design for learning, assessment preparation, Individualized Education Programs (IEPs) in physical education, social-emotional learning, research on physical activity, adventure sports and activities for people with disabilities, and more. Discover our \u003ca href=\"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity\/web-resource\" data-mce-fragment=\"1\" data-mce-href=\"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity\/web-resource\"\u003eweb resources\u003c\/a\u003e and \u003ca href=\"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity\/ebook\" data-mce-fragment=\"1\" data-mce-href=\"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity\/ebook\"\u003eebooks\u003c\/a\u003e, including ones that offer student and teacher ancillaries.\u003c\/p\u003e\n\u003cp data-mce-fragment=\"1\"\u003e \u003c\/p\u003e\n\u003cp data-mce-fragment=\"1\"\u003eDevelop a strong program filled with adapted PE objectives that are based on current research and align with the Adapted Physical Education National Standards (APENS) and state and national physical education standards with grade level outcomes. \u003c\/p\u003e\n\u003c\/td\u003e\n\u003c\/tr\u003e\n\u003c\/tbody\u003e\n\u003c\/table\u003e","products":[{"product_id":"wheelchair-sport","title":"Wheelchair Sport","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-editor\" id=\"display-editor\"\u003eEditor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eWheelchair Sport\u003c\/i\u003e provides coaches, teachers, and athletes with the information they need to compete and succeed in wheelchair sports. Written by top coaches, athletes, sport scientists, and specialists in sports medicine and physical therapy who work with Paralympic athletes, this resource offers \u003c\/p\u003e an explanation of the physiological differences between able-bodied and disabled athletes and the physiological adaptations that result from training; guidelines for training that are customized to wheelchair athletes’ unique needs, including strength and conditioning, nutrition and hydration, and mental wellness; tips on the practical aspects of competing in wheelchair sport, such as optimizing chair set-up and preparing for travel; and expert guidance in developing top-notch training programs for athletes at all skill levels. \u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e People who use wheelchairs have a greater opportunity than ever before to be physically active at the level of their choosing. \u003ci\u003eWheelchair Sport\u003c\/i\u003e equips coaches, teachers, and athletes to develop their minds and bodies to their potential and enjoy their participation in sports. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003e\u003ci\u003eResource for wheelchair athletes, coaches, teachers, and practitioners involved with wheelchair sports.\u003c\/i\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e Foreword \u003c\/p\u003e\n\u003cp\u003e Preface \u003c\/p\u003e\n\u003cp\u003e Acknowledgements \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart I: Understanding Wheelchair Sport\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eSean Tweedy and Nik Diaper\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Spinal Cord Injury \u003c\/p\u003e\n\u003cp\u003e Health-Related Effects of Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e Sport Classification \u003c\/p\u003e\n\u003cp\u003e Sports for Wheelchair Athletes \u003c\/p\u003e\n\u003cp\u003e Using Sport Knowledge for Athlete Profiling \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Sport Chair Set-Up and Selection \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eHsin-yi Liu, Ian M. Rice, Justin Z. Laferrier, Rosemarie Cooper, Mike Boninger, MD, and Rory A. Cooper\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Wheelchair Components and Accessories \u003c\/p\u003e\n\u003cp\u003e Basic Wheelchair Set-Up \u003c\/p\u003e\n\u003cp\u003e Sport-Specific Wheelchair Set-Up \u003c\/p\u003e\n\u003cp\u003e Injury Prevention \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Physiology of Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eVicky Goosey-Tolfrey and Mike Price \u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Physiological Responses \u003c\/p\u003e\n\u003cp\u003e Training Considerations \u003c\/p\u003e\n\u003cp\u003e Types of Training \u003c\/p\u003e\n\u003cp\u003e Measuring Exercise Intensity and Fitness \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Strength and Conditioning for Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eAndy Allford and Linda Mitchell-Norfolk\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Unique Strength Training Needs of Wheelchair Athletes \u003c\/p\u003e\n\u003cp\u003e Needs Analysis \u003c\/p\u003e\n\u003cp\u003e Guidelines for Safe and Effective Training \u003c\/p\u003e\n\u003cp\u003e Guidelines for Exercise Prescription \u003c\/p\u003e\n\u003cp\u003e Strength Training Equipment               \u003c\/p\u003e\n\u003cp\u003e Free Weights Versus Fixed Resistance machines \u003c\/p\u003e\n\u003cp\u003e Sample Training Programmes \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Nutrition and Body Composition \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eTom Reilly and Jeanette Crosland\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Eating to Train \u003c\/p\u003e\n\u003cp\u003e Eating to Win \u003c\/p\u003e\n\u003cp\u003e Body Composition \u003c\/p\u003e\n\u003cp\u003e Body Compartments \u003c\/p\u003e\n\u003cp\u003e Assessment Methods \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e Suggested Reading \u003c\/p\u003e\n\u003cp\u003e Suggested Websites \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e The Traveling Athlete \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMike Price, Jeanette Crosland, and Nick Webborn MD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Medical Issues Related to Travel \u003c\/p\u003e\n\u003cp\u003e Practical Concerns Related to Flying \u003c\/p\u003e\n\u003cp\u003e Accommodations and Adaptations \u003c\/p\u003e\n\u003cp\u003e Nutrition and Hydration When Travelling \u003c\/p\u003e\n\u003cp\u003e Exercising in the Heat \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e  References \u003c\/p\u003e\n\u003cp\u003e Suggested Reading \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Psychological Aspects of Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eElisabeth Bressan and David Shearer\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Getting Involved in Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e Developing Athletes’ Sport Commitment \u003c\/p\u003e\n\u003cp\u003e Understanding Psychological Aspects of Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II: Training for Wheelchair Sports\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Wheelchair Basketball \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMike Frogley\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Wheelchair Propulsion \u003c\/p\u003e\n\u003cp\u003e Wheelchair Skills \u003c\/p\u003e\n\u003cp\u003e Power Start and Stop \u003c\/p\u003e\n\u003cp\u003e Half-Court Tow \u003c\/p\u003e\n\u003cp\u003e Forward Partner Pulls \u003c\/p\u003e\n\u003cp\u003e Backward Partner Pulls \u003c\/p\u003e\n\u003cp\u003e Clovers \u003c\/p\u003e\n\u003cp\u003e U-Turns \u003c\/p\u003e\n\u003cp\u003e Hops \u003c\/p\u003e\n\u003cp\u003e Tilting \u003c\/p\u003e\n\u003cp\u003e  Christmas Trees \u003c\/p\u003e\n\u003cp\u003e Jump and Recover \u003c\/p\u003e\n\u003cp\u003e Shooting \u003c\/p\u003e\n\u003cp\u003e Passing \u003c\/p\u003e\n\u003cp\u003e Dribbling \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Wheelchair Racing \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDame Tanni Grey-Thompson and Ian Thompson \u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Chair Set-Up \u003c\/p\u003e\n\u003cp\u003e Gloves \u003c\/p\u003e\n\u003cp\u003e Pushing Technique \u003c\/p\u003e\n\u003cp\u003e Training Programme \u003c\/p\u003e\n\u003cp\u003e Skill and Fitness Training \u003c\/p\u003e\n\u003cp\u003e Racing Tactics for Sprints \u003c\/p\u003e\n\u003cp\u003e Racing Tactics for Endurance \u003c\/p\u003e\n\u003cp\u003e Wheelchair Racing Rules \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Wheelchair Rugby \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eKevin Orr and Laurie A. Malone\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Game Play and Rules \u003c\/p\u003e\n\u003cp\u003e Classification \u003c\/p\u003e\n\u003cp\u003e Equipment Selection and Maintenance \u003c\/p\u003e\n\u003cp\u003e Fundamental Skills \u003c\/p\u003e\n\u003cp\u003e Rugby Offence \u003c\/p\u003e\n\u003cp\u003e Rugby Defence \u003c\/p\u003e\n\u003cp\u003e Training Programme \u003c\/p\u003e\n\u003cp\u003e Drills for Rugby Skill Development \u003c\/p\u003e\n\u003cp\u003e Ball Pickups \u003c\/p\u003e\n\u003cp\u003e Whistle Drill \u003c\/p\u003e\n\u003cp\u003e Figure-Eight Passing \u003c\/p\u003e\n\u003cp\u003e Caterpillar Passing \u003c\/p\u003e\n\u003cp\u003e Hot Seat Passing \u003c\/p\u003e\n\u003cp\u003e Three-Man Weave \u003c\/p\u003e\n\u003cp\u003e Long Passing \u003c\/p\u003e\n\u003cp\u003e Diamond in the Rough \u003c\/p\u003e\n\u003cp\u003e Four Corners \u003c\/p\u003e\n\u003cp\u003e Skills Testing \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Wheelchair Tennis \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDawn Newbery, Geraint Richards, Stephanie Trill, and Martyn Whait\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Ten Steps to the Top \u003c\/p\u003e\n\u003cp\u003e Taping \u003c\/p\u003e\n\u003cp\u003e Attack and Defence Drills \u003c\/p\u003e\n\u003cp\u003e Returning Second Serve \u003c\/p\u003e\n\u003cp\u003e High Forehand \u003c\/p\u003e\n\u003cp\u003e Deep, Short, Deep, Short \u003c\/p\u003e\n\u003cp\u003e Deep, Mid, Short \u003c\/p\u003e\n\u003cp\u003e Bounce–Smash \u003c\/p\u003e\n\u003cp\u003e Hit Down the Line Off a Crosscourt Ball             \u003c\/p\u003e\n\u003cp\u003e Hit Crosscourt Off a Down-the-Line Ball \u003c\/p\u003e\n\u003cp\u003e Twenty Shots \u003c\/p\u003e\n\u003cp\u003e Rabbit Ears \u003c\/p\u003e\n\u003cp\u003e Hustle \u003c\/p\u003e\n\u003cp\u003e Mobility Drills \u003c\/p\u003e\n\u003cp\u003e Down the Mountain \u003c\/p\u003e\n\u003cp\u003e Park the Car \u003c\/p\u003e\n\u003cp\u003e Through the Gate \u003c\/p\u003e\n\u003cp\u003e Sprint, Slalom, Reverse \u003c\/p\u003e\n\u003cp\u003e Two-Push Slalom \u003c\/p\u003e\n\u003cp\u003e Half-Court Map \u003c\/p\u003e\n\u003cp\u003e Fan Drill \u003c\/p\u003e\n\u003cp\u003e Agility Drill \u003c\/p\u003e\n\u003cp\u003e Box-Command Drill \u003c\/p\u003e\n\u003cp\u003e Speed Play \u003c\/p\u003e\n\u003cp\u003e Taping \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Handcycling \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eThomas Abel, Yves Vanlandewijck, and Joeri Verellen \u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Training Programmes \u003c\/p\u003e\n\u003cp\u003e Assessment \u003c\/p\u003e\n\u003cp\u003e Training Activities \u003c\/p\u003e\n\u003cp\u003e High-Volume Training \u003c\/p\u003e\n\u003cp\u003e Recovery \u003c\/p\u003e\n\u003cp\u003e Position \u003c\/p\u003e\n\u003cp\u003e Strength for Long and Intensive Routes \u003c\/p\u003e\n\u003cp\u003e Velocity \u003c\/p\u003e\n\u003cp\u003e Mechanical Efficiency \u003c\/p\u003e\n\u003cp\u003e Cadence Versus Power \u003c\/p\u003e\n\u003cp\u003e Nonspecific Training \u003c\/p\u003e\n\u003cp\u003e Steering, Braking, and Accelerating \u003c\/p\u003e\n\u003cp\u003e Riding in Groups \u003c\/p\u003e\n\u003cp\u003e Racing Tactics \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e Index \u003c\/p\u003e\n\u003cp\u003e About the Editor \u003c\/p\u003e\n\u003cp\u003e About the Contributors \u003c\/p\u003e\n\u003cp\u003e\u003cu\u003e \u003c\/u\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-editor\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eVicky Goosey-Tolfrey, PhD,\u003c\/b\u003eis a senior lecturer in exercise physiology and director of the Peter Harrison Centre for Disability Sport at LoughboroughUniversity in Leicestershire, UK. Her work in 1994 with Prof. Ian Campbell and Dame Tanni Grey-Thompson sparked her interest in disability sport, and she went on to earn her PhD in sport science from ManchesterMetropolitanUniversity five years later. \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e Dr. Goosey-Tolfrey attended the Atlanta 1996 and Sydney 2000 Paralympic Games with the Great Britain wheelchair racing and wheelchair basketball teams, respectively, and was the lead physiology consultant for the British Paralympic Association for the Athens 2004 and Beijing 2008 Games. In her leisure time, she enjoys being with her family, golfing, and watching films. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabEditor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/learn-more-about-wheelchair-sport-a-new-book-from-hk\"\u003eLearn more about Wheelchair Sport, a new book from HK\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/psychological-aspects-of-wheelchair-sport\"\u003ePsychological aspects of wheelchair sport\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/sample-skills-and-drills-for-wheelchair-basketball\"\u003eSample skills and drills for wheelchair basketball\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Vicky Goosey-Tolfrey","offers":[{"title":"Paperback","offer_id":12336063938621,"sku":null,"price":39.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/cbb67627a1de71bdb8a7234940255996_2cbbf01f-abb4-4510-933f-572e3922c000.jpg?v=1777418184"},{"product_id":"physical-activities-in-the-wheelchair-and-out","title":"Physical Activities In the Wheelchair and Out","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e As a person involved in the care and development of individuals with disabilities, you have both the opportunity and challenge to provide movement experiences that fit within the scope of each person’s abilities. \u003ci\u003ePhysical Activities In the Wheelchair and Out: An Illustrated Guide to Personalizing Participation\u003c\/i\u003e helps you create physical activity options that encourage success by honoring the capabilities of each person under your care. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePhysical Activities In the Wheelchair and Out \u003c\/i\u003eis an illustrated book of games, skills, and activities for individuals with severe or multiple disabilities who may or may not use wheelchairs. The book can also be used with students who have normal developmental skills. By suggesting ways that many familiar skills, games, and activities might be performed, \u003ci\u003ePhysical Activities In the Wheelchair and Out \u003c\/i\u003eoffers opportunities for those with mobility challenges and disabilities to participate on their own terms. \u003c\/p\u003e\n\u003cp\u003e Written by E. Ann Davis, with a foreword by Lauren Lieberman,\u003ci\u003ePhysical Activities In the Wheelchair and Out \u003c\/i\u003eemphasizes the importance of creating movement experiences that offer participants with physical limitations a sense of confidence and increased self-esteem. Rather than require individuals to follow preconceived activity patterns,\u003ci\u003e Physical Activities In the Wheelchair and Out \u003c\/i\u003eoffers you the tools to help each participant enjoy movement while working according to his or her own abilities. \u003c\/p\u003e\n\u003cp\u003e This easy-to-use reference organizes activities and skills as individual and partner actions focusing on body awareness, body actions, and basic manipulative skills. You’ll find simple ideas and guidelines for modifying each activity to fit the needs of each person. Following the basic guidelines, these activities allow each individual to participate to the extent he or she is able. \u003c\/p\u003e\n\u003cp\u003e Whether you are a teacher, therapist, recreation specialist, caregiver, or parent, \u003ci\u003ePhysical Activities In the Wheelchair and Out\u003c\/i\u003e offers a wealth of ideas to help you encourage people with disabilities to develop basic movement skills in ways that meet their unique abilities: \u003c\/p\u003e\n\u003cp\u003e • Over 450 skills and activities for individuals with severely limited or low mobility and disabilities \u003c\/p\u003e\n\u003cp\u003e • 25 illustrated games focusing on body awareness, body actions, and basic manipulative skills \u003c\/p\u003e\n\u003cp\u003e • Flexible design of activities and games offering modifications for individuals seated in chairs or wheelchairs or on the floor \u003c\/p\u003e\n\u003cp\u003e • More than 450 illustrations conveying the accompanying instructions in an easy-to-follow visual format \u003c\/p\u003e\n\u003cp\u003e • Over 100 additional activity ideas to try on your own or incorporate within the games presented in the book \u003c\/p\u003e\n\u003cp\u003e Activities are specifically designed for those with delayed or poor motor coordination and control and limited physical skill. The activites can be easily incorporated within adapted physical education, therapeutic recreation, and home settings. Most important, the activities and games in \u003ci\u003ePhysical Activities In the Wheelchair and Out\u003c\/i\u003e offer the experience of physical success—and enjoyment—for those whose physical limitations create daily movement challenges. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003e Reference for teachers, parents, caregivers, and therapists of individuals with limited mobility or severe disabilities for participation in activities at their own level. \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Body Awareness \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Drop \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Push \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Toss \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Throw \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Kick \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Catch \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Strike \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Odds and Ends \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Games \u003c\/p\u003e\n\u003cp\u003e The Last Word \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eE. Ann Davis, MS,\u003c\/b\u003e is owner of WiseSoma Health and Fitness and The Yoga Nook in Glens Falls, New York. WiseSoma Health and Fitness provides physical activity and yoga programs to children and adults of all abilities. \u003c\/p\u003e\n\u003cp\u003e Davis has over 30 years of experience in the fields of physical education, recreation, therapeutic recreation, and adapted physical education working with individuals throughout the life span. As an adapted physical education teacher and a therapeutic recreation specialist, Davis has extensive experience in developing and implementing safe, successful, and creative physical activity programs for those with special needs, from infants to the elderly. \u003c\/p\u003e\n\u003cp\u003e Since 1975 Davis has been sharing her experience and knowledge as a practitioner presenting programs, lectures, and workshops in the areas of elementary physical education, adapted physical education, and preschool physical education. Davis also conducts workshops on yoga for adults and children with special needs. She holds teaching certifications in yoga for the special child through the Sonia Sumar method. \u003c\/p\u003e\n\u003cp\u003e Davis resides in Queensbury, New York. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/beanbag-race\"\u003eBeanbag Race\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/meet-the-abilities-of-each-person-by-personalization\"\u003eMeet the abilities of each person by personalization\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"E. Ann Davis","offers":[{"title":"Paperback","offer_id":12336331685949,"sku":null,"price":28.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/d3357e4b67c6c1a0b3cbee305577ef25_0e4e8e3e-559e-405f-97d9-521fd48132c9.jpg?v=1778571457"},{"product_id":"physical-education-for-students-with-autism-spectrum-disorders","title":"Physical Education for Students With Autism Spectrum Disorders","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-editor\" id=\"display-editor\"\u003eEditor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e Current estimates are that 1 out of 88 children will be diagnosed with some form of autism. Planning a curriculum that includes all students, including those with ASD, can be a challenging task but well worth the effort. This book identifies strategies that highlight students’ skills, interests, and abilities though collaborative practices, environmental design, and assistive technologies. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePhysical Education for Students With Autism Spectrum Disorders: A Comprehensive Approach \u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e • introduces the inclusion spectrum as a tool to help teachers analyze appropriate instruction for students, aligning abilities with curriculum and activity context; \u003c\/p\u003e\n\u003cp\u003e • provides information on tools such as scripts, video modeling, social stories, and choice boards to assist teachers in developing programs; \u003c\/p\u003e\n\u003cp\u003e • presents a variety of activities that teachers can choose from to help students with ASD develop social and motor skills; and \u003c\/p\u003e\n\u003cp\u003e • assimilates best practices from general and adapted PE as well as autism training and research that offer solutions for increased student engagement in physical education. \u003c\/p\u003e\n\u003cp\u003e Written by contributors with extensive experience in developing inclusive programming for students with ASD, \u003ci\u003ePhysical Education for Students With Autism Spectrum Disorders: A Comprehensive Approach\u003c\/i\u003e is ideal for physical education and adapted physical education courses across the K-12 curriculum. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart I\u003c\/b\u003e provides an understanding of students with ASD that offers insights from parents’ and teachers’ perspectives. From there, the authors examine the application of the inclusion spectrum that helps teachers plan for appropriate instruction. Readers will also find communication and social learning tools they can use to minimize the stress students may experience while optimizing learning experiences. Assessment protocols assist with the development of relevant IEP goals and objectives. \u003cb\u003ePart II \u003c\/b\u003econtains individualized and group games and activities that enhance lifelong learning for students with ASD. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePhysical Education for Students With Autism Spectrum Disorders: A Comprehensive Approach\u003c\/i\u003e is a practical resource that helps teachers design optimal plans for including students with ASD in general and adapted physical education classes. The manual contains numerous strategies, tools, and resources that assist teachers with individualizing instruction in ways that foster positive peer relationships as well as development of social and motor skills. It’s a win-win situation for all—teachers, parents, and most of all the students. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003e Supplemental text for adapted physical education and physical education methods courses. Resource for K-12 physical education teachers, adapted physical education specialists, recreation therapists, and parents. \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Developing Instruction for Students With Autism Spectrum Disorders\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1. \u003c\/b\u003eUnderstanding Students With Autism Spectrum Disorders \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMichelle Grenier\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2\u003c\/b\u003e. Autism Spectrum Disorders From the Family Perspective \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eTeri Todd and Ann Griffin\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Accessing the Curriculum Through the Inclusion Spectrum \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMichelle Grenier\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Proactive Strategies for Inclusion [chapters 4 and 5 were combined] \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMichelle Grenier and Ann Griffin\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Reducing Stress to Optimize Learning \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRebecca Lytle\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Assessment and the IEP Process \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMartin Block and Andrea Taliaferro \u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Individual, Small Group, and Game Activities\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eIndividualized Games and Activities \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eAnn Griffin\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Group Games and Activities \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePat Yeaton and Michelle Grenier\u003c\/i\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-editor\" class=\"tab-content\"\u003e \u003cdiv\u003e\u003cp\u003e\u003cb\u003eMichelle Grenier, PhD\u003c\/b\u003e, is an associate professor and coordinator of the physical education and adapted physical education program at the University of New Hampshire in Durham. She has substantial experience in researching, teaching, and presenting on inclusion and autism spectrum disorders. Dr. Grenier has taught at the elementary, middle, and high school levels and worked with students with disabilities in general and adapted physical education settings. She has presented at the state, national, and international levels and is currently the adapted physical education representative for the New Hampshire Association of Health, Physical Education, Recreation and Dance. Dr. Grenier also served as chair of the Adapted Physical Education Council for AAPAR and AAHPERD. \u003c\/p\u003e\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabEditor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/general-recommendations-and-strategies-to-better-communicate\"\u003eGeneral recommendations and strategies to better communicate\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/learn-3-of-the-5-activity-categories-that-comprise-the-inclusion-spectrum\"\u003eLearn 3 of the 5 activity categories that comprise the inclusion spectrum\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/learn-to-play-a-game-of-tag-with-verbal-cues\"\u003eLearn to play a game of tag with verbal cues\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Michelle Grenier","offers":[{"title":"Paperback","offer_id":12336692920381,"sku":null,"price":39.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/ffc16e7f8729c64f21cf374c5a545ec5_a1fb530a-1a78-4b16-ad3d-c7bcd826a383.jpg?v=1778571574"},{"product_id":"brockport-physical-fitness-test-manual-2nd-edition-with-web-resource","title":"Brockport Physical Fitness Test Manual 2nd Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e The Brockport Physical Fitness Test revolutionized fitness testing for youngsters with disabilities when it first came out in 1999. This significantly updated edition takes up where the original left off, offering adapted physical education teachers the most complete health-related fitness testing program available for youngsters with physical and mental disabilities. \u003c\/p\u003e\n\u003cp\u003e This new edition of \u003ci\u003eBrockport Physical Fitness Test Manual: A Health-Related Assessment for Youngsters With Disabilities\u003c\/i\u003e comes with an online web resource with reproducible charts and forms as well as video clips that demonstrate assessment protocol for the tests. The text helps teachers understand these aspects: \u003c\/p\u003e\n\u003cp\u003e • The conceptual framework for testing \u003c\/p\u003e\n\u003cp\u003e • How to administer tests to youngsters with various specific disabilities \u003c\/p\u003e\n\u003cp\u003e The text also supplies a glossary and many appendixes, including a body mass index chart, guidelines on purchasing and constructing unique testing supplies, conversion charts for body composition and PACER, data forms, and frequently asked questions. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBrockport Physical Fitness Test Manual: A Health-Related Assessment for Youngsters With Disabilities\u003c\/i\u003e is compatible with Fitnessgram 10. The text’s updates include standards and language that help teachers use Brockport and Fitnessgram side by side in providing youngsters and parents or guardians with the best possible individualized education programs (IEPs). \u003c\/p\u003e\n\u003cp\u003e Through \u003ci\u003eBrockport Physical Fitness Test Manual\u003c\/i\u003e, adapted physical education teachers can do the following: \u003c\/p\u003e\n\u003cp\u003e • Rely on research-based assessments and standards for people with disabilities. \u003c\/p\u003e\n\u003cp\u003e • Provide youngsters with disabilities the same opportunities as other students to have their health-related fitness assessed. \u003c\/p\u003e\n\u003cp\u003e • Apply a unified approach for all students based on the test’s compatibility with Fitnessgram. \u003c\/p\u003e\n\u003cp\u003e • Create appropriate IEPs for students with disabilities. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBrockport Physical Fitness Test Manual: A Health-Related Assessment for Youngsters With Disabilities\u003c\/i\u003e has been adopted by the Presidential Youth Fitness Program as its assessment program for students with disabilities. Its online resources include reproducible forms and tables that help teachers administer the tests. Included in the online resources are video clips that demonstrate assessment protocol for the tests. \u003c\/p\u003e\n\u003cp\u003e This text provides teachers with all the information and tools they need for assessing students with disabilities, evaluating their readiness for inclusion in nonadapted PE classes, and generating and assessing IEPs for students. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003e Text for adapted physical education teachers; supplemental text for majors in adapted PE courses \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to the Brockport Physical Fitness Test \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e The Conceptual Framework \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Using the Brockport Physical Fitness Test \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Profiles, Test Selection Guides, Standards, and Fitness Zones \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Test Administration and Test Items \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Testing Youngsters With Severe Disabilities \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eJoseph P. Winnick, EdD\u003c\/b\u003e, is a distinguished service professor of physical education and sport at the College at Brockport, State University of New York. He received master’s and doctoral degrees from Temple University. Dr. Winnick developed and implemented America’s first master's degree professional preparation program in adapted physical education at Brockport in 1968 and since that time has secured funds from the U.S. Department of Education to support the program. He continues to be involved in research related to the physical fitness of persons with disabilities. Dr. Winnick has received the G. Lawrence Rarick Research Award and the Hollis Fait Scholarly Contribution Award and is a three-time recipient of the Amazing Person Award from the New York Association for SHAPE America ─ formerly known as the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). He has also received a Career Achievement Award from the College at Brockport and is a fellow in the Research Consortium of AAHPERD. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eFrancis X. Short, PED\u003c\/b\u003e, is professor and dean of the School of Health and Human Performance at the College at Brockport, State University of New York. Dr. Short has been involved with adapted physical education programs for over 40 years. He has coauthored numerous journal articles related to physical fitness and youngsters with disabilities. He also has authored and coauthored books and chapters related to adapted physical education. Dr. Short has served as project coordinator for three federally funded research projects pertaining to physical fitness and youngsters with disabilities and is a recipient of the G. Lawrence Rarick Research Award. He is a member of SHAPE America — formerly known as the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)—and the National Consortium for Physical Education and Recreation for Individuals with Disabilities. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/general-procedures-for-testing-and-evaluating-physical-fitness\"\u003eGeneral Procedures for Testing and Evaluating Physical Fitness\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/testing-a-bench-press\"\u003eTesting a bench press\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/youngsters-with-intellectual-disability-and-mild-limitations-in-physical-fitness\"\u003eYoungsters With Intellectual Disability and Mild Limitations in Physical Fitness\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillary materials are free to course adopters and available at \u003cstrong\u003e\u003ca href=\"http:\/\/www.HumanKinetics.com\/BrockportPhysicalFitnessTestManual\"\u003ewww.HumanKinetics.com\/BrockportPhysicalFitnessTestManual\u003c\/a\u003e\u003c\/strong\u003e.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eWeb Resource. \u003c\/strong\u003e\u003cbr\u003e Includes reproducible charts and forms as well as video clips that demonstrate assessment protocol for most of the tests.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Joseph P. Winnick,Francis X. Short","offers":[{"title":"Paperback With Online Resource","offer_id":12336792961085,"sku":null,"price":49.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/a5d23b1219fca82b66a6640e9134f266_11246333-0aeb-4627-aede-21e721da845d.jpg?v=1777335600"},{"product_id":"positive-behavior-management-in-physical-activity-settings-3rd-edition-with-web-resource","title":"Positive Behavior Management in Physical Activity Settings 3rd Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e It’s never been more challenging to manage behavior and motivate students in a physical activity setting. \u003c\/p\u003e\n\u003cp\u003e There are more at-risk children and students with disabilities to manage. Physical activity professionals also face the unique challenge of providing instruction to large groups with limited resources and distractions galore. If not handled correctly, these challenges can quickly add up to chaos, ineffective instruction, and frustrated, burnt-out physical activity professionals. \u003c\/p\u003e\n\u003cp\u003e That’s where the third edition of \u003ci\u003ePositive Behavior Management in Physical Activity Settings, Third Edition \u003c\/i\u003ecomes in. This resource will help you not only overcome those and other discipline challenges, but also use tried-and-true, positive techniques to develop appropriate and responsible behaviors and good character among all learners. \u003c\/p\u003e\n\u003cp\u003e This new edition incorporates principles, methods, and instructional practices from psychology, special education, pedagogy, recreation, athletics, and coaching. It shows teachers, coaches, and recreation leaders how to apply the principles that have proven effective in schools, youth sport programs, and recreation sites. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePositive Behavior Management in Physical Activity Settings\u003c\/i\u003e offers this new material: \u003c\/p\u003e\n\u003cp\u003e • A \u003cb\u003enew chapter on bullying\u003c\/b\u003e, providing up-to-date information to help you recognize and manage such behavior within your group \u003c\/p\u003e\n\u003cp\u003e • A \u003cb\u003enew chapter on children with special needs\u003c\/b\u003e, including autism spectrum disorder, attention deficit disorder, learning disabilities, intellectual disabilities, traumatic brain injury, and behavioral\/emotional disabilities \u003c\/p\u003e\n\u003cp\u003e • A \u003cb\u003enew chapter on behavior management ethics and professionalism\u003c\/b\u003e, to help those who are preparing to be physical activity professionals at the pre-service and in-service levels \u003c\/p\u003e\n\u003cp\u003e • \u003cb\u003eNew sections on motivating children who are overweight or obese\u003c\/b\u003e, using the latest research to help you to encourage them to participate \u003c\/p\u003e\n\u003cp\u003e Also new to this edition are an instructor guide and a web resource. The \u003cb\u003einstructor guide\u003c\/b\u003e offers different sample syllabi, showing various ways to teach the course; sample assignments; answers to chapter review questions; suggested further readings; and useful websites and apps. The\u003cb\u003e web resource \u003c\/b\u003esupplies behavior management scenarios, sample forms (checklists, rubrics, certificates, worksheets) from the chapters, instructions for designing an Applied Behavior Analysis graph and a trifold display, useful websites and apps, and a glossary by chapter. \u003c\/p\u003e\n\u003cp\u003e This text provides you with evidence-based strategies in managing special needs populations, including designing a positive behavioral support (PBS) model and a behavioral intervention plan (BIP), as well as information on response to intervention (RTI). \u003c\/p\u003e\n\u003cp\u003e The authors have added a fourth section to this new edition. \u003cb\u003ePart I \u003c\/b\u003edetails the challenges that professionals face in developing a positive learning environment, and shows readers how to be proactive in doing so.\u003cb\u003e Part II\u003c\/b\u003e outlines the interventions that physical activity professionals have successfully used in a variety of settings. This part includes chapters that discuss behavioral, humanistic, and biophysical approaches. The final chapter in this section addresses how to evaluate the behavior intervention. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart III\u003c\/b\u003e explores behavior management with various populations, and offers the new chapters on bullying and on special needs children. In \u003cb\u003epart IV\u003c\/b\u003e, the authors discuss ethical and professional behavior of physical activity professionals relative to the application of behavior management techniques used with children and youth with a focus on professionalism. The final chapter will synthesize the information presented in this text and assist the reader to take the appropriate steps needed to develop a working, teaching, and behavior management portfolio. \u003c\/p\u003e\n\u003cp\u003e GUIDANCE TO MOTIVATE CHILDREN \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePositive Behavior Management in Physical Activity\u003c\/i\u003e offers current and future K-12 physical educators, coaches, recreation specialists, and adapted physical education specialists guidance in motivating young people. You will learn how to manage behavior and create a physical activity environment that is conducive to performance and learning—and that is designed to empower children rather than control their behavior. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003e Text for undergraduate pedagogy and methods courses and reference for K-12 physical education teachers. \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I Creating a Positive Learning Environment\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1 \u003c\/b\u003eIntroduction to Behavior Management \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2 \u003c\/b\u003ePreventing Inappropriate Behaviors and Promoting Positive Behaviors \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II Exploring Behavior Management Approaches \u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3 \u003c\/b\u003eThe Behavioral Approach: Maintaining and Increasing Behaviors \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4\u003c\/b\u003e The Behavioral Approach: Redirecting and Decreasing Inappropriate Behaviors \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5 \u003c\/b\u003eThe Humanistic Approach: Accepting Social and Personal Responsibility and Building Character \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6 \u003c\/b\u003eThe Biophysical Approach: Biological Variables to Behavior \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7 \u003c\/b\u003eEvaluating the Behavioral Intervention \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III Behavior Management Challenges\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8\u003c\/b\u003e Bullying of Children and Youth \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9\u003c\/b\u003e Children and Youth With Unique Needs \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart IV Behavior Management in Practice\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10\u003c\/b\u003e Behavior Management, Ethics, and Professionalism \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11\u003c\/b\u003e Steps for Developing a Behavior Management Portfolio \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eBarry W. Lavay, PhD\u003c\/b\u003e, is a professor of adapted physical education at California State University at Long Beach. He has authored or coauthored more than 15 texts and chapters and more than 60 juried articles in physical education and special education journals. He has made close to 100 presentations at the international, national, regional, and state levels and given numerous seminars and workshops. \u003c\/p\u003e\n\u003cp\u003e Lavay has spent four decades as a university professor in physical education teacher education and as a public school physical education teacher. He has been a member of SHAPE America since 1973 and has been a fellow member of the AAHPERD Research Consortium since 1989. He served on the steering committee for the Adapted Physical Education National Standards Project from 1992 to 1997. He also was a member of the California AHPERD Council on Adaptive Physical Education for five years. \u003c\/p\u003e\n\u003cp\u003e In 2011 Lavay received the William A. Hillman Distinguished Service Award from the National Consortium for Physical Education for Individuals with Disabilities. He enjoys spending time with his family, and he runs and cycles in his leisure time. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eRon French, EdD, CAPE\u003c\/b\u003e, is professor emeritus in the department of kinesiology at Texas Woman’s University in Denton. In 1971 Dr. French received his doctorate in special education and special physical education from the University of California at Los Angeles. \u003c\/p\u003e\n\u003cp\u003e Since 1981 he has taught a graduate course on behavior management in physical education and sport. A former public school physical educator, he has presented at more than 100 workshops, conferences, and conventions and written or coauthored more than 72 articles and two manuals on behavior management. Dr. French has earned such awards as the TWU Carnaro Professor Award and the Texas Piper Professor Award. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eHester L. Henderson, PhD\u003c\/b\u003e, taught adapted physical education for one year at Iowa State University and then joined the faculty in the department of exercise and sport science at the University of Utah, where she has taught since 1983. \u003c\/p\u003e\n\u003cp\u003e She has written and administered 26 grants, primarily in professional preparation, totaling $6.2 million. She has authored or coauthored 41 manuscripts and has coauthored or been a major contributor to eight books and four book chapters. She was a major contributor to the revision of the first edition of the book \u003ci\u003eAdapted Physical Education National Standards\u003c\/i\u003e and the \u003ci\u003eAdapted Physical Education National Standards Study Guide\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e Dr. Henderson has made more than 100 presentations at all levels. In 1999 Dr. Henderson developed and still administers two service learning projects at the University of Utah. She also started the physical education program at the Pingree Learning Center for Children with Autism. \u003c\/p\u003e\n\u003cp\u003e Since 1992 she has served on the executive committee and helped develop the Adapted Physical Education National Standards (APENS). She is a member of the national, regional, and state Associations of Health, Physical Education, Recreation and Dance as well as the National Consortium of Physical Education for Individuals with Disabilities. \u003c\/p\u003e\n\u003cp\u003e Dr. Henderson has received the University Faculty Community Service Award, Select 25 Award, University Beacon of Excellence Award, University Distinguished Faculty Service Award, Hollis Fait Scholarly Contribution Award, and College of Health Distinguished Mentor Award. In her free time she enjoys playing soccer, running, biking, and snowshoeing. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003e“\u003c\/i\u003ePositive Behavior Management in Physical Activity Settings\u003ci\u003e is a knowledge base that is almost lost in teacher education. If you are a teacher and have challenges with your students’ behavior and want more from your students than just following directions, but you want enthusiastic cooperation from your students, this is the book.”\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e  \u003cb\u003ePhillip Ward, PhD, FNAK, RFSA-- \u003c\/b\u003eDirector of the Learning to Teach Physical Education Research Program, Ohio State University \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/bullying-in-the-physical-activity-environment\"\u003eBullying in the Physical Activity Environment\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/professional-ethics-and-the-use-of-punishment-in-physical-activity-environments\"\u003eProfessional Ethics and the Use of Punishment in Physical Activity Environments\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/school-age-overweight-and-obesity-issues\"\u003eSchool-Age Overweight and Obesity Issues\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003e\u003cstrong\u003eWeb Resource\u003c\/strong\u003e \u003cbr\u003e The web resource features behavior management scenarios and sample forms from each chapter. Also included are instructions for designing graphs and trifold displays, useful websites and apps, and a glossary by chapter.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eInstructor Guide\u003c\/strong\u003e\u003cbr\u003e The instructor guide features several sample syllabi, course outlines, sample assignments, and answers to chapter review questions. Also included are suggested reading material and useful websites and apps.\u003cbr\u003e \u003cbr\u003e All ancillary materials for this text are FREE to course adopters and available online at \u003ca href=\"http:\/\/www.humankinetics.com\/PositiveBehaviorManagementInPhysicalActivitySettings3E\"\u003ewww.HumanKinetics.com\/PositiveBehaviorManagementInPhysicalActivitySettings3E\u003c\/a\u003e.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Barry W. Lavay,Ron French,Hester L. Henderson","offers":[{"title":"Paperback With Online Resource","offer_id":12337142693949,"sku":null,"price":59.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/a88662fe8e8a298b761eff2a3696fcce_5264490b-ce05-40e2-9384-9446deb96d04.jpg?v=1777382831"},{"product_id":"pe-for-children-with-moderate-to-severe-disabilities","title":"PE for Children with Moderate to Severe Disabilities","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-editor\" id=\"display-editor\"\u003eEditor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e For students with moderate to severe disabilities, instruction in physical education can be a challenge. Many teachers struggle with understanding these students’ complex needs, selecting appropriate content, and finding ways to motivate these students. While many educators consider the social aspects of inclusion a priority, the authors in this text stress active engagement with the curriculum and the use of grade-level outcomes to adapt learning for students with a range of abilities. One thing is certain: The keys to making physical education a positive learning experience are the physical education teachers and adapted physical education teachers who work with these students. This text is for you! \u003c\/p\u003e\n\u003cp\u003e Edited by experienced educators with expertise in general and adapted physical education programming, \u003ci\u003ePhysical Education for Children With Moderate to Severe Disabilities\u003c\/i\u003e will serve as a valuable resource: \u003c\/p\u003e\n\u003cp\u003e • Offers comprehensive strategies for instruction, assessment, communication, collaborative practices, peer supports, and effective use of paraeducators \u003c\/p\u003e\n\u003cp\u003e • Describes unique equipment modifications and alternative programming suggestions \u003c\/p\u003e\n\u003cp\u003e • Includes sample lesson plans and assessments that you can use as is or use as models to create your own \u003c\/p\u003e\n\u003cp\u003e • Is applicable for children with moderate to severe disabilities in general physical education classes and self-contained PE environments \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePhysical Education for Children With Moderate to Severe Disabilities\u003c\/i\u003e was written by a team of higher education professionals, practicing physical educators, and adapted PE teachers. These contributors combine to bring a rich diversity and a variety of perspectives that ensure the content is relevant to all teachers. Through this comprehensive text, you will be able to make sure you are complying with the legal requirements associated with the Individuals with Disabilities Education Improvement Act and the Every Student Succeeds Act, which require that children with disabilities be given the same opportunities for meaningful physical education as other children. \u003c\/p\u003e\n\u003cp\u003e The text is organized into three parts. \u003cb\u003ePart I\u003c\/b\u003e provides foundational information on key adapted physical education issues, including Universal Design for Learning, collaborative processes, assessment strategies, communication practices, and how to use peer tutors and paraeducators in physical education. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart II\u003c\/b\u003e helps you acquire the skills you need to teach students with disabilities. The five chapters in this section will help you understand sensory integration theory, develop foundational skills, put your plan into action, and understand your role and the paraeducator’s role in disability sport. You’ll also learn how to establish and assess disability sport, how to program for and assess students in aquatics, and how to help students transition to recreational opportunities in the community. \u003c\/p\u003e\n\u003cp\u003e In \u003cb\u003ePart III\u003c\/b\u003e, you receive a blueprint for implementing successful activities at all levels. Included are team sports and target games (track and field, basketball, golf, bowling, and more) as well as lifetime activities (bicycling, tennis, personal fitness planning, and more). \u003c\/p\u003e\n\u003cp\u003e The result is a resource that provides all the information and guidance you need to deliver appropriate physical education to children wiith moderate to severe disabilities. The book will inspire you to consider the unlimited avenues for participation in sport and physical activity for \u003ci\u003eall\u003c\/i\u003e your students—even those with the most severe disabilities. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003e Reference for K-12 physical education teachers, adapted physical educators, direct service providers, related service providers, parents, and district administrators. Supplemental undergraduate text for physical education and adapted physical education teaching methods courses. \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e Foreword \u003c\/p\u003e\n\u003cp\u003e Preface \u003c\/p\u003e\n\u003cp\u003e Acknowledgments \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart I: Best Practices for Engaging All Students\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1: \u003c\/b\u003eUnderstanding Severe Disabilities and Universal Design for Learning \u003c\/p\u003e\n\u003cp\u003e Severe Disabilities \u003c\/p\u003e\n\u003cp\u003e Individuals with Disabilities Education Act \u003c\/p\u003e\n\u003cp\u003e Universal Design for Learning \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2: \u003c\/b\u003eCollaborative Processes in Physical Education \u003c\/p\u003e\n\u003cp\u003e The Practice of Collaboration \u003c\/p\u003e\n\u003cp\u003e Becoming Part of the Education Team \u003c\/p\u003e\n\u003cp\u003e Developing Adapted Physical Education Goals Through Shared Goals \u003c\/p\u003e\n\u003cp\u003e Steps in the Collaborative Process \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3: \u003c\/b\u003eAssessment Strategies \u003c\/p\u003e\n\u003cp\u003e Functional Assessment of Students With Severe Disabilities \u003c\/p\u003e\n\u003cp\u003e Rubrics \u003c\/p\u003e\n\u003cp\u003e Task Analysis Assessment \u003c\/p\u003e\n\u003cp\u003e Ecological Task Analysis \u003c\/p\u003e\n\u003cp\u003e Basic Skills Assessment \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4: \u003c\/b\u003eCommunication Practices That Enhance Participation \u003c\/p\u003e\n\u003cp\u003e Considerations for Communication Practices in Physical Education \u003c\/p\u003e\n\u003cp\u003e Types of Communication Practices \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5: \u003c\/b\u003ePeer Tutoring \u003c\/p\u003e\n\u003cp\u003e Selecting Peer Tutors \u003c\/p\u003e\n\u003cp\u003e Training Peer Tutors \u003c\/p\u003e\n\u003cp\u003e Evaluating the Tutoring Experience \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6: \u003c\/b\u003eParaeducators in Physical Education \u003c\/p\u003e\n\u003cp\u003e Understanding the Paraeducator’s Role \u003c\/p\u003e\n\u003cp\u003e Training for Paraeducators \u003c\/p\u003e\n\u003cp\u003e Ideas for Acknowledging Paraeducators’ Contributions \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7: \u003c\/b\u003eCreating Accessible Equipment \u003c\/p\u003e\n\u003cp\u003e Adapting Equipment With SENSE \u003c\/p\u003e\n\u003cp\u003e Six Ss for Adapting Equipment \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart II: Participation for All in Sport Activities\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8: \u003c\/b\u003eFoundational Skills and Sensory Integration \u003c\/p\u003e\n\u003cp\u003e Understanding Sensory Integration Theory \u003c\/p\u003e\n\u003cp\u003e Developing Foundational Skills \u003c\/p\u003e\n\u003cp\u003e Putting Your Plan Into Action \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9: \u003c\/b\u003eDisability Sport in Physical Education \u003c\/p\u003e\n\u003cp\u003e Sport Opportunities for Children With Severe Disabilities \u003c\/p\u003e\n\u003cp\u003e Role of the Teacher and Coach in Disability Sport \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10: \u003c\/b\u003eModified Programming in Physical Education \u003c\/p\u003e\n\u003cp\u003e Establishing Disability Sports Within the Physical Education Curriculum \u003c\/p\u003e\n\u003cp\u003e Assessment in Disability Sport \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11: \u003c\/b\u003eTransitioning to Recreational Opportunities Beyond School \u003c\/p\u003e\n\u003cp\u003e Transition Services and Individuals’ Rights \u003c\/p\u003e\n\u003cp\u003e Initiating the Transition Plan \u003c\/p\u003e\n\u003cp\u003e Transition Processes in Physical Education \u003c\/p\u003e\n\u003cp\u003e Training Personnel for Community-Based Programs \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12: \u003c\/b\u003eAquatics for Children With Disabilities \u003c\/p\u003e\n\u003cp\u003e Benefits of Aquatics \u003c\/p\u003e\n\u003cp\u003e Medical Issues, Precautions, and Safety Issues \u003c\/p\u003e\n\u003cp\u003e Assessment in Aquatics \u003c\/p\u003e\n\u003cp\u003e Planning Goals and Objectives \u003c\/p\u003e\n\u003cp\u003e Teaching and Safety Strategies \u003c\/p\u003e\n\u003cp\u003e Transitioning to Aquatics in the Community \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart III: Sample Lessons Using Universal Design for Learning\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13: \u003c\/b\u003eTeam Sports and Target Games \u003c\/p\u003e\n\u003cp\u003e Soccer: Passing \u003c\/p\u003e\n\u003cp\u003e Basketball: Spot Remover \u003c\/p\u003e\n\u003cp\u003e Hockey: Rip Off \u003c\/p\u003e\n\u003cp\u003e Track and Field: Hurdling \u003c\/p\u003e\n\u003cp\u003e Golf: Putting \u003c\/p\u003e\n\u003cp\u003e Golf: Stations \u003c\/p\u003e\n\u003cp\u003e Golf: Alien Invasion \u003c\/p\u003e\n\u003cp\u003e Throlf (Throwing Golf) \u003c\/p\u003e\n\u003cp\u003e Bowling for Junk \u003c\/p\u003e\n\u003cp\u003e Bowling: Battleships \u003c\/p\u003e\n\u003cp\u003e Bowling for Bucks \u003c\/p\u003e\n\u003cp\u003e Archery: Safety First \u003c\/p\u003e\n\u003cp\u003e Archery: Add It Up \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14: \u003c\/b\u003eLifetime and Health-Related Activities \u003c\/p\u003e\n\u003cp\u003e Hand Function Challenges \u003c\/p\u003e\n\u003cp\u003e Hand Functions for Sports \u003c\/p\u003e\n\u003cp\u003e Scooter Train \u003c\/p\u003e\n\u003cp\u003e Climbing Wall: Periwinkle Rescue \u003c\/p\u003e\n\u003cp\u003e Horseshoes \u003c\/p\u003e\n\u003cp\u003e Bicycling: Rules of the Road \u003c\/p\u003e\n\u003cp\u003e Tennis: Forehand Stroke \u003c\/p\u003e\n\u003cp\u003e Tabletop Shuffleboard \u003c\/p\u003e\n\u003cp\u003e Personal Fitness Plan \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix:\u003c\/b\u003e Resources \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-editor\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eMichelle Grenier, PhD,\u003c\/b\u003e is an associate professor and coordinator of the health and physical education program and adapted physical education program at the University of New Hampshire. She has substantial experience working in the field of physical education and utilizing inclusive strategies for students with disabilities. She is an accomplished researcher and is editor of the text \u003ci\u003ePhysical Education for Students With Autism Spectrum Disorders\u003c\/i\u003e. Dr. Grenier is internationally recognized for her work on inclusion and has presented throughout the United States. She enjoys running, cycling, swimming, and traveling the world to meet others who share her professional and personal interests. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eLauren J. Lieberman, PhD,\u003c\/b\u003e is a distinguished service professor at The College at Brockport, State University of New York. She has taught higher education since 1995 and previously taught in the Deafblind Program at Perkins School for the Blind. She is fluent in sign language and used sign as her language in earning her PhD. She infuses sign language throughout her courses. \u003c\/p\u003e\n\u003cp\u003e Lieberman has written 18 books on adapted physical education and more than 118 peer-reviewed articles. She started Camp Abilities, an overnight educational sports camp for children with visual impairments. This camp is now replicated in 18 states and eight countries. \u003c\/p\u003e\n\u003cp\u003e Lieberman is past chair of the Adapted Physical Activity Council (APAC). She is currently on the board of the division of recreation and sport for the Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER), and she serves on the board of the United States Association of Blind Athletes (USABA). She acts as a consultant for the New York Deaf-Blind Collaborative. In her leisure time, she enjoys playing Ultimate Frisbee, biking, running, kayaking, hiking, reading, and playing the guitar. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabEditor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/adapting-equipment-with-sense\"\u003eAdapting Equipment With SENSE\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/basic-skills-assessment\"\u003eBasic Skills Assessment\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/climbing-wall-periwinkle-rescue\"\u003eClimbing Wall: Periwinkle Rescue\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/introduction-to-physical-education-for-children-with-moderate-to-severe-disabilities\"\u003eIntroduction to Physical Education for Children With Moderate to Severe Disabilities\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/sample-lessons-using-universal-design-for-learning\"\u003eSample Lessons Using Universal Design for Learning\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/training-for-paraeducators\"\u003eTraining for Paraeducators\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Michelle Grenier,Lauren J. Lieberman","offers":[{"title":"Paperback","offer_id":12337544855613,"sku":null,"price":49.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/71724ef75e2fb533c25c287000eed055_5d54eae1-b7fd-4d28-a5a0-a9afe846ed12.jpg?v=1777378973"},{"product_id":"developmental-and-adapted-physical-activity-assessment-2nd-edition-with-web-resource","title":"Developmental and Adapted Physical Activity Assessment 2nd Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-shape_america_members\" id=\"display-shape_america_members\"\u003eSHAPE America Members\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e Assessment in adapted physical education is not a simple task. Variables in assessment instruments and in the administration and interpretation of tests can sometimes generate more questions than answers. \u003c\/p\u003e\n\u003cp\u003e That’s why special education and adapted physical activity teachers have come to rely on \u003ci\u003eDevelopmental and Adapted Physical Activity Assessment\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e Now in its second edition, this is the one of the only textbooks that focuses solely on assessment, providing valuable and in-depth clarity, guidance, and understanding in the principles and practical applications of assessment. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eThorough Examination of the Assessment Process\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDevelopmental and Adapted Physical Activity Assessment \u003c\/i\u003edetails the assessment process, explains how to use assessment data when making programming decisions, and reviews specific assessment tools for adapted physical educators and physical therapists. It describes assessment concepts and procedures and provides the information teachers need to accurately assess their students with disabilities. \u003c\/p\u003e\n\u003cp\u003e Written by four of the most experienced and trusted specialists in adapted physical activity, \u003ci\u003eDevelopmental and Adapted Physical Activity Assessment\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e • walks you systematically through the assessment cycle from beginning to end, providing accountability for all involved; \u003c\/p\u003e\n\u003cp\u003e • helps you assess the \u003ci\u003ewhole\u003c\/i\u003e student—including social, affective, physical, and cognitive domains—to spur development to its fullest potential; \u003c\/p\u003e\n\u003cp\u003e • compares and contrasts existing assessment tools; \u003c\/p\u003e\n\u003cp\u003e • offers in-depth case studies in each chapter to reinforce and enhance understanding of real-world challenges; and \u003c\/p\u003e\n\u003cp\u003e • includes appendixes with sample write-ups of different assessments. \u003c\/p\u003e\n\u003cp\u003e The case studies present assessment problems that focus on real-life situations that teachers encounter daily. These case studies will help teachers learn how to identify which test to use and why. In addition, each chapter supplies key terms, key concepts, and review questions. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eNew to This Edition\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e The authors have updated all the chapters to reflect the latest research, regulations, and standards—all information in the text adheres to the newest National Standards for K-12 Physical Education. The updates also emphasize the decisions made in the assessment process and articulate the rationale behind educational decisions. Updated reviews of specific assessment tools emphasize key points where needed and reflect new information based on the most recent versions of the tests. \u003c\/p\u003e\n\u003cp\u003e In addition, \u003ci\u003eDevelopmental and Adapted Physical Activity Assessment \u003c\/i\u003eoffers the following: \u003c\/p\u003e\n\u003cp\u003e • A new chapter on assessing sensory function and cognition \u003c\/p\u003e\n\u003cp\u003e • New information about concussions (one of the most common issues that physical educators encounter) and how to assess them \u003c\/p\u003e\n\u003cp\u003e • A new web resource featuring digital versions of the assessment forms in the book and links to assessment tools, with suggestions for their use \u003c\/p\u003e\n\u003cp\u003e • A new glossary to help with the understanding and study of terms \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eGuide to Multiple Assessments\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e This text will guide teachers in developing written recommendations regarding placement and instructional programming for \u003c\/p\u003e\n\u003cp\u003e • motor development and motor skill performance, \u003c\/p\u003e\n\u003cp\u003e • physical fitness, \u003c\/p\u003e\n\u003cp\u003e • sensory function and cognition, \u003c\/p\u003e\n\u003cp\u003e • posture and gait, and \u003c\/p\u003e\n\u003cp\u003e • behavior and social competencies. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDevelopmental and Adapted Physical Activity Assessment \u003c\/i\u003ehelps teachers know what tests to use on what people, how to administer the tests, how to interpret the results, and how to plan appropriately for their students.\u003cbr\u003e\u003cbr\u003e Human Kinetics is proud to publish this book in association with SHAPE America, the national organization that defines excellence for school-based health and physical education professionals across the United States. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003e Text for undergraduate and graduate students in adapted physical education and adapted physical activity courses. Reference for K-12 teachers, adapted physical educators, administrators, and program directors in physical education. \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Who You Are Assessing \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Why You Are Assessing \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eGetting to Know the Student \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Selecting an Appropriate Assessment Instrument \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Selecting and Administering Tests \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Assessing Motor Development and Motor Skill Performance \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Assessing Physical Fitness \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Assessing Posture and Gait \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Assessing Perception and Cognition \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Assessing Behavior and Social Competence \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix A.\u003c\/b\u003e Sample Write-Up for Infant and Early Childhood Motor Development Tests \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix B.\u003c\/b\u003e Sample Write-Up for Fundamental Motor Patterns Tests \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix C.\u003c\/b\u003e Sample Write-Up for Motor Proficiency Tests \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix D. \u003c\/b\u003eSample Write-Up for Sports Skills Tests \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eMichael Horvat, EdD,\u003c\/b\u003e is a professor of adapted physical education and motor behavior at the University of Georgia, where he is also the director of the Movement Studies Laboratory and the Pediatric Exercise and Motor Development Clinic. Dr. Horvat is extensively published, having authored numerous books, monographs, chapters in books, and articles in dozens of refereed journal publications. He is also a highly sought-after speaker, having presented at more than 100 international and domestic conferences. \u003c\/p\u003e\n\u003cp\u003e Dr. Horvat has been elected to many boards and councils and has professional affiliations with a number of organizations, including the International Society of Adapted Physical Activity, the North American Federation of Adapted Physical Activity, and SHAPE America (formerly the American Alliance for Health, Physical Education, Recreation and Dance [AAHPERD]). In 2005 he was named to the Honor Society of Phi Kappa Phi, and he has also been named to Who's Who in American Education. \u003c\/p\u003e\n\u003cp\u003e Dr. Horvat was the Southern District AAHPERD Scholar for 1994-1995 and was named a fellow of the North American Society (NAS) of Health, Physical Education, Recreation, Sport, and Dance Professionals in 2008. He also received the 2006 Hollis Fait Scholarly Contribution Award and the 2016 G. Lawrence Rarick Research Award from the National Consortium for Physical Education for Individuals with Disabilities (NCPEID). \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMartin E. Block, PhD, \u003c\/b\u003eis a professor in the department of kinesiology at the University of Virginia. He has been the director of the master's program in adapted physical education (APE) at the University of Virginia since 1993. During that time he has supervised and graduated more than 120 master's students. Dr. Block has served as an APE specialist in Virginia, working with children with severe disabilities and learning and behavioral problems. \u003c\/p\u003e\n\u003cp\u003e Dr. Block has been a consultant to Special Olympics, Inc., helping to create the Motor Activities Training Program (MATP), a sports program for athletes with severe disabilities. He has authored or coauthored four books, more than 20 chapters in books, and more than 80 refereed articles, and he has conducted more than 100 international and national presentations on various topics in APE. He is the editor of the journal Palaestra, and he is on the editorial board of \u003ci\u003eAdapted Physical Activity Quarterly\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e Dr. Block is the president of the International Federation of Adapted Physical Activity (IFAPA) and previously served as president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) and as chair for the Adapted Physical Activity Council and the Motor Development Academy of SHAPE America. He was named the Virginia College Professor of the Year in 2004. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eLuke E. Kelly, PhD,\u003c\/b\u003e is a certified adapted physical educator, professor of kinesiology, holder of the Virgil S. Ward endowed professorship, and director of the graduate program in adapted physical education at the University of Virginia. He has 40 years of experience working with public schools in evaluating and revising their physical education curricula to meet the needs of students with disabilities. Dr. Kelly has written extensively about the achievement-based curriculum model, assessment, and the use of technology in physical education. Dr. Kelly has served as the president of the National Consortium for Physical Education for Individuuals with Disabilities (NCPEID) and directed the NCPEID adapted physical education national standards project from 1992 to 1999. Dr. Kelly is a fellow of the National Academy of Kinesiology (formerly the American Academy of Kinesiology and Physical Education). He has also received the G. Lawrence Rarick Research Award and the William A. Hillman Distinguished Service Award from NCPEID. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eRonald V. Croce, PhD,\u003c\/b\u003e received his doctorate in neuroscience\/exercise physiology and special populations from the University of New Mexico, and he is currently a professor in the kinesiology department. His main teaching focus is applied anatomy\/kinesiology and medical neuroscience, and he has been the recipient of several university teaching and research awards. Dr. Croce’s research focuses on physical and motor functioning of individuals with cognitive and motor impairments as well as human neuromuscular functioning and cognition. He has over 100 published articles and is a coauthor of \u003ci\u003eDevelopmental\/Adapted Physical Education\u003c\/i\u003e. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/adaptive-and-maladaptive-behavior\"\u003eAdaptive and Maladaptive Behavior\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/case-study\"\u003eCase Study\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/cognitive-assessments\"\u003eCognitive Assessments\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/roles-in-the-assessment-process\"\u003eRoles in the Assessment Process\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e The web resource includes digital version of forms in the book and links to other assessment tools. Teachers can download and print the forms or use them as models for creating their own forms.\u003cbr\u003e \u003cbr\u003e All ancillary materials for this text are FREE to course adopters and available online at \u003ca href=\"http:\/\/www.humankinetics.com\/DevelopmentalandAdaptedPhysicalActivityAssessment\"\u003ewww.HumanKinetics.com\/DevelopmentalandAdaptedPhysicalActivityAssessment\u003c\/a\u003e.\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e\u003cdiv id=\"tab-shape_america_members\" class=\"tab-content\"\u003e \u003cp\u003eHuman Kinetics is pleased to partner with SHAPE America by offering discounts on our resources to SHAPE America members! Whether you’re a preK-12 teacher, higher education faculty member, researcher, administrator, or future professional, we’re here to help you in your professional career and personal fitness journey of improved fitness, stronger athletic performance, and better nutrition.\u003cbr\u003e\u003cbr\u003eSHAPE America members receive a 30% discount on this resource and other eligible resources through the member portal at SHAPE America. Learn more about SHAPE America membership at \u003ca href=\"http:\/\/shapeamerica.org\/\" target=\"_blank\" style=\"font-family: sans-serif; font-weight: 400; background-color: rgb(255, 255, 255);\"\u003eSHAPEAmerica.org\u003c\/a\u003e or direct your questions about the discount to \u003ca href=\"mailto:\/\/askmembership@shapeamerica.org\" target=\"_blank\" style=\"font-family: sans-serif; font-weight: 400; background-color: rgb(255, 255, 255);\"\u003easkmembership@shapeamerica.org\u003c\/a\u003e. \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabSHAPE_America_Members--\u003e","brand":"Michael Horvat,Luke E. Kelly,Martin E. Block,Ron Croce","offers":[{"title":"Paperback With Online Resource","offer_id":12337574346813,"sku":null,"price":69.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/13202dfd630b68bceb6d0d41e2c9e9a0_6f9f07a1-cc91-486c-81bb-56b335fb72a0.jpg?v=1777346342"},{"product_id":"developmental-and-adaptive-physical-activity-university-of-victoria","title":"Developmental and Adaptive Physical Activity: University of Victoria","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook combines chapters from \u003ci\u003eInclusive Physical Activity, Second Edition,\u003c\/i\u003e and \u003ci\u003eInclusive Recreation\u003c\/i\u003e. It is specifically designed for students taking the course “Developmental and Adaptive Physical Activity” at the University of Victoria.\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003ci\u003e\u003cb\u003eAudience: \u003c\/b\u003eCustom ebook for students taking the course Developmental and Adaptive Physical Activity at the University of Victoria.\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003eInclusive Physical Activity, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Health, Physical Activity, and Individuals With Ability Differences\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e An Inclusive Physical Activity Approach\u003cbr\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eOvercoming Barriers to Inclusive Physical Activity\u003cbr\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eA Functional Approach to Modifying Movement Experiences\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Movement Skills and Concepts\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Play, Games, and Sport\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Health-Related Fitness and Conditioning\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Aquatics\u003cbr\u003eAppendix A  Person-Related Factors Influencing Capability\u003cbr\u003eAppendix D  Tests and Assessment Tools Currently Available\u003cbr\u003e\u003cbr\u003e\u003ci\u003eInclusive Recreation\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Staff Training for Inclusion\u003cbr\u003e\u003ci\u003eKathleen G. Scholl, PhD, CTRS, and Torrie Dunlap\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Universal Design in Recreation\u003cbr\u003e\u003ci\u003eCindy Dillenschneider, MS Ed, and Cindy Burkhour, MA, CTRS, CPRP\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 15. \u003c\/b\u003eInclusive Outdoor Recreation and Summer Camps\u003cbr\u003e\u003ci\u003eCindy Dillenschneider, MS Ed, and Frederick Green, PhD, CTRS\u003c\/i\u003e\u003cbr\u003eInclusion at Summer Camp: The Perfect Problatunity\u003cbr\u003e\u003ci\u003eTerry Long, PhD, and Terry Robertson, PhD\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eSusan L. Kasser, PhD,\u003c\/b\u003e is an associate professor in the department of rehabilitation and movement science at the University of Vermont at Burlington, where she teaches courses pertaining to inclusive physical activity. She holds a doctorate in movement studies in disability from Oregon State University.\u003cbr\u003e\u003cbr\u003eKasser has over 20 years of teaching experience in community and school-based physical activity programs involving individuals with diverse abilities. She has presented on both national and international levels in the area of inclusive physical activity. Kasser has also developed many community-based exercise programs for adults with chronic conditions and disabilities, including the Individualized Exercise for Active Lifestyles (IDEAL) program, which has served more than 75 adults with multiple sclerosis since 1998.\u003cbr\u003e\u003cbr\u003eIn 2012, she received the Outstanding Faculty Award from the College of Nursing and Health Sciences at the University of Vermont. Kasser also received the 2001 Outstanding Educator Award from the Vermont Association for Health, Physical Education, Recreation and Dance and the 2000 Kroepsch-Maurice Excellence in Teaching Award from the University of Vermont.\u003cbr\u003e\u003cbr\u003eKasser resides in Jericho, Vermont, where she enjoys hiking, kayaking, and backpacking in her free time.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eRebecca K. Lytle, PhD, \u003c\/b\u003eis a professor in the department of kinesiology at California State University at Chico, where she teaches courses in adapted physical education and motor development. Lytle has been teaching in higher education since 1992. She also taught as an adapted physical education teacher in the public schools from 1988-1996, and was a school consultant from 2000-2002.\u003cbr\u003e\u003cbr\u003eLytle has published numerous articles for refereed journals and coauthored three books and six book chapters on adapted physical activity. She has presented at the state, national, and international levels and has served as consultant or coordinator for several community-based physical activity and motor skill assessment programs for both children and adults. She is a member of the International Council for Health, Physical Education, Recreation, Sport and Dance (ICHPER-SD); Council for Exceptional Children (CEC); International Federation of Adapted Physical Activity (IFAPA); National Consortium for Physical Education and Recreation for Individuals with Disabilities (NCPERID); Adapted Physical Activity Council (APAC); Northern California Adapted Physical Education Consortium (NCAPEC); American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD); California Association for Health, Physical Education, Recreation and Dance (CAHPERD); and California Teachers Association (CTA). Lytle also serves as chair of the National Adapted Physical Activity Council of AAHPERD and chair of the California State Council on Adapted Physical Education.\u003cbr\u003e\u003cbr\u003eLytle and her husband, Donald, reside in Chico. In her free time, she enjoys playing with children, walking and hiking, and playing baseball and softball.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Susan L. Kasser,Rebecca K. Lytle","offers":[{"title":"Ebook","offer_id":12573314220093,"sku":null,"price":46.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/products\/7dd7110e340c04b914ee939c30ee001c_9b71192c-dbfe-4af2-96f9-397657154b6b.jpg?v=1779874899"},{"product_id":"performance-based-assessment-for-middle-and-high-school-physical-education-3rd-edition","title":"Performance-Based Assessment for Middle and High School Physical Education-3rd Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003ci\u003ePerformance-Based Assessment for Middle and High School Physical Education \u003c\/i\u003eis a cutting-edge book that teachers trust for assessing middle school and high school physical education students. Also a highly popular undergraduate text for courses that focus on performance-based assessment, this new third edition features significant additions, enhancements, and updates: \u003cul\u003e\n\u003cli\u003eNew chapters on effective management and instruction delivery, which make it appropriate for PETE instructors using the book for secondary methods courses\u003c\/li\u003e\n\u003cli\u003eA new chapter on assessments with various instructional models, including Sport Education, Teaching Games for Understanding, Cooperative Learning, Personalized System of Instruction, and Teaching Personal and Social Responsibility\u003c\/li\u003e\n\u003cli\u003eA new chapter on assessing dance (with sample dance units in the web resource)\u003c\/li\u003e\n\u003cli\u003eA new sample unit on ultimate Frisbee in the chapter on invasion games\u003c\/li\u003e\n\u003cli\u003eAn expanded section on cognitive assessments, with suggestions for writing tests\u003c\/li\u003e\n\u003cli\u003eUpdated content on rubrics\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ci\u003ePerformance-Based Assessment\u003c\/i\u003e shows readers how to use portfolios to assess fitness, and it offers an example of a portfolio assessment for a high school fitness course. It also guides readers in using skill tests in physical education.\u003cbr\u003e\u003cbr\u003e Written by two authors with a combined 26 years of experience teaching physical education in public schools, the text discusses various assessment formats, helping PETE students and in-service teachers know both what to assess and how to assess it. Readers learn how to develop culminating and progressive assessments, as well as plan for continuous performance-based assessments and acquire effective teaching strategies for standards-based instruction. All content is aligned with current SHAPE America national standards and is supported by research from educational assessment giants such as Tom Guskey, Richard Stiggins, Dylan William, Robert Marzano, and James Popham.\u003cbr\u003e\u003cbr\u003e The book is organized into four parts, with \u003cb\u003epart I\u003c\/b\u003e introducing readers to performance-based assessment issues such as the need for change in the assessment process, how assessments can be used to enhance learning, the various assessment domains and methods, and the use of rubrics in assessments. \u003cb\u003ePart II\u003c\/b\u003e explores aspects of managing and implementing physical education lessons. In \u003cb\u003epart III\u003c\/b\u003e, readers learn about the components of performance-based assessment, and in \u003cb\u003epart IV\u003c\/b\u003e, they delve into issues affecting grading and implementing continuous performance-based assessment.\u003cbr\u003e\u003cbr\u003e This groundbreaking text explains the theory behind assessment and, through its numerous models, shows how to apply that theory in practice. The text is filled with practical examples, much more so than the typical assessment book. And it is supplemented by a web resource that houses forms, charts, and other material for instructors to use in their performance-based assessments.\u003cbr\u003e\u003cbr\u003e Class size, skill levels, and time factors can make assessments difficult—but far from impossible. The examples in the book are meant to be modified as needed, with the ideas in the book used as starting points.\u003cbr\u003e\u003cbr\u003e Teachers can use the material, examples, and tools in this book to create assessments that enhance student learning, providing them feedback to let them know what they have accomplished and how they can work toward goals of greater competence.\u003ch4\u003eAudience\u003c\/h4\u003eText for undergraduate assessment courses for PETE students. Reference for high school PE teachers, directors, and curriculum specialists.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Introduction to Performance-Based Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e The Need for Change\u003cbr\u003e The Call for Change in Education\u003cbr\u003e Standards-Based Instruction\u003cbr\u003e Types of Assessment in Standards-Based Instruction\u003cbr\u003e Effect on Teaching When Standards Are Used\u003cbr\u003e Role of Assessment in Physical Education Programs\u003cbr\u003e Changing the Assessment Culture in Physical Education\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Assessing the Psychomotor Domain to Enhance Student Learning\u003cbr\u003e Purpose of Assessment\u003cbr\u003e What Are Performance-Based Assessments?\u003cbr\u003e Characteristics of Performance-Based Assessment\u003cbr\u003e Types of Performance-Based Assessments\u003cbr\u003e Advantages of Using Performance-Based Assessments\u003cbr\u003e Concerns When Using Performance-Based Assessments\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eUsing Cognitive and Affective Learning Domain Assessments Effectively in Physical Education\u003cbr\u003e Traditional Test Questions Used for Cognitive and Affective-Domain Assessments\u003cbr\u003e Selected-Response Questions\u003cbr\u003e Performance-Based Assessments for Cognitive and Affective-Domain Learning\u003cbr\u003e Projects\u003cbr\u003e Journals\u003cbr\u003e Role Plays\u003cbr\u003e What Are Open-Response Questions?\u003cbr\u003e Comparing Open-Response and Essay Questions\u003cbr\u003e Characteristics of Open-Response Questions\u003cbr\u003e Types of Open-Response Questions\u003cbr\u003e How to Write Open-Response Questions\u003cbr\u003e Suggestions for Using Open-Response Questions\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Rubrics\u003cbr\u003e What Is a Rubric?\u003cbr\u003e Benefits of Using Rubrics\u003cbr\u003e Criteria for Rubrics\u003cbr\u003e Choosing the Most Appropriate Rubric\u003cbr\u003e How to Create Quantitative Rubrics\u003cbr\u003e How to Create Qualitative Rubrics\u003cbr\u003e Special Considerations in Creating Rubrics\u003cbr\u003e Rubric Hints and Guidelines\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Managing and Implementing Physical Education Lessons\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Creating a Classroom Climate That Supports Standards-Based Instruction\u003cbr\u003e Creating a Positive Learning Environment\u003cbr\u003e Teacher Expectations\u003cbr\u003e The Importance of Having a Good Learning Climate\u003cbr\u003e Structuring the Classroom Environment\u003cbr\u003e Working With Equipment\u003cbr\u003e Managing Space\u003cbr\u003e Managing Time\u003cbr\u003e Developing Rules for Physical Education Classes\u003cbr\u003e Reinforcing Behaviors\u003cbr\u003e Rewarding Positive Behaviors\u003cbr\u003e Disciplining Students\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Effective Teaching Strategies for Standards-Based Instruction\u003cbr\u003e The Complexity of Games and Physical Activities\u003cbr\u003e How Much to Include in Your Unit of Instruction\u003cbr\u003e Application Tasks\u003cbr\u003e Presenting Learning Tasks\u003cbr\u003e Monitoring Student Learning\u003cbr\u003e Asking Questions in Physical Education\u003cbr\u003e Resources During Instruction\u003cbr\u003e Pacing and Opportunity to Respond\u003cbr\u003e Applying Motor Learning Concepts While Teaching\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eAssessing With Instructional Models\u003cbr\u003e Direct Instruction\u003cbr\u003e Sport Education Instructional Model (IM)\u003cbr\u003e Tactical Games or Teaching Games for Understanding Instructional Model (IM)\u003cbr\u003e Cooperative Learning\u003cbr\u003e Personalized System of Instruction\u003cbr\u003e Teaching Personal and Social Responsibility\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Components of Performance-Based Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eDeveloping Culminating and Progressive Assessments\u003cbr\u003e Culminating (Summative) Assessments\u003cbr\u003e Progressive Learning Activities and Assessments\u003cbr\u003e Tumbling Unit\u003cbr\u003e Target Archery Unit\u003cbr\u003e Golf Unit\u003cbr\u003e Soccer Unit\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9. \u003c\/b\u003ePlanning for Continuous Performance-Based Assessment\u003cbr\u003e Major Unit Focus\u003cbr\u003e Culminating (Summative) Assessment and Evaluation Rubric\u003cbr\u003e Essential Knowledge, Skills, and Abilities\u003cbr\u003e Progressive Learning Activities and Formative Assessments\u003cbr\u003e Critical Resources\u003cbr\u003e Planning Lessons From the Unit Plan\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eDeveloping Standards-Based Units of Instruction for Invasion Sports\u003cbr\u003e Major Soccer Unit Focus\u003cbr\u003e Culminating (Summative) Assessment and Evaluation Rubric\u003cbr\u003e Essential Soccer Knowledge, Skills, and Abilities\u003cbr\u003e Progressive Learning Activities and Formative Assessments\u003cbr\u003e Critical Resources\u003cbr\u003e How to Use the Student Soccer Portfolio\u003cbr\u003e Ultimate: Standards-Based Unit of Instruction\u003cbr\u003e Major Ultimate Unit Focus\u003cbr\u003e Culminating or Summative Assessment and the Evaluation Rubric\u003cbr\u003e Essential Ultimate Knowledge, Skills, and Abilities\u003cbr\u003e Progressive Learning Activities and Formative Assessments\u003cbr\u003e Critical Resources\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Using Portfolios to Assess Physical Activities and Fitness\u003cbr\u003e Types of Portfolios\u003cbr\u003e Advantages of Using Portfolio Assessment\u003cbr\u003e Disadvantages of Using Portfolios\u003cbr\u003e Portfolio Guidelines in Performance-Based Assessment\u003cbr\u003e Evaluating Portfolios\u003cbr\u003e Integrating Fitness Education and Assessment Into the Physical Education Curriculum\u003cbr\u003e Resources for Fitness Education Curriculum, Instructions, and Assessment\u003cbr\u003e Using Technology to Assess Physical Activity Participation Levels\u003cbr\u003e High School Fitness Portfolio\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Using Standards-Based Instruction to Teach Dance\u003cbr\u003e Why Include Dance in Physical Education?\u003cbr\u003e Planning a Dance Unit\u003cbr\u003e Teaching Structured Dance\u003cbr\u003e Teaching Creative Dance\u003cbr\u003e Teaching Social Dance\u003cbr\u003e Using Portfolios to Assess Dance\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart IV. Grading and Implementing Continuous Performance-Based Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Effective Grading in Physical Education\u003cbr\u003e Purposes of Grading and Grade Reporting\u003cbr\u003e Developing a Meaningful Grading System\u003cbr\u003e Problems With Traditional Grading Practices\u003cbr\u003e Grade Formats in Physical Education\u003cbr\u003e Effective Grading in Physical Education\u003cbr\u003e Grading Before You Have a Rubric Developed\u003cbr\u003e Challenges in Using Effective Grading Practices\u003cbr\u003e Grading Practices for Students With Special Needs\u003cbr\u003e Hints and Suggestions for More Effective Grading Practices\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14. \u003c\/b\u003eAcquiring Assessment Savvy\u003cbr\u003e Planning the Assessment Process\u003cbr\u003e Lund and Kirk’s Tips for Acquiring Assessment Savvy\u003cbr\u003e Conclusion\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eJacalyn Lea Lund, PhD, \u003c\/b\u003eis a professor and the chair of the department of kinesiology and health at Georgia State University in Atlanta. She began her teacher educator career in 1990 following graduation from Ohio State University and had 16 years of teaching experience in public schools prior to that. She has presented on assessment at conferences and numerous workshops and has taught many classes on assessment in physical education.\u003cbr\u003e Dr. Lund has been a member of SHAPE America for over 40 years, most recently serving as the association’s president. She was on the committee that developed the organization’s 1995 content standards for physical education. In 2013 she was inducted into the SHAPE America Hall of Fame. She is a fellow of the National Academy of Kinesiology. Dr. Lund loves spending time with her family, dancing, reading, and, as she puts it, “having her dogs take her for a walk.”\u003cbr\u003e\u003cb\u003eMary Fortman Kirk, PhD,\u003c\/b\u003e is a professor of physical education at Northern Kentucky University (NKU). She was an NKU department chair for eight years and is a former coordinator of the health and physical education programs. She also taught physical education at the high school level for 10 years. Dr. Kirk has given many presentations on portfolios and alternative assessment at conferences, including those of SHAPE America and the National Association for Physical Education in Higher Education. She was appointed by the Kentucky commissioner of education to serve on the state task force for the development of physical education assessment and performance assessment of new teachers.\u003cbr\u003e Dr. Kirk earned an MA in motor learning and physical education from Michigan State University in 1973 and a PhD in motor development and teacher preparation from Ohio State University in 1989. She is the author of two books on pre-sport development programs for the National Alliance for Youth Sports and for the Girl Scouts of the USA.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/assessing-student-learning-through-projects\"\u003eAssessing Student Learning Through Projects\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/individualized-learning-and-assessment\"\u003eIndividualized Learning and Assessment\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/teaching-personal-and-social-responsibility\"\u003eTeaching Personal and Social Responsibility\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors and available online.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eInstructor guide. \u003c\/strong\u003eIncludes a sample course syllabus, an introduction on how to use the ancillaries, and a final project.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eTest package. \u003c\/strong\u003eIncludes 170 multiple-choice questions. Instructors can create their own tests by selecting from the question pool, select their own test forms and save them for later editing or printing, and export the tests into a word-processing program.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePresentation Package. \u003c\/strong\u003eIncludes 370 PowerPoint slides that highlight important material from the book.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eWeb resource. \u003c\/strong\u003eFeatures forms, figures, and tables from the book as well as additional assessments.\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Jacalyn Lea Lund,Mary Fortman Kirk","offers":[{"title":"Paperback With Online Resource","offer_id":13908967030845,"sku":null,"price":84.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/19d1c03476592d4331b474d31569376a.jpg?v=1777379173"},{"product_id":"physical-education-for-students-with-autism-spectrum-disorders-pdf","title":"Physical Education for Students With Autism Spectrum Disorders PDF","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e Current estimates are that 1 out of 88 children will be diagnosed with some form of autism. Planning a curriculum that includes all students, including those with ASD, can be a challenging task but well worth the effort. This book identifies strategies that highlight students’ skills, interests, and abilities though collaborative practices, environmental design, and assistive technologies. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePhysical Education for Students With Autism Spectrum Disorders: A Comprehensive Approach \u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e • introduces the inclusion spectrum as a tool to help teachers analyze appropriate instruction for students, aligning abilities with curriculum and activity context; \u003c\/p\u003e\n\u003cp\u003e • provides information on tools such as scripts, video modeling, social stories, and choice boards to assist teachers in developing programs; \u003c\/p\u003e\n\u003cp\u003e • presents a variety of activities that teachers can choose from to help students with ASD develop social and motor skills; and \u003c\/p\u003e\n\u003cp\u003e • assimilates best practices from general and adapted PE as well as autism training and research that offer solutions for increased student engagement in physical education. \u003c\/p\u003e\n\u003cp\u003e Written by contributors with extensive experience in developing inclusive programming for students with ASD, \u003ci\u003ePhysical Education for Students With Autism Spectrum Disorders: A Comprehensive Approach\u003c\/i\u003e is ideal for physical education and adapted physical education courses across the K-12 curriculum. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart I\u003c\/b\u003e provides an understanding of students with ASD that offers insights from parents’ and teachers’ perspectives. From there, the authors examine the application of the inclusion spectrum that helps teachers plan for appropriate instruction. Readers will also find communication and social learning tools they can use to minimize the stress students may experience while optimizing learning experiences. Assessment protocols assist with the development of relevant IEP goals and objectives. \u003cb\u003ePart II \u003c\/b\u003econtains individualized and group games and activities that enhance lifelong learning for students with ASD. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePhysical Education for Students With Autism Spectrum Disorders: A Comprehensive Approach\u003c\/i\u003e is a practical resource that helps teachers design optimal plans for including students with ASD in general and adapted physical education classes. The manual contains numerous strategies, tools, and resources that assist teachers with individualizing instruction in ways that foster positive peer relationships as well as development of social and motor skills. It’s a win-win situation for all—teachers, parents, and most of all the students. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Developing Instruction for Students With Autism Spectrum Disorders\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1. \u003c\/b\u003eUnderstanding Students With Autism Spectrum Disorders \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMichelle Grenier\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Autism Spectrum Disorders From the Family Perspective \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eTeri Todd and Ann Griffin\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Accessing the Curriculum Through the Inclusion Spectrum \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMichelle Grenier\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Proactive Strategies for Inclusion [chapters 4 and 5 were combined] \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMichelle Grenier and Ann Griffin\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Reducing Stress to Optimize Learning \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRebecca Lytle\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6. \u003c\/b\u003eAssessment and the IEP Process \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMartin Block and Andrea Taliaferro \u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Individual, Small Group, and Game Activities\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eIndividualized Games and Activities \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eAnn Griffin\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eGroup Games and Activities \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePat Yeaton and Michelle Grenier\u003c\/i\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\u003cp\u003e\u003cb\u003eMichelle Grenier, PhD\u003c\/b\u003e, is an associate professor and coordinator of the physical education and adapted physical education program at the University of New Hampshire in Durham. She has substantial experience in researching, teaching, and presenting on inclusion and autism spectrum disorders. Dr. Grenier has taught at the elementary, middle, and high school levels and worked with students with disabilities in general and adapted physical education settings. She has presented at the state, national, and international levels and is currently the adapted physical education representative for the New Hampshire Association of Health, Physical Education, Recreation and Dance. Dr. Grenier also served as chair of the Adapted Physical Education Council for AAPAR and AAHPERD. \u003c\/p\u003e\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/general-recommendations-and-strategies-to-better-communicate\"\u003eGeneral recommendations and strategies to better communicate\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/learn-3-of-the-5-activity-categories-that-comprise-the-inclusion-spectrum\"\u003eLearn 3 of the 5 activity categories that comprise the inclusion spectrum\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/learn-to-play-a-game-of-tag-with-verbal-cues\"\u003eLearn to play a game of tag with verbal cues\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Michelle Grenier","offers":[{"title":"Ebook","offer_id":14048449429565,"sku":null,"price":30.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/ff42ee535d264a10bde2f78787127c27_d34a6bf9-8231-49d6-afc6-b27180e99e5c.jpg?v=1779886149"},{"product_id":"wheelchair-sport-pdf","title":"Wheelchair Sport PDF","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eWheelchair Sport\u003c\/i\u003e provides coaches, teachers, and athletes with the information they need to compete and succeed in wheelchair sports. Written by top coaches, athletes, sport scientists, and specialists in sports medicine and physical therapy who work with Paralympic athletes, this resource offers \u003c\/p\u003e an explanation of the physiological differences between able-bodied and disabled athletes and the physiological adaptations that result from training; guidelines for training that are customized to wheelchair athletes’ unique needs, including strength and conditioning, nutrition and hydration, and mental wellness; tips on the practical aspects of competing in wheelchair sport, such as optimizing chair set-up and preparing for travel; and expert guidance in developing top-notch training programs for athletes at all skill levels. \u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e People who use wheelchairs have a greater opportunity than ever before to be physically active at the level of their choosing. \u003ci\u003eWheelchair Sport\u003c\/i\u003e equips coaches, teachers, and athletes to develop their minds and bodies to their potential and enjoy their participation in sports. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e Foreword \u003c\/p\u003e\n\u003cp\u003e Preface \u003c\/p\u003e\n\u003cp\u003e Acknowledgements \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart I: Understanding Wheelchair Sport\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eSean Tweedy and Nik Diaper\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Spinal Cord Injury \u003c\/p\u003e\n\u003cp\u003e Health-Related Effects of Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e Sport Classification \u003c\/p\u003e\n\u003cp\u003e Sports for Wheelchair Athletes \u003c\/p\u003e\n\u003cp\u003e Using Sport Knowledge for Athlete Profiling \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Sport Chair Set-Up and Selection \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eHsin-yi Liu, Ian M. Rice, Justin Z. Laferrier, Rosemarie Cooper, Mike Boninger, MD, and Rory A. Cooper\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Wheelchair Components and Accessories \u003c\/p\u003e\n\u003cp\u003e Basic Wheelchair Set-Up \u003c\/p\u003e\n\u003cp\u003e Sport-Specific Wheelchair Set-Up \u003c\/p\u003e\n\u003cp\u003e Injury Prevention \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Physiology of Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eVicky Goosey-Tolfrey and Mike Price \u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Physiological Responses \u003c\/p\u003e\n\u003cp\u003e Training Considerations \u003c\/p\u003e\n\u003cp\u003e Types of Training \u003c\/p\u003e\n\u003cp\u003e Measuring Exercise Intensity and Fitness \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Strength and Conditioning for Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eAndy Allford and Linda Mitchell-Norfolk\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Unique Strength Training Needs of Wheelchair Athletes \u003c\/p\u003e\n\u003cp\u003e Needs Analysis \u003c\/p\u003e\n\u003cp\u003e Guidelines for Safe and Effective Training \u003c\/p\u003e\n\u003cp\u003e Guidelines for Exercise Prescription \u003c\/p\u003e\n\u003cp\u003e Strength Training Equipment               \u003c\/p\u003e\n\u003cp\u003e Free Weights Versus Fixed Resistance machines \u003c\/p\u003e\n\u003cp\u003e Sample Training Programmes \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Nutrition and Body Composition \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eTom Reilly and Jeanette Crosland\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Eating to Train \u003c\/p\u003e\n\u003cp\u003e Eating to Win \u003c\/p\u003e\n\u003cp\u003e Body Composition \u003c\/p\u003e\n\u003cp\u003e Body Compartments \u003c\/p\u003e\n\u003cp\u003e Assessment Methods \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e Suggested Reading \u003c\/p\u003e\n\u003cp\u003e Suggested Websites \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e The Traveling Athlete \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMike Price, Jeanette Crosland, and Nick Webborn MD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Medical Issues Related to Travel \u003c\/p\u003e\n\u003cp\u003e Practical Concerns Related to Flying \u003c\/p\u003e\n\u003cp\u003e Accommodations and Adaptations \u003c\/p\u003e\n\u003cp\u003e Nutrition and Hydration When Travelling \u003c\/p\u003e\n\u003cp\u003e Exercising in the Heat \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e  References \u003c\/p\u003e\n\u003cp\u003e Suggested Reading \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Psychological Aspects of Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eElisabeth Bressan and David Shearer\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Getting Involved in Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e Developing Athletes’ Sport Commitment \u003c\/p\u003e\n\u003cp\u003e Understanding Psychological Aspects of Wheelchair Sport \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II: Training for Wheelchair Sports\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Wheelchair Basketball \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMike Frogley\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Wheelchair Propulsion \u003c\/p\u003e\n\u003cp\u003e Wheelchair Skills \u003c\/p\u003e\n\u003cp\u003e Power Start and Stop \u003c\/p\u003e\n\u003cp\u003e Half-Court Tow \u003c\/p\u003e\n\u003cp\u003e Forward Partner Pulls \u003c\/p\u003e\n\u003cp\u003e Backward Partner Pulls \u003c\/p\u003e\n\u003cp\u003e Clovers \u003c\/p\u003e\n\u003cp\u003e U-Turns \u003c\/p\u003e\n\u003cp\u003e Hops \u003c\/p\u003e\n\u003cp\u003e Tilting \u003c\/p\u003e\n\u003cp\u003e  Christmas Trees \u003c\/p\u003e\n\u003cp\u003e Jump and Recover \u003c\/p\u003e\n\u003cp\u003e Shooting \u003c\/p\u003e\n\u003cp\u003e Passing \u003c\/p\u003e\n\u003cp\u003e Dribbling \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Wheelchair Racing \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDame Tanni Grey-Thompson and Ian Thompson \u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Chair Set-Up \u003c\/p\u003e\n\u003cp\u003e Gloves \u003c\/p\u003e\n\u003cp\u003e Pushing Technique \u003c\/p\u003e\n\u003cp\u003e Training Programme \u003c\/p\u003e\n\u003cp\u003e Skill and Fitness Training \u003c\/p\u003e\n\u003cp\u003e Racing Tactics for Sprints \u003c\/p\u003e\n\u003cp\u003e Racing Tactics for Endurance \u003c\/p\u003e\n\u003cp\u003e Wheelchair Racing Rules \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Wheelchair Rugby \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eKevin Orr and Laurie A. Malone\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Game Play and Rules \u003c\/p\u003e\n\u003cp\u003e Classification \u003c\/p\u003e\n\u003cp\u003e Equipment Selection and Maintenance \u003c\/p\u003e\n\u003cp\u003e Fundamental Skills \u003c\/p\u003e\n\u003cp\u003e Rugby Offence \u003c\/p\u003e\n\u003cp\u003e Rugby Defence \u003c\/p\u003e\n\u003cp\u003e Training Programme \u003c\/p\u003e\n\u003cp\u003e Drills for Rugby Skill Development \u003c\/p\u003e\n\u003cp\u003e Ball Pickups \u003c\/p\u003e\n\u003cp\u003e Whistle Drill \u003c\/p\u003e\n\u003cp\u003e Figure-Eight Passing \u003c\/p\u003e\n\u003cp\u003e Caterpillar Passing \u003c\/p\u003e\n\u003cp\u003e Hot Seat Passing \u003c\/p\u003e\n\u003cp\u003e Three-Man Weave \u003c\/p\u003e\n\u003cp\u003e Long Passing \u003c\/p\u003e\n\u003cp\u003e Diamond in the Rough \u003c\/p\u003e\n\u003cp\u003e Four Corners \u003c\/p\u003e\n\u003cp\u003e Skills Testing \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Wheelchair Tennis \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDawn Newbery, Geraint Richards, Stephanie Trill, and Martyn Whait\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Ten Steps to the Top \u003c\/p\u003e\n\u003cp\u003e Taping \u003c\/p\u003e\n\u003cp\u003e Attack and Defence Drills \u003c\/p\u003e\n\u003cp\u003e Returning Second Serve \u003c\/p\u003e\n\u003cp\u003e High Forehand \u003c\/p\u003e\n\u003cp\u003e Deep, Short, Deep, Short \u003c\/p\u003e\n\u003cp\u003e Deep, Mid, Short \u003c\/p\u003e\n\u003cp\u003e Bounce–Smash \u003c\/p\u003e\n\u003cp\u003e Hit Down the Line Off a Crosscourt Ball             \u003c\/p\u003e\n\u003cp\u003e Hit Crosscourt Off a Down-the-Line Ball \u003c\/p\u003e\n\u003cp\u003e Twenty Shots \u003c\/p\u003e\n\u003cp\u003e Rabbit Ears \u003c\/p\u003e\n\u003cp\u003e Hustle \u003c\/p\u003e\n\u003cp\u003e Mobility Drills \u003c\/p\u003e\n\u003cp\u003e Down the Mountain \u003c\/p\u003e\n\u003cp\u003e Park the Car \u003c\/p\u003e\n\u003cp\u003e Through the Gate \u003c\/p\u003e\n\u003cp\u003e Sprint, Slalom, Reverse \u003c\/p\u003e\n\u003cp\u003e Two-Push Slalom \u003c\/p\u003e\n\u003cp\u003e Half-Court Map \u003c\/p\u003e\n\u003cp\u003e Fan Drill \u003c\/p\u003e\n\u003cp\u003e Agility Drill \u003c\/p\u003e\n\u003cp\u003e Box-Command Drill \u003c\/p\u003e\n\u003cp\u003e Speed Play \u003c\/p\u003e\n\u003cp\u003e Taping \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Handcycling \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eThomas Abel, Yves Vanlandewijck, and Joeri Verellen \u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Training Programmes \u003c\/p\u003e\n\u003cp\u003e Assessment \u003c\/p\u003e\n\u003cp\u003e Training Activities \u003c\/p\u003e\n\u003cp\u003e High-Volume Training \u003c\/p\u003e\n\u003cp\u003e Recovery \u003c\/p\u003e\n\u003cp\u003e Position \u003c\/p\u003e\n\u003cp\u003e Strength for Long and Intensive Routes \u003c\/p\u003e\n\u003cp\u003e Velocity \u003c\/p\u003e\n\u003cp\u003e Mechanical Efficiency \u003c\/p\u003e\n\u003cp\u003e Cadence Versus Power \u003c\/p\u003e\n\u003cp\u003e Nonspecific Training \u003c\/p\u003e\n\u003cp\u003e Steering, Braking, and Accelerating \u003c\/p\u003e\n\u003cp\u003e Riding in Groups \u003c\/p\u003e\n\u003cp\u003e Racing Tactics \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e Index \u003c\/p\u003e\n\u003cp\u003e About the Editor \u003c\/p\u003e\n\u003cp\u003e About the Contributors \u003c\/p\u003e\n\u003cp\u003e\u003cu\u003e \u003c\/u\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eVicky Goosey-Tolfrey, PhD,\u003c\/b\u003eis a senior lecturer in exercise physiology and director of the Peter Harrison Centre for Disability Sport at LoughboroughUniversity in Leicestershire, UK. Her work in 1994 with Prof. Ian Campbell and Dame Tanni Grey-Thompson sparked her interest in disability sport, and she went on to earn her PhD in sport science from ManchesterMetropolitanUniversity five years later. \u003c\/p\u003e\n\u003cp\u003e   \u003c\/p\u003e\n\u003cp\u003e Dr. Goosey-Tolfrey attended the Atlanta 1996 and Sydney 2000 Paralympic Games with the Great Britain wheelchair racing and wheelchair basketball teams, respectively, and was the lead physiology consultant for the British Paralympic Association for the Athens 2004 and Beijing 2008 Games. In her leisure time, she enjoys being with her family, golfing, and watching films. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/learn-more-about-wheelchair-sport-a-new-book-from-hk\"\u003eLearn more about Wheelchair Sport, a new book from HK\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/psychological-aspects-of-wheelchair-sport\"\u003ePsychological aspects of wheelchair sport\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/sample-skills-and-drills-for-wheelchair-basketball\"\u003eSample skills and drills for wheelchair basketball\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Vicky Goosey-Tolfrey","offers":[{"title":"Ebook","offer_id":14048454410301,"sku":null,"price":30.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/a5e31d920ae21101a23c16c75e254921_0e652b44-9685-4fc5-95ec-7b84f31258a4.jpg?v=1779898792"},{"product_id":"disability-sport-2nd-edition-pdf","title":"Disability Sport 2nd Edition PDF","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\u003cp\u003e The e-book format allows readers to bookmark, highlight, and take notes throughout the text. When purchased through the HK site, access to the e-book is immediately granted when your order is received. \u003c\/p\u003e\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e","brand":"Karen P. DePauw,Susan J. Gavron","offers":[{"title":"Ebook","offer_id":14048469090365,"sku":null,"price":49.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/products\/5fb08df161b987128ca8d803cc529a47_f808c37a-fefc-4c97-910e-d80d770a65fa.jpg?v=1779875023"},{"product_id":"canoeing-and-kayaking-for-people-with-disabilities-pdf","title":"Canoeing and Kayaking for People with Disabilities PDF","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003eWater is the ultimate equalizer. Canoeing and kayaking are activities that emphasize ability. Skill is determined by ability and attitude, and people at all skill levels, with and without disabilities, can find enjoyment in canoeing and kayaking. All that paddlers need are the willingness to accept instruction and be challenged and the ability to adapt to new situations. \u0026lt;i\u0026gt;Canoeing and Kayaking for People With Disabilities\u0026lt;\/i\u0026gt; presents strategies that give people of all abilities the opportunity to discover the challenge, freedom, and renewal found in paddling. The book, written by adaptive paddling pioneer Janet A. Zeller, will help you build on your existing knowledge of paddling techniques so you can share the sport with a variety of people with disabilities. Zeller presents best practices based on her years of experience as a paddler with a disability and the experiences of other instructors and recreation and health care professionals. The text includes tested instructional techniques and equipment adaptations as well as safety information and rescue protocols. By focusing on each person’s ability, outdoor professionals, paddling instructors, and recreation providers can learn how to make paddling available to those with disabilities. These topics are presented in the text: \u0026lt;ul\u0026gt;\u0026lt;li\u0026gt;General guidelines for working with people with disabilities \u0026lt;li\u0026gt;Information on legal requirements, including accessibility at facilities and launching and landing sites, program access, development of eligibility criteria, and assessment of facility accessibility \u0026lt;li\u0026gt;Thorough coverage of common disabilities, their implications for instructors, and teaching strategies and adaptations for each disability \u0026lt;li\u0026gt;Guidance in choosing gear and modifying or building equipment to meet the needs of paddlers with disabilities \u0026lt;li\u0026gt;Consideration of safety and risk factors, rescue priorities, and adaptations for rolling \u0026lt;li\u0026gt;Factors to consider when planning a trip, including the ratio of paddlers with and without disabilities, taking wheelchairs and mobility devices on the trip, and route selection\u0026lt;\/ul\u0026gt; The book also includes numerous resources, checklists, and forms to assist you in running your program. Pretrip resources such as the medical information form and the Paddler’s Interview will help you collect information about each paddler’s medical history and discuss expectations, ability levels, and concerns. You’ll also find tips on choosing trip and instruction locations, gear checklists, and an emergency response plan checklist. A glossary provides information on diseases and conditions to assist paddling instructors in developing appropriate accommodations. Paddling provides unique opportunities for people of all abilities to overcome personal challenges, master new skills, experience the outdoors, and enjoy physical activity with fellow paddlers. Packed with information about safe adaptations, techniques, and integrated opportunities, \u0026lt;i\u0026gt;Canoeing and Kayaking for People With Disabilities\u0026lt;\/i\u0026gt; is your resource for making paddling a reality for those with disabilities. \u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e Preface \u003c\/p\u003e\n\u003cp\u003e Acknowledgments \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Chapter 1\u0026lt;\/b\u0026gt; Introduction \u003c\/p\u003e\n\u003cp\u003e Who Has a Disability? \u003c\/p\u003e\n\u003cp\u003e Why Canoeing or Kayaking? \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Chapter 2\u0026lt;\/b\u0026gt; General Guidelines \u003c\/p\u003e\n\u003cp\u003e What to Say \u003c\/p\u003e\n\u003cp\u003e What to Do \u003c\/p\u003e\n\u003cp\u003e Risk Management \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Chapter 3\u0026lt;\/b\u0026gt; Legal Requirements: Accessibility of Facilities and Programs \u003c\/p\u003e\n\u003cp\u003e Basic Legal Requirements \u003c\/p\u003e\n\u003cp\u003e Facility Access \u003c\/p\u003e\n\u003cp\u003e Evaluating Facilities \u003c\/p\u003e\n\u003cp\u003e Costs \u003c\/p\u003e\n\u003cp\u003e Accessibility at Launching and Landing Sites \u003c\/p\u003e\n\u003cp\u003e Mobility Device Security \u003c\/p\u003e\n\u003cp\u003e Safety Issues \u003c\/p\u003e\n\u003cp\u003e Program Access \u003c\/p\u003e\n\u003cp\u003e Integrated Setting \u003c\/p\u003e\n\u003cp\u003e Developing Essential Eligibility Criteria \u003c\/p\u003e\n\u003cp\u003e Accessible Information \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Chapter 4\u0026lt;\/b\u0026gt; Instructor Checklists \u003c\/p\u003e\n\u003cp\u003e Program Overview \u003c\/p\u003e\n\u003cp\u003e Medical Information Sheet \u003c\/p\u003e\n\u003cp\u003e Paddler’s Interview \u003c\/p\u003e\n\u003cp\u003e Location \u003c\/p\u003e\n\u003cp\u003e Preprogram Scouting \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Chapter 5\u0026lt;\/b\u0026gt; Equipping the Paddler \u003c\/p\u003e\n\u003cp\u003e Selecting Clothing \u003c\/p\u003e\n\u003cp\u003e Life Jackets or Personal Flotation Devices (PFDs) \u003c\/p\u003e\n\u003cp\u003e Selecting Canoes and Kayaks \u003c\/p\u003e\n\u003cp\u003e Selecting a Paddle \u003c\/p\u003e\n\u003cp\u003e Reference \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Chapter 6\u0026lt;\/b\u0026gt; Disabilities and Their Implications for Paddling and Instruction \u003c\/p\u003e\n\u003cp\u003e Upper Limb (Arm and\/or Hand) \u003c\/p\u003e\n\u003cp\u003e Upper-Limb Amputation \u003c\/p\u003e\n\u003cp\u003e Trunk \u003c\/p\u003e\n\u003cp\u003e General Impairment of the Leg(s) \u003c\/p\u003e\n\u003cp\u003e Lower Limb (Leg and\/or Foot): People Using Wheelchairs \u003c\/p\u003e\n\u003cp\u003e Lower-Limb Amputation \u003c\/p\u003e\n\u003cp\u003e Hearing Impairment \u003c\/p\u003e\n\u003cp\u003e Visual Impairment \u003c\/p\u003e\n\u003cp\u003e Lung Diseases \u003c\/p\u003e\n\u003cp\u003e Cognitive and Brain Function Impairment \u003c\/p\u003e\n\u003cp\u003e Posttraumatic Stress Disorder (PTSD) \u003c\/p\u003e\n\u003cp\u003e Side Effects of Medication \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Chapter 7\u0026lt;\/b\u0026gt; Adaptation Principles \u003c\/p\u003e\n\u003cp\u003e Outfitting for Optimal Performance \u003c\/p\u003e\n\u003cp\u003e Five-Point Outfitting \u003c\/p\u003e\n\u003cp\u003e Stable Seating \u003c\/p\u003e\n\u003cp\u003e Mobility and Safety \u003c\/p\u003e\n\u003cp\u003e Skin Protection \u003c\/p\u003e\n\u003cp\u003e Wheelchair Seat Cushions and Paddling \u003c\/p\u003e\n\u003cp\u003e The Layering System \u003c\/p\u003e\n\u003cp\u003e Basic Tool Kit \u003c\/p\u003e\n\u003cp\u003e Building a Bulkhead \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Chapter 8\u0026lt;\/b\u0026gt; Adaptations Based on Functional Impairments \u003c\/p\u003e\n\u003cp\u003e Upper Limb (Arm and Hand) \u003c\/p\u003e\n\u003cp\u003e Upper-Limb Amputation \u003c\/p\u003e\n\u003cp\u003e Trunk \u003c\/p\u003e\n\u003cp\u003e Lower Limb (Leg and Foot) \u003c\/p\u003e\n\u003cp\u003e Lower-Limb Amputation \u003c\/p\u003e\n\u003cp\u003e Low Vision or Blind \u003c\/p\u003e\n\u003cp\u003e Cognitive and Brain Function Impairment \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Chapter 9\u0026lt;\/b\u0026gt; Rescues \u003c\/p\u003e\n\u003cp\u003e Self-Rescue \u003c\/p\u003e\n\u003cp\u003e Rescue Priorities \u003c\/p\u003e\n\u003cp\u003e Adaptations for Rolling \u003c\/p\u003e\n\u003cp\u003e Reference \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Chapter 10\u0026lt;\/b\u0026gt; Transfers and Carries \u003c\/p\u003e\n\u003cp\u003e Transfers \u003c\/p\u003e\n\u003cp\u003e Carries \u003c\/p\u003e\n\u003cp\u003e Transfer and Carry Techniques \u003c\/p\u003e\n\u003cp\u003e Equipment \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Chapter 11\u0026lt;\/b\u0026gt; Paddling Trips \u003c\/p\u003e\n\u003cp\u003e Ratio of Paddlers With and Without Disabilities \u003c\/p\u003e\n\u003cp\u003e Route Selection \u003c\/p\u003e\n\u003cp\u003e Taking Wheelchairs and Mobility Devices on Trips \u003c\/p\u003e\n\u003cp\u003e Wheelchairs and Mobility Devices on Portages \u003c\/p\u003e\n\u003cp\u003e Repair Kits \u003c\/p\u003e\n\u003cp\u003e Medications \u003c\/p\u003e\n\u003cp\u003e Personal Hygiene \u003c\/p\u003e\n\u003cp\u003e Interviewing a Potential Outfitter, Guide, or Organization Before Taking a Trip \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Appendix A\u0026lt;\/b\u0026gt; Resources \u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Appendix B\u0026lt;\/b\u0026gt; Medical Information Sheet \u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Appendix C\u0026lt;\/b\u0026gt; Paddler’s Interview \u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Appendix D\u0026lt;\/b\u0026gt; Skin: The Body’s Biggest Organ System \u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Appendix E\u0026lt;\/b\u0026gt; Spinal Column \u003c\/p\u003e\n\u003cp\u003e \u0026lt;b\u0026gt;Appendix F\u0026lt;\/b\u0026gt; Universal River Signals \u003c\/p\u003e\n\u003cp\u003e Glossary \u003c\/p\u003e\n\u003cp\u003e Index \u003c\/p\u003e\n\u003cp\u003e About the Author \u003c\/p\u003e\n\u003cp\u003e About the Editor \u003c\/p\u003e\n\u003cp\u003e About the Contributors \u003c\/p\u003e\n\u003cp\u003e About the Organization \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cb\u003eJanet A. Zeller\u003c\/b\u003e is a lifelong paddler experienced in both canoeing and sea kayaking. After a 1984 accident resulted in quadriplegia, Zeller was determined to return to paddling. Since that time, Zeller has worked to provide instructors with the knowledge, techniques, and tools to help people with disabilities access canoeing and kayaking opportunities.\u003cbr\u003e\u003cbr\u003eIn 1989 Zeller developed the integrated adaptive paddling program for the American Canoe Association (ACA). With Annie Wortham Webre, she coauthored the first book focused on opening the sport to paddlers with disabilities. Since 1990 Zeller has traveled nationwide as an ACA instructor trainer educator of adaptive paddling workshops. She trains canoeing and kayaking instructors, recreation and health care students and professionals, and those who run water-based recreation programs in the techniques for integrating people with disabilities into their programs.\u003cbr\u003e\u003cbr\u003eZeller is the National Accessibility Program manager for the U.S. Forest Service, author of numerous articles, and a frequent presenter on accessibility, universal design, and inclusive outdoor recreation at national, regional, university, and local forums. In her free time she enjoys sea kayaking, canoeing, and wilderness camping. \u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Janet_Zeller_discusses_adaptive_paddling_jpg.jpg?v=1741347183\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Janet_Zeller_discusses_adaptive_paddling_jpg.jpg?v=1741347183\" alt=\"\"\u003e\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Janet A. Zeller","offers":[{"title":"Ebook","offer_id":14048582860861,"sku":null,"price":27.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/376a170a81568110d54b598000874693.jpg?v=1779870110"},{"product_id":"inclusion-in-physical-education-pdf","title":"Inclusion in Physical Education PDF","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003ci\u003eInclusion in Physical Education\u003c\/i\u003e is a practical, easy-to-use guide filled with strategies that focus on developing the physical and social skills and fitness of students with disabilities. And these strategies do not involve extended planning or setup time or extra equipment.\u003cbr\u003e\u003cbr\u003e Author Pattie Rouse has been working with students with disabilities since 1982. You can immediately put Rouse’s advice to work in setting realistic goals and including students with disabilities or delayed motor skills into your physical education curriculum.\u003ci\u003e Inclusion in Physical Education\u003c\/i\u003e is divided according to specific disabilities, thus helping you immediately find the information you need as well as the basic characteristics and expected behaviors of children with each type of disability. Rouse offers chapters on inclusion for students with these conditions: \u003cul\u003e\n\u003cli\u003eAutism disorder\u003c\/li\u003e\n\u003cli\u003eLimited use of limbs, requiring wheelchair use\u003c\/li\u003e\n\u003cli\u003eIntellectual disabilities\u003c\/li\u003e\n\u003cli\u003eCerebral palsy and other orthopedic impairments\u003c\/li\u003e\n\u003cli\u003eVisual and hearing impairments\u003c\/li\u003e\n\u003c\/ul\u003e With\u003ci\u003e Inclusion in Physical Education\u003c\/i\u003e, you can include students with any disability into your curriculum. The book’s ready-to-use resources will help you confidently create a program that benefits \u003ci\u003eall\u003c\/i\u003e students.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cb\u003eChapter 1.\u003c\/b\u003e What Is Inclusion?\u003cp\u003eDefining Inclusion\u003c\/p\u003e\n\u003cp\u003eEmbracing Inclusion\u003c\/p\u003e\n\u003cp\u003eSupport for Inclusion\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Including Students With Autism Spectrum Disorder\u003c\/p\u003e\n\u003cp\u003eUnderstanding Autism Spectrum Disorder\u003c\/p\u003e\n\u003cp\u003eStrategies for Inclusion\u003c\/p\u003e\n\u003cp\u003eIncluding Students With Severe Autism\u003c\/p\u003e\n\u003cp\u003eStructured Physical Education Opportunities\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Including Students Who Use Wheelchairs\u003c\/p\u003e\n\u003cp\u003eModifications for Students With Upper Body Control\u003c\/p\u003e\n\u003cp\u003eParallel Activities for Students With Upper Body Control\u003c\/p\u003e\n\u003cp\u003eModifications for Students With Limited or No Upper Body Control\u003c\/p\u003e\n\u003cp\u003eParallel Activities for Students With Limited or No Upper Body Control\u003c\/p\u003e\n\u003cp\u003eModified Games for Students With Limited or No Upper Body Control\u003c\/p\u003e\n\u003cp\u003eRolling Targets\u003c\/p\u003e\n\u003cp\u003eFlag Tag\u003c\/p\u003e\n\u003cp\u003eCone Combinations\u003c\/p\u003e\n\u003cp\u003eRacing for Points\u003c\/p\u003e\n\u003cp\u003eRacing Ribbons\u003c\/p\u003e\n\u003cp\u003eSpeed Soccer Goalie\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Including Students With Intellectual Disabilities\u003c\/p\u003e\n\u003cp\u003eBenefits of Inclusion for Students With Intellectual Disabilities\u003c\/p\u003e\n\u003cp\u003eUsing Simple Games\u003c\/p\u003e\n\u003cp\u003eGames and Activities for All Abilities\u003c\/p\u003e\n\u003cp\u003eHead Start\u003c\/p\u003e\n\u003cp\u003eFollow the Fun\u003c\/p\u003e\n\u003cp\u003eScooter Bowling\u003c\/p\u003e\n\u003cp\u003eCaboose\u003c\/p\u003e\n\u003cp\u003eRetrieval\u003c\/p\u003e\n\u003cp\u003ePartner Line Kickball\u003c\/p\u003e\n\u003cp\u003eFive-Hit Baseball\u003c\/p\u003e\n\u003cp\u003eEverybody Score\u003c\/p\u003e\n\u003cp\u003eDrills for Motor Development\u003c\/p\u003e\n\u003cp\u003eT-Ball Pinball\u003c\/p\u003e\n\u003cp\u003eHockey Pinball\u003c\/p\u003e\n\u003cp\u003eFrisbee Targets\u003c\/p\u003e\n\u003cp\u003eStriking Skills\u003c\/p\u003e\n\u003cp\u003eThrowing Skills\u003c\/p\u003e\n\u003cp\u003eCatching Skills \u003c\/p\u003e\n\u003cp\u003eKicking Skills\u003c\/p\u003e\n\u003cp\u003eDrills for MID or MOID Students in Middle and High School\u003c\/p\u003e\n\u003cp\u003eSoccer Drills\u003c\/p\u003e\n\u003cp\u003eFive Kick\u003c\/p\u003e\n\u003cp\u003eBasketball Drills\u003c\/p\u003e\n\u003cp\u003eFootball Drills\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Including Students With Cerebral Palsy\u003c\/p\u003e\n\u003cp\u003eModifications for Students With Cerebral Palsy\u003c\/p\u003e\n\u003cp\u003eActivity Tips\u003c\/p\u003e\n\u003cp\u003eParallel Activities\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Including Students With Visual and Hearing Impairments\u003c\/p\u003e\n\u003cp\u003e      Including Students With Visual Impairments\u003c\/p\u003e\n\u003cp\u003e      Including Students With Hearing Impairments\u003c\/p\u003e\n\u003cp\u003e      Modifications for Students With Hearing Impairments\u003c\/p\u003e\n\u003cp\u003e      Conclusion\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003eDifferentiation in Inclusive Physical Education\u003c\/p\u003e\n\u003cp\u003ePlanning for Differentiation\u003c\/p\u003e\n\u003cp\u003eActivities for the Differentiated Classroom\u003c\/p\u003e\n\u003cp\u003eObject Control Stations (Elementary)\u003c\/p\u003e\n\u003cp\u003eFitness Stations (Elementary and Middle School)\u003c\/p\u003e\n\u003cp\u003eHockey Skill Stations (Elementary and Middle School)\u003c\/p\u003e\n\u003cp\u003eSideline Hockey (Elementary and Middle School)\u003c\/p\u003e\n\u003cp\u003eBox Hockey (Elementary and Middle School)\u003c\/p\u003e\n\u003cp\u003eLayups (Middle and High School)\u003c\/p\u003e\n\u003cp\u003eGotcha (Middle and High School)\u003c\/p\u003e\n\u003cp\u003e3 on 2, 2 on 1 (Middle and High School)\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003eWalk in Their Shoes: Games for Understanding\u003c\/p\u003e\n\u003cp\u003eActivities\u003c\/p\u003e\n\u003cp\u003eCyclops Tag\u003c\/p\u003e\n\u003cp\u003eSore Spot Tag\u003c\/p\u003e\n\u003cp\u003eLine Ball\u003c\/p\u003e\n\u003cp\u003eChronological Line-Up\u003c\/p\u003e\n\u003cp\u003eHi, Low, Yo\u003c\/p\u003e\n\u003cp\u003eCenters for Understanding\u003c\/p\u003e\n\u003cp\u003eMobility Obstacle Course\u003c\/p\u003e\n\u003cp\u003eWheelchair and Scooter Noodle Volley\u003c\/p\u003e\n\u003cp\u003eCircle Up\u003c\/p\u003e\n\u003cp\u003eStations for Understanding\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003ePattie Rouse, EdS\u003c\/b\u003e, is an adapted physical educator in Cherokee County Schools in Georgia, where she co-created the first adapted physical education program in the school system. She has been working with people with disabilities since 1982. In addition to her physical education teaching, she has been educating teachers and paraeducators on inclusion for many years through informal consultations as well as through staff development and professional workshops.\u003c\/p\u003e\n\u003cp\u003eA co-coordinator of Special Olympics in CherokeeCounty, she has coached Special Olympics basketball. Throughout her career she has included students with disabilities in her programs. She is the author of \u003ci\u003eAdapted Games and Activities,\u003c\/i\u003e geared toward students with intellectual disabilities. In her leisure time, Ms. Rouse enjoys mountain and road biking, hiking with her dogs, and reading. Her newest means of reaching out to the community is through an adapted recreational and fitness program for elderly people in a nursing home.\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Pattie Rouse","offers":[{"title":"Ebook","offer_id":14048670548029,"sku":null,"price":19.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/products\/e15b1b046756594445fbddbb509160be_c6dd9964-ae49-4103-9e9f-0c03efaa0966.jpg?v=1779880609"},{"product_id":"inclusive-physical-activity-2nd-edition-pdf","title":"Inclusive Physical Activity 2nd Edition PDF","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e The second edition of\u003ci\u003e Inclusive Physical Activity \u003c\/i\u003eis an excellent resource for physical activity practitioners or students preparing to work with diverse populations in schools, fitness facilities, community recreation sites, and sport programs. This text shows how to provide optimal programming for all individuals—regardless of capability—so they can be healthy and active throughout the life span. \u003ci\u003eInclusive Physical Activity, Second Edition\u003c\/i\u003e, can help you \u003c\/p\u003e\n\u003cp\u003e • provide well-designed and appropriate physical activity for individuals of all abilities, \u003c\/p\u003e\n\u003cp\u003e • increase opportunities for meaningful participation in lifelong physical activity, and \u003c\/p\u003e\n\u003cp\u003e • facilitate physical activity to increase health and and wellness for individuals with disabilities. \u003c\/p\u003e\n\u003cp\u003e The book covers programming considerations and strategies for infants and toddlers, school-age children, and adults; examples of inclusive practices for commonly offered physical activities; and suggestions for more effectively individualizing programming.\u003ci\u003e Inclusive Physical Activity\u003c\/i\u003e also provides information on adapting instruction and providing activity alternatives across the life span in five content areas: \u003c\/p\u003e\n\u003cp\u003e 1. Movement skills \u003c\/p\u003e\n\u003cp\u003e 2. Games and sports \u003c\/p\u003e\n\u003cp\u003e 3. Health-related fitness \u003c\/p\u003e\n\u003cp\u003e 4. Outdoor recreation and adventure \u003c\/p\u003e\n\u003cp\u003e 5. Aquatics \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eInclusive Physical Activity\u003c\/i\u003e outlines a systematic approach to planning and implementing appropriate programs for individuals of varying abilities. Using the unique Functional Approach to Modifying Movement Experiences (FAMME) model, practitioners can learn—step by step—how to connect modifications directly to participants’ capability differences to provide optimal challenge and success. \u003c\/p\u003e\n\u003cp\u003e Updated and expanded, the second edition offers three new chapters plus special learning features: \u003c\/p\u003e\n\u003cp\u003e • Including All Individuals chapter-opening scenarios \u003c\/p\u003e\n\u003cp\u003e • Think Back questions that encourage readers to apply chapter content to each scenario \u003c\/p\u003e\n\u003cp\u003e • What Do You Think? questions and What Would You Do? case examples that promote reflective thinking and problem solving \u003c\/p\u003e\n\u003cp\u003e Instructors who adopt the text get online access to an instructor guide, test package, and presentation package. New to the second edition, the presentation package offers approximately 200 slides highlighting the most important concepts from the book plus essential figures, tables, and photos. \u003c\/p\u003e\n\u003cp\u003e With \u003ci\u003eInclusive Physical Activity\u003c\/i\u003e, both students and professionals will find the knowledge and support to make meaningful and inclusive physical activity a reality and promote better health for everyone. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003e\u003ci\u003ePart I. Foundations for Inclusive Physical Activity\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1. \u003c\/b\u003eHealth, Physical Activity, and Individuals With Ability Differences \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e An Inclusive Physical Activity Approach \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eOvercoming Barriers to Inclusive Physical Activity \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart II. Inclusive Physical Activity Program Planning and Implementation\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Teaming and Collaboration \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Program Focus and Assessment \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6. \u003c\/b\u003ePreparing and Planning Inclusive Physical Activity Programs \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eA Functional Approach for Modifying Movement Experiences \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart III. Application of Inclusive Practices\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Movement Skills and Concepts \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Play, Games, and Sport \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Health-Related Fitness and Conditioning \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Aquatics \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Adventure and Outdoor Programming \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eSusan L. Kasser, PhD,\u003c\/b\u003e is an associate professor in the department of rehabilitation and movement science at the University of Vermont at Burlington, where she teaches courses pertaining to inclusive physical activity. She holds a doctorate in movement studies in disability from Oregon State University. \u003c\/p\u003e\n\u003cp\u003e Kasser has over 20 years of teaching experience in community and school-based physical activity programs involving individuals with diverse abilities. She has presented on both national and international levels in the area of inclusive physical activity. Kasser has also developed many community-based exercise programs for adults with chronic conditions and disabilities, including the Individualized Exercise for Active Lifestyles (IDEAL) program, which has served more than 75 adults with multiple sclerosis since 1998. \u003c\/p\u003e\n\u003cp\u003e In 2012 she received the Outstanding Faculty Award from the College of Nursing and Health Sciences at the University of Vermont. Kasser also received the 2001 Outstanding Educator Award from the Vermont Association for Health, Physical Education, Recreation and Dance and the 2000 Kroepsch-Maurice Excellence in Teaching Award from the University of Vermont. \u003c\/p\u003e\n\u003cp\u003e Kasser resides in Jericho, Vermont, where she enjoys hiking, kayaking, and backpacking in her free time. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eRebecca K. Lytle, PhD,\u003c\/b\u003e is a professor in the department of kinesiology at California State University at Chico, where she teaches courses in adapted physical education and motor development. Lytle has been teaching in higher education since 1992. She also taught as an adapted physical education teacher in the public schools from 1988-1996, and was a school consultant from 2000-2002. \u003c\/p\u003e\n\u003cp\u003e Lytle has published numerous articles for refereed journals and coauthored three books and six book chapters on adapted physical activity. She has presented at the state, national, and international levels and has served as consultant or coordinator for several community-based physical activity and motor skill assessment programs for both children and adults. \u003c\/p\u003e\n\u003cp\u003e She is a member of the International Council for Health, Physical Education, Recreation, Sport and Dance (ICHPER-SD); Council for Exceptional Children (CEC); International Federation of Adapted Physical Activity (IFAPA); National Consortium for Physical Education and Recreation for Individuals with Disabilities (NCPERID); Adapted Physical Activity Council (APAC); Northern California Adapted Physical Education Consortium (NCAPEC); American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD); California Association for Health, Physical Education, Recreation and Dance (CAHPERD); and California Teachers Association (CTA). Lytle also serves as chair of the National Adapted Physical Activity Council of AAHPERD and chair of the California State Council on Adapted Physical Education. \u003c\/p\u003e\n\u003cp\u003e Lytle and her husband, Donald, reside in Chico. In her free time she enjoys playing with children, walking and hiking, and playing baseball and softball. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors and available online.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eInstructor guide.\u003c\/strong\u003e Includes chapter overviews, a sample syllabus, and class activities.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eTest package.\u003c\/strong\u003e Includes over 150 test questions of multiple choice, true-and-false, and matching questions that you can use to create your own tests and quizzes.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePresentation package.\u003c\/strong\u003e Includes a comprehensive series of PowerPoint slides for each chapter.\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Susan L. Kasser,Rebecca K. Lytle","offers":[{"title":"Ebook","offer_id":14048700432445,"sku":null,"price":49.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/products\/8cab7457476dac82000d92a7bb890cea_88d9db33-65e7-4d21-afd9-7f15ebf3e8db.jpg?v=1779880651"},{"product_id":"physical-activities-in-the-wheelchair-and-out-pdf","title":"Physical Activities In the Wheelchair and Out PDF","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e As a person involved in the care and development of individuals with disabilities, you have both the opportunity and challenge to provide movement experiences that fit within the scope of each person’s abilities.\u003ci\u003ePhysical Activities In the Wheelchair and Out: An Illustrated Guide to Personalizing Participation\u003c\/i\u003e helps you create physical activity options that encourage success by honoring the capabilities of each person under your care. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePhysical Activities In the Wheelchair and Out \u003c\/i\u003eis an illustrated book of games, skills, and activities for individuals with severe or multiple disabilities who may or may not use wheelchairs. The book can also be used with students who have normal developmental skills. By suggesting ways that many familiar skills, games, and activities might be performed, \u003ci\u003ePhysical Activities In the Wheelchair and Out\u003c\/i\u003e offers opportunities for those with mobility challenges and disabilities to participate on their own terms. \u003c\/p\u003e\n\u003cp\u003e Written by E. Ann Davis, with a foreword by Lauren Lieberman, \u003ci\u003ePhysical Activities In the Wheelchair and Out\u003c\/i\u003e emphasizes the importance of creating movement experiences that offer participants with physical limitations a sense of confidence and increased self-esteem. Rather than require individuals to follow preconceived activity patterns, \u003ci\u003ePhysical Activities In the Wheelchair and Out\u003c\/i\u003e offers you the tools to help each participant enjoy movement while working according to his or her own abilities. \u003c\/p\u003e\n\u003cp\u003e This easy-to-use reference organizes activities and skills as individual and partner actions focusing on body awareness, body actions, and basic manipulative skills. You’ll find simple ideas and guidelines for modifying each activity to fit the needs of each person. Following the basic guidelines, these activities allow each individual to participate to the extent he or she is able. \u003c\/p\u003e\n\u003cp\u003e Whether you are a teacher, therapist, recreation specialist, caregiver, or parent, \u003ci\u003ePhysical Activities In the Wheelchair and Out\u003c\/i\u003e offers a wealth of ideas to help you encourage people with disabilities to develop basic movement skills in ways that meet their unique abilities: \u003c\/p\u003e\n\u003cp\u003e • Over 450 skills and activities for individuals with severely limited or low mobility and disabilities \u003c\/p\u003e\n\u003cp\u003e • 25 illustrated games focusing on body awareness, body actions, and basic manipulative skills \u003c\/p\u003e\n\u003cp\u003e • Flexible design of activities and games offering modifications for individuals seated in chairs or wheelchairs or on the floor \u003c\/p\u003e\n\u003cp\u003e • More than 450 illustrations conveying the accompanying instructions in an easy-to-follow visual format \u003c\/p\u003e\n\u003cp\u003e • Over 100 additional activity ideas to try on your own or incorporate within the games presented in the book \u003c\/p\u003e\n\u003cp\u003e Activities are specifically designed for those with delayed or poor motor coordination and control and limited physical skill. The activites can be easily incorporated within adapted physical education, therapeutic recreation, and home settings. Most important, the activities and games in \u003ci\u003ePhysical Activities In the Wheelchair and Out\u003c\/i\u003e offer the experience of physical success—and enjoyment—for those whose physical limitations create daily movement challenges. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eChapter 1. \u003c\/b\u003eBody Awareness \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Drop \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Push \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eToss \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5. \u003c\/b\u003eThrow \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Kick \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Catch \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Strike \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Odds and Ends \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Games \u003c\/p\u003e\n\u003cp\u003e The Last Word \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eE. Ann Davis, MS\u003c\/b\u003e, is owner of WiseSoma Health and Fitness and The Yoga Nook in Glens Falls, New York. WiseSoma Health and Fitness provides physical activity and yoga programs to children and adults of all abilities. \u003c\/p\u003e\n\u003cp\u003e Davis has over 30 years of experience in the fields of physical education, recreation, therapeutic recreation, and adapted physical education working with individuals throughout the life span. As an adapted physical education teacher and a therapeutic recreation specialist, Davis has extensive experience in developing and implementing safe, successful, and creative physical activity programs for those with special needs, from infants to the elderly. \u003c\/p\u003e\n\u003cp\u003e Since 1975 Davis has been sharing her experience and knowledge as a practitioner presenting programs, lectures, and workshops in the areas of elementary physical education, adapted physical education, and preschool physical education. Davis also conducts workshops on yoga for adults and children with special needs. She holds teaching certifications in yoga for the special child through the Sonia Sumar method. \u003c\/p\u003e\n\u003cp\u003e Davis resides in Queensbury, New York. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/beanbag-race\"\u003eBeanbag Race\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/meet-the-abilities-of-each-person-by-personalization\"\u003eMeet the abilities of each person by personalization\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"E. Ann Davis","offers":[{"title":"Ebook","offer_id":14048752074813,"sku":null,"price":21.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/cdcfebfd80f4afb65922774118b6d88f_04e59154-0e4c-485b-8de4-49d3206a82c5.jpg?v=1779885650"},{"product_id":"physical-activities-for-young-people-with-severe-disabilities-pdf","title":"Physical Activities for Young People With Severe Disabilities PDF","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003ePhysical Activities for Young People With Severe Disabilities \u003c\/i\u003ewill help you provide high-quality physical education for students with cerebral palsy, spina bifida, and other orthopedic impairments that inhibit their ability to function physically.This compact book includes \u003c\/p\u003e\n\u003cp\u003e • 50 illustrated activities that use common objects as equipment, \u003c\/p\u003e\n\u003cp\u003e • evidence-based research that outlines the benefits of physical activity for people with disabilities and that you can use to support your adapted program, and \u003c\/p\u003e\n\u003cp\u003e • safety tips and teaching strategies for working with students with disabilities. \u003c\/p\u003e\n\u003cp\u003e The activities are easy to set up and conduct in a variety of environments, from the gym to the classroom to the outdoors. Each activity features high and low variations to guide you in adapting it for students with a wide range of abilities. And you can use the informal assessment questions included with each activity to gain immediate feedback about its effectiveness for the students. \u003c\/p\u003e\n\u003cp\u003e Activities are organized by the primary area of skill or fitness they address: balance and flexibility, muscular strength and cardiorespiratory endurance, coordination, and moving in space. This makes it easy for you to find suitable activities based on your students’ needs, abilities, and individualized education programs (IEPs). In addition, each activity notes secondary skills that it addresses. \u003c\/p\u003e\n\u003cp\u003e Regardless of their impairments, students benefit from physical activity. \u003ci\u003ePhysical Activities for Young People With Severe\u003c\/i\u003e\u003ci\u003eDisabilities\u003c\/i\u003e provides the ready-to-use information you need to help them receive those benefits. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e Chapter 1. Balance and Flexibility Activities \u003c\/p\u003e\n\u003cp\u003e Chapter 2. Muscular Strength and Cardiorespiratory Endurance Activities \u003c\/p\u003e\n\u003cp\u003e Chapter 3. Eye–Hand and Eye–Foot Coordination Activities \u003c\/p\u003e\n\u003cp\u003e Chapter 4. Moving in General Space Activities \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eLindsay K. Canales, MA\u003c\/b\u003e, has taught adapted physical education for 10 years and has 6 years of experience as an adapted physical education specialist, teaching students ranging from ages 3 to 22. She designed and implemented a PE box program, containing standards-based units and lesson plans, for eight special day classes from grades K through 8. She has also presented sessions at four annual conferences for the California Alliance for Health, Physical Education, Recreation and Dance (CAHPERD) and is a member of CAHPERD and the Northern California Adapted Physical Education Consortium. In her spare time, she enjoys watching sports and being physically active. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eRebecca K. Lytle, PhD\u003c\/b\u003e, is a professor and chair of the department of kinesiology at California State University (CSU) at Chico. She has presented at numerous state, national, and international conferences and has received many awards, including the 2008 Professional Achievement Honor for excellence in teaching and significant contributions to the discipline from CSU Chico. She also chaired the council that received the 2007 Outstanding Council Award from the Adapted Physical Activity Council of the American Association for Physical Activity and Recreation. In 2005 she received the Recognition Award for Autism Sensory and Motor Clinic from the Autism Society of Northern California. She has numerous publications in refereed journals to her credit, and she has authored eight books or parts of books before this publication. \u003c\/p\u003e\n\u003cp\u003e Lytle has served as chair of more than a dozen adapted physical education committees and councils. She is a member of many councils and organizations, including the American Alliance for Health, Physical Education, Recreation and Dance; the Council for Exceptional Children; the International Federation of Adapted Physical Activity; and the National Consortium for Physical Education and Recreation for Individuals with Disabilities. In her leisure time, she likes to hike, swim, and go on ziplines. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Lindsay Canales,Rebecca K. Lytle","offers":[{"title":"Ebook","offer_id":14052672700477,"sku":null,"price":19.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/products\/e3c70c805ff649193723377bbfc1ac00_f9318b17-fb76-44ac-94b6-2ac49a915db7.jpg?v=1779885608"},{"product_id":"performance-based-assessment-for-middle-and-high-school-physical-education-3rd-edition-epub","title":"Performance-Based Assessment for Middle and High School Physical Education 3rd Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003ci\u003ePerformance-Based Assessment for Middle and High School Physical Education \u003c\/i\u003eis a cutting-edge book that teachers trust for assessing middle school and high school physical education students. Also a highly popular undergraduate text for courses that focus on performance-based assessment, this new third edition features significant additions, enhancements, and updates: \u003cul\u003e\n\u003cli\u003eNew chapters on effective management and instruction delivery, which make it appropriate for PETE instructors using the book for secondary methods courses\u003c\/li\u003e\n\u003cli\u003eA new chapter on assessments with various instructional models, including Sport Education, Teaching Games for Understanding, Cooperative Learning, Personalized System of Instruction, and Teaching Personal and Social Responsibility\u003c\/li\u003e\n\u003cli\u003eA new chapter on assessing dance (with sample dance units in the web resource)\u003c\/li\u003e\n\u003cli\u003eA new sample unit on ultimate Frisbee in the chapter on invasion games\u003c\/li\u003e\n\u003cli\u003eAn expanded section on cognitive assessments, with suggestions for writing tests\u003c\/li\u003e\n\u003cli\u003eUpdated content on rubrics\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ci\u003ePerformance-Based Assessment\u003c\/i\u003e shows readers how to use portfolios to assess fitness, and it offers an example of a portfolio assessment for a high school fitness course. It also guides readers in using skill tests in physical education.\u003cbr\u003e\u003cbr\u003e Written by two authors with a combined 26 years of experience teaching physical education in public schools, the text discusses various assessment formats, helping PETE students and in-service teachers know both what to assess and how to assess it. Readers learn how to develop culminating and progressive assessments, as well as plan for continuous performance-based assessments and acquire effective teaching strategies for standards-based instruction. All content is aligned with current SHAPE America national standards and is supported by research from educational assessment giants such as Tom Guskey, Richard Stiggins, Dylan William, Robert Marzano, and James Popham.\u003cbr\u003e\u003cbr\u003e The book is organized into four parts, with \u003cb\u003epart I\u003c\/b\u003e introducing readers to performance-based assessment issues such as the need for change in the assessment process, how assessments can be used to enhance learning, the various assessment domains and methods, and the use of rubrics in assessments. \u003cb\u003ePart II\u003c\/b\u003e explores aspects of managing and implementing physical education lessons. In \u003cb\u003epart III\u003c\/b\u003e, readers learn about the components of performance-based assessment, and in \u003cb\u003epart IV\u003c\/b\u003e, they delve into issues affecting grading and implementing continuous performance-based assessment.\u003cbr\u003e\u003cbr\u003e This groundbreaking text explains the theory behind assessment and, through its numerous models, shows how to apply that theory in practice. The text is filled with practical examples, much more so than the typical assessment book. And it is supplemented by a web resource that houses forms, charts, and other material for instructors to use in their performance-based assessments.\u003cbr\u003e\u003cbr\u003e Class size, skill levels, and time factors can make assessments difficult—but far from impossible. The examples in the book are meant to be modified as needed, with the ideas in the book used as starting points.\u003cbr\u003e\u003cbr\u003e Teachers can use the material, examples, and tools in this book to create assessments that enhance student learning, providing them feedback to let them know what they have accomplished and how they can work toward goals of greater competence.\u003ch4\u003eAudience\u003c\/h4\u003eText for undergraduate assessment courses for PETE students. Reference for high school PE teachers, directors, and curriculum specialists.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Introduction to Performance-Based Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e The Need for Change\u003cbr\u003e The Call for Change in Education\u003cbr\u003e Standards-Based Instruction\u003cbr\u003e Types of Assessment in Standards-Based Instruction\u003cbr\u003e Effect on Teaching When Standards Are Used\u003cbr\u003e Role of Assessment in Physical Education Programs\u003cbr\u003e Changing the Assessment Culture in Physical Education\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Assessing the Psychomotor Domain to Enhance Student Learning\u003cbr\u003e Purpose of Assessment\u003cbr\u003e What Are Performance-Based Assessments?\u003cbr\u003e Characteristics of Performance-Based Assessment\u003cbr\u003e Types of Performance-Based Assessments\u003cbr\u003e Advantages of Using Performance-Based Assessments\u003cbr\u003e Concerns When Using Performance-Based Assessments\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eUsing Cognitive and Affective Learning Domain Assessments Effectively in Physical Education\u003cbr\u003e Traditional Test Questions Used for Cognitive and Affective-Domain Assessments\u003cbr\u003e Selected-Response Questions\u003cbr\u003e Performance-Based Assessments for Cognitive and Affective-Domain Learning\u003cbr\u003e Projects\u003cbr\u003e Journals\u003cbr\u003e Role Plays\u003cbr\u003e What Are Open-Response Questions?\u003cbr\u003e Comparing Open-Response and Essay Questions\u003cbr\u003e Characteristics of Open-Response Questions\u003cbr\u003e Types of Open-Response Questions\u003cbr\u003e How to Write Open-Response Questions\u003cbr\u003e Suggestions for Using Open-Response Questions\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Rubrics\u003cbr\u003e What Is a Rubric?\u003cbr\u003e Benefits of Using Rubrics\u003cbr\u003e Criteria for Rubrics\u003cbr\u003e Choosing the Most Appropriate Rubric\u003cbr\u003e How to Create Quantitative Rubrics\u003cbr\u003e How to Create Qualitative Rubrics\u003cbr\u003e Special Considerations in Creating Rubrics\u003cbr\u003e Rubric Hints and Guidelines\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Managing and Implementing Physical Education Lessons\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Creating a Classroom Climate That Supports Standards-Based Instruction\u003cbr\u003e Creating a Positive Learning Environment\u003cbr\u003e Teacher Expectations\u003cbr\u003e The Importance of Having a Good Learning Climate\u003cbr\u003e Structuring the Classroom Environment\u003cbr\u003e Working With Equipment\u003cbr\u003e Managing Space\u003cbr\u003e Managing Time\u003cbr\u003e Developing Rules for Physical Education Classes\u003cbr\u003e Reinforcing Behaviors\u003cbr\u003e Rewarding Positive Behaviors\u003cbr\u003e Disciplining Students\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Effective Teaching Strategies for Standards-Based Instruction\u003cbr\u003e The Complexity of Games and Physical Activities\u003cbr\u003e How Much to Include in Your Unit of Instruction\u003cbr\u003e Application Tasks\u003cbr\u003e Presenting Learning Tasks\u003cbr\u003e Monitoring Student Learning\u003cbr\u003e Asking Questions in Physical Education\u003cbr\u003e Resources During Instruction\u003cbr\u003e Pacing and Opportunity to Respond\u003cbr\u003e Applying Motor Learning Concepts While Teaching\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eAssessing With Instructional Models\u003cbr\u003e Direct Instruction\u003cbr\u003e Sport Education Instructional Model (IM)\u003cbr\u003e Tactical Games or Teaching Games for Understanding Instructional Model (IM)\u003cbr\u003e Cooperative Learning\u003cbr\u003e Personalized System of Instruction\u003cbr\u003e Teaching Personal and Social Responsibility\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Components of Performance-Based Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eDeveloping Culminating and Progressive Assessments\u003cbr\u003e Culminating (Summative) Assessments\u003cbr\u003e Progressive Learning Activities and Assessments\u003cbr\u003e Tumbling Unit\u003cbr\u003e Target Archery Unit\u003cbr\u003e Golf Unit\u003cbr\u003e Soccer Unit\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9. \u003c\/b\u003ePlanning for Continuous Performance-Based Assessment\u003cbr\u003e Major Unit Focus\u003cbr\u003e Culminating (Summative) Assessment and Evaluation Rubric\u003cbr\u003e Essential Knowledge, Skills, and Abilities\u003cbr\u003e Progressive Learning Activities and Formative Assessments\u003cbr\u003e Critical Resources\u003cbr\u003e Planning Lessons From the Unit Plan\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eDeveloping Standards-Based Units of Instruction for Invasion Sports\u003cbr\u003e Major Soccer Unit Focus\u003cbr\u003e Culminating (Summative) Assessment and Evaluation Rubric\u003cbr\u003e Essential Soccer Knowledge, Skills, and Abilities\u003cbr\u003e Progressive Learning Activities and Formative Assessments\u003cbr\u003e Critical Resources\u003cbr\u003e How to Use the Student Soccer Portfolio\u003cbr\u003e Ultimate: Standards-Based Unit of Instruction\u003cbr\u003e Major Ultimate Unit Focus\u003cbr\u003e Culminating or Summative Assessment and the Evaluation Rubric\u003cbr\u003e Essential Ultimate Knowledge, Skills, and Abilities\u003cbr\u003e Progressive Learning Activities and Formative Assessments\u003cbr\u003e Critical Resources\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Using Portfolios to Assess Physical Activities and Fitness\u003cbr\u003e Types of Portfolios\u003cbr\u003e Advantages of Using Portfolio Assessment\u003cbr\u003e Disadvantages of Using Portfolios\u003cbr\u003e Portfolio Guidelines in Performance-Based Assessment\u003cbr\u003e Evaluating Portfolios\u003cbr\u003e Integrating Fitness Education and Assessment Into the Physical Education Curriculum\u003cbr\u003e Resources for Fitness Education Curriculum, Instructions, and Assessment\u003cbr\u003e Using Technology to Assess Physical Activity Participation Levels\u003cbr\u003e High School Fitness Portfolio\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Using Standards-Based Instruction to Teach Dance\u003cbr\u003e Why Include Dance in Physical Education?\u003cbr\u003e Planning a Dance Unit\u003cbr\u003e Teaching Structured Dance\u003cbr\u003e Teaching Creative Dance\u003cbr\u003e Teaching Social Dance\u003cbr\u003e Using Portfolios to Assess Dance\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart IV. Grading and Implementing Continuous Performance-Based Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Effective Grading in Physical Education\u003cbr\u003e Purposes of Grading and Grade Reporting\u003cbr\u003e Developing a Meaningful Grading System\u003cbr\u003e Problems With Traditional Grading Practices\u003cbr\u003e Grade Formats in Physical Education\u003cbr\u003e Effective Grading in Physical Education\u003cbr\u003e Grading Before You Have a Rubric Developed\u003cbr\u003e Challenges in Using Effective Grading Practices\u003cbr\u003e Grading Practices for Students With Special Needs\u003cbr\u003e Hints and Suggestions for More Effective Grading Practices\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14. \u003c\/b\u003eAcquiring Assessment Savvy\u003cbr\u003e Planning the Assessment Process\u003cbr\u003e Lund and Kirk’s Tips for Acquiring Assessment Savvy\u003cbr\u003e Conclusion\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eJacalyn Lea Lund, PhD, \u003c\/b\u003eis a professor and the chair of the department of kinesiology and health at Georgia State University in Atlanta. She began her teacher educator career in 1990 following graduation from Ohio State University and had 16 years of teaching experience in public schools prior to that. She has presented on assessment at conferences and numerous workshops and has taught many classes on assessment in physical education.\u003cbr\u003e Dr. Lund has been a member of SHAPE America for over 40 years, most recently serving as the association’s president. She was on the committee that developed the organization’s 1995 content standards for physical education. In 2013 she was inducted into the SHAPE America Hall of Fame. She is a fellow of the National Academy of Kinesiology. Dr. Lund loves spending time with her family, dancing, reading, and, as she puts it, “having her dogs take her for a walk.”\u003cbr\u003e\u003cb\u003eMary Fortman Kirk, PhD,\u003c\/b\u003e is a professor of physical education at Northern Kentucky University (NKU). She was an NKU department chair for eight years and is a former coordinator of the health and physical education programs. She also taught physical education at the high school level for 10 years. Dr. Kirk has given many presentations on portfolios and alternative assessment at conferences, including those of SHAPE America and the National Association for Physical Education in Higher Education. She was appointed by the Kentucky commissioner of education to serve on the state task force for the development of physical education assessment and performance assessment of new teachers.\u003cbr\u003e Dr. Kirk earned an MA in motor learning and physical education from Michigan State University in 1973 and a PhD in motor development and teacher preparation from Ohio State University in 1989. She is the author of two books on pre-sport development programs for the National Alliance for Youth Sports and for the Girl Scouts of the USA.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/assessing-student-learning-through-projects\"\u003eAssessing Student Learning Through Projects\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/individualized-learning-and-assessment\"\u003eIndividualized Learning and Assessment\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/teaching-personal-and-social-responsibility\"\u003eTeaching Personal and Social Responsibility\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors and available online.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eInstructor guide. \u003c\/strong\u003eIncludes a sample course syllabus, an introduction on how to use the ancillaries, and a final project.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eTest package. \u003c\/strong\u003eIncludes 170 multiple-choice questions. Instructors can create their own tests by selecting from the question pool, select their own test forms and save them for later editing or printing, and export the tests into a word-processing program.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePresentation Package. \u003c\/strong\u003eIncludes 370 PowerPoint slides that highlight important material from the book.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eWeb resource. \u003c\/strong\u003eFeatures forms, figures, and tables from the book as well as additional assessments.\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Jacalyn Lea Lund,Mary Fortman Kirk","offers":[{"title":"Ebook","offer_id":14091195908157,"sku":null,"price":63.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/73f20cf5d3a58f96bba942d332ead3f2.jpg?v=1779885230"},{"product_id":"universal-design-for-learning-in-physical-education-epub-with-web-resource","title":"Universal Design for Learning in Physical Education epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e The practice of universal design—of making a product or environment accessible to all individuals—has been around for a long time. But, until now, that practice has never been explored in depth in the field of physical education.\u003cbr\u003e\u003cbr\u003e This groundbreaking text provides a much-needed link between universal design and physical education, extending boundaries as it offers physical educators a systematic guide to create, administer, manage, assess, and apply universal design for learning (UDL).\u003cbr\u003e\u003cbr\u003e\u003ci\u003eUniversal Design for Learning in Physical Education\u003c\/i\u003e is for all physical educators—those who are or are preparing to become general PE teachers as well as those who are in the field of adapted physical education. This resource offers the following: \u003cul\u003e\n\u003cli\u003eReady-to-use curricular units for grades K-12, with 31 universally designed lessons that demonstrate how teachers can apply UDL in specific content areas (teachers can also use those examples to build their own units and lessons)\u003c\/li\u003e\n\u003cli\u003eRubrics for the 28 items on the Lieberman–Brian Inclusion Rating Scale for Physical Education (LIRSPE) to help teachers follow best practices in inclusion\u003c\/li\u003e\n\u003cli\u003eTables, timelines, and paraeducator training checklists to ensure that UDL is effectively delivered from the beginning of the school year\u003c\/li\u003e\n\u003c\/ul\u003e In her earlier text, \u003ci\u003eStrategies for Inclusion, Third Edition,\u003c\/i\u003e coauthor Lauren Lieberman included a valuable chapter about UDL that focused on detailed, practical steps for making classes inclusive. Universal Design for Learning in Physical Education approaches inclusion from the macro level, providing a comprehensive conceptual model of UDL and how to incorporate it into curriculum planning and teaching methods for K-12 physical education.\u003cbr\u003e\u003cbr\u003e Outcomes for \u003ci\u003eUniversal Design for Learning in Physical Education\u003c\/i\u003e are aligned with SHAPE America’s physical education standards and grade-level outcomes. Given that 94 percent of students with disabilities are taught in physical education settings, this text offers highly valuable guidance to general physical educators in providing equal access to, and engagement in, high-quality physical education for all students.\u003cbr\u003e\u003cbr\u003e Part I of \u003ci\u003eUniversal Design for Learning in Physical Education\u003c\/i\u003e defines universal design and explains how it relates to physical education. It identifies barriers that teachers may face in adapting UDL to their programs and how to overcome these barriers. It also addresses critical assessment issues and guides teachers in supporting students with severe or multiple disabilities.\u003cbr\u003e\u003cbr\u003e Part I also covers advocacy issues such as how to teach students to speak up for their own needs and choices. Readers will gain insight into where their programs excel and where barriers might still exist when they employ the Lieberman–Brian Inclusion Rating Scale, a self-assessment tool that helps measure physical, programmatical, and social inclusion.\u003cbr\u003e\u003cbr\u003e Finally, part I reinforces several UDL principles by sharing many examples of how physical educators have applied UDL in their programs.\u003cbr\u003e\u003cbr\u003e Part II offers a trove of universally designed units and lesson plans for use across grades K-12, with separate chapters on lessons for elementary, sports, fitness, recreation, and aquatics.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eUniversal Design for Learning in Physical Education\u003c\/i\u003e is the first text to delve deeply into the concept of universal design in physical education. As such, it is a valuable resource for all PE teachers—both those leading general classes and adapted classes—to learn how to successfully implement universally designed units and lesson plans that enrich all their students’ lives. The accompanying web resource provides 40 forms, tables, checklists, and a sample lesson plan from the book, as well as a list of websites, books, and laws. These resources are provided as reproducible PDFs for practical use.\u003ch4\u003eAudience\u003c\/h4\u003eText for methods courses and resource for physical education teacher education (PETE) students, adapted physical education (APE) students, and practicing teachers and paraeducators. Reference for physical education administrators and curriculum development specialists.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Foundations of Universal Design\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 1. \u003c\/b\u003eWhat Is Universal Design for Learning?\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Applying the Universal Design for Learning Guidelines to Physical Education\u003cbr\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eThe Time Is Now: UDL in Physical Education\u003cbr\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eAssessment, UDL, and Multiple Means of Expression\u003cbr\u003e\u003cb\u003eChapter 5. \u003c\/b\u003eApplying the UDL Framework for Students With Severe and Multiple Disabilities\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Advocacy and Transition Planning for Learning\u003cbr\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eThe Lieberman–Brian Inclusion Rating Scale to Promote Universal Design in Physical Education\u003cbr\u003e\u003cb\u003eChapter 8. \u003c\/b\u003ePractical Applications of the Principles of Engagement and Representation\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. UDL Guiding Lessons for Physical Education\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Universally Designed Lesson Plans for Elementary PE\u003cbr\u003e\u003ci\u003eSally Taunton Miedema and Benjamin J. Miedema\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eUniversally Designed Lesson Plans for Sports\u003cbr\u003e\u003ci\u003eEmily N. Gilbert and Adam Pennell\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Universally Designed Lesson Plans for Fitness\u003cbr\u003e\u003ci\u003eMatthew J. Patey, Jenna Fisher, and Laurie Wengerter\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eUniversally Designed Lesson Plans for Recreation\u003cbr\u003e\u003ci\u003eAlexandra Stribing\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Universally Designed Lesson Plans for Aquatics\u003cbr\u003e\u003ci\u003eEmily N. Gilbert and Alexandra Stribing\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eLauren J. Lieberman, PhD, \u003c\/b\u003eis a distinguished service professor at the College at Brockport, State University of New York. She has taught higher education since 1995 and previously taught at Perkins School for the Blind. She teaches undergraduate and graduate courses in adapted physical education. She is on the editorial board of the \u003ci\u003eJournal of Physical Education, Recreation and Dance (JOPERD)\u003c\/i\u003e.\u003cbr\u003e\u003cbr\u003e Lieberman has written 20 books on adapted physical education and more than 130 peer-reviewed articles. She started Camp Abilities, an overnight educational sports camp for children with visual impairments. This camp is now replicated in 20 states and eight countries. She was awarded a Global Fulbright Scholarship to replicate Camp Abilities in Ghana, Ireland, and Brazil in fall 2019.\u003cbr\u003e\u003cbr\u003e Lieberman is past chair of the Adapted Physical Activity Council (APAC). She is currently on the board of the division of recreation and sport for the Association for Education and Rehabilitation of the Blind and Visually Impaired, and she has served on the board of the United States Association of Blind Athletes (USABA). In her leisure time, she enjoys playing Ultimate Frisbee, biking, running, kayaking, hiking, reading, and playing the guitar.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMichelle Grenier, PhD,\u003c\/b\u003e is an associate professor and coordinator of the adapted physical education program at the University of New Hampshire. She has substantial experience working in the field of physical education and utilizing inclusive strategies for students with disabilities. She is an accomplished researcher and is editor of the text \u003ci\u003ePhysical Education for Students With Autism Spectrum Disorders\u003c\/i\u003e. Dr. Grenier is internationally recognized for her work on inclusion and has presented extensively on her research. She is the incoming president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID).\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAli Brian, PhD,\u003c\/b\u003e is an associate professor in the department of physical education and the director of the Adapted Physical Education\/Activity Research lab at the University of South Carolina. Her teaching includes adapted physical education, elementary physical education methods, motor development, assessment and instrumentation, and research methods. Dr. Brian’s research, which includes over 120 presentations and 60 peer reviewed articles, focuses on creating ecologically valid intervention strategies for preschool-aged children with and without disabilities as well as youth with visual impairments. Dr. Brian also focuses on exploring underlying mechanisms that support positive developmental trajectories for health for all children. She is the research director for the Institute of Movement Studies for Individuals with Visual Impairments (IMSVI) and a member of the SHAPE America research counsel, the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) executive committee, and the International Motor Development Research Consortium (I-MDRC) executive committee. Dr. Brian also is on the editorial board for\u003ci\u003e Physical Education and Sport Pedagogy\u003c\/i\u003e and is an associate editor of \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eKatrina Arndt, PhD,\u003c\/b\u003e is a professor of inclusive education at St. John Fisher College. Prior to entering higher education, she was a paraprofessional and teacher in the public schools in Minneapolis, Minnesota, and the Rochester, New York, area for many years. Arndt’s research interests include support for students with disabilities in inclusive settings, inclusion of students who are deaf-blind, and critical analysis of text and film representations of disability. She is the coauthor of the books \u003ci\u003eTeach Everyone \u003c\/i\u003eand \u003ci\u003ePicture Inclusion!\u003c\/i\u003e and the 2019 recipient of Starbridge’s Inclusion Award.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/an-overview-of-universal-design-for-learning-curriculum\"\u003eAn overview of Universal Design for Learning curriculum\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/universally-designed-lesson-plans-for-elementary-pe\"\u003eUniversally Designed Lesson Plans for Elementary PE\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/universally-designed-lesson-plans-for-fitness\"\u003eUniversally Designed Lesson Plans for Fitness\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Lauren J. Lieberman,Michelle Grenier,Ali Brian,Katrina Arndt","offers":[{"title":"Ebook With Online Resource","offer_id":31011036201034,"sku":null,"price":41.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/8ed0d776615abea8e302d921ff452a78_f74cb0c6-8796-4403-a05b-112060d5cce6.jpg?v=1777416717"},{"product_id":"technology-for-physical-educators-health-educators-and-coaches-epub-with-web-resource","title":"Technology for Physical Educators, Health Educators, and Coaches epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e A wide variety of technology is available to physical educators, health teachers, and coaches—but technology is only helpful if people know how to use it effectively.\u003cbr\u003e\u003cbr\u003e This text will help health and physical education teachers and coaches improve their abilities by learning to effectively use technology in the areas of instruction, assessment, management, communication, professional development, and advocacy. The effective use of technology as outlined in this book can improve student and athlete performance and assessment and motivate active and healthy lifestyles among students.\u003cbr\u003e\u003cbr\u003e An important distinction with this book is that it goes beyond simply discussing the technology tools—it helps readers understand how to use technology to improve instruction. Practical examples of how to use various technological tools are included for different settings and a variety of age groups (child to adult). Readers will learn about the effective use of technology in physical education, health education, and coaching.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eTechnology for Physical Educators, Health Educators, and Coaches\u003c\/i\u003e is a practical, hands-on text that offers a number of useful tools: \u003cul\u003e\n\u003cli\u003e\n\u003cb\u003eWhat Does the Research Say? sidebars\u003c\/b\u003e that provide evidence for which technologies do and do not work in physical education, health education, and sport coaching, with accompanying explanations\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eTips, examples, and interviews\u003c\/b\u003e from seasoned professionals on various types of technology\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eChapter objectives, key terms, review questions, and open-ended discussion questions\u003c\/b\u003e, which could prove useful for online discussion boards\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eInstructor ancillaries\u003c\/b\u003e, including PowerPoint presentations and learning management system (LMS)–ready quizzes for each chapter, that help instructors organize, plan, teach, and assess content effectively\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eOnline web resource\u003c\/b\u003e that offers a variety of tools, including additional practitioner interviews; links to websites, videos, and podcasts; sample handouts, and other activities and resources from practicing professionals. The online web resource will be updated annually to keep current with the changing technology.\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eSocial media\u003c\/b\u003e accounts (@Tech4HPECoach) on Twitter and Facebook allow readers to further connect and share ideas. Use the hashtag #Tech4HPECoach across various social media platforms too!\u003c\/li\u003e\n\u003c\/ul\u003e (The web resource is included with all new print books and some ebooks. For ebook formats that don’t provide access, the web resource is available separately.)\u003cbr\u003e\u003cbr\u003e The text is organized into six parts. Part I focuses on how technology can assist in meeting specific goals, objectives, and national standards within physical education, health education, and sport coaching. Part II covers technology for class and team management as well as communication technology, while part III explores how to leverage technology to facilitate teaching and learning, including within a traditional classroom, online, and with special populations. The authors address how to use technology for assessment in part IV, and part V delves into how technology can benefit professional development and advocacy. In part VI, the authors detail the all-important legal and financial aspects of technology.\u003ch4\u003eAudience\u003c\/h4\u003eTextbook for college courses on using technology in physical education, health education, and sport coaching. Professional reference for practicing teachers and coaches.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Introduction to Technology in Physical Education, Health Education, and Coaching\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Technology for Class and Team Management and Communication\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Management Technology\u003cbr\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eCommunication Technology\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Technology for Instruction\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eTechnology for Health Education Classroom Instruction\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Technology for Motivation\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Technology for Lifelong Health and Fitness\u003cbr\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eMeeting Special Needs and Abilities Through Technology\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Online Instruction and Remote Supervision\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart IV. Technology for Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 9. \u003c\/b\u003eWearable Technology for Assessment\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Other Forms of Technology for Assessment\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Basic Digital Video Recording and Editing\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart V. Technology for Professional Development and Advocacy\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Technology for Professional Development\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Technology for Advocacy\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Technology Resources\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart VI. Legal and Financial Aspects of Technology\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Legal Aspects of Technology Use\u003cbr\u003e\u003cb\u003eChapter 16. \u003c\/b\u003eTechnology Opportunities and Ideas for Acquiring Funding\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eSeth E. Jenny, PhD,\u003c\/b\u003e teaches within the department of public health at Slippery Rock University of Pennsylvania. He previously taught within the department of physical education, sport, and human performance at Winthrop University and the department of health, exercise, and sport sciences at the University of New Mexico. Dr. Jenny has over 20 years of health, physical education, and coaching experience across K-12 and higher education settings, where he has been an early proponent of integrating technology into teaching and coaching. He has worked as a U.S. Air Force exercise physiologist and has coached athletes across all ages and abilities, from elementary athletes to Olympic competitors. Dr. Jenny has created and taught face-to-face, online, and hybrid technology courses for undergraduate and graduate students studying health and physical education teacher education, coaching, and sport management. He is certified by the American College of Sports Medicine as an exercise physiologist and holds Level 2 (youth specialization) coaching certification from USA Track and Field. Dr. Jenny is an active scholar, providing more than 100 professional presentations and publishing over 40 peer-reviewed academic journal articles within his prime areas of research: esports, motion-based video gaming, and elementary-age distance running. In 2016, he was named the Research and Scholarship Faculty Member of the Year within the College of Education at Winthrop University. Dr. Jenny cofounded and is the acting president of the nonprofit Grove City Athletics Club (Grove City, Pennsylvania), where he is a volunteer coach for elementary cross country and track and field athletes. He spends his spare time with his family and training for marathons, with a personal best of 2:48:30 (6:25 mile pace for 26.2 miles).\u003cbr\u003e\u003cbr\u003e\u003cb\u003eJennifer M. Krause, PhD,\u003c\/b\u003e is an associate professor of physical education and physical activity leadership (PEPAL) in the School of Sport and Exercise Science at the University of Northern Colorado (UNC). She also serves as coordinator of the physical education K-12 teaching program at UNC and is a research faculty member of the University of Northern Colorado Active Schools Institute. Dr. Krause has over 15 years of experience teaching health and physical education in K-12 and teacher preparation settings and coaching youth sport. She currently teaches undergraduate- and graduate-level courses related to physical education and coaching technology, assessment, health education methods, and teacher and coach action research. She also mentors doctoral students in the PEPAL program at UNC.\u003cbr\u003e\u003cbr\u003e Dr. Krause’s major line of research explores technological, pedagogical, and content knowledge preparation and self-efficacy among preservice physical education teachers, as well as the technology training and experiences among physical education teacher educators. Dr. Krause has published over 20 peer-reviewed research and professional articles and delivered over 80 research and professional presentations at international, national, and regional meetings. Dr. Krause received the 2017 University Physical Education Teacher of the Year Award from SHAPE Colorado. She currently serves on the editorial board for \u003ci\u003eStrategies: A Journal for Physical and Sport Educators\u003c\/i\u003e and is a member of the SHAPE Colorado board.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTess Armstrong, PhD, \u003c\/b\u003eis an assistant professor in the department of movement science at Grand Valley State University. Dr. Armstrong has published numerous articles related to youth physical activity, and she has given more than 20 research and professional presentations at local, state, national, and international conferences. She has nine years of experience teaching at the preK-5 level and in teacher preparation programs. Dr. Armstrong currently teaches classes related to assessment in physical education; teaching methods of fitness, of dance, and of elementary physical education; and physical education for classroom teachers. She is actively involved in supervising preservice teachers at the university level.\u003cbr\u003e\u003cbr\u003e Contributing author \u003cb\u003eMatthew Cummiskey, PhD, \u003c\/b\u003eis an associate professor at West Chester University, training future health and physical education teachers. He taught K-12 health and physical education for 5 years and has taught within higher education for 13 years. Dr. Cummiskey enjoys implementing technology in his classes to enhance motivation, involve students, promote learning, and showcase technology modalities students can implement. His technology-related scholarship includes two book chapters; two articles in \u003ci\u003eJournal of Physical Education, Recreation \u0026amp; Dance\u003c\/i\u003e; 14 articles in the journal of the Pennsylvania State Association for Health, Physical Education, Recreation and Dance (PSAHPERD); three SHAPE America national conference presentations; and four SHAPE America Eastern District technology presentations. Dr. Cummiskey currently teaches the course Assessment and Technology (HPE 347) at West Chester University.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003ci\u003e“If you can learn about and implement one third of the resources mentioned in this text, you will be way ahead of the average teacher. You will set yourself apart and stand out as a knowledgeable educator who knows how to motivate and engage students, and you will increase your productivity and effectiveness at your job.”\u003c\/i\u003e\u003cbr\u003e\u003cb\u003e—Ben Landers, NBCT, \u003c\/b\u003eElementary Physical Education Teacher and Founder of The PE Specialist\u003cbr\u003e\u003cbr\u003e\u003ci\u003e“At last a book has been written that guides educators toward the best, most effective way to incorporate technology into all aspects of their professional life. While a teacher’s tech tool of choice will change over time, best practices will remain a constant, and this is the book to empower all teachers.”\u003c\/i\u003e\u003cbr\u003e\u003cb\u003e—Andrew Milne,\u003c\/b\u003e 2017 SHAPE America Health Education Teacher of the Year and Creator of the SlowChatHealth Blog\u003cbr\u003e\u003cbr\u003e\u003ci\u003e“Some coaches may be hesitant to add new technology to their coaching practice, but this book eases that fear. I highly recommend this textbook to coaches and coach educators.”\u003c\/i\u003e\u003cbr\u003e\u003cb\u003e—Dr. Scott Douglas, \u003c\/b\u003eBoard Member for the United States Center for Coaching Excellence (USCCE) and Sport Coaching Program Coordinator at the University of Northern Colorado\u003cbr\u003e\u003cbr\u003e\u003ci\u003e“This is a text that embraces the current professional expectations of health educators, physical educators, and coaches within a 21st century classroom.”\u003c\/i\u003e\u003cbr\u003e\u003cb\u003e—Collin Brooks, \u003c\/b\u003ePhD Candidate, Former Elementary Physical Education Teacher, and Cocreator of PhysEdagogy\u003cbr\u003e\u003cbr\u003e\u003ci\u003e“The chapter Meeting Special Needs and Abilities Through Technology provides an excellent overview of a wide range of assistive technologies and guides the reader on how to incorporate specific equipment, devices, and apps in order to help students with disabilities engage with the health and physical education curriculum in a meaningful way.”\u003c\/i\u003e\u003cbr\u003e\u003cb\u003e—Dr. Scott McNamara, CAPE,\u003c\/b\u003e Professor of Adapted Physical Education at the University of Northern Iowa\u003cbr\u003e\u003cbr\u003e\u003ci\u003e“More than a how-to manual, the text presents a student-centered model for engaging the current generation of digital natives in exciting ways. It is an excellent resource for today’s educators and coaches committed to healthy lifestyles.”\u003c\/i\u003e\u003cbr\u003e\u003cb\u003e—Dr. Joanne Leight, \u003c\/b\u003eChair of the Department of Health and Physical Education at Slippery Rock University and Author of \u003ci\u003eTechnology for Fitness and Wellness Professionals\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/lifetime-health-technologies-sample-high-school-wearable-activity-tracker-assignment\"\u003eLifetime Health Technologies: Sample high school Wearable Activity Tracker Assignment\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/opportunities-and-ideas-for-acquiring-technology-school-based-funding\"\u003eOpportunities and Ideas for Acquiring Technology: School-Based Funding\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/technology-for-motivation\"\u003eTechnology for Motivation\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/technology-in-coaching\"\u003eTechnology in Coaching\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/using-digital-technology-in-adapted-pe\"\u003eUsing digital Technology in Adapted PE\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/ISTE_Standards_for_educators.jpg?v=1741378515\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/ISTE_Standards_for_educators.jpg?v=1741378515\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Technology_in_health_education.jpg?v=1741378550\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Technology_in_health_education.jpg?v=1741378550\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/LMS_features_and_uses_in_health_and_PE.jpg?v=1741378585\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/LMS_features_and_uses_in_health_and_PE.jpg?v=1741378585\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Scheduling_and_reminder_tools.jpg?v=1741378619\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Scheduling_and_reminder_tools.jpg?v=1741378619\" alt=\"\"\u003e\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors and available online.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eInstructor guide.\u003c\/strong\u003e Includes chapter-by-chapter learning objectives, review questions, open-ended discussion questions (ideal for online course discussions), and a plethora of assignment ideas. A sample course syllabus, course pacing and format suggestions, and more general assessment ideas are also included.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eTest package.\u003c\/strong\u003e Features 225 learning management system (LMS)–ready multiple-choice and true-false questions, divided by chapter.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePresentation package.\u003c\/strong\u003e Includes more than 250 PowerPoint slides of text and key illustrations that cover each chapter of the book. Instructors can easily add, modify, and rearrange the order of the slides.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eWeb resource.\u003c\/strong\u003e Features a variety of tools, including additional practitioner interviews; links to websites, videos, and podcasts; sample handouts and assignments; and other activities and resources from practicing professionals that correspond to and augment each chapter. The web resource will be updated annually to keep current with changing technology.\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Seth E. Jenny,Jennifer M. Krause,Tess Armstrong","offers":[{"title":"Ebook With Online Resource","offer_id":31490267971658,"sku":null,"price":65.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/84941cd48599f35b44c31c59f5cb20ae_a0de9e04-5de8-4990-b8ed-f8272aefb0c3.jpg?v=1777406936"},{"product_id":"technology-for-physical-educators-health-educators-and-coaches-with-web-resource","title":"Technology for Physical Educators, Health Educators, and Coaches","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e A wide variety of technology is available to physical educators, health teachers, and coaches—but technology is only helpful if people know how to use it effectively.\u003cbr\u003e\u003cbr\u003e This text will help health and physical education teachers and coaches improve their abilities by learning to effectively use technology in the areas of instruction, assessment, management, communication, professional development, and advocacy. The effective use of technology as outlined in this book can improve student and athlete performance and assessment and motivate active and healthy lifestyles among students.\u003cbr\u003e\u003cbr\u003e An important distinction with this book is that it goes beyond simply discussing the technology tools—it helps readers understand how to use technology to improve instruction. Practical examples of how to use various technological tools are included for different settings and a variety of age groups (child to adult). Readers will learn about the effective use of technology in physical education, health education, and coaching.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eTechnology for Physical Educators, Health Educators, and Coaches\u003c\/i\u003e is a practical, hands-on text that offers a number of useful tools: \u003cul\u003e\n\u003cli\u003e\n\u003cb\u003eWhat Does the Research Say? sidebars\u003c\/b\u003e that provide evidence for which technologies do and do not work in physical education, health education, and sport coaching, with accompanying explanations\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eTips, examples, and interviews\u003c\/b\u003e from seasoned professionals on various types of technology\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eChapter objectives, key terms, review questions, and open-ended discussion questions\u003c\/b\u003e, which could prove useful for online discussion boards\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eInstructor ancillaries\u003c\/b\u003e, including PowerPoint presentations and learning management system (LMS)–ready quizzes for each chapter, that help instructors organize, plan, teach, and assess content effectively\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eOnline web resource\u003c\/b\u003e that offers a variety of tools, including additional practitioner interviews; links to websites, videos, and podcasts; sample handouts, and other activities and resources from practicing professionals. The online web resource will be updated annually to keep current with the changing technology.\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eSocial media\u003c\/b\u003e accounts (@Tech4HPECoach) on Twitter and Facebook allow readers to further connect and share ideas. Use the hashtag #Tech4HPECoach across various social media platforms too!\u003c\/li\u003e\n\u003c\/ul\u003e (The web resource is included with all new print books and some ebooks. For ebook formats that don’t provide access, the web resource is available separately.)\u003cbr\u003e\u003cbr\u003e The text is organized into six parts. Part I focuses on how technology can assist in meeting specific goals, objectives, and national standards within physical education, health education, and sport coaching. Part II covers technology for class and team management as well as communication technology, while part III explores how to leverage technology to facilitate teaching and learning, including within a traditional classroom, online, and with special populations. The authors address how to use technology for assessment in part IV, and part V delves into how technology can benefit professional development and advocacy. In part VI, the authors detail the all-important legal and financial aspects of technology.\u003ch4\u003eAudience\u003c\/h4\u003eTextbook for college courses on using technology in physical education, health education, and sport coaching. Professional reference for practicing teachers and coaches.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Introduction to Technology in Physical Education, Health Education, and Coaching\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Technology for Class and Team Management and Communication\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Management Technology\u003cbr\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eCommunication Technology\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Technology for Instruction\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eTechnology for Health Education Classroom Instruction\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Technology for Motivation\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Technology for Lifelong Health and Fitness\u003cbr\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eMeeting Special Needs and Abilities Through Technology\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Online Instruction and Remote Supervision\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart IV. Technology for Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 9. \u003c\/b\u003eWearable Technology for Assessment\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Other Forms of Technology for Assessment\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Basic Digital Video Recording and Editing\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart V. Technology for Professional Development and Advocacy\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Technology for Professional Development\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Technology for Advocacy\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Technology Resources\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart VI. Legal and Financial Aspects of Technology\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Legal Aspects of Technology Use\u003cbr\u003e\u003cb\u003eChapter 16. \u003c\/b\u003eTechnology Opportunities and Ideas for Acquiring Funding\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eSeth E. Jenny, PhD,\u003c\/b\u003e teaches within the department of public health at Slippery Rock University of Pennsylvania. He previously taught within the department of physical education, sport, and human performance at Winthrop University and the department of health, exercise, and sport sciences at the University of New Mexico. Dr. Jenny has over 20 years of health, physical education, and coaching experience across K-12 and higher education settings, where he has been an early proponent of integrating technology into teaching and coaching. He has worked as a U.S. Air Force exercise physiologist and has coached athletes across all ages and abilities, from elementary athletes to Olympic competitors. Dr. Jenny has created and taught face-to-face, online, and hybrid technology courses for undergraduate and graduate students studying health and physical education teacher education, coaching, and sport management. He is certified by the American College of Sports Medicine as an exercise physiologist and holds Level 2 (youth specialization) coaching certification from USA Track and Field. Dr. Jenny is an active scholar, providing more than 100 professional presentations and publishing over 40 peer-reviewed academic journal articles within his prime areas of research: esports, motion-based video gaming, and elementary-age distance running. In 2016, he was named the Research and Scholarship Faculty Member of the Year within the College of Education at Winthrop University. Dr. Jenny cofounded and is the acting president of the nonprofit Grove City Athletics Club (Grove City, Pennsylvania), where he is a volunteer coach for elementary cross country and track and field athletes. He spends his spare time with his family and training for marathons, with a personal best of 2:48:30 (6:25 mile pace for 26.2 miles).\u003cbr\u003e\u003cbr\u003e\u003cb\u003eJennifer M. Krause, PhD,\u003c\/b\u003e is an associate professor of physical education and physical activity leadership (PEPAL) in the School of Sport and Exercise Science at the University of Northern Colorado (UNC). She also serves as coordinator of the physical education K-12 teaching program at UNC and is a research faculty member of the University of Northern Colorado Active Schools Institute. Dr. Krause has over 15 years of experience teaching health and physical education in K-12 and teacher preparation settings and coaching youth sport. She currently teaches undergraduate- and graduate-level courses related to physical education and coaching technology, assessment, health education methods, and teacher and coach action research. She also mentors doctoral students in the PEPAL program at UNC.\u003cbr\u003e\u003cbr\u003e Dr. Krause’s major line of research explores technological, pedagogical, and content knowledge preparation and self-efficacy among preservice physical education teachers, as well as the technology training and experiences among physical education teacher educators. Dr. Krause has published over 20 peer-reviewed research and professional articles and delivered over 80 research and professional presentations at international, national, and regional meetings. Dr. Krause received the 2017 University Physical Education Teacher of the Year Award from SHAPE Colorado. She currently serves on the editorial board for \u003ci\u003eStrategies: A Journal for Physical and Sport Educators\u003c\/i\u003e and is a member of the SHAPE Colorado board.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTess Armstrong, PhD, \u003c\/b\u003eis an assistant professor in the department of movement science at Grand Valley State University. Dr. Armstrong has published numerous articles related to youth physical activity, and she has given more than 20 research and professional presentations at local, state, national, and international conferences. She has nine years of experience teaching at the preK-5 level and in teacher preparation programs. Dr. Armstrong currently teaches classes related to assessment in physical education; teaching methods of fitness, of dance, and of elementary physical education; and physical education for classroom teachers. She is actively involved in supervising preservice teachers at the university level.\u003cbr\u003e\u003cbr\u003e Contributing author \u003cb\u003eMatthew Cummiskey, PhD, \u003c\/b\u003eis an associate professor at West Chester University, training future health and physical education teachers. He taught K-12 health and physical education for 5 years and has taught within higher education for 13 years. Dr. Cummiskey enjoys implementing technology in his classes to enhance motivation, involve students, promote learning, and showcase technology modalities students can implement. His technology-related scholarship includes two book chapters; two articles in \u003ci\u003eJournal of Physical Education, Recreation \u0026amp; Dance\u003c\/i\u003e; 14 articles in the journal of the Pennsylvania State Association for Health, Physical Education, Recreation and Dance (PSAHPERD); three SHAPE America national conference presentations; and four SHAPE America Eastern District technology presentations. Dr. Cummiskey currently teaches the course Assessment and Technology (HPE 347) at West Chester University.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003ci\u003e“If you can learn about and implement one third of the resources mentioned in this text, you will be way ahead of the average teacher. You will set yourself apart and stand out as a knowledgeable educator who knows how to motivate and engage students, and you will increase your productivity and effectiveness at your job.”\u003c\/i\u003e\u003cbr\u003e\u003cb\u003e—Ben Landers, NBCT, \u003c\/b\u003eElementary Physical Education Teacher and Founder of The PE Specialist\u003cbr\u003e\u003cbr\u003e\u003ci\u003e“At last a book has been written that guides educators toward the best, most effective way to incorporate technology into all aspects of their professional life. While a teacher’s tech tool of choice will change over time, best practices will remain a constant, and this is the book to empower all teachers.”\u003c\/i\u003e\u003cbr\u003e\u003cb\u003e—Andrew Milne,\u003c\/b\u003e 2017 SHAPE America Health Education Teacher of the Year and Creator of the SlowChatHealth Blog\u003cbr\u003e\u003cbr\u003e\u003ci\u003e“Some coaches may be hesitant to add new technology to their coaching practice, but this book eases that fear. I highly recommend this textbook to coaches and coach educators.”\u003c\/i\u003e\u003cbr\u003e\u003cb\u003e—Dr. Scott Douglas, \u003c\/b\u003eBoard Member for the United States Center for Coaching Excellence (USCCE) and Sport Coaching Program Coordinator at the University of Northern Colorado\u003cbr\u003e\u003cbr\u003e\u003ci\u003e“This is a text that embraces the current professional expectations of health educators, physical educators, and coaches within a 21st century classroom.”\u003c\/i\u003e\u003cbr\u003e\u003cb\u003e—Collin Brooks, \u003c\/b\u003ePhD Candidate, Former Elementary Physical Education Teacher, and Cocreator of PhysEdagogy\u003cbr\u003e\u003cbr\u003e\u003ci\u003e“The chapter Meeting Special Needs and Abilities Through Technology provides an excellent overview of a wide range of assistive technologies and guides the reader on how to incorporate specific equipment, devices, and apps in order to help students with disabilities engage with the health and physical education curriculum in a meaningful way.”\u003c\/i\u003e\u003cbr\u003e\u003cb\u003e—Dr. Scott McNamara, CAPE,\u003c\/b\u003e Professor of Adapted Physical Education at the University of Northern Iowa\u003cbr\u003e\u003cbr\u003e\u003ci\u003e“More than a how-to manual, the text presents a student-centered model for engaging the current generation of digital natives in exciting ways. It is an excellent resource for today’s educators and coaches committed to healthy lifestyles.”\u003c\/i\u003e\u003cbr\u003e\u003cb\u003e—Dr. Joanne Leight, \u003c\/b\u003eChair of the Department of Health and Physical Education at Slippery Rock University and Author of \u003ci\u003eTechnology for Fitness and Wellness Professionals\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/lifetime-health-technologies-sample-high-school-wearable-activity-tracker-assignment\"\u003eLifetime Health Technologies: Sample high school Wearable Activity Tracker Assignment\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/opportunities-and-ideas-for-acquiring-technology-school-based-funding\"\u003eOpportunities and Ideas for Acquiring Technology: School-Based Funding\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/technology-for-motivation\"\u003eTechnology for Motivation\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/technology-in-coaching\"\u003eTechnology in Coaching\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/using-digital-technology-in-adapted-pe\"\u003eUsing digital Technology in Adapted PE\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/ISTE_Standards_for_educators.jpg?v=1741378515\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/ISTE_Standards_for_educators.jpg?v=1741378515\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Technology_in_health_education.jpg?v=1741378550\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Technology_in_health_education.jpg?v=1741378550\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/LMS_features_and_uses_in_health_and_PE.jpg?v=1741378585\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/LMS_features_and_uses_in_health_and_PE.jpg?v=1741378585\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Scheduling_and_reminder_tools.jpg?v=1741378619\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Scheduling_and_reminder_tools.jpg?v=1741378619\" alt=\"\"\u003e\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors and available online.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eInstructor guide.\u003c\/strong\u003e Includes chapter-by-chapter learning objectives, review questions, open-ended discussion questions (ideal for online course discussions), and a plethora of assignment ideas. A sample course syllabus, course pacing and format suggestions, and more general assessment ideas are also included.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eTest package.\u003c\/strong\u003e Features 225 learning management system (LMS)–ready multiple-choice and true-false questions, divided by chapter.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePresentation package.\u003c\/strong\u003e Includes more than 250 PowerPoint slides of text and key illustrations that cover each chapter of the book. Instructors can easily add, modify, and rearrange the order of the slides.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eWeb resource.\u003c\/strong\u003e Features a variety of tools, including additional practitioner interviews; links to websites, videos, and podcasts; sample handouts and assignments; and other activities and resources from practicing professionals that correspond to and augment each chapter. The web resource will be updated annually to keep current with changing technology.\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Seth E. Jenny,Jennifer M. Krause,Tess Armstrong","offers":[{"title":"Paperback With Online Resource","offer_id":31490268430410,"sku":null,"price":86.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/51a00eb1cbbac29576fc02be017aa732_5b3c652b-57ca-4f68-a24d-f4414161904f.jpg?v=1777406893"},{"product_id":"universal-design-for-learning-in-physical-education-with-web-resource","title":"Universal Design for Learning in Physical Education","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e The practice of universal design—of making a product or environment accessible to all individuals—has been around for a long time. But, until now, that practice has never been explored in depth in the field of physical education.\u003cbr\u003e\u003cbr\u003e This groundbreaking text provides a much-needed link between universal design and physical education, extending boundaries as it offers physical educators a systematic guide to create, administer, manage, assess, and apply universal design for learning (UDL).\u003cbr\u003e\u003cbr\u003e\u003ci\u003eUniversal Design for Learning in Physical Education\u003c\/i\u003e is for all physical educators—those who are or are preparing to become general PE teachers as well as those who are in the field of adapted physical education. This resource offers the following: \u003cul\u003e\n\u003cli\u003eReady-to-use curricular units for grades K-12, with 31 universally designed lessons that demonstrate how teachers can apply UDL in specific content areas (teachers can also use those examples to build their own units and lessons)\u003c\/li\u003e\n\u003cli\u003eRubrics for the 28 items on the Lieberman–Brian Inclusion Rating Scale for Physical Education (LIRSPE) to help teachers follow best practices in inclusion\u003c\/li\u003e\n\u003cli\u003eTables, timelines, and paraeducator training checklists to ensure that UDL is effectively delivered from the beginning of the school year\u003c\/li\u003e\n\u003c\/ul\u003e In her earlier text, \u003ci\u003eStrategies for Inclusion, Third Edition,\u003c\/i\u003e coauthor Lauren Lieberman included a valuable chapter about UDL that focused on detailed, practical steps for making classes inclusive. Universal Design for Learning in Physical Education approaches inclusion from the macro level, providing a comprehensive conceptual model of UDL and how to incorporate it into curriculum planning and teaching methods for K-12 physical education.\u003cbr\u003e\u003cbr\u003e Outcomes for \u003ci\u003eUniversal Design for Learning in Physical Education\u003c\/i\u003e are aligned with SHAPE America’s physical education standards and grade-level outcomes. Given that 94 percent of students with disabilities are taught in physical education settings, this text offers highly valuable guidance to general physical educators in providing equal access to, and engagement in, high-quality physical education for all students.\u003cbr\u003e\u003cbr\u003e Part I of \u003ci\u003eUniversal Design for Learning in Physical Education\u003c\/i\u003e defines universal design and explains how it relates to physical education. It identifies barriers that teachers may face in adapting UDL to their programs and how to overcome these barriers. It also addresses critical assessment issues and guides teachers in supporting students with severe or multiple disabilities.\u003cbr\u003e\u003cbr\u003e Part I also covers advocacy issues such as how to teach students to speak up for their own needs and choices. Readers will gain insight into where their programs excel and where barriers might still exist when they employ the Lieberman–Brian Inclusion Rating Scale, a self-assessment tool that helps measure physical, programmatical, and social inclusion.\u003cbr\u003e\u003cbr\u003e Finally, part I reinforces several UDL principles by sharing many examples of how physical educators have applied UDL in their programs.\u003cbr\u003e\u003cbr\u003e Part II offers a trove of universally designed units and lesson plans for use across grades K-12, with separate chapters on lessons for elementary, sports, fitness, recreation, and aquatics.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eUniversal Design for Learning in Physical Education\u003c\/i\u003e is the first text to delve deeply into the concept of universal design in physical education. As such, it is a valuable resource for all PE teachers—both those leading general classes and adapted classes—to learn how to successfully implement universally designed units and lesson plans that enrich all their students’ lives. The accompanying web resource provides 40 forms, tables, checklists, and a sample lesson plan from the book, as well as a list of websites, books, and laws. These resources are provided as reproducible PDFs for practical use.\u003ch4\u003eAudience\u003c\/h4\u003eText for methods courses and resource for physical education teacher education (PETE) students, adapted physical education (APE) students, and practicing teachers and paraeducators. Reference for physical education administrators and curriculum development specialists.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Foundations of Universal Design\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 1. \u003c\/b\u003eWhat Is Universal Design for Learning?\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Applying the Universal Design for Learning Guidelines to Physical Education\u003cbr\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eThe Time Is Now: UDL in Physical Education\u003cbr\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eAssessment, UDL, and Multiple Means of Expression\u003cbr\u003e\u003cb\u003eChapter 5. \u003c\/b\u003eApplying the UDL Framework for Students With Severe and Multiple Disabilities\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Advocacy and Transition Planning for Learning\u003cbr\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eThe Lieberman–Brian Inclusion Rating Scale to Promote Universal Design in Physical Education\u003cbr\u003e\u003cb\u003eChapter 8. \u003c\/b\u003ePractical Applications of the Principles of Engagement and Representation\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. UDL Guiding Lessons for Physical Education\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Universally Designed Lesson Plans for Elementary PE\u003cbr\u003e\u003ci\u003eSally Taunton Miedema and Benjamin J. Miedema\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eUniversally Designed Lesson Plans for Sports\u003cbr\u003e\u003ci\u003eEmily N. Gilbert and Adam Pennell\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Universally Designed Lesson Plans for Fitness\u003cbr\u003e\u003ci\u003eMatthew J. Patey, Jenna Fisher, and Laurie Wengerter\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eUniversally Designed Lesson Plans for Recreation\u003cbr\u003e\u003ci\u003eAlexandra Stribing\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Universally Designed Lesson Plans for Aquatics\u003cbr\u003e\u003ci\u003eEmily N. Gilbert and Alexandra Stribing\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eLauren J. Lieberman, PhD, \u003c\/b\u003eis a distinguished service professor at the College at Brockport, State University of New York. She has taught higher education since 1995 and previously taught at Perkins School for the Blind. She teaches undergraduate and graduate courses in adapted physical education. She is on the editorial board of the \u003ci\u003eJournal of Physical Education, Recreation and Dance (JOPERD)\u003c\/i\u003e.\u003cbr\u003e\u003cbr\u003e Lieberman has written 20 books on adapted physical education and more than 130 peer-reviewed articles. She started Camp Abilities, an overnight educational sports camp for children with visual impairments. This camp is now replicated in 20 states and eight countries. She was awarded a Global Fulbright Scholarship to replicate Camp Abilities in Ghana, Ireland, and Brazil in fall 2019.\u003cbr\u003e\u003cbr\u003e Lieberman is past chair of the Adapted Physical Activity Council (APAC). She is currently on the board of the division of recreation and sport for the Association for Education and Rehabilitation of the Blind and Visually Impaired, and she has served on the board of the United States Association of Blind Athletes (USABA). In her leisure time, she enjoys playing Ultimate Frisbee, biking, running, kayaking, hiking, reading, and playing the guitar.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMichelle Grenier, PhD,\u003c\/b\u003e is an associate professor and coordinator of the adapted physical education program at the University of New Hampshire. She has substantial experience working in the field of physical education and utilizing inclusive strategies for students with disabilities. She is an accomplished researcher and is editor of the text \u003ci\u003ePhysical Education for Students With Autism Spectrum Disorders\u003c\/i\u003e. Dr. Grenier is internationally recognized for her work on inclusion and has presented extensively on her research. She is the incoming president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID).\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAli Brian, PhD,\u003c\/b\u003e is an associate professor in the department of physical education and the director of the Adapted Physical Education\/Activity Research lab at the University of South Carolina. Her teaching includes adapted physical education, elementary physical education methods, motor development, assessment and instrumentation, and research methods. Dr. Brian’s research, which includes over 120 presentations and 60 peer reviewed articles, focuses on creating ecologically valid intervention strategies for preschool-aged children with and without disabilities as well as youth with visual impairments. Dr. Brian also focuses on exploring underlying mechanisms that support positive developmental trajectories for health for all children. She is the research director for the Institute of Movement Studies for Individuals with Visual Impairments (IMSVI) and a member of the SHAPE America research counsel, the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) executive committee, and the International Motor Development Research Consortium (I-MDRC) executive committee. Dr. Brian also is on the editorial board for\u003ci\u003e Physical Education and Sport Pedagogy\u003c\/i\u003e and is an associate editor of \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eKatrina Arndt, PhD,\u003c\/b\u003e is a professor of inclusive education at St. John Fisher College. Prior to entering higher education, she was a paraprofessional and teacher in the public schools in Minneapolis, Minnesota, and the Rochester, New York, area for many years. Arndt’s research interests include support for students with disabilities in inclusive settings, inclusion of students who are deaf-blind, and critical analysis of text and film representations of disability. She is the coauthor of the books \u003ci\u003eTeach Everyone \u003c\/i\u003eand \u003ci\u003ePicture Inclusion!\u003c\/i\u003e and the 2019 recipient of Starbridge’s Inclusion Award.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/an-overview-of-universal-design-for-learning-curriculum\"\u003eAn overview of Universal Design for Learning curriculum\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/universally-designed-lesson-plans-for-elementary-pe\"\u003eUniversally Designed Lesson Plans for Elementary PE\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/universally-designed-lesson-plans-for-fitness\"\u003eUniversally Designed Lesson Plans for Fitness\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Lauren J. Lieberman,Michelle Grenier,Ali Brian,Katrina Arndt","offers":[{"title":"Paperback With Online Resource","offer_id":31490273345610,"sku":null,"price":54.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/4d26c64bdf37487ff67485c0150b19b1_985064dd-72aa-441b-996c-36a2da3775fd.jpg?v=1777416674"},{"product_id":"developing-effective-ieps-in-physical-education-online-course","title":"Developing Effective IEPs in Physical Education Online Course","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e Four issues gave rise to the creation of \u003ci\u003eDeveloping Effective IEPs in Physical Education Online Course\u003c\/i\u003e: \u003cul\u003e\n\u003cli\u003eAll too often, IEPs (individualized education programs) do not specifically address physical education.\u003c\/li\u003e\n\u003cli\u003eAdapted physical education often is not included in the IEP process.\u003c\/li\u003e\n\u003cli\u003eMany physical educators are not prepared to contribute to the development of an effective IEP.\u003c\/li\u003e\n\u003cli\u003eMany physical educators fail to understand the legal ramifications of IEPs.\u003c\/li\u003e\n\u003c\/ul\u003e The result? Many students are being deprived of the top-quality physical education experience that they deserve.\u003cbr\u003e\u003cbr\u003e Now, adapted physical educators, general physical educators, special education teachers, and others can use this highly practical course to create IEPs that are appropriate and effective for their students.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eDeveloping Effective IEPs in Physical Education Online Course\u003c\/i\u003e walks readers through a wealth of information in a concise, easy-to-understand way that facilitates effective collaboration on and implementation of individualized education programs. Accompanying video clips and practical examples enhance the learning. The course provides critical information and guidance on these topics: \u003cul\u003e\n\u003cli\u003eSpecial education laws\u003c\/li\u003e\n\u003cli\u003eCivil rights laws as they apply to students with disabilities\u003c\/li\u003e\n\u003cli\u003eIEP goals for the physical education of children whose disabilities affect their learning in the subject\u003c\/li\u003e\n\u003c\/ul\u003e The course also covers how to do the following: \u003cul\u003e\n\u003cli\u003eAssess children who need IEPs\u003c\/li\u003e\n\u003cli\u003eDetermine student placement for physical education\u003c\/li\u003e\n\u003cli\u003eEnhance parental understanding of adapted physical education in the IEP process\u003c\/li\u003e\n\u003cli\u003eUnderstand the roles of administrators and physical educators in IEPs\u003c\/li\u003e\n\u003cli\u003eEnsure that the guarantees provided by the American with Disabilities Act are followed for children with disabilities in physical education\u003c\/li\u003e\n\u003cli\u003eDevelop an IEP for adapted physical education, including writing a proper narrative and creating appropriate goals\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ci\u003eDeveloping Effective IEPs in Physical Education Online Course\u003c\/i\u003e, which is organized into five modules, will help physical education teachers be effectively involved in their students’ IEPs. Administrators can use the course as an excellent tool for providing professional development for their staff. Teachers can take the course individually on their own schedule, or a district administrator might want to have the district’s teachers take the course as a group and learn and discuss the material together.\u003cbr\u003e\u003cbr\u003e Teachers can take an exam at the end of the course, leading to a certificate of completion, which can be presented to an administrator to gain professional development credit. The course represents three contact hours.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eDeveloping Effective IEPs in Physical Education Online Course\u003c\/i\u003e is ideal as a professional development course or as a supplemental resource for higher education adapted physical education courses or for methods, organization, or administration courses.\u003ch4\u003eAudience\u003c\/h4\u003eProfessional development resource (3 contact hours) for adapted physical educators, general physical educators, special education teachers, classroom teachers, and K-12 school district administrators. Supplemental resource for higher education PETE and APE courses.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cb\u003eModule 1.\u003c\/b\u003e Special Education Law\u003cbr\u003e\u003cb\u003eModule 2.\u003c\/b\u003e Adapted Physical Education\u003cbr\u003e\u003cb\u003eModule 3.\u003c\/b\u003e Developing IEPs for APE\u003cbr\u003e\u003cb\u003eModule 4.\u003c\/b\u003e Steps to Enhance Parental Understanding of APE in the IEP Process\u003cbr\u003e\u003cb\u003eModule 5.\u003c\/b\u003e The Rights of Students and Parents\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eMatthew D. Lucas, EdD, \u003c\/b\u003eis a professor of physical and health education at Longwood University in Farmville, Virginia. He received his EdD in adapted physical education from the University of Virginia in 2007. Dr. Lucas has taught since 1995 at different levels including elementary school, middle school, and the university level. Dr. Lucas runs three free sports and recreation programs that he created for children with disabilities in the Farmville area. Dr. Lucas also serves on the editorial boards of the adapted physical education journal \u003ci\u003ePalaestra \u003c\/i\u003eand the physical education journals \u003ci\u003eJournal of Physical Education, Recreation, and Dance, Strategies\u003c\/i\u003e, and \u003ci\u003eThe Virginia Journal\u003c\/i\u003e. In addition he serves on the editorial board of the special education journals \u003ci\u003eJournal of the American Academy of Special Education Professionals\u003c\/i\u003e, and \u003ci\u003eSpecial Education Research, Policy and Practice\u003c\/i\u003e.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Matthew D. Lucas","offers":[{"title":"Online Course","offer_id":39257621626954,"sku":null,"price":39.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/products\/7602ae7267a8579dd15fa5963a535e12_a7487382-f53f-42d1-bf11-b1809029eb59.jpg?v=1779874363"},{"product_id":"designing-and-teaching-fitness-education-courses-with-hkpropel-access","title":"Designing and Teaching Fitness Education Courses","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003eFitness education is often overlooked for various reasons: no equipment, no weight room, large class size, or lack of professional development.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eDesigning and Teaching Fitness Education Courses\u003c\/i\u003e provides real solutions for all these issues. This book offers secondary-level physical educators innovative ideas, practical answers, and guidance in implementing fitness education programming that will meet the needs of all students.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eDesigning and Teaching Fitness Education Courses\u003c\/i\u003e is packed with highly useful tools and resources:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e211 instructional photos showing exercises and stretches that require no equipment and are easily adapted for varying abilities\u003c\/li\u003e\n\u003cli\u003e18 pacing guides that form a week-by-week blueprint for implementing a semester-long fitness education course\u003c\/li\u003e\n\u003cli\u003eA robust online resource delivered through HK\u003ci\u003ePropel\u003c\/i\u003e with\u003cul\u003e\n\u003cli\u003eall 18 pacing guides, as well as a blank template for developing your own;\u003c\/li\u003e\n\u003cli\u003e139 video demonstrations of all the book’s exercises and stretches;\u003c\/li\u003e\n\u003cli\u003ePowerPoint presentations to show in PE classes, including video demonstrations of the book’s exercises and stretches; and\u003c\/li\u003e\n\u003cli\u003eteacher aids and student handouts, including assignments, assessments, posters, and a 12-week personal fitness plan\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eTeachers can use the pacing guides to develop a semester-long fitness education course that can be implemented in either a traditional or block schedule. These guides offer objectives, class discussion topics, activities, assessments, and teaching strategies for each week of an 18-week semester. All topics in the guides are aligned with SHAPE America’s National Standards and Grade-Level Outcomes for K–12 Physical Education.\u003cbr\u003e\u003cbr\u003eThe authors guide teachers in addressing the following priorities within a fitness education course: social and emotional learning; behavior modification principles and adherence to fitness activities; social cognitive theory; classroom management; student safety; equity, diversity, and inclusion; and social justice.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eDesigning and Teaching Fitness Education Courses\u003c\/i\u003e also includes a detailed chapter on nutrition education written by internationally recognized sport nutritionist Lisa Dorfman, who provides teachers a wealth of information to integrate into fitness courses.\u003cbr\u003e\u003cbr\u003eTeachers will learn how to integrate a quality fitness education curriculum into any setting (rural, urban, or suburban) and any learning model (remote, hybrid, or in-person learning).\u003cbr\u003e\u003cbr\u003e\u003ci\u003eDesigning and Teaching Fitness Education Courses\u003c\/i\u003e is organized into three sections:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePart I presents both theoretical and practical knowledge of fitness education; its importance in a standards-based curriculum; pedagogical and content knowledge considerations; nutrition, wellness, and consumer issues; and the general components of fitness education.\u003c\/li\u003e\n\u003cli\u003ePart II focuses on various components of fitness education: flexibility, strength, and cardiorespiratory fitness. This part includes stretching and muscular strength and endurance workouts, illustrated with photos in the book and videos in the online resource.\u003c\/li\u003e\n\u003cli\u003ePart III guides readers in enabling students to participate in community fitness and activity events to support the development of lifelong fitness habits.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThrough \u003ci\u003eDesigning and Teaching Fitness Education Courses\u003c\/i\u003e, teachers will be able to provide appropriate fitness activities that will lead to the elevated health and wellness of students and a greater appreciation for participating in lifelong activities.\u003cbr\u003e\u003cbr\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003eResource for secondary-level physical educators, physical education district directors, and curriculum writers. Undergraduate text for physical education teacher education (PETE) courses. Ideal textbook for fitness education PETE courses.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Foundations of Fitness Education\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Fitness Education\u003cbr\u003e Introduction\u003cbr\u003e Physical Education and Fitness Education: What Is the Difference?\u003cbr\u003e Why Fitness Education?\u003cbr\u003e Implementing Fitness Education\u003cbr\u003e Fitness Education Barriers and Solutions\u003cbr\u003e Roles and Responsibilities in Fitness Education\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Fitness Components and Training Principles\u003cbr\u003e Introduction\u003cbr\u003e The Components of Physical Fitness\u003cbr\u003e The Basic Principles of Training\u003cbr\u003e Exercise Fitness Planning: Designing the Training to FITT the Goal\u003cbr\u003e Training Methods for the Components of Fitness\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Curricular and Instructional Considerations in Fitness Education\u003cbr\u003e Introduction\u003cbr\u003e Content Knowledge and Pedagogical Content Knowledge\u003cbr\u003e Designing an Instructional Framework\u003cbr\u003e Employing a Variety of Teaching Strategies\u003cbr\u003e Modifying Learning Tasks: A Universal Design for Learning Approach\u003cbr\u003e The Instructional Delivery Process\u003cbr\u003e Providing Performance Feedback\u003cbr\u003e Characteristics of Effective Feedback\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Classroom Considerations and Teaching Tips\u003cbr\u003e Introduction\u003cbr\u003e General Class and Teaching Considerations\u003cbr\u003e Supervision, Safety, and Environmental Factors\u003cbr\u003e Equity, Diversity, Inclusion, and Social Justice\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Nutrition, Wellness, and Consumer Issues\u003cbr\u003e Introduction\u003cbr\u003e Nutritional Needs in Adolescence\u003cbr\u003e Nutrition Education\u003cbr\u003e Daily Calorie Needs for Weight Management\u003cbr\u003e Healthy Weight Range\u003cbr\u003e Dieting and Eating Disorders\u003cbr\u003e Dietary Composition\u003cbr\u003e Special Diet Concerns\u003cbr\u003e Gluten Intolerance and Sensitivity\u003cbr\u003e Vegetarian Diets\u003cbr\u003e Supplements and Steroids\u003cbr\u003e Adolescent Stress\u003cbr\u003e Sleep\u003cbr\u003e Alcohol\u003cbr\u003e Breakfast and Snacks for Optimal Health and Performance\u003cbr\u003e Becoming a Smart Consumer\u003cbr\u003e Sample Menus\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Social and Emotional Learning\u003cbr\u003e Introduction\u003cbr\u003e Creating a Positive and Motivational Learning Environment\u003cbr\u003e Trauma-Informed Teaching\u003cbr\u003e Developing Social and Emotional Learning\u003cbr\u003e Interpersonal Competencies: Social Awareness\u003cbr\u003e Interpersonal Competencies: Relationship Skills\u003cbr\u003e Cognitive Competencies: Responsible Decision Making\u003cbr\u003e Intrapersonal Competencies: Self-Awareness\u003cbr\u003e Intrapersonal Competencies: Self-Management Skills\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Standards, Grade-Level Outcomes, and Assessment\u003cbr\u003e Introduction\u003cbr\u003e Fitness Education Assessment Strategies\u003cbr\u003e Rubrics\u003cbr\u003e SOFIT Observation Assessment\u003cbr\u003e Alternative Assessments\u003cbr\u003e Use of Technology in Student Learning and Assessment\u003cbr\u003e Fitness Education Grading\u003cbr\u003e Health-Related Fitness Assessments\u003cbr\u003e FitnessGram\u003cbr\u003e Brockport Physical Fitness Test\u003cbr\u003e Lab Fitness Assessments and Career Opportunities\u003cbr\u003e Developing an Individual Fitness Plan\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Fitness Elements and Lesson Plans\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Cardiorespiratory Fitness\u003cbr\u003e Introduction\u003cbr\u003e Benefits of Cardiorespiratory Fitness\u003cbr\u003e Starting Points for a Fitness Education Course\u003cbr\u003e Cardiorespiratory Endurance, Aerobic and Anaerobic Activities, and MVPA\u003cbr\u003e Inclusion\u003cbr\u003e Methods of Cardiorespiratory Training\u003cbr\u003e Safety Guidelines\u003cbr\u003e Monitoring and Assessment\u003cbr\u003e Teaching Tips\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Upper-Body Stretching Exercises\u003cbr\u003e Introduction\u003cbr\u003e Warm-Up Dynamic and Static Stretches for the Upper Body\u003cbr\u003e Routines: Stringing Them Together\u003cbr\u003e Teaching Tips\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Core Stretching Exercises\u003cbr\u003e Introduction\u003cbr\u003e Warm-Up Dynamic and Static Stretches for the Core\u003cbr\u003e Routines: Stringing Them Together\u003cbr\u003e Teaching Tips\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Lower-Body Stretching Exercises\u003cbr\u003e Introduction\u003cbr\u003e Warm-Up Dynamic and Static Stretches for the Lower Body Routines: Stringing Them Together\u003cbr\u003e Teaching Tips\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Upper-Body Muscular Strength and Endurance Exercises\u003cbr\u003e Introduction\u003cbr\u003e Warm-Up Dynamic Stretches\u003cbr\u003e Upper-Body Muscular Strength and Endurance Exercises\u003cbr\u003e Cool-Down Static Stretches\u003cbr\u003e Routines: Stringing Them Together\u003cbr\u003e Teaching Tips\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Core Muscular Strength and Endurance Exercises\u003cbr\u003e Introduction\u003cbr\u003e Warm-Up Dynamic Stretches\u003cbr\u003e Core Muscular Strength and Endurance Exercises\u003cbr\u003e Cool-Down Static Stretches\u003cbr\u003e Routines: Stringing Them Together\u003cbr\u003e Teaching Tips\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Lower-Body Muscular Strength and Endurance Exercises\u003cbr\u003e Introduction\u003cbr\u003e Warm-Up Dynamic Stretches\u003cbr\u003e Lower-Body Muscular Strength and Endurance Exercises\u003cbr\u003e Cool-Down Static Stretches\u003cbr\u003e Routines: Stringing Them Together\u003cbr\u003e Teaching Tips\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Implementing the Fitness Education Program\u003cbr\u003e Incorporating Cardiorespiratory Fitness Into Routines and Circuits\u003cbr\u003e Methods of Fitness Training\u003cbr\u003e Sample Lesson Plans\u003cbr\u003e Teaching Tips\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Extending Fitness Education\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Extending Fitness Education Into the Community\u003cbr\u003e Introduction\u003cbr\u003e Connecting Community Events to Schools\u003cbr\u003e Community-Based Programs and Activities\u003cbr\u003e Inclusion Tips for Community-Based Programs\u003cbr\u003e Training for a Road Race\u003cbr\u003e Conclusion\u003cbr\u003e Review Questions\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Pacing Guides for Semester Planning\u003cbr\u003e How to Use the Pacing Guides\u003cbr\u003e Pacing Guides: Weeks 1-18\u003cbr\u003e Conclusion\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eJayne Greenberg, EdD,\u003c\/b\u003e has served as program director for the I Can Do It! program for the U.S. Department of Health and Human Services. Prior to that position, Dr. Greenberg served as the district director of physical education and health literacy for Miami-Dade County Public Schools from 1995 to 2017. During her career in education, she has worked as an elementary, middle, and high school physical education teacher in both public and private schools; a region physical education coordinator; a high school and middle school administrator; and an adjunct professor teaching both undergraduate and graduate courses in teaching methods, sport psychology, and research.\u003cbr\u003e\u003cbr\u003e Dr. Greenberg has served as president of the Florida Association of Health, Physical Education, Recreation and Dance. She also has chaired the Sport Development Committee for the United States Olympic Committee and USA Field Hockey. She assisted the U.S. Department of Health and Human Services in the development of the I Can Do It, You Can Do It! program, a national initiative to address the physical activity levels of youth with disabilities. Dr. Greenberg was named the 2005 National Physical Education Administrator of the Year by the National Association for Sport and Physical Education and received the 2005 Highest Recognition Award from the U.S. Secretary of Health and Human Services, Michael Leavitt. In 2009, she received the Point of Light Award from Florida Governor Charlie Crist and was appointed to the Governor’s Council on Physical Fitness. In 2011, Dr. Greenberg was appointed by President Barack Obama to serve on the President’s Council on Sports, Fitness, and Nutrition. In 2015, she was named as the North America chair for the International Sport and Culture Association. In 2016, she was named as an Aspen Institute Scholar and received the 2016 North America Society of HPERD Professionals Award. In 2017, she received the Lifetime of Giving Award from Delta Psi Kappa and was named as the education sector chair for the National Physical Activity Plan. Dr. Greenberg was inducted into the SHAPE America Hall of Fame in 2019.\u003cbr\u003e\u003cbr\u003e Dr. Greenberg serves as an international consultant in many capacities. She coordinated Olympic education programs in Canada; developed the sport science curriculum at the University of Malaya in Kuala Lumpur, Malaysia; and developed a math and science sailing curriculum for the National Maritime Museum and Royal Observatory in London and Sydney, Australia.\u003cbr\u003e\u003cbr\u003e Dr. Greenberg coauthored the Human Kinetics text \u003ci\u003eOrganization and Administration of Physical Education\u003c\/i\u003e and the handbook \u003ci\u003eDeveloping School Site Wellness Centers\u003c\/i\u003e and has published numerous articles. She also has been a featured speaker at several state, national, and international conventions and meetings. In the past 12 years, Dr. Greenberg has secured more than $39 million in federal and foundation grants for educational programs.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eNichole Calkins, EdD,\u003c\/b\u003e is an assistant professor of physical education pedagogy and the program director of the kinesiology department at Gonzaga University in Spokane, Washington. She was a high school health and physical education teacher and a sports coach in the public school system for more than 14 years, and she was a district health and physical education instructional specialist for two years. Dr. Calkins is a curriculum writer and works with various school districts and organizations as a consultant on curriculum design and instructional practices. She is certified by the NSCA as Certified Strength and Conditioning Specialist.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eLisa S. Spinosa, MS,\u003c\/b\u003e is a physical education teacher for Miami-Dade County Public Schools. She received both her bachelor’s and master’s of education from Florida International University, where she was part of the women’s basketball team. She later pursued her leadership degree from Nova University. In addition to being a physical education teacher, Spinosa has worked in many capacities, including as a girls’ and boys’ high school basketball coach, athletic trainer, assistant athletic director, and athletic business manager. She was recruited to open a new high school, where she later became the athletic director and department chair. Ms. Spinosa presently has returned to the classroom to further pursue her goal of finding and implementing new, innovative, and motivating ways to transform children’s ways of thinking regarding health and fitness.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003ci\u003e“The authors of\u003c\/i\u003e Designing and Teaching Fitness Education Courses: Innovative Ideas and Practical Solutions for Secondary Schools\u003ci\u003e, Jayne Greenberg, Nichole Calkins, and Lisa S. Spinosa, provide what the book’s title conveys, and internationally recognized contributing author Lisa Dorfman also expertly weaves concepts involving nutrition, wellness, and consumer issues into the book's content . . . Useful tools and resources include over 200 instructional photographs showing flexibility and strength exercises that require no equipment and that can be easily adapted for those who participate. Accommodations and modifications are detailed at the end of each exercise. Photos are innovatively indicative of inclusion fitness education: teenagers representing different sexes, races, ethnic backgrounds, ability, and disabilities. Participants in photos are dressed in fitness workout apparel realistically appropriate for secondary school ages. This text appears to be the first that provides numerous photos displaying examples of diversity and inclusion in physical activity through fitness education . . . Those who are teaching or preparing to teach courses in fitness education based upon standards will find this book to be tremendously beneficial, particularly in the USA and Canada. Those who are willing to design and teach fitness education courses at the secondary level in other countries can easily use the information included to fit cultural and national contexts by using the solid and scientifically based foundation for development emphasized in this book.”\u003c\/i\u003e\u003cbr\u003e—Review in \u003ci\u003eInternational Sports Studies\u003c\/i\u003e, Volume 43 (2021), by Darlene Kluka of University of Pretoria, South Africa, and Rosa López de D'Amico of Universidad Pedagógica Experimental Libertador\u003cbr\u003e\u003cbr\u003e \u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/core-stretching-exercise-lesson\"\u003eCore Stretching Exercise Lesson\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/cultural-competence\"\u003eCultural Competence\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/intrapersonal-competencies-self-management-skills\"\u003eIntrapersonal Competencies: Self-Management Skills\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/pacing-guide-sample\"\u003ePacing Guide Sample\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Jayne D. Greenberg,Nichole Calkins,Lisa Spinosa","offers":[{"title":"Paperback With Online Resource","offer_id":39284746158154,"sku":null,"price":69.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/ef47c3e6ad6b1ffe9be54f3826007763.jpg?v=1777356475"},{"product_id":"adapted-physical-education-and-sport-7th-edition-hkpropel-access","title":"Adapted Physical Education and Sport 7th Edition HKPropel Access-Ebook not included","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eNOTE: This product provides access only to the supplemental online content for \u003c\/b\u003e\u003ci\u003e\u003cb\u003eAdapted Physical Education and Sport\u003c\/b\u003e\u003c\/i\u003e\u003cb\u003e. It does not include access to the ebook. Purchase this product only if you already own the book or ebook.\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eTo assist students using the text, the seventh edition of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e has related assignable learning and enrichment activities delivered through HK\u003ci\u003ePropel\u003c\/i\u003e. Other resources in HK\u003ci\u003ePropel\u003c\/i\u003e include 26 videos showing the Brockport Physical Fitness Test in action; a section with forms, tables, and calculators related to the Brockport Physical Fitness Test; and a number of reproducible forms, resource information, and appendixes from the book.\u003cbr\u003e\u003cbr\u003eA code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books and some ebooks. For ebook formats that don’t provide an access code, one may be purchased separately.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e","brand":"Joseph P. Winnick,David L. Porretta","offers":[{"title":"Online Resource","offer_id":39353701597258,"sku":null,"price":29.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/789136bf8716c54f08e13d22bbe7b16a.jpg?v=1777466803"},{"product_id":"adapted-physical-education-and-sport-7th-edition-with-hkpropel-access","title":"Adapted Physical Education and Sport 7th Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-editor\" id=\"display-editor\"\u003eEditor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This top-selling text, now in its seventh edition, is the go-to text to prepare students to teach people with disabilities. \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e provides comprehensive and clear guidance for professionals working with people with unique physical education needs, differences, and abilities.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eNew to This Edition\u003c\/b\u003e\u003cbr\u003eNo other adapted physical education text has sold more copies than this book—but the contributors are not resting on their laurels. The text is loaded with new and updated material:\u003cul\u003e\n\u003cli\u003eEnhanced coverage of universal design for learning, with strategies and applications presented throughout the text\u003c\/li\u003e\n\u003cli\u003eA new chapter devoted entirely to adventure sports and activities\u003c\/li\u003e\n\u003cli\u003eA chapter on adapted sport that has been further developed to reflect the progress in the field\u003c\/li\u003e\n\u003cli\u003eEnhanced coverage of sport-specific injuries and prevention\u003c\/li\u003e\n\u003c\/ul\u003e Also new to this edition are related online learning aids delivered through HK\u003ci\u003ePropel\u003c\/i\u003e, including assignable learning and enrichment activities to help students apply the book’s foundational knowledge. The HKPropel resources also include an instructor guide with teaching tips and strategies, ideas for an introductory course in adapted physical education and sport, and a sample syllabus. Other tools include a test bank, video clips demonstrating 26 of the fitness tests from \u003ci\u003eThe Brockport Physical Fitness Test Manual\u003c\/i\u003e, and forms, tables, and calculators related to the Brockport Physical Fitness Test.\u003cbr\u003e\u003cbr\u003eIn addition, the team of 30 highly renowned contributors includes 12 new voices who add their perspectives to the content.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMore Features\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e offers readers much more: \u003cul\u003e\n\u003cli\u003eChapter-opening scenarios that introduce one or more of the chapter’s concepts\u003c\/li\u003e\n\u003cli\u003eApplication examples that explore real-life situations and show how to apply the text concepts to solve relevant issues\u003c\/li\u003e\n\u003cli\u003ePrint, video, and online resources in the text and through HK\u003ci\u003ePropel\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eAppendixes that include definitions based on the Individuals with Disabilities Education Act (IDEA), contact information for organizations associated with adapted physical education and sport, information related to the Brockport Physical Fitness Test, a scale to evaluate adapted physical education programs, and more\u003c\/li\u003e\n\u003c\/ul\u003e The book’s contents are aligned with the IDEA legislation and will help current and future educators identify the unique needs of children with disabilities, adapt physical education to meet those needs, and develop effective individualized education programs (IEPs) for those students. \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e is the ideal book for those who want the foundational knowledge that leads to the practical development and implementation of top-quality physical education and sport programs for people with disabilities.\u003cbr\u003e\u003cbr\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books.\u003cbr\u003e\u003cbr\u003eNOTICE: Due to a renumbering error, some of the content within table 7.2 (p. 138), figure 9.3 (p. 191), and a section of appendix A (p. 586) is numbered\/lettered incorrectly in the print edition of the book. No content is missing. The pages with corrected numbering are provided in HK\u003ci\u003ePropel\u003c\/i\u003e.\u003ch4\u003eAudience\u003c\/h4\u003eTextbook for PETE and APE students. Professional reference for K-12 PE and APE teachers and administrators.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Foundational Topics in Adapted Physical Education and Sport\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Adapted Physical Education and Sport\u003cbr\u003e\u003ci\u003eJoseph P. Winnick and David L. Porretta\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Program Organization and Management\u003cbr\u003e\u003ci\u003eJoseph P. Winnick and David L. Porretta\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Adapted Sport\u003cbr\u003e\u003ci\u003eRonald W. Davis\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Measurement, Assessment, and Program Evaluation\u003cbr\u003e\u003ci\u003eBrock McMullen and Manny Felix\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Individualized Education Programs\u003cbr\u003e\u003ci\u003eBrock McMullen and Manny Felix\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Behavior Management\u003cbr\u003e\u003ci\u003eE. Michael Loovis\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Instructional Strategies\u003cbr\u003e\u003ci\u003eDouglas H. Collier\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Individuals With Unique Needs\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Intellectual Disabilities\u003cbr\u003e\u003ci\u003eLauren K. Cavanaugh and Linda Hilgenbrinck\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Behavioral Disabilities\u003cbr\u003e\u003ci\u003eE. Michael Loovis\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Autism Spectrum and Social Communication Disorders\u003cbr\u003e\u003ci\u003eCathy Houston-Wilson\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Specific Learning Disabilities\u003cbr\u003e\u003ci\u003eBarry W. Lavay and Melissa D. Bittner\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Visual Impairments\u003cbr\u003e\u003ci\u003eLauren J. Lieberman and Lindsay Ball\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Deaf, Hard of Hearing, or Deafblind\u003cbr\u003e\u003ci\u003eLauren J. Lieberman\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Cerebral Palsy, Traumatic Brain Injury, and Stroke\u003cbr\u003e\u003ci\u003eDavid L. Porretta and Justin A. Haegele\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Amputations, Dwarfism, and Les Autres\u003cbr\u003e\u003ci\u003eJustin A. Haegele and David L. Porretta\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Spinal Cord Disabilities and Other Spinal Conditions\u003cbr\u003e\u003ci\u003eWesley J. Wilson and Luke E. Kelly\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Other Health Impairment Conditions\u003cbr\u003e\u003ci\u003eFrancis M. Kozub\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 18.\u003c\/b\u003e Activity and Sports Injuries, Longer-Term Disabilities, and Obesity\u003cbr\u003e\u003ci\u003eG. Monique Mokha\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Developmental Considerations\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 19.\u003c\/b\u003e Motor Development\u003cbr\u003e\u003ci\u003eJohn C. Ozmun, Byungmo Ku, and David L. Gallahue\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 20.\u003c\/b\u003e Perceptual–Motor Development\u003cbr\u003e\u003ci\u003eBarry W. Lavay and Melissa D. Bittner\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Infants and Toddlers\u003cbr\u003e\u003ci\u003eCathy Houston-Wilson\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 22.\u003c\/b\u003e Early Childhood Adapted Physical Education\u003cbr\u003e\u003ci\u003eSo-Yeun Kim and Lauriece L. Zittel\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart IV. Activities for Individuals With Unique Needs\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 23.\u003c\/b\u003e Health-Related Physical Fitness and Physical Activity\u003cbr\u003e\u003ci\u003eStamatis Agiovlasitis\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 24.\u003c\/b\u003e Aquatics\u003cbr\u003e\u003ci\u003eDavid G. Lorenzi\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 25.\u003c\/b\u003e Team Sports\u003cbr\u003e\u003ci\u003eAmaury Samalot-Rivera\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 26.\u003c\/b\u003e Individual and Dual Sports and Activities\u003cbr\u003e\u003ci\u003eE. Michael Loovis\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 27.\u003c\/b\u003e Adventure Sports and Activities\u003cbr\u003e\u003ci\u003eSue Sutherland\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 28.\u003c\/b\u003e Winter Sports and Activities\u003cbr\u003e\u003ci\u003eWesley J. Wilson and Luke E. Kelly\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 29.\u003c\/b\u003e Enhancing Wheelchair Sport Performance\u003cbr\u003e\u003ci\u003eVictoria L. Goosey-Tolfrey and Barry S. Mason\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Appendix A. Definitions Associated With the Individuals With Disabilities Education Act (IDEA)\u003cbr\u003e Appendix B. Adapted Physical Education and Sport Contact Information\u003cbr\u003e Appendix C. Brockport Physical Fitness Test\u003cbr\u003e Appendix D. School District Rating Scale for Adapted Physical Education\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-editor\" class=\"tab-content\"\u003e \u003cb\u003eJoseph P. Winnick, EdD,\u003c\/b\u003e passed away in 2019. He was a distinguished service professor in the department of kinesiology, sport studies, and physical education at State University of New York at Brockport. He received his bachelor’s degree from Ithaca College and his master’s and doctoral degrees from Temple University. For more than 50 years, Winnick taught undergraduate and graduate courses in adapted physical education at Brockport in addition to developing and coordinating programs for adapted physical education. He also directed nationwide research projects related to the physical fitness of people with disabilities and was involved in the publication of the Brockport Physical Fitness Test and support materials.\u003cbr\u003e\u003cbr\u003e Winnick had been president and a board member of the National Consortium for Physical Education for Individuals With Disabilities and a consultant for the U.S. Department of Education since 1969. He also served as a reviewer for several professional journals, had more than 70 publications to his credit, and was a member of SHAPE America. His previous editions of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e have been translated into five languages.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDavid L. Porretta, PhD,\u003c\/b\u003e is an emeritus professor at Ohio State University and has taught undergraduate and graduate courses in adapted physical education for over 35 years. He earned his BS from Niagara University, his MS from Ithaca College, and his PhD from Temple University. Porretta has numerous major scholarly publications and a continuous record of external funding. He has served as editor of, and on the editorial board of, \u003ci\u003eAdapted Physical Activity Quarterly\u003c\/i\u003e (APAQ). He is a fellow of the National Academy of Kinesiology, the International Federation of Adapted Physical Activity, and the Research Council of SHAPE America. Porretta is the recipient of the Julian U. Stein Lifetime Achievement Award from SHAPE America as well as the recipient of the Hollis Fait Scholarly Contribution Award and G. Lawrence Rarick Research Award, both from the National Consortium for Physical Education for Individuals with Disabilities (NCPEID). He also served as NCPEID’s president. Porretta has been a contributing author to all previous editions of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e. He enjoys golf, traveling, and attending Ohio State sporting events.\u003c\/div\u003e\u003c!--end tabEditor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/behaviors-present-unique-challenges\"\u003eBehaviors Present Unique Challenges\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/care-and-prevention-of-activity-and-sports-injuries\"\u003eCare and Prevention of Activity and Sports Injuries\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/functions-of-teachers-of-adapted-physical-education\"\u003eFunctions of Teachers of Adapted Physical Education\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/students-with-disabilities-the-iep-document\"\u003eStudents With Disabilities: The IEP Document\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/systematic-teaching-how-to-facilitate-motor-learning\"\u003eSystematic Teaching: How to Facilitate Motor Learning\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Winnick-7E-Sample-Pages-342-to-343.pdf?v=1634907473\" alt=\"Regulating Insulin During Exercise\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/PDF_icon.png?50908\" alt=\"Regulating Insulin During Exercise\"\u003eRegulating Insulin During Exercise\u003c\/a\u003e\u003ca class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Winnick-7E-Sample-Pages-538-to-539.pdf?v=1634907473\" alt=\"Adventure Sports and Activities: Climbing\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/PDF_icon.png?50908\" alt=\"Adventure Sports and Activities: Climbing\"\u003eAdventure Sports and Activities: Climbing\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructor guide.\u003c\/b\u003e Includes more than 75 new or revised Suggested Learning and Enrichment Activities for instructors to use.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package.\u003c\/b\u003e Contains more than 1,075 questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed as paper-based tests. Instructors may also create their own customized quizzes or tests from the test bank questions to assign to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. Those assessments are automatically graded, and instructors can review student scores in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes (9 or 10 questions each) to assess student comprehension of the most important concepts in each chapter. Each quiz may be downloaded or assigned to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. The chapter assessments are automatically graded, and instructors can review student scores in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e Features more than 785 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructors also receive access to all student materials in HK\u003ci\u003ePropel\u003c\/i\u003e.\u003c\/b\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Joseph P. Winnick,David L. Porretta","offers":[{"title":"Paperback With Online Resource","offer_id":39353702219850,"sku":null,"price":127.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/6319191441ab8ac9e24a34b4f36e755b_f14a8100-e49c-451c-bee3-6b2bb5c4e0c1.jpg?v=1777325784"},{"product_id":"adapted-physical-education-and-sport-7th-edition-with-hkpropel-access-loose-leaf-edition","title":"Adapted Physical Education and Sport 7th Edition Loose-Leaf Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-editor\" id=\"display-editor\"\u003eEditor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cb\u003eThis is the loose-leaf version\u003c\/b\u003e of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e, which offers students a less expensive, printed version of the text.\u003cbr\u003e\u003cbr\u003eThis top-selling text, now in its seventh edition, is the go-to text to prepare students to teach people with disabilities. \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e provides comprehensive and clear guidance for professionals working with people with unique physical education needs, differences, and abilities.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eNew to This Edition\u003c\/b\u003e\u003cbr\u003eNo other adapted physical education text has sold more copies than this book—but the contributors are not resting on their laurels. The text is loaded with new and updated material:\u003cul\u003e\n\u003cli\u003eEnhanced coverage of universal design for learning, with strategies and applications presented throughout the text\u003c\/li\u003e\n\u003cli\u003eA new chapter devoted entirely to adventure sports and activities\u003c\/li\u003e\n\u003cli\u003eA chapter on adapted sport that has been further developed to reflect the progress in the field\u003c\/li\u003e\n\u003cli\u003eEnhanced coverage of sport-specific injuries and prevention\u003c\/li\u003e\n\u003c\/ul\u003e Also new to this edition are related online learning aids delivered through HK\u003ci\u003ePropel\u003c\/i\u003e, including assignable learning and enrichment activities to help students apply the book’s foundational knowledge. The HKPropel resources also include an instructor guide with teaching tips and strategies, ideas for an introductory course in adapted physical education and sport, and a sample syllabus. Other tools include a test bank, video clips demonstrating 26 of the fitness tests from \u003ci\u003eThe Brockport Physical Fitness Test Manual\u003c\/i\u003e, and forms, tables, and calculators related to the Brockport Physical Fitness Test.\u003cbr\u003e\u003cbr\u003eIn addition, the team of 30 highly renowned contributors includes 12 new voices who add their perspectives to the content.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMore Features\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e offers readers much more: \u003cul\u003e\n\u003cli\u003eChapter-opening scenarios that introduce one or more of the chapter’s concepts\u003c\/li\u003e\n\u003cli\u003eApplication examples that explore real-life situations and show how to apply the text concepts to solve relevant issues\u003c\/li\u003e\n\u003cli\u003ePrint, video, and online resources in the text and through HK\u003ci\u003ePropel\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eAppendixes that include definitions based on the Individuals with Disabilities Education Act (IDEA), contact information for organizations associated with adapted physical education and sport, information related to the Brockport Physical Fitness Test, a scale to evaluate adapted physical education programs, and more\u003c\/li\u003e\n\u003c\/ul\u003e The book’s contents are aligned with the IDEA legislation and will help current and future educators identify the unique needs of children with disabilities, adapt physical education to meet those needs, and develop effective individualized education programs (IEPs) for those students. \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e is the ideal book for those who want the foundational knowledge that leads to the practical development and implementation of top-quality physical education and sport programs for people with disabilities.\u003cbr\u003e\u003cbr\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books.\u003cbr\u003e\u003cbr\u003eNOTICE: Due to a renumbering error, some of the content within table 7.2 (p. 138), figure 9.3 (p. 191), and a section of appendix A (p. 586) is numbered\/lettered incorrectly in the print edition of the book. No content is missing. The pages with corrected numbering are provided in HK\u003ci\u003ePropel\u003c\/i\u003e.\u003ch4\u003eAudience\u003c\/h4\u003eTextbook for PETE and APE students. Professional reference for K-12 PE and APE teachers and administrators.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Foundational Topics in Adapted Physical Education and Sport\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Adapted Physical Education and Sport\u003cbr\u003e\u003ci\u003eJoseph P. Winnick and David L. Porretta\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Program Organization and Management\u003cbr\u003e\u003ci\u003eJoseph P. Winnick and David L. Porretta\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Adapted Sport\u003cbr\u003e\u003ci\u003eRonald W. Davis\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Measurement, Assessment, and Program Evaluation\u003cbr\u003e\u003ci\u003eBrock McMullen and Manny Felix\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Individualized Education Programs\u003cbr\u003e\u003ci\u003eBrock McMullen and Manny Felix\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Behavior Management\u003cbr\u003e\u003ci\u003eE. Michael Loovis\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Instructional Strategies\u003cbr\u003e\u003ci\u003eDouglas H. Collier\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Individuals With Unique Needs\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Intellectual Disabilities\u003cbr\u003e\u003ci\u003eLauren K. Cavanaugh and Linda Hilgenbrinck\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Behavioral Disabilities\u003cbr\u003e\u003ci\u003eE. Michael Loovis\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Autism Spectrum and Social Communication Disorders\u003cbr\u003e\u003ci\u003eCathy Houston-Wilson\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Specific Learning Disabilities\u003cbr\u003e\u003ci\u003eBarry W. Lavay and Melissa D. Bittner\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Visual Impairments\u003cbr\u003e\u003ci\u003eLauren J. Lieberman and Lindsay Ball\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Deaf, Hard of Hearing, or Deafblind\u003cbr\u003e\u003ci\u003eLauren J. Lieberman\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Cerebral Palsy, Traumatic Brain Injury, and Stroke\u003cbr\u003e\u003ci\u003eDavid L. Porretta and Justin A. Haegele\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Amputations, Dwarfism, and Les Autres\u003cbr\u003e\u003ci\u003eJustin A. Haegele and David L. Porretta\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Spinal Cord Disabilities and Other Spinal Conditions\u003cbr\u003e\u003ci\u003eWesley J. Wilson and Luke E. Kelly\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Other Health Impairment Conditions\u003cbr\u003e\u003ci\u003eFrancis M. Kozub\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 18.\u003c\/b\u003e Activity and Sports Injuries, Longer-Term Disabilities, and Obesity\u003cbr\u003e\u003ci\u003eG. Monique Mokha\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Developmental Considerations\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 19.\u003c\/b\u003e Motor Development\u003cbr\u003e\u003ci\u003eJohn C. Ozmun, Byungmo Ku, and David L. Gallahue\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 20.\u003c\/b\u003e Perceptual–Motor Development\u003cbr\u003e\u003ci\u003eBarry W. Lavay and Melissa D. Bittner\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Infants and Toddlers\u003cbr\u003e\u003ci\u003eCathy Houston-Wilson\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 22.\u003c\/b\u003e Early Childhood Adapted Physical Education\u003cbr\u003e\u003ci\u003eSo-Yeun Kim and Lauriece L. Zittel\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart IV. Activities for Individuals With Unique Needs\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 23.\u003c\/b\u003e Health-Related Physical Fitness and Physical Activity\u003cbr\u003e\u003ci\u003eStamatis Agiovlasitis\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 24.\u003c\/b\u003e Aquatics\u003cbr\u003e\u003ci\u003eDavid G. Lorenzi\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 25.\u003c\/b\u003e Team Sports\u003cbr\u003e\u003ci\u003eAmaury Samalot-Rivera\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 26.\u003c\/b\u003e Individual and Dual Sports and Activities\u003cbr\u003e\u003ci\u003eE. Michael Loovis\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 27.\u003c\/b\u003e Adventure Sports and Activities\u003cbr\u003e\u003ci\u003eSue Sutherland\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 28.\u003c\/b\u003e Winter Sports and Activities\u003cbr\u003e\u003ci\u003eWesley J. Wilson and Luke E. Kelly\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 29.\u003c\/b\u003e Enhancing Wheelchair Sport Performance\u003cbr\u003e\u003ci\u003eVictoria L. Goosey-Tolfrey and Barry S. Mason\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Appendix A. Definitions Associated With the Individuals With Disabilities Education Act (IDEA)\u003cbr\u003e Appendix B. Adapted Physical Education and Sport Contact Information\u003cbr\u003e Appendix C. Brockport Physical Fitness Test\u003cbr\u003e Appendix D. School District Rating Scale for Adapted Physical Education\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-editor\" class=\"tab-content\"\u003e \u003cb\u003eJoseph P. Winnick, EdD,\u003c\/b\u003e passed away in 2019. He was a distinguished service professor in the department of kinesiology, sport studies, and physical education at State University of New York at Brockport. He received his bachelor’s degree from Ithaca College and his master’s and doctoral degrees from Temple University. For more than 50 years, Winnick taught undergraduate and graduate courses in adapted physical education at Brockport in addition to developing and coordinating programs for adapted physical education. He also directed nationwide research projects related to the physical fitness of people with disabilities and was involved in the publication of the Brockport Physical Fitness Test and support materials.\u003cbr\u003e\u003cbr\u003e Winnick had been president and a board member of the National Consortium for Physical Education for Individuals With Disabilities and a consultant for the U.S. Department of Education since 1969. He also served as a reviewer for several professional journals, had more than 70 publications to his credit, and was a member of SHAPE America. His previous editions of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e have been translated into five languages.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDavid L. Porretta, PhD,\u003c\/b\u003e is an emeritus professor at Ohio State University and has taught undergraduate and graduate courses in adapted physical education for over 35 years. He earned his BS from Niagara University, his MS from Ithaca College, and his PhD from Temple University. Porretta has numerous major scholarly publications and a continuous record of external funding. He has served as editor of, and on the editorial board of, \u003ci\u003eAdapted Physical Activity Quarterly\u003c\/i\u003e (APAQ). He is a fellow of the National Academy of Kinesiology, the International Federation of Adapted Physical Activity, and the Research Council of SHAPE America. Porretta is the recipient of the Julian U. Stein Lifetime Achievement Award from SHAPE America as well as the recipient of the Hollis Fait Scholarly Contribution Award and G. Lawrence Rarick Research Award, both from the National Consortium for Physical Education for Individuals with Disabilities (NCPEID). He also served as NCPEID’s president. Porretta has been a contributing author to all previous editions of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e. He enjoys golf, traveling, and attending Ohio State sporting events.\u003c\/div\u003e\u003c!--end tabEditor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/behaviors-present-unique-challenges\"\u003eBehaviors Present Unique Challenges\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/care-and-prevention-of-activity-and-sports-injuries\"\u003eCare and Prevention of Activity and Sports Injuries\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/functions-of-teachers-of-adapted-physical-education\"\u003eFunctions of Teachers of Adapted Physical Education\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/students-with-disabilities-the-iep-document\"\u003eStudents With Disabilities: The IEP Document\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/systematic-teaching-how-to-facilitate-motor-learning\"\u003eSystematic Teaching: How to Facilitate Motor Learning\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Winnick-7E-Sample-Pages-342-to-343.pdf?v=1634907473\" alt=\"Regulating Insulin During Exercise\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/PDF_icon.png?50908\" alt=\"Regulating Insulin During Exercise\"\u003eRegulating Insulin During Exercise\u003c\/a\u003e\u003ca class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Winnick-7E-Sample-Pages-538-to-539.pdf?v=1634907473\" alt=\"Adventure Sports and Activities: Climbing\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/PDF_icon.png?50908\" alt=\"Adventure Sports and Activities: Climbing\"\u003eAdventure Sports and Activities: Climbing\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructor guide.\u003c\/b\u003e Includes more than 75 new or revised Suggested Learning and Enrichment Activities for instructors to use.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package.\u003c\/b\u003e Contains more than 1,075 questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed as paper-based tests. Instructors may also create their own customized quizzes or tests from the test bank questions to assign to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. Those assessments are automatically graded, and instructors can review student scores in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes (9 or 10 questions each) to assess student comprehension of the most important concepts in each chapter. Each quiz may be downloaded or assigned to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. The chapter assessments are automatically graded, and instructors can review student scores in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e Features more than 785 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructors also receive access to all student materials in HK\u003ci\u003ePropel\u003c\/i\u003e.\u003c\/b\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Joseph P. Winnick,David L. Porretta","offers":[{"title":"Loose-leaf With Online Resource","offer_id":39353703039050,"sku":null,"price":83.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/566cb53a47c3b4722975346aaac51a62.jpg?v=1777325911"},{"product_id":"inclusive-physical-activity-ua","title":"Inclusive Physical Activity-UA","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook includes chapters from \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition,\u003c\/i\u003e and \u003ci\u003eInclusive Physical Activity, Second Edition\u003c\/i\u003e. It has been specifically designed for students taking the course Inclusive Physical Activity Programming for Diverse \u0026amp; Special Populations (TLS 373) at University of Arizona.\u003ch4\u003eAudience\u003c\/h4\u003eCustom ebook for students taking the course Inclusive Physical Activity Programming for Diverse \u0026amp; Special Populations (TLS 373) at University of Arizona.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e Health, Physical Activity, and Individuals With Ability Differences\u003cbr\u003eFrom \u003ci\u003eInclusive Physical Activity, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eAn Inclusive Physical Activity Approach\u003cbr\u003eFrom \u003ci\u003eInclusive Physical Activity, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eOvercoming Barriers to Inclusive Physical Activity\u003cbr\u003eFrom \u003ci\u003eInclusive Physical Activity, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eProgram Focus and Assessment\u003cbr\u003eFrom \u003ci\u003eInclusive Physical Activity, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eA Functional Approach to Modifying Movement Experiences\u003cbr\u003eFrom \u003ci\u003eInclusive Physical Activity, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eIntroduction to Adapted Physical Education and Sport\u003cbr\u003e\u003ci\u003eJoseph P. Winnick and David L. Porretta\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eIntellectual Disabilities\u003cbr\u003e\u003ci\u003eLauren K. Cavanaugh and Linda C. Hilgenbrinck\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eBehavioral Disabilities\u003cbr\u003e\u003ci\u003eE. Michael Loovis\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eAutism Spectrum and Social Communication Disorders Autism Spectrum and Social Communication Disorders\u003cbr\u003e\u003ci\u003eCathy Houston-Wilson\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eSpecific Learning Disabilities\u003cbr\u003e\u003ci\u003eBarry W. Lavay and Melissa D. Bittner\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eVisual Impairments\u003cbr\u003e\u003ci\u003eLauren J. Lieberman and Lindsay Ball\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eDeaf, Hard of Hearing, or Deafblind\u003cbr\u003e\u003ci\u003eLauren J. Lieberman\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eCerebral Palsy, Traumatic Brain Injury, and Stroke\u003cbr\u003e\u003ci\u003eDavid L. Porretta and Justin A. Haegele\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eAmputations, Dwarfism, and Les Autres\u003cbr\u003e\u003ci\u003eJustin A. Haegele and David L. Porretta\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eSpinal Cord Disabilities and Other Spinal Conditions\u003cbr\u003e\u003ci\u003eWesley J. Wilson and Luke E. Kelly\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003ePerceptual–Motor Development\u003cbr\u003e\u003ci\u003eBarry W. Lavay and Melissa D. Bittner\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eAdventure Sports and Activities\u003cbr\u003e\u003ci\u003eSue Sutherland\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eAppendix A\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eAppendix C\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e \u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eJoseph P. Winnick, EdD,\u003c\/b\u003e passed away in 2019. He was a distinguished service professor in the department of kinesiology, sport studies, and physical education at State University of New York at Brockport. He received his bachelor’s degree from Ithaca College and his master’s and doctoral degrees from Temple University. For more than 50 years, Winnick taught undergraduate and graduate courses in adapted physical education at Brockport in addition to developing and coordinating programs for adapted physical education. He also directed nationwide research projects related to the physical fitness of people with disabilities and was involved in the publication of the Brockport Physical Fitness Test and support materials.\u003cbr\u003e\u003cbr\u003eWinnick had been president and a board member of the National Consortium for Physical Education for Individuals With Disabilities and a consultant for the U.S. Department of Education since 1969. He also served as a reviewer for several professional journals, had more than 70 publications to his credit, and was a member of SHAPE America. His previous editions of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e have been translated into five languages.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDavid L. Porretta, PhD,\u003c\/b\u003e is an emeritus professor at Ohio State University and has taught undergraduate and graduate courses in adapted physical education for over 35 years. He earned his BS from Niagara University, his MS from Ithaca College, and his PhD from Temple University. Porretta has numerous major scholarly publications and a continuous record of external funding. He has served as editor of, and on the editorial board of, \u003ci\u003eAdapted Physical Activity Quarterly\u003c\/i\u003e (APAQ). He is a fellow of the National Academy of Kinesiology, the International Federation of Adapted Physical Activity, and the Research Council of SHAPE America. Porretta is the recipient of the Julian U. Stein Lifetime Achievement Award from SHAPE America as well as the recipient of the Hollis Fait Scholarly Contribution Award and G. Lawrence Rarick Research Award, both from the National Consortium for Physical Education for Individuals with Disabilities (NCPEID). He also served as NCPEID’s president. Porretta has been a contributing author to all previous editions of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e. He enjoys golf, traveling, and attending Ohio State sporting events.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eSusan L. Kasser, PhD,\u003c\/b\u003e is an associate professor in the department of rehabilitation and movement science at the University of Vermont at Burlington, where she teaches courses pertaining to inclusive physical activity. She holds a doctorate in movement studies in disability from Oregon State University.\u003cbr\u003e\u003cbr\u003eKasser has over 20 years of teaching experience in community- and school-based physical activity programs involving individuals with diverse abilities. She has presented on both national and international levels in the area of inclusive physical activity. Kasser has also developed many community-based exercise programs for adults with chronic conditions and disabilities, including the Individualized Exercise for Active Lifestyles (IDEAL) program, which has served more than 75 adults with multiple sclerosis since 1998.\u003cbr\u003e\u003cbr\u003eIn 2012 she received the Outstanding Faculty Award from the College of Nursing and Health Sciences at the University of Vermont. Kasser also received the 2001 Outstanding Educator Award from the Vermont Association for Health, Physical Education, Recreation and Dance and the 2000 Kroepsch-Maurice Excellence in Teaching Award from the University of Vermont.\u003cbr\u003e\u003cbr\u003eKasser resides in Jericho, Vermont, where she enjoys hiking, kayaking, and backpacking in her free time.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eRebecca K. Lytle, PhD,\u003c\/b\u003e is a professor in the department of kinesiology at California State University at Chico, where she teaches courses in adapted physical education and motor development. Lytle has been teaching in higher education since 1992. She also taught as an adapted physical education teacher in the public schools from 1988 to 1996 and was a school consultant from 2000 to 2002.\u003cbr\u003e\u003cbr\u003eLytle has published numerous articles for refereed journals and coauthored three books and six book chapters on adapted physical activity. She has presented at the state, national, and international levels and has served as consultant or coordinator for several community-based physical activity and motor skill assessment programs for both children and adults.  \u003cbr\u003e\u003cbr\u003eShe is a member of the International Council for Health, Physical Education, Recreation, Sport and Dance (ICHPER-SD); Council for Exceptional Children (CEC); International Federation of Adapted Physical Activity (IFAPA); National Consortium for Physical Education and Recreation for Individuals with Disabilities (NCPERID); Adapted Physical Activity Council (APAC); Northern California Adapted Physical Education Consortium (NCAPEC); American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD); California Association for Health, Physical Education, Recreation and Dance (CAHPERD); and California Teachers Association (CTA). Lytle also serves as chair of the National Adapted Physical Activity Council of AAHPERD and chair of the California State Council on Adapted Physical Education.\u003cbr\u003e\u003cbr\u003eLytle and her husband, Donald, reside in Chico. In her free time she enjoys playing with children, walking and hiking, and playing baseball and softball.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Joseph P. Winnick,David L. Porretta,Susan L. Kasser,Rebecca K. Lytle","offers":[{"title":"Ebook","offer_id":39570181455946,"sku":null,"price":65.73,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/products\/38a48a48d7a560edc3b77ebd4373437c_70cafb9e-616d-407f-bea2-8dd748de807b.jpg?v=1777364869"},{"product_id":"active-games-for-children-on-the-autism-spectrum","title":"Active Games for Children on the Autism Spectrum","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e Every school wants to be inclusive. But often children on the autism spectrum are left behind when it comes to participating in physical education and becoming physically literate—in part because many physical educators feel unprepared to include children on the spectrum in class activities.\u003cbr\u003e \u003cbr\u003eThat’s where \u003ci\u003eActive Games for Children on the Autism Spectrum\u003c\/i\u003e comes in.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTheoretical Framework, Games, and Lesson Plans\u003c\/b\u003e\u003cbr\u003eThis text provides both the adaptive framework teachers need and more than 80 games to help children on the spectrum take part in physical activity, learn from games, and enjoy being active.\u003cbr\u003e\u003cbr\u003eBeyond the framework and games, the book will help physical educators, parents and caregivers, and others develop the courage, competence, and confidence they need to teach and help children on the autism spectrum.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eActive Games for Children on the Autism Spectrum\u003c\/i\u003e offers\u003cul\u003e\n\u003cli\u003ean exploration of the ABCs of physical literacy (agility, balance, coordination, and speed);\u003c\/li\u003e\n\u003cli\u003ebreakdowns of 16 specific skills, including fundamental movement skills, bike riding, skateboarding or scootering, swimming, and ice skating\u003c\/li\u003e\n\u003cli\u003e22 games to practice the ABCs and skills;\u003c\/li\u003e\n\u003cli\u003e30 single equipment games using Hula-Hoops, bean bags, scarves, rubber balls, gator balls, and racquets and balloons;\u003c\/li\u003e\n\u003cli\u003e29 lesson plans for target games, net and wall games, striking and fielding games, and invasion games using the Teaching Games for Understanding approach;\u003c\/li\u003e\n\u003cli\u003e21 bonus games to practice what is learned in the lessons;\u003c\/li\u003e\n\u003cli\u003e14 warm-up and sport skill games;\u003c\/li\u003e\n\u003cli\u003e4 warm-up games to be used in an inclusive class; and\u003c\/li\u003e\n\u003cli\u003e1 sample home or gym fitness program.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cbr\u003e\u003cb\u003eGames Are Easy to Use and Purposeful\u003c\/b\u003e\u003cbr\u003eThe games are easy to use, with clear instruction on how to effectively teach movement skills to all students, including those on the spectrum. The games are active, enjoyable, and imbued with purpose. They are accessible to anyone working with children on the autism spectrum in school, at home, or in other settings.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eWhat Sets This Book Apart\u003c\/b\u003e\u003cbr\u003eWhat sets this text apart from similar books is its wealth of theoretical and practical content beyond the games. Its focus on physical activity, wellness, health, inclusion, and physical literacy in a wide variety of environments, along with its foundational content, makes \u003ci\u003eActive Games for Children on the Autism Spectrum\u003c\/i\u003e highly valuable to both experienced and inexperienced teachers, as well as parents and others working with children with autism. Chapters on physical literacy, adapting physical activity, planning, movement skills, community, family and friends, and fitness create a well-rounded, thorough exploration of how to help children on the spectrum enjoy the benefits of physical education and an active lifestyle. In doing so, these children can enhance their health, improve their motor skills, and strengthen their social skills.\u003ch4\u003eAudience\u003c\/h4\u003eReference for physical education teachers, educational assistants, parents, caregivers, and respite workers.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cb\u003eChapter 1.\u003c\/b\u003e Introduction\u003cbr\u003eUnderstanding Physical Literacy\u003cbr\u003eOn the Autism Spectrum\u003cbr\u003eCharacteristics of Children and Considerations for Physical Literacy and Games\u003cbr\u003eA Word About Language\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Adapting Physical Activity\u003cbr\u003eSelecting the Best Environment for Developing Physical Literacy\u003cbr\u003eADAPT Decisions\u003cbr\u003eTask Progressions\u003cbr\u003eAdapting With Equipment\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Planning\u003cbr\u003eCommunication\u003cbr\u003ePlanning for the Learning Environment\u003cbr\u003ePlanning for Teaching Physical Literacy and Games\u003cbr\u003eMotivation\u003cbr\u003eSense of Control\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Fundamental Movement Skills\u003cbr\u003eABCs of Physical Literacy\u003cbr\u003eTeaching Fundamental Movement Skills\u003cbr\u003eSingle Equipment Teaching Method\u003cbr\u003eBall Sense\u003cbr\u003eGo-To Games\u003cbr\u003eRecess and Playground\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Physical Education and Community\u003cbr\u003ePlanning for Physical Education\u003cbr\u003eTransitioning Activities From One-on-One to Inclusive Group\u003cbr\u003eTeaching Games for Understanding (TGfU)\u003cbr\u003eTGfU Lessons\u003cbr\u003eWarm-Up and Sport Skill Games\u003cbr\u003eInclusive Community Sports Program: Soccability\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Family and Friends\u003cbr\u003eBike Riding\u003cbr\u003eSkateboarding (Scooter)\u003cbr\u003eSwimming and Water Safety\u003cbr\u003eIce Skating\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Fitness\u003cbr\u003eFitness In and Outside of School\u003cbr\u003eInstructional Considerations and Tools\u003cbr\u003eQuestions to Ask\u003cbr\u003eActivities\u003cbr\u003eConclusion\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eErin Bennett\u003c\/b\u003e is the owner of APAC Lethbridge, which provides adapted physical activity programs for children, youths, and adults of all ability levels in the Lethbridge community. Erin also provides specialized adapted physical education programs for students in the Lethbridge public school district.\u003cbr\u003e\u003cbr\u003e Erin, a recipient of an Erasmus Mundus scholarship, received a master’s degree in adapted physical activity from the Katholieke Universiteit–Leuven in Belgium and completed her bachelor’s degree in physical education from the University of Alberta. At the University of Alberta Erin worked at the Steadward Centre, which is a specialized center for adapted physical activity founded by Dr. Robert Steadward.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMary Dyck, PhD,\u003c\/b\u003e is a retired kinesiology instructor from the University of Lethbridge in Alberta, Canada. She taught adapted physical activity for 10 years. During that time, Mary expanded community adapted activity programs as program codirector for Soccability and manager for the Lethbridge wheelchair basketball program. She was the manager for the Canadian deaf indoor volleyball and beach volleyball program that competed at the Deaflympics from 2015 to 2023. She was inducted into the Lethbridge Sports Hall of Fame as a Builder in 2020. She has coauthored two books—\u003ci\u003eEverybody Move\u003c\/i\u003e and \u003ci\u003eCoaching Volleyball Champions: Principles and Practices of Successful Coaches\u003c\/i\u003e. Mary has 30 years of experience coaching children, coaching athletes in university and provincial programs, and facilitating coaching clinics in volleyball and soccer.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/fundamental-movement-skills-jumping\"\u003eFundamental Movement Skills - Jumping\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/net-and-wall-games-badminton\"\u003eNet and Wall Games - Badminton\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/understanding-physical-literacy\"\u003eUnderstanding Physical Literacy\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Erin Bennett,Mary Dyck","offers":[{"title":"Paperback","offer_id":40221027958858,"sku":null,"price":49.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/6967a5113535f1c5cb47f01a9deefda7_1c9cc97d-7be0-45de-8269-1f202452d927.jpg?v=1778570603"},{"product_id":"active-games-for-children-on-the-autism-spectrum-epub","title":"Active Games for Children on the Autism Spectrum epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e Every school wants to be inclusive. But often children on the autism spectrum are left behind when it comes to participating in physical education and becoming physically literate—in part because many physical educators feel unprepared to include children on the spectrum in class activities.\u003cbr\u003e \u003cbr\u003eThat’s where \u003ci\u003eActive Games for Children on the Autism Spectrum\u003c\/i\u003e comes in.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTheoretical Framework, Games, and Lesson Plans\u003c\/b\u003e\u003cbr\u003eThis text provides both the adaptive framework teachers need and more than 80 games to help children on the spectrum take part in physical activity, learn from games, and enjoy being active.\u003cbr\u003e\u003cbr\u003eBeyond the framework and games, the book will help physical educators, parents and caregivers, and others develop the courage, competence, and confidence they need to teach and help children on the autism spectrum.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eActive Games for Children on the Autism Spectrum\u003c\/i\u003e offers \u003cul\u003e\n\u003cli\u003ean exploration of the ABCs of physical literacy (agility, balance, coordination, and speed);\u003c\/li\u003e\n\u003cli\u003ebreakdowns of 16 specific skills, including fundamental movement skills, bike riding, skateboarding or scootering, swimming, and ice skating\u003c\/li\u003e\n\u003cli\u003e22 games to practice the ABCs and skills;\u003c\/li\u003e\n\u003cli\u003e30 single equipment games using Hula-Hoops, bean bags, scarves, rubber balls, gator balls, and racquets and balloons;\u003c\/li\u003e\n\u003cli\u003e29 lesson plans for target games, net and wall games, striking and fielding games, and invasion games using the Teaching Games for Understanding approach;\u003c\/li\u003e\n\u003cli\u003e21 bonus games to practice what is learned in the lessons;\u003c\/li\u003e\n\u003cli\u003e14 warm-up and sport skill games;\u003c\/li\u003e\n\u003cli\u003e4 warm-up games to be used in an inclusive class; and\u003c\/li\u003e\n\u003cli\u003e1 sample home or gym fitness program.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cbr\u003e\u003cb\u003eGames Are Easy to Use and Purposeful\u003c\/b\u003e\u003cbr\u003eThe games are easy to use, with clear instruction on how to effectively teach movement skills to all students, including those on the spectrum. The games are active, enjoyable, and imbued with purpose. They are accessible to anyone working with children on the autism spectrum in school, at home, or in other settings.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eWhat Sets This Book Apart\u003c\/b\u003e\u003cbr\u003eWhat sets this text apart from similar books is its wealth of theoretical and practical content beyond the games. Its focus on physical activity, wellness, health, inclusion, and physical literacy in a wide variety of environments, along with its foundational content, makes \u003ci\u003eActive Games for Children on the Autism Spectrum\u003c\/i\u003e highly valuable to both experienced and inexperienced teachers, as well as parents and others working with children with autism. Chapters on physical literacy, adapting physical activity, planning, movement skills, community, family and friends, and fitness create a well-rounded, thorough exploration of how to help children on the spectrum enjoy the benefits of physical education and an active lifestyle. In doing so, these children can enhance their health, improve their motor skills, and strengthen their social skills.\u003ch4\u003eAudience\u003c\/h4\u003eReference for physical education teachers, educational assistants, parents, caregivers, and respite workers.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cb\u003eChapter 1.\u003c\/b\u003e Introduction\u003cbr\u003eUnderstanding Physical Literacy\u003cbr\u003eOn the Autism Spectrum\u003cbr\u003eCharacteristics of Children and Considerations for Physical Literacy and Games\u003cbr\u003eA Word About Language\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Adapting Physical Activity\u003cbr\u003eSelecting the Best Environment for Developing Physical Literacy\u003cbr\u003eADAPT Decisions\u003cbr\u003eTask Progressions\u003cbr\u003eAdapting With Equipment\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Planning\u003cbr\u003eCommunication\u003cbr\u003ePlanning for the Learning Environment\u003cbr\u003ePlanning for Teaching Physical Literacy and Games\u003cbr\u003eMotivation\u003cbr\u003eSense of Control\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Fundamental Movement Skills\u003cbr\u003eABCs of Physical Literacy\u003cbr\u003eTeaching Fundamental Movement Skills\u003cbr\u003eSingle Equipment Teaching Method\u003cbr\u003eBall Sense\u003cbr\u003eGo-To Games\u003cbr\u003eRecess and Playground\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Physical Education and Community\u003cbr\u003ePlanning for Physical Education\u003cbr\u003eTransitioning Activities From One-on-One to Inclusive Group\u003cbr\u003eTeaching Games for Understanding (TGfU)\u003cbr\u003eTGfU Lessons\u003cbr\u003eWarm-Up and Sport Skill Games\u003cbr\u003eInclusive Community Sports Program: Soccability\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Family and Friends\u003cbr\u003eBike Riding\u003cbr\u003eSkateboarding (Scooter)\u003cbr\u003eSwimming and Water Safety\u003cbr\u003eIce Skating\u003cbr\u003eConclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Fitness\u003cbr\u003eFitness In and Outside of School\u003cbr\u003eInstructional Considerations and Tools\u003cbr\u003eQuestions to Ask\u003cbr\u003eActivities\u003cbr\u003eConclusion\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eErin Bennett\u003c\/b\u003e is the owner of APAC Lethbridge, which provides adapted physical activity programs for children, youths, and adults of all ability levels in the Lethbridge community. Erin also provides specialized adapted physical education programs for students in the Lethbridge public school district.\u003cbr\u003e\u003cbr\u003e Erin, a recipient of an Erasmus Mundus scholarship, received a master’s degree in adapted physical activity from the Katholieke Universiteit–Leuven in Belgium and completed her bachelor’s degree in physical education from the University of Alberta. At the University of Alberta Erin worked at the Steadward Centre, which is a specialized center for adapted physical activity founded by Dr. Robert Steadward.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMary Dyck, PhD,\u003c\/b\u003e is a retired kinesiology instructor from the University of Lethbridge in Alberta, Canada. She taught adapted physical activity for 10 years. During that time, Mary expanded community adapted activity programs as program codirector for Soccability and manager for the Lethbridge wheelchair basketball program. She was the manager for the Canadian deaf indoor volleyball and beach volleyball program that competed at the Deaflympics from 2015 to 2023. She was inducted into the Lethbridge Sports Hall of Fame as a Builder in 2020. She has coauthored two books—\u003ci\u003eEverybody Move\u003c\/i\u003e and \u003ci\u003eCoaching Volleyball Champions: Principles and Practices of Successful Coaches\u003c\/i\u003e. Mary has 30 years of experience coaching children, coaching athletes in university and provincial programs, and facilitating coaching clinics in volleyball and soccer.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/fundamental-movement-skills-jumping\"\u003eFundamental Movement Skills - Jumping\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/net-and-wall-games-badminton\"\u003eNet and Wall Games - Badminton\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/understanding-physical-literacy\"\u003eUnderstanding Physical Literacy\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Erin Bennett,Mary Dyck","offers":[{"title":"Ebook","offer_id":40221027991626,"sku":null,"price":37.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/a65ca40a902ee5347b6558f9d9a868be_9d3eac69-56ac-4710-9bfa-8a2052669f52.jpg?v=1779865816"},{"product_id":"adapted-physical-activity-across-the-life-span","title":"Adapted Physical Activity Across the Life Span","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e While there are plenty of texts out there on adapted physical activity, there are \u003ci\u003enone\u003c\/i\u003e like this one.\u003cbr\u003e\u003cbr\u003e That’s because Adapted Physical Activity Across the Life Span takes a unique interdisciplinary approach from education, sports, and the health sciences. It incorporates adapted physical activity’s long history of DEI (diversity, equity, and inclusion) and the importance of SEL (social-emotional learning) to prepare pre-professionals and professionals for service delivery in today’s world.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e features the following: \u003cul\u003e\n\u003cli\u003e\n\u003cb\u003eAn interdisciplinary and life span approach\u003c\/b\u003e to show students the broad scope of careers across education, clinical, and community settings \u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eInterviews with professionals\u003c\/b\u003e that provide students with real-life stories from educators, allied health care professionals, coaches, and others who work with people with disabilities \u003c\/li\u003e\n\u003cli\u003e Information about \u003cb\u003eadapted physical activity for early childhood\u003c\/b\u003e, with a focus on professions that help a young child with a disability begin their journey of adapted physical education \u003c\/li\u003e\n\u003cli\u003e Content on \u003cb\u003eadapted physical education for children and young people\u003c\/b\u003e to educate students in the full implementation of IDEA and \u003cb\u003egeneral physical education\u003c\/b\u003e for children with disabilities, including interdisciplinary assessments, IEPs, and program modifications \u003c\/li\u003e\n\u003cli\u003e Content on \u003cb\u003eadapted physical activity for adults\u003c\/b\u003e to enable students to understand the roles of various professions that facilitate adapted physical activity for adults—from those who recently finished high school to senior citizens—using the Healthy People guidelines, research, best practices, and the most contemporary model of aging \u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eChapter objectives, chapter summaries, tables, and charts\u003c\/b\u003e that emphasize key concepts \u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eInstructor ancillaries\u003c\/b\u003e to make it easier for instructors to prepare for and teach the course \u003c\/li\u003e\n\u003c\/ul\u003e The interdisciplinary approach provides instructors greater flexibility for courses that include students not only from adapted physical education and general physical education but also from allied health professions: occupational therapy, physical therapy, speech and language pathology, nursing, medicine, sport psychology, exercise physiology, therapeutic recreation, and more.\u003cbr\u003e\u003cbr\u003e “Today, the interdisciplinary nature of service in adapted physical activity begins in the earliest ages and continues with professionals who instruct and nurture the physical activity of the oldest of our communities,” says coauthor Carol Leitschuh. “This is the life span approach.”\u003cbr\u003e\u003cbr\u003e Coauthor Marquell Johnson adds, “The interdisciplinary approach and life span approach provide a much wider view of helping people with disabilities achieve optimal health. Most texts focus on a narrower perspective, such as in school, in a medical or community setting, or with a certain age group. However, this book looks at all the professions that are involved in a person’s life throughout the life span and offers a coordinated approach.”\u003cbr\u003e\u003cbr\u003e\u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e will help prepare future professionals to serve individuals who require adaptations to be able to enjoy full and healthy active lives over their lifetimes. From infants to the elderly, all across the life span, people can be physically active—and this text will help them be just that.\u003cbr\u003e\u003cbr\u003e  \u003ch4\u003eAudience\u003c\/h4\u003eAn introductory methods textbook for undergraduates studying adapted physical education, physical education, rehabilitation science, occupational therapy, physical therapy, therapeutic recreation, speech and language pathology, early childhood education special education, and other disciplines in fitness, community recreation, sports, and allied health.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Overview and Scope\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Physical Activity and Disability\u003cbr\u003e History of Professional Disability Service\u003cbr\u003e Understanding Disability\u003cbr\u003e Life Course Perspective\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Professional Roles in Adapted Physical Activity\u003cbr\u003e Professional Disciplines\u003cbr\u003e Professionals in the Schools\u003cbr\u003e Professionals in the Community\u003cbr\u003e Professionals in Health Care\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Disability and the Law\u003cbr\u003e Individuals with Disabilities Education Improvement Act of 2004\u003cbr\u003e Americans with Disabilities Act Amendments Act of 2008\u003cbr\u003e Every Student Succeeds Act of 2015\u003cbr\u003e Individualized Education Program\u003cbr\u003e Individualized Family Service Plan\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Designing Life Span Programs\u003cbr\u003e Physical Activity Program Goals\u003cbr\u003e Infants and Toddlers\u003cbr\u003e Preschoolers\u003cbr\u003e Kindergarteners\u003cbr\u003e Elementary School Ages\u003cbr\u003e Middle to High School Ages\u003cbr\u003e Adults\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Adapted Physical Activity in Schools\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Instructional Strategies\u003cbr\u003e Ecological Theory\u003cbr\u003e Developmental Systems Theory\u003cbr\u003e Life Course Health Development\u003cbr\u003e Universal Design for Learning\u003cbr\u003e Motivation and Disability\u003cbr\u003e Instructional Style\u003cbr\u003e Instructional Techniques\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Assessment and Evaluation\u003cbr\u003e Assessment Process\u003cbr\u003e Evaluation Process\u003cbr\u003e Legal Assessment Requirements\u003cbr\u003e Approaches to Assessment\u003cbr\u003e Screening Test Selection\u003cbr\u003e Norm-Referenced Assessments\u003cbr\u003e Nonstandardized Assessments\u003cbr\u003e Evaluation Communication\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Intellectual Disability\u003cbr\u003e Causes and Prevalence\u003cbr\u003e Classification and Diagnosis\u003cbr\u003e Instructional Considerations\u003cbr\u003e Program Placement and Focus\u003cbr\u003e Instructional Strategies\u003cbr\u003e Physical Activities\u003cbr\u003e Serving Students With Severe or Profound ID\u003cbr\u003e Educational Health Care Providers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Autism Spectrum Disorder\u003cbr\u003e Causes and Prevalence\u003cbr\u003e Classification and Diagnosis\u003cbr\u003e Instructional Considerations\u003cbr\u003e Program Placement and Focus\u003cbr\u003e Instructional Strategies\u003cbr\u003e Physical Activities\u003cbr\u003e Assessment and Evaluation\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Specific Learning Disabilities and Attention-Deficit\/Hyperactivity Disorder\u003cbr\u003e Causes and Prevalence\u003cbr\u003e Classification and Diagnosis\u003cbr\u003e Instructional Considerations\u003cbr\u003e Program Placement and Focus\u003cbr\u003e Instructional Strategies\u003cbr\u003e Physical Activities for Children With ADHD\u003cbr\u003e Assessment and Evaluation for Children With SLD\u003cbr\u003e Educational Health Care Providers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Behavior Disorders\u003cbr\u003e Causes and Prevalence\u003cbr\u003e Classification and Diagnosis\u003cbr\u003e Instructional Considerations\u003cbr\u003e Program Placement\u003cbr\u003e Instructional Strategies\u003cbr\u003e Physical Activities\u003cbr\u003e Assessment and Evaluation\u003cbr\u003e Educational Health Care Providers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Sensory Impairments\u003cbr\u003e Causes and Prevalence\u003cbr\u003e Classification and Diagnosis\u003cbr\u003e Instructional Considerations\u003cbr\u003e Program Placement and Focus\u003cbr\u003e Instructional Strategies\u003cbr\u003e Physical Activities\u003cbr\u003e Assessment and Evaluation\u003cbr\u003e Educational Health Care Providers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Orthopedic Impairment and Traumatic Brain Injury\u003cbr\u003e Causes and Prevalence\u003cbr\u003e Classification and Diagnosis\u003cbr\u003e Instructional Considerations\u003cbr\u003e Program Placement and Focus\u003cbr\u003e Instructional Strategies\u003cbr\u003e Physical Activities\u003cbr\u003e Assessment and Evaluation\u003cbr\u003e Educational Health Care Providers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Other Health Impairment\u003cbr\u003e Obesity\u003cbr\u003e Diabetes Mellitus\u003cbr\u003e Asthma\u003cbr\u003e Epilepsy\u003cbr\u003e Human Immunodeficiency Virus\u003cbr\u003e Sickle Cell Anemia\u003cbr\u003e Hemophilia\u003cbr\u003e Temporary Conditions of Disability\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Adult Adapted Physical Activity\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Health-Related Fitness\u003cbr\u003e Components of Health-Related Fitness\u003cbr\u003e Exercise Intensity\u003cbr\u003e Exercise Recommendations\u003cbr\u003e Health and Disability\u003cbr\u003e Exercise Initiation\u003cbr\u003e Considerations for Selected Conditions\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Leisure Activity\u003cbr\u003e Community and Professional Resources\u003cbr\u003e Leisure Activity Checklist\u003cbr\u003e Aging and Disability\u003cbr\u003e Leisure Activity Recommendations\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Adapted Sport\u003cbr\u003e Experience and Training\u003cbr\u003e Adapted Sport in Adulthood\u003cbr\u003e Professional Support\u003cbr\u003e Classifications for Adapted Sport\u003cbr\u003e Individual Sports\u003cbr\u003e Dual Sports\u003cbr\u003e Team Sports\u003cbr\u003e Summary\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eCarol Leitschuh, PhD,\u003c\/b\u003e is a consultant. She is a former faculty member of the University of Minnesota (UMN) School of Kinesiology, where she taught in the doctoral, master’s, and bachelor’s degree programs. She was also coordinator of the UMN master's program in developmental and adapted physical education, affiliated with the Center for Early Education and Development (CEED) and Center for Neurobehavioral Development (CNBD). Dr. Leitschuh received an Initial Career Award from the Office of Special Education Programs. She developed a tool that monitored the early movement skills of infants and toddlers. Twice she was a visiting scholar of the Erasmus Mundus Program in Adapted Physical Activity. As a Fulbright Scholar in child development, she was a lecturer in the Czech Republic. She received her PhD in human performance, focusing on movement studies in disability. She was awarded a postdoctoral research fellowship at Juniper Gardens Children’s Program at the University of Kansas.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMarquell Johnson, PhD,\u003c\/b\u003e is a professor at the University of Wisconsin–Eau Claire (UWEC) and is the director of rehabilitation science and the director of the physical activity and recreation for individuals with disabilities in the university’s P.R.I.D.E. and P.R.I.D.E.4Adults outreach programs. He received his PhD in nutrition and exercise science, focusing on movement studies in disability. He has received the Dr. Ron Satz Teacher\/Scholar Award (2017); an Excellence in Mentoring in Research, Scholarship, and Creative Activity Award (2016); the UWEC Excellence in Service-Learning as a Faculty Mentor Award (2014); and numerous other awards. His teaching focuses on adapted physical activity and motor development, rehabilitation science, research methods, research and creative activities, physical activity and health behaviors of individuals with disabilities, and related areas.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/autism-spectrum-disorder-social-skills-training-in-young-children\"\u003eAutism Spectrum Disorder: Social Skills Training in Young Children\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/health-and-disability\"\u003eHealth and Disability\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/intellectual-disability-adaptive-functioning-and-levels-of-support\"\u003eIntellectual Disability: Adaptive Functioning and Levels of Support\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/orthopedic-impairment-and-traumatic-brain-injury-program-placement-and-focus\"\u003eOrthopedic Impairment and Traumatic Brain Injury: Program Placement and Focus\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/professional-roles-in-adapted-physical-activity\"\u003eProfessional Roles in Adapted Physical Activity\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructor guide.\u003c\/b\u003e Includes several resources that instructors can use throughout the semester as they organize and teach their course. In addition to a sample syllabus and course outline, instructors will find objectives, summaries, outlines, and tips for each chapter.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package.\u003c\/b\u003e Contains over 350 questions in true-false, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests. Instructors may also create their own customized quizzes or tests from the test bank questions. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes (10 questions each) to assess student comprehension of the most important concepts in each chapter. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e Features more than 300 PowerPoint slides of text, artwork, and photos from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Carol Leitschuh,Marquell Johnson","offers":[{"title":"Paperback","offer_id":40353536606282,"sku":null,"price":119.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/33ff770e34a60cd67c491476af53f422.jpg?v=1778689008"},{"product_id":"adapted-physical-activity-across-the-life-span-epub","title":"Adapted Physical Activity Across the Life Span epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e While there are plenty of texts out there on adapted physical activity, there are \u003ci\u003enone\u003c\/i\u003e like this one.\u003cbr\u003e\u003cbr\u003e That’s because Adapted Physical Activity Across the Life Span takes a unique interdisciplinary approach from education, sports, and the health sciences. It incorporates adapted physical activity’s long history of DEI (diversity, equity, and inclusion) and the importance of SEL (social-emotional learning) to prepare pre-professionals and professionals for service delivery in today’s world.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e features the following: \u003cul\u003e\n\u003cli\u003e\n\u003cb\u003eAn interdisciplinary and life span approach\u003c\/b\u003e to show students the broad scope of careers across education, clinical, and community settings \u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eInterviews with professionals\u003c\/b\u003e that provide students with real-life stories from educators, allied health care professionals, coaches, and others who work with people with disabilities \u003c\/li\u003e\n\u003cli\u003e Information about \u003cb\u003eadapted physical activity for early childhood\u003c\/b\u003e, with a focus on professions that help a young child with a disability begin their journey of adapted physical education \u003c\/li\u003e\n\u003cli\u003e Content on \u003cb\u003eadapted physical education for children and young people\u003c\/b\u003e to educate students in the full implementation of IDEA and \u003cb\u003egeneral physical education\u003c\/b\u003e for children with disabilities, including interdisciplinary assessments, IEPs, and program modifications \u003c\/li\u003e\n\u003cli\u003e Content on \u003cb\u003eadapted physical activity for adults\u003c\/b\u003e to enable students to understand the roles of various professions that facilitate adapted physical activity for adults—from those who recently finished high school to senior citizens—using the Healthy People guidelines, research, best practices, and the most contemporary model of aging \u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eChapter objectives, chapter summaries, tables, and charts\u003c\/b\u003e that emphasize key concepts \u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eInstructor ancillaries\u003c\/b\u003e to make it easier for instructors to prepare for and teach the course \u003c\/li\u003e\n\u003c\/ul\u003e The interdisciplinary approach provides instructors greater flexibility for courses that include students not only from adapted physical education and general physical education but also from allied health professions: occupational therapy, physical therapy, speech and language pathology, nursing, medicine, sport psychology, exercise physiology, therapeutic recreation, and more.\u003cbr\u003e\u003cbr\u003e “Today, the interdisciplinary nature of service in adapted physical activity begins in the earliest ages and continues with professionals who instruct and nurture the physical activity of the oldest of our communities,” says coauthor Carol Leitschuh. “This is the life span approach.”\u003cbr\u003e\u003cbr\u003e Coauthor Marquell Johnson adds, “The interdisciplinary approach and life span approach provide a much wider view of helping people with disabilities achieve optimal health. Most texts focus on a narrower perspective, such as in school, in a medical or community setting, or with a certain age group. However, this book looks at all the professions that are involved in a person’s life throughout the life span and offers a coordinated approach.”\u003cbr\u003e\u003cbr\u003e\u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e will help prepare future professionals to serve individuals who require adaptations to be able to enjoy full and healthy active lives over their lifetimes. From infants to the elderly, all across the life span, people can be physically active—and this text will help them be just that.\u003cbr\u003e\u003cbr\u003e  \u003ch4\u003eAudience\u003c\/h4\u003eAn introductory methods textbook for undergraduates studying adapted physical education, physical education, rehabilitation science, occupational therapy, physical therapy, therapeutic recreation, speech and language pathology, early childhood education special education, and other disciplines in fitness, community recreation, sports, and allied health.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Overview and Scope\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Physical Activity and Disability\u003cbr\u003e History of Professional Disability Service\u003cbr\u003e Understanding Disability\u003cbr\u003e Life Course Perspective\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Professional Roles in Adapted Physical Activity\u003cbr\u003e Professional Disciplines\u003cbr\u003e Professionals in the Schools\u003cbr\u003e Professionals in the Community\u003cbr\u003e Professionals in Health Care\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Disability and the Law\u003cbr\u003e Individuals with Disabilities Education Improvement Act of 2004\u003cbr\u003e Americans with Disabilities Act Amendments Act of 2008\u003cbr\u003e Every Student Succeeds Act of 2015\u003cbr\u003e Individualized Education Program\u003cbr\u003e Individualized Family Service Plan\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Designing Life Span Programs\u003cbr\u003e Physical Activity Program Goals\u003cbr\u003e Infants and Toddlers\u003cbr\u003e Preschoolers\u003cbr\u003e Kindergarteners\u003cbr\u003e Elementary School Ages\u003cbr\u003e Middle to High School Ages\u003cbr\u003e Adults\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Adapted Physical Activity in Schools\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Instructional Strategies\u003cbr\u003e Ecological Theory\u003cbr\u003e Developmental Systems Theory\u003cbr\u003e Life Course Health Development\u003cbr\u003e Universal Design for Learning\u003cbr\u003e Motivation and Disability\u003cbr\u003e Instructional Style\u003cbr\u003e Instructional Techniques\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Assessment and Evaluation\u003cbr\u003e Assessment Process\u003cbr\u003e Evaluation Process\u003cbr\u003e Legal Assessment Requirements\u003cbr\u003e Approaches to Assessment\u003cbr\u003e Screening Test Selection\u003cbr\u003e Norm-Referenced Assessments\u003cbr\u003e Nonstandardized Assessments\u003cbr\u003e Evaluation Communication\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Intellectual Disability\u003cbr\u003e Causes and Prevalence\u003cbr\u003e Classification and Diagnosis\u003cbr\u003e Instructional Considerations\u003cbr\u003e Program Placement and Focus\u003cbr\u003e Instructional Strategies\u003cbr\u003e Physical Activities\u003cbr\u003e Serving Students With Severe or Profound ID\u003cbr\u003e Educational Health Care Providers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Autism Spectrum Disorder\u003cbr\u003e Causes and Prevalence\u003cbr\u003e Classification and Diagnosis\u003cbr\u003e Instructional Considerations\u003cbr\u003e Program Placement and Focus\u003cbr\u003e Instructional Strategies\u003cbr\u003e Physical Activities\u003cbr\u003e Assessment and Evaluation\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Specific Learning Disabilities and Attention-Deficit\/Hyperactivity Disorder\u003cbr\u003e Causes and Prevalence\u003cbr\u003e Classification and Diagnosis\u003cbr\u003e Instructional Considerations\u003cbr\u003e Program Placement and Focus\u003cbr\u003e Instructional Strategies\u003cbr\u003e Physical Activities for Children With ADHD\u003cbr\u003e Assessment and Evaluation for Children With SLD\u003cbr\u003e Educational Health Care Providers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Behavior Disorders\u003cbr\u003e Causes and Prevalence\u003cbr\u003e Classification and Diagnosis\u003cbr\u003e Instructional Considerations\u003cbr\u003e Program Placement\u003cbr\u003e Instructional Strategies\u003cbr\u003e Physical Activities\u003cbr\u003e Assessment and Evaluation\u003cbr\u003e Educational Health Care Providers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Sensory Impairments\u003cbr\u003e Causes and Prevalence\u003cbr\u003e Classification and Diagnosis\u003cbr\u003e Instructional Considerations\u003cbr\u003e Program Placement and Focus\u003cbr\u003e Instructional Strategies\u003cbr\u003e Physical Activities\u003cbr\u003e Assessment and Evaluation\u003cbr\u003e Educational Health Care Providers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Orthopedic Impairment and Traumatic Brain Injury\u003cbr\u003e Causes and Prevalence\u003cbr\u003e Classification and Diagnosis\u003cbr\u003e Instructional Considerations\u003cbr\u003e Program Placement and Focus\u003cbr\u003e Instructional Strategies\u003cbr\u003e Physical Activities\u003cbr\u003e Assessment and Evaluation\u003cbr\u003e Educational Health Care Providers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Other Health Impairment\u003cbr\u003e Obesity\u003cbr\u003e Diabetes Mellitus\u003cbr\u003e Asthma\u003cbr\u003e Epilepsy\u003cbr\u003e Human Immunodeficiency Virus\u003cbr\u003e Sickle Cell Anemia\u003cbr\u003e Hemophilia\u003cbr\u003e Temporary Conditions of Disability\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Adult Adapted Physical Activity\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Health-Related Fitness\u003cbr\u003e Components of Health-Related Fitness\u003cbr\u003e Exercise Intensity\u003cbr\u003e Exercise Recommendations\u003cbr\u003e Health and Disability\u003cbr\u003e Exercise Initiation\u003cbr\u003e Considerations for Selected Conditions\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Leisure Activity\u003cbr\u003e Community and Professional Resources\u003cbr\u003e Leisure Activity Checklist\u003cbr\u003e Aging and Disability\u003cbr\u003e Leisure Activity Recommendations\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Adapted Sport\u003cbr\u003e Experience and Training\u003cbr\u003e Adapted Sport in Adulthood\u003cbr\u003e Professional Support\u003cbr\u003e Classifications for Adapted Sport\u003cbr\u003e Individual Sports\u003cbr\u003e Dual Sports\u003cbr\u003e Team Sports\u003cbr\u003e Summary\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eCarol Leitschuh, PhD,\u003c\/b\u003e is a consultant. She is a former faculty member of the University of Minnesota (UMN) School of Kinesiology, where she taught in the doctoral, master’s, and bachelor’s degree programs. She was also coordinator of the UMN master's program in developmental and adapted physical education, affiliated with the Center for Early Education and Development (CEED) and Center for Neurobehavioral Development (CNBD). Dr. Leitschuh received an Initial Career Award from the Office of Special Education Programs. She developed a tool that monitored the early movement skills of infants and toddlers. Twice she was a visiting scholar of the Erasmus Mundus Program in Adapted Physical Activity. As a Fulbright Scholar in child development, she was a lecturer in the Czech Republic. She received her PhD in human performance, focusing on movement studies in disability. She was awarded a postdoctoral research fellowship at Juniper Gardens Children’s Program at the University of Kansas.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMarquell Johnson, PhD,\u003c\/b\u003e is a professor at the University of Wisconsin–Eau Claire (UWEC) and is the director of rehabilitation science and the director of the physical activity and recreation for individuals with disabilities in the university’s P.R.I.D.E. and P.R.I.D.E.4Adults outreach programs. He received his PhD in nutrition and exercise science, focusing on movement studies in disability. He has received the Dr. Ron Satz Teacher\/Scholar Award (2017); an Excellence in Mentoring in Research, Scholarship, and Creative Activity Award (2016); the UWEC Excellence in Service-Learning as a Faculty Mentor Award (2014); and numerous other awards. His teaching focuses on adapted physical activity and motor development, rehabilitation science, research methods, research and creative activities, physical activity and health behaviors of individuals with disabilities, and related areas.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/autism-spectrum-disorder-social-skills-training-in-young-children\"\u003eAutism Spectrum Disorder: Social Skills Training in Young Children\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/health-and-disability\"\u003eHealth and Disability\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/intellectual-disability-adaptive-functioning-and-levels-of-support\"\u003eIntellectual Disability: Adaptive Functioning and Levels of Support\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/orthopedic-impairment-and-traumatic-brain-injury-program-placement-and-focus\"\u003eOrthopedic Impairment and Traumatic Brain Injury: Program Placement and Focus\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/professional-roles-in-adapted-physical-activity\"\u003eProfessional Roles in Adapted Physical Activity\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructor guide.\u003c\/b\u003e Includes several resources that instructors can use throughout the semester as they organize and teach their course. In addition to a sample syllabus and course outline, instructors will find objectives, summaries, outlines, and tips for each chapter.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package.\u003c\/b\u003e Contains over 350 questions in true-false, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests. Instructors may also create their own customized quizzes or tests from the test bank questions. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes (10 questions each) to assess student comprehension of the most important concepts in each chapter. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e Features more than 300 PowerPoint slides of text, artwork, and photos from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Carol Leitschuh,Marquell Johnson","offers":[{"title":"Ebook","offer_id":40353536639050,"sku":null,"price":90.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9c6221bedd0f332267a5d3e63cc16007.jpg?v=1779865943"},{"product_id":"strategies-for-inclusion-4th-edition-hkpropel-access","title":"Strategies for Inclusion 4th Edition HKPropel Access-Ebook not included","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eNOTE: This product provides access only to the supplemental online content for \u003c\/b\u003e\u003ci\u003e\u003cb\u003eStrategies for Inclusion, Fourth Edition\u003c\/b\u003e\u003c\/i\u003e\u003cb\u003e. It does not include access to the ebook. Purchase this product only if you already own the book or ebook.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eTo assist in using the text, the fourth edition of \u003ci\u003eStrategies for Inclusion\u003c\/i\u003e has related materials delivered through HK\u003ci\u003ePropel\u003c\/i\u003e. These include five ready-to-use PowerPoint training modules that instructors or administrators can use for in-service workshops for their students or staff. Topics include the following:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eAssessments\u003c\/li\u003e\n\u003cli\u003eUniversal design for learning\u003c\/li\u003e\n\u003cli\u003eLieberman-Brian Inclusion Rating Scale for Physical Education (LIRSPE) intervention\u003c\/li\u003e\n\u003cli\u003eParaeducator training\u003c\/li\u003e\n\u003cli\u003ePeer tutor training\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003eAlso included in HK\u003ci\u003ePropel\u003c\/i\u003e are rubrics and adaptation charts with clickable checkboxes that can be saved and adapted for each student.\u003cbr\u003e\u003cbr\u003eA code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books and some ebooks. For ebook formats that don’t provide an access code, one may be purchased separately.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e","brand":"Lauren J. Lieberman,Cathy Houston-Wilson,Michelle Grenier","offers":[{"title":"Online Resource","offer_id":40398344421450,"sku":null,"price":29.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/products\/0aff4982f1102fd6f2bf561a6795437d_0a7a0359-75be-4231-91a7-5e7942c4fbeb.jpg?v=1777401620"},{"product_id":"strategies-for-inclusion-4th-edition-with-hkpropel-access","title":"Strategies for Inclusion 4th Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003eSince the passage of the Individuals with Disabilities Education Act in 1975, the process of including students with disabilities in general physical education classes has become a reality for school districts. Unfortunately for many students with disabilities, the transition from traditionally segregated classrooms to supportive, inclusive environments has been a continual struggle for all parties involved.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eStrategies for Inclusion, Fourth Edition,\u003c\/i\u003e facilitates a smooth transition and continues to raise the bar for successful integration of students with disabilities into general and adapted physical education settings. Its practical and easy-to-implement planning and assessment strategies make this a complete resource for current and future K-12 PE teachers.\u003cbr\u003e\u003cbr\u003eThe fourth edition provides background information and a clear road map for successful inclusion of students with disabilities in physical education settings. It offers 38 teachable units, complete with assessment tools and step-by-step guidelines for curriculum planning. Each unit contains an assessment rubric and provides ideas on how to incorporate objectives from the student’s individualized education plan (IEP). Adaptations and accommodations are also included in each unit and are divided into the categories of environment, equipment, instruction, and rules. The inclusive curriculum includes the following:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e10 elementary units for basic skills such as balance and object control\u003c\/li\u003e\n\u003cli\u003e11 sport units for team sports such as basketball and golf\u003c\/li\u003e\n\u003cli\u003e5 health and fitness units, including swimming and weight training\u003c\/li\u003e\n\u003cli\u003e12 recreation and life skills units such as paddleboarding and dancing\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003eEach chapter of the text includes an opening scenario designed to help the reader explore their thoughts and feelings regarding various aspects of inclusion and adapted physical education. Teaching tips and ready-to-use forms, charts, and strategies are included, as well as a brand-new chapter on interdisciplinary and transdisciplinary collaborative practices to promote student engagement. In places where the SHAPE America National Standards for K-12 Physical Education are mentioned, they have been updated to the latest revision of the standards.\u003cbr\u003e\u003cbr\u003eIn addition, the fourth edition now offers five ready-to-use PowerPoint training modules, delivered in HK\u003ci\u003ePropel\u003c\/i\u003e, that instructors or administrators can use for in-service workshops for their students or staff. Teachers will be empowered to advocate for themselves and their students with disabilities to receive the necessary supports that enable all students to lead a healthy and active lifestyle. The training module topics include\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eassessments,\u003c\/li\u003e\n\u003cli\u003euniversal design for learning,\u003c\/li\u003e\n\u003cli\u003eLieberman-Brian Inclusion Rating Scale for Physical Education (LIRSPE) intervention,\u003c\/li\u003e\n\u003cli\u003eparaeducator training, and\u003c\/li\u003e\n\u003cli\u003epeer training.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003ci\u003eStrategies for Inclusion\u003c\/i\u003e offers the most up-to-date and useful strategies to include children with disabilities in physical education classes. With it, physical and adapted physical educators will help empower all students with the knowledge that anything is possible and that their goals can be achieved through understanding, cooperation, and creativity.\u003cbr\u003e\u003cbr\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books.\u003cbr\u003e \u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003ci\u003e\u003cb\u003eAudiences: \u003c\/b\u003eUndergraduate and graduate students in physical education, adapted physical education, recreation, and special education courses; also K-12 and special education teachers, recreation directors, and therapeutic recreation specialists.\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Understanding Inclusion\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1. Inclusion in Physical Education\u003c\/b\u003e\u003cbr\u003e Legislative Mandates: A Historical Perspective\u003cbr\u003e Placement Options in Physical Education\u003cbr\u003e Roles and Responsibilities of General Physical Education Teachers\u003cbr\u003e Roles and Responsibilities of Adapted Physical Education Specialists\u003cbr\u003e Benefits of Including Students With Disabilities With Their Peers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2. Assessment: The Cornerstone of Effective Instruction\u003c\/b\u003e\u003cbr\u003e Features of Effective Assessment\u003cbr\u003e Traditional Assessment Techniques\u003cbr\u003e Authentic Assessment\u003cbr\u003e Alternative Assessment\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3. The Placement Process in Physical Education\u003c\/b\u003e\u003cbr\u003e Physical Education Placement Challenges\u003cbr\u003e Special Education Process\u003cbr\u003e Dignity of Risk\u003cbr\u003e Assessing the Placement\u003cbr\u003e The Lieberman-Brian Inclusion Rating Scale for Physical Education\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4. Individualized Education Plans\u003c\/b\u003e\u003cbr\u003e The IEP Process\u003cbr\u003e The Role of Assessment in IEPs\u003cbr\u003e Components of the IEP\u003cbr\u003e Electronically Generated IEPs\u003cbr\u003e Physical Educator’s Role in the IEP Process\u003cbr\u003e Incorporating Goals and Objectives Into the General Physical Education Class\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5. Collaborative Practice That Promotes Student Engagement\u003c\/b\u003e\u003cbr\u003e Nuts and Bolts of Collaboration\u003cbr\u003e Overcoming Barriers to Collaborative Participation\u003cbr\u003e Getting a Place at the Table\u003cbr\u003e Steps in the Collaborative Process\u003cbr\u003e Practical Applications to the Collaborative Process\u003cbr\u003e Coteaching as a Practice for Working With the APE or GPE Teacher\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6. Positive Interventions to Manage Behaviors and Increase Student Performance\u003c\/b\u003e\u003cbr\u003e Strategies to Identify and Avoid Behavior Challenges\u003cbr\u003e Understanding the Reasons for Inappropriate Behavior\u003cbr\u003e Interventions and Strategies to Improve Behavior\u003cbr\u003e Strategies to Decrease or Redirect Inappropriate Behavior\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7. Universal Design for Learning\u003c\/b\u003e\u003cbr\u003e Universal Design in Physical Education\u003cbr\u003e Self-Advocacy\u003cbr\u003e Differentiation, Adaptions and Accommodations\u003cbr\u003e Process of Adapting Activities\u003cbr\u003e Types of Adaptation\u003cbr\u003e Infusing the Paralympics Into the Curriculum\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8. Support Personnel\u003c\/b\u003e\u003cbr\u003e Peer Tutors\u003cbr\u003e Paraeducators\u003cbr\u003e College Students\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9. Transition Planning\u003c\/b\u003e\u003cbr\u003e Dr. Amaury Samalot-Rivera\u003cbr\u003e Transition Services and the IEP\u003cbr\u003e Functional Approach in Transition Planning\u003cbr\u003e Transition Activities for Effective Social Inclusion\u003cbr\u003e Assessment in Transition\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Strategies for Inclusion\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10. Basic Skills\u003c\/b\u003e\u003cbr\u003e Balance\u003cbr\u003e Body Awareness\u003cbr\u003e Hula-Hoop Activities\u003cbr\u003e Jump Rope\u003cbr\u003e Locomotor Skills\u003cbr\u003e Cooperative Games\u003cbr\u003e Object Control Skills\u003cbr\u003e Parachute Activities\u003cbr\u003e Rhythmic Skills\u003cbr\u003e Scooter Board Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11. Sport Skills\u003c\/b\u003e\u003cbr\u003e Softball\u003cbr\u003e Volleyball\u003cbr\u003e Basketball\u003cbr\u003e Soccer\u003cbr\u003e Tennis\u003cbr\u003e Badminton\u003cbr\u003e Flag Football\u003cbr\u003e Golf\u003cbr\u003e Track and Field\u003cbr\u003e Gymnastics\u003cbr\u003e Wrestling\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12. Health and Fitness\u003c\/b\u003e\u003cbr\u003e Swimming\u003cbr\u003e Aerobics\u003cbr\u003e Weight Training\u003cbr\u003e Cross-Country Skiing\u003cbr\u003e Fitness Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13. Recreation and Life Skills\u003c\/b\u003e\u003cbr\u003e Backpacking and Hiking\u003cbr\u003e Bowling\u003cbr\u003e Fishing\u003cbr\u003e Rock Climbing\u003cbr\u003e Skating and In-Line Skating\u003cbr\u003e Canoeing\u003cbr\u003e Line Dancing\u003cbr\u003e Martial Arts\u003cbr\u003e Yoga\u003cbr\u003e Dancing\u003cbr\u003e Spikeball\u003cbr\u003e Paddleboarding\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAppendix A. \u003c\/b\u003eTeachers’ Guide to Helping Students Appreciate Their Peers With Disabilities\u003cbr\u003e\u003cb\u003eAppendix B. \u003c\/b\u003eSpecial Education Terminology\u003cbr\u003e\u003cb\u003eAppendix C. \u003c\/b\u003eBrockport Aquatic Skills Checklist\u003cbr\u003e\u003cb\u003eAppendix D. \u003c\/b\u003eParent and Teacher IEP Checklist for Physical Education\u003cbr\u003e\u003cbr\u003e References\u003cbr\u003e Index\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eLauren J. Lieberman, PhD,\u003c\/b\u003e is a distinguished service professor at State University of New York, College at Brockport. She has taught higher education since 1995 and previously taught at Perkins School for the Blind. She teaches undergraduate and graduate courses in adapted physical education.\u003cbr\u003e\u003cbr\u003e Lieberman has written 24 books on adapted physical education and more than 210 peer-reviewed articles. She started Camp Abilities, an overnight educational sports camp for children with visual impairments. This camp is now replicated in 20 states and eight countries. She was awarded a Global Fulbright Scholarship in fall 2019 to replicate Camp Abilities in Ghana, Ireland, and Brazil.\u003cbr\u003e\u003cbr\u003e Lieberman is past chair of the Adapted Physical Activity Council (APAC). She is currently on the board of the division of recreation and sport for the Association for Education and Rehabilitation of the Blind and Visually Impaired, and she has served on the editorial boards of the \u003ci\u003eJournal of Visual Impairment and Blindness\u003c\/i\u003e and \u003ci\u003ePalaestra\u003c\/i\u003e. In her leisure time, she enjoys ultimate Frisbee, biking, running, kayaking, hiking, pickleball, reading, and playing the guitar.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eCathy Houston-Wilson, PhD, \u003c\/b\u003eis a professor at State University of New York, College at Brockport, and also serves as chairperson for the department of kinesiology, sport studies, and physical education. She has taught in higher education since 1993, teaching classes in adapted physical education and pedagogy. She is a frequent presenter on adapted physical education (APE) at conferences and workshops and provides in-service training on APE to school districts across New York State. Houston-Wilson has taught APE in a residential facility as well as in public schools.\u003cbr\u003e\u003cbr\u003e She is past president of the adapted physical education section of New York State AHPERD, and she is past president and a current board member of Phi Epsilon Kappa. In addition, she is actively involved in a variety of community-based activities, including Lifetime Assistance, an agency dedicated to serving individuals with developmental disabilities; Brockport Community Rowing Club, a club of which she is president and a founding member; and Camp Koinonia, a faith-based camp for families for which she serves as president of the board of directors.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMichelle Grenier, PhD,\u003c\/b\u003e is a professor emeritus from the University of New Hampshire. She has extensive experience working in the field of adapted physical education, using inclusive pedagogies that address the needs of all students. She has published several books, including \u003ci\u003eUniversal Design for Learning in Physical Education, Physical Education for Students With Moderate to Severe Disabilities,\u003c\/i\u003e and \u003ci\u003ePhysical Education for Students With Autism Spectrum Disorders: A Comprehensive Approach\u003c\/i\u003e. Grenier is internationally recognized for her work on inclusive practices and disability sports. She recently served as president for the National Consortium for Physical Education for Individuals with Disabilities (NCPEID).\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/chapter-eight-s-opening-scenario\"\u003eChapter eight’s opening scenario\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/hula-hoop-activities-potential-accommodations-and-adaptations\"\u003eHula hoop activities: potential accommodations and adaptations\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/overcoming-barriers-to-collaborative-participation\"\u003eOvercoming barriers to collaborative participation\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Lauren J. Lieberman,Cathy Houston-Wilson,Michelle Grenier","offers":[{"title":"Paperback With Online Resource","offer_id":40398344454218,"sku":null,"price":89.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/901000fd0e29504dfea8dab3d0f4b86e.jpg?v=1777401536"},{"product_id":"adapted-physical-education-national-standards-3rd-edition-epub","title":"Adapted Physical Education National Standards 3rd Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author-and-editor\" id=\"display-author-and-editor\"\u003eAuthor \u0026amp; Editor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003ci\u003eAdapted Physical Education National Standards, Third Edition,\u003c\/i\u003e thoroughly covers the latest Adapted Physical Education National Standards (APENS), offering current knowledge and best practices for teaching adapted physical education.\u003cbr\u003e\u003cbr\u003e This new edition solidifies the book’s reputation as an essential resource for adapted physical educators. Representing the first major revision to the standards since 2006, \u003ci\u003eAdapted Physical Education National Standards, Third Edition,\u003c\/i\u003e fully explains the 15 national standards as established by the National Consortium for Physical Education for Individuals with Disabilities (NCPEID).\u003cbr\u003e\u003cbr\u003e In addition to updating the national standards, this resource offers educators and professionals two other important updates: a new web study guide and a fresh design of the text.\u003cbr\u003e\u003cbr\u003e The study guide includes important information and more than 1,100 sample test questions for educators who are studying to take the Certified Adapted Physical Educator (CAPE) exam. This new tool allows candidates to prepare for the exam by taking practice quizzes based on the content within each standard. For each practice quiz, the reader is presented with questions randomly drawn from a pool of questions for that standard, ensuring a wide variety of sample exam possibilities. The candidate then receives a score and can review the correct and incorrect answers to determine areas for further study. Candidates can also view and download a comprehensive list of all questions for all standards.\u003cbr\u003e\u003cbr\u003e The new text design makes the content within each standard easier to read, providing a greater understanding of each level at a glance. Each of the 15 standards is presented in five levels. The level for a typical standard is organized this way: \u003cul\u003e\n\u003cli\u003e\n\u003cb\u003eLevel 1:\u003c\/b\u003e the standard number and name\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eLevel 2:\u003c\/b\u003e the major components of the standard\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eLevel 3:\u003c\/b\u003e the standard’s subcomponents—dependent pieces of knowledge of fact or principle related to the major component\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eLevel 4: \u003c\/b\u003eadapted physical education content—additional knowledge regarding the subcomponents that teachers working with individuals with disabilities need to know\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eLevel 5:\u003c\/b\u003e application of adapted physical education content from level 4 to teaching individuals with disabilities\u003c\/li\u003e\n\u003c\/ul\u003e Levels 1 through 3 outline the basic instructional competencies that physical educators who teach students in integrated or segregated environments must be able to demonstrate. Those levels provide the foundation for levels 4 and 5. The standards are logical extensions of SHAPE America’s 2017 National Standards for Initial Physical Education Teacher Education, SHAPE America’s 2008 Advanced Standards for Physical Education, and the National Board for Professional Teaching Standards’ 2014 Physical Education Standards.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eAdapted Physical Education National Standards, Third Edition,\u003c\/i\u003e is useful for a variety of stakeholders: \u003cul\u003e\n\u003cli\u003ePhysical education majors and in-service teachers who are preparing for the APENS exam\u003c\/li\u003e\n\u003cli\u003eHigher education faculty members who want to evaluate their adapted physical education preparation programs\u003c\/li\u003e\n\u003cli\u003eK-12 administrators who want to use APENS exam results for reviewing and hiring new teachers\u003c\/li\u003e\n\u003cli\u003eParents of children who require adapted physical education instruction, to inquire at their child’s IEP meeting about the qualifications of the physical educator for their child\u003c\/li\u003e\n\u003c\/ul\u003e The book features an appendix of Frequently Asked Questions, a glossary of terms that includes abbreviations and acronyms in the field, and a summative list of references that were used by NCPEID committees in developing the APENS standards. It also includes an overview of NCPEID and a detailed description of how the standards and the certification exam were developed.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eAdapted Physical Education National Standards, Third Edition,\u003c\/i\u003e will keep readers up to date on the standards, help them prepare for the CAPE exam, and help ensure that high-quality adapted physical education is available for all students who can benefit from it.\u003ch4\u003eAudience\u003c\/h4\u003eReference for adapted physical activity professionals. Preparation for physical educators studying for the Certified Adapted Physical Educator (CAPE) exam.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cb\u003eIntroduction\u003c\/b\u003e\u003cbr\u003e Standards\u003cbr\u003e Organization of the Text\u003cbr\u003e APENS and Professional Standards for Physical Education\u003cbr\u003e How to Use This Manual\u003cbr\u003e Using the Web Study Guide\u003cbr\u003e Frequently Asked Questions\u003cbr\u003e Glossary\u003cbr\u003e Bibliography\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 1. \u003c\/b\u003eHuman Development\u003cbr\u003e Understand cognitive development\u003cbr\u003e Demonstrate knowledge of language and cognitive development through the lifespan\u003cbr\u003e Understand essential concepts related to social or affective development\u003cbr\u003e Understand theories of moral development in children and youth\u003cbr\u003e Understand different personality theories as they relate to human behavior\u003cbr\u003e Demonstrate knowledge of factors influencing development\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 2. \u003c\/b\u003eMotor Behavior\u003cbr\u003e Understand motor development\u003cbr\u003e Understand motor learning\u003cbr\u003e Understand motor control\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 3. \u003c\/b\u003eExercise Science\u003cbr\u003e Exercise Physiology Principles\u003cbr\u003e Neural Control\u003cbr\u003e Muscular Concepts\u003cbr\u003e Cardiorespiratory Factors\u003cbr\u003e Respiratory Factors\u003cbr\u003e Nutrition\u003cbr\u003e Body Composition\u003cbr\u003e Environmental Effects\u003cbr\u003e Exercise Prescription and Training\u003cbr\u003e Biomechanics\/Kinesiology\u003cbr\u003e Bone Growth and Development\u003cbr\u003e Neuromuscular Function\u003cbr\u003e Human Skeletal Articulations\u003cbr\u003e Neck and Upper Extremity Movement\u003cbr\u003e Spine and Pelvis Movement\u003cbr\u003e Lower Extremity Movement\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 4. \u003c\/b\u003eMeasurement and Evaluation\u003cbr\u003e Standardized Procedures\u003cbr\u003e Types of Scores\u003cbr\u003e Standard Scores\u003cbr\u003e Indicators of Relationship Between Performances\u003cbr\u003e Normal Curve\u003cbr\u003e Descriptive Values\u003cbr\u003e Measures of Position\u003cbr\u003e Test Characteristics\u003cbr\u003e Pretest Planning\u003cbr\u003e Performance Standards\u003cbr\u003e Data Gathering\u003cbr\u003e Performance Sampling\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 5.\u003c\/b\u003e History and Philosophy\u003cbr\u003e Educational Reform\u003cbr\u003e Law\u003cbr\u003e History\u003cbr\u003e Philosophy\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 6. \u003c\/b\u003eUnique Attributes of Learners\u003cbr\u003e Autism Spectrum Disorder\u003cbr\u003e Deaf\/Blind\u003cbr\u003e Deafness and Hearing Impairments\u003cbr\u003e Emotional Disturbances\u003cbr\u003e Hearing Impairments\u003cbr\u003e Intellectual Disability\u003cbr\u003e Multiple Disabilities\u003cbr\u003e Orthopedic Impairment\u003cbr\u003e Other Health Impairment\u003cbr\u003e Specific Learning Disabilities\u003cbr\u003e Speech and Language Disorders\u003cbr\u003e Traumatic Brain Injury\u003cbr\u003e Visual Impairments Including Blindness\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 7.\u003c\/b\u003e Curriculum Theory and Development\u003cbr\u003e Curriculum Design\u003cbr\u003e Evaluate Curriculum Appropriateness\u003cbr\u003e Needs Assessment\u003cbr\u003e Curriculum Objectives and Content\u003cbr\u003e Learning Experiences\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 8.\u003c\/b\u003e Assessment\u003cbr\u003e Legislative Issues\u003cbr\u003e Terminology\u003cbr\u003e Administration\u003cbr\u003e Administration\u003cbr\u003e Interpretation\u003cbr\u003e Decision Making\u003cbr\u003e Skills Required of the Assessment Team\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 9.\u003c\/b\u003e Instructional Design and Planning\u003cbr\u003e Curriculum Plan\u003cbr\u003e Units and Lesson Plans\u003cbr\u003e IEP and IFSP\u003cbr\u003e Technology Applications\u003cbr\u003e Assistive Devices\u003cbr\u003e Mobility Devices\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 10.\u003c\/b\u003e Teaching\u003cbr\u003e Teaching Styles\u003cbr\u003e Teaching Behaviors\u003cbr\u003e Applied Behavior Analysis Principles\u003cbr\u003e Preventative Strategies\u003cbr\u003e Increasing Behaviors\u003cbr\u003e Decreasing Behaviors\u003cbr\u003e Other Management Methods\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 11. \u003c\/b\u003eConsultation and Staff Development\u003cbr\u003e Motivation\u003cbr\u003e Administrative Skills\u003cbr\u003e Group Dynamics\u003cbr\u003e Interpersonal Communication Skills\u003cbr\u003e Psychological Dimensions\u003cbr\u003e Consulting Models\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 12. \u003c\/b\u003eStudent and Program Evaluation\u003cbr\u003e Student Outcomes\u003cbr\u003e Program Operations\u003cbr\u003e Consumer Satisfaction\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 13. \u003c\/b\u003eContinuing Education\u003cbr\u003e Professional Growth\u003cbr\u003e Current Literature\u003cbr\u003e Professional Organizations\u003cbr\u003e Technology\u003cbr\u003e Teaching Certification\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 14. \u003c\/b\u003eEthics\u003cbr\u003e Understand the need for professional standards\u003cbr\u003e Understand and value appropriate professional conduct\u003cbr\u003e Understand the need to advance the professional knowledge base\u003cbr\u003e Advance the profession\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 15.\u003c\/b\u003e Communication\u003cbr\u003e Parents and Families\u003cbr\u003e Public Relations\u003cbr\u003e Roles of Other Professionals\u003cbr\u003e Team Approach\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAppendix A. \u003c\/b\u003eNational Consortium for Physical Education for Individuals with Disabilities\u003cbr\u003e\u003cb\u003eAppendix B.\u003c\/b\u003e How the Adapted Physical Education Standards and National Certification Examination Were Developed\u003cbr\u003e\u003cb\u003eAppendix C.\u003c\/b\u003e Frequently Asked Questions\u003cbr\u003e\u003cb\u003eAppendix D.\u003c\/b\u003e APENS 2018 Evaluation and Review Committee Members\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author-and-editor\" class=\"tab-content\"\u003e \u003cb\u003eLuke E. Kelly, PhD,\u003c\/b\u003e is a certified adapted physical educator and is a professor of kinesiology, holder of the Virgil S. Ward endowed professorship, and director of the graduate programs in adapted physical education at the University of Virginia. He has 38 years of experience working with public schools in evaluating and revising their physical education curricula to meet the needs of students with disabilities. Dr. Kelly has written extensively about the achievement-based curriculum model, assessment, and the use of technology in physical education. Dr. Kelly has served as the president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) and directed the NCPEID adapted physical education national standards project from 1992 to 1999. Dr. Kelly is a fellow in the National Academy of Kinesiology (formerly the American Academy of Kinesiology and Physical Education). He has also received the G. Lawrence Rarick Research Award and the William A. Hillman Distinguished Service Award from the NCPEID. His hobbies and interests include fly-fishing, reforestation, and building projects.\u003c\/div\u003e\u003c!--end tabAuthor-and-Editor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/15-broad-standard-areas-for-adapted-physical-educators\"\u003e15 Broad Standard Areas for Adapted Physical Educators\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/national-consortium-for-physical-education-for-individuals-with-disabilities\"\u003eNational Consortium for Physical Education for Individuals with Disabilities\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/understand-the-command-style-of-teaching\"\u003eUnderstand the Command Style of Teaching\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to course adopters and available online.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eWeb study guide. \u003c\/strong\u003eFeatures 1,168 sample test questions so candidates can take practice quizzes based on the content within each standard.\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"National Consortium for PE for Individuals With Disabilities,Luke E. Kelly","offers":[{"title":"Ebook","offer_id":41539465904202,"sku":null,"price":42.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/2b997452333dbed72441bf27125a32a3_f368e55d-076f-4fa7-87f0-0099039c525e.jpg?v=1779865984"},{"product_id":"adapted-physical-education-national-standards-3rd-edition-with-web-study-guide","title":"Adapted Physical Education National Standards 3rd Edition With Web Study Guide","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author-and-editor\" id=\"display-author-and-editor\"\u003eAuthor \u0026amp; Editor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003ci\u003eAdapted Physical Education National Standards, Third Edition,\u003c\/i\u003e thoroughly covers the latest Adapted Physical Education National Standards (APENS), offering current knowledge and best practices for teaching adapted physical education.\u003cbr\u003e\u003cbr\u003e This new edition solidifies the book’s reputation as an essential resource for adapted physical educators. Representing the first major revision to the standards since 2006, \u003ci\u003eAdapted Physical Education National Standards, Third Edition,\u003c\/i\u003e fully explains the 15 national standards as established by the National Consortium for Physical Education for Individuals with Disabilities (NCPEID).\u003cbr\u003e\u003cbr\u003e In addition to updating the national standards, this resource offers educators and professionals two other important updates: a new web study guide and a fresh design of the text.\u003cbr\u003e\u003cbr\u003e The study guide includes important information and more than 1,100 sample test questions for educators who are studying to take the Certified Adapted Physical Educator (CAPE) exam. This new tool allows candidates to prepare for the exam by taking practice quizzes based on the content within each standard. For each practice quiz, the reader is presented with questions randomly drawn from a pool of questions for that standard, ensuring a wide variety of sample exam possibilities. The candidate then receives a score and can review the correct and incorrect answers to determine areas for further study. Candidates can also view and download a comprehensive list of all questions for all standards.\u003cbr\u003e\u003cbr\u003e The new text design makes the content within each standard easier to read, providing a greater understanding of each level at a glance. Each of the 15 standards is presented in five levels. The level for a typical standard is organized this way: \u003cul\u003e\n\u003cli\u003e\n\u003cb\u003eLevel 1:\u003c\/b\u003e the standard number and name\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eLevel 2:\u003c\/b\u003e the major components of the standard\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eLevel 3:\u003c\/b\u003e the standard’s subcomponents—dependent pieces of knowledge of fact or principle related to the major component\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eLevel 4: \u003c\/b\u003eadapted physical education content—additional knowledge regarding the subcomponents that teachers working with individuals with disabilities need to know\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eLevel 5:\u003c\/b\u003e application of adapted physical education content from level 4 to teaching individuals with disabilities\u003c\/li\u003e\n\u003c\/ul\u003e Levels 1 through 3 outline the basic instructional competencies that physical educators who teach students in integrated or segregated environments must be able to demonstrate. Those levels provide the foundation for levels 4 and 5. The standards are logical extensions of SHAPE America’s 2017 National Standards for Initial Physical Education Teacher Education, SHAPE America’s 2008 Advanced Standards for Physical Education, and the National Board for Professional Teaching Standards’ 2014 Physical Education Standards.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eAdapted Physical Education National Standards, Third Edition,\u003c\/i\u003e is useful for a variety of stakeholders: \u003cul\u003e\n\u003cli\u003ePhysical education majors and in-service teachers who are preparing for the APENS exam\u003c\/li\u003e\n\u003cli\u003eHigher education faculty members who want to evaluate their adapted physical education preparation programs\u003c\/li\u003e\n\u003cli\u003eK-12 administrators who want to use APENS exam results for reviewing and hiring new teachers\u003c\/li\u003e\n\u003cli\u003eParents of children who require adapted physical education instruction, to inquire at their child’s IEP meeting about the qualifications of the physical educator for their child\u003c\/li\u003e\n\u003c\/ul\u003e The book features an appendix of Frequently Asked Questions, a glossary of terms that includes abbreviations and acronyms in the field, and a summative list of references that were used by NCPEID committees in developing the APENS standards. It also includes an overview of NCPEID and a detailed description of how the standards and the certification exam were developed.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eAdapted Physical Education National Standards, Third Edition,\u003c\/i\u003e will keep readers up to date on the standards, help them prepare for the CAPE exam, and help ensure that high-quality adapted physical education is available for all students who can benefit from it.\u003ch4\u003eAudience\u003c\/h4\u003eReference for adapted physical activity professionals. Preparation for physical educators studying for the Certified Adapted Physical Educator (CAPE) exam.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cb\u003eIntroduction\u003c\/b\u003e\u003cbr\u003e Standards\u003cbr\u003e Organization of the Text\u003cbr\u003e APENS and Professional Standards for Physical Education\u003cbr\u003e How to Use This Manual\u003cbr\u003e Using the Web Study Guide\u003cbr\u003e Frequently Asked Questions\u003cbr\u003e Glossary\u003cbr\u003e Bibliography\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 1. \u003c\/b\u003eHuman Development\u003cbr\u003e Understand cognitive development\u003cbr\u003e Demonstrate knowledge of language and cognitive development through the lifespan\u003cbr\u003e Understand essential concepts related to social or affective development\u003cbr\u003e Understand theories of moral development in children and youth\u003cbr\u003e Understand different personality theories as they relate to human behavior\u003cbr\u003e Demonstrate knowledge of factors influencing development\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 2. \u003c\/b\u003eMotor Behavior\u003cbr\u003e Understand motor development\u003cbr\u003e Understand motor learning\u003cbr\u003e Understand motor control\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 3. \u003c\/b\u003eExercise Science\u003cbr\u003e Exercise Physiology Principles\u003cbr\u003e Neural Control\u003cbr\u003e Muscular Concepts\u003cbr\u003e Cardiorespiratory Factors\u003cbr\u003e Respiratory Factors\u003cbr\u003e Nutrition\u003cbr\u003e Body Composition\u003cbr\u003e Environmental Effects\u003cbr\u003e Exercise Prescription and Training\u003cbr\u003e Biomechanics\/Kinesiology\u003cbr\u003e Bone Growth and Development\u003cbr\u003e Neuromuscular Function\u003cbr\u003e Human Skeletal Articulations\u003cbr\u003e Neck and Upper Extremity Movement\u003cbr\u003e Spine and Pelvis Movement\u003cbr\u003e Lower Extremity Movement\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 4. \u003c\/b\u003eMeasurement and Evaluation\u003cbr\u003e Standardized Procedures\u003cbr\u003e Types of Scores\u003cbr\u003e Standard Scores\u003cbr\u003e Indicators of Relationship Between Performances\u003cbr\u003e Normal Curve\u003cbr\u003e Descriptive Values\u003cbr\u003e Measures of Position\u003cbr\u003e Test Characteristics\u003cbr\u003e Pretest Planning\u003cbr\u003e Performance Standards\u003cbr\u003e Data Gathering\u003cbr\u003e Performance Sampling\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 5.\u003c\/b\u003e History and Philosophy\u003cbr\u003e Educational Reform\u003cbr\u003e Law\u003cbr\u003e History\u003cbr\u003e Philosophy\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 6. \u003c\/b\u003eUnique Attributes of Learners\u003cbr\u003e Autism Spectrum Disorder\u003cbr\u003e Deaf\/Blind\u003cbr\u003e Deafness and Hearing Impairments\u003cbr\u003e Emotional Disturbances\u003cbr\u003e Hearing Impairments\u003cbr\u003e Intellectual Disability\u003cbr\u003e Multiple Disabilities\u003cbr\u003e Orthopedic Impairment\u003cbr\u003e Other Health Impairment\u003cbr\u003e Specific Learning Disabilities\u003cbr\u003e Speech and Language Disorders\u003cbr\u003e Traumatic Brain Injury\u003cbr\u003e Visual Impairments Including Blindness\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 7.\u003c\/b\u003e Curriculum Theory and Development\u003cbr\u003e Curriculum Design\u003cbr\u003e Evaluate Curriculum Appropriateness\u003cbr\u003e Needs Assessment\u003cbr\u003e Curriculum Objectives and Content\u003cbr\u003e Learning Experiences\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 8.\u003c\/b\u003e Assessment\u003cbr\u003e Legislative Issues\u003cbr\u003e Terminology\u003cbr\u003e Administration\u003cbr\u003e Administration\u003cbr\u003e Interpretation\u003cbr\u003e Decision Making\u003cbr\u003e Skills Required of the Assessment Team\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 9.\u003c\/b\u003e Instructional Design and Planning\u003cbr\u003e Curriculum Plan\u003cbr\u003e Units and Lesson Plans\u003cbr\u003e IEP and IFSP\u003cbr\u003e Technology Applications\u003cbr\u003e Assistive Devices\u003cbr\u003e Mobility Devices\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 10.\u003c\/b\u003e Teaching\u003cbr\u003e Teaching Styles\u003cbr\u003e Teaching Behaviors\u003cbr\u003e Applied Behavior Analysis Principles\u003cbr\u003e Preventative Strategies\u003cbr\u003e Increasing Behaviors\u003cbr\u003e Decreasing Behaviors\u003cbr\u003e Other Management Methods\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 11. \u003c\/b\u003eConsultation and Staff Development\u003cbr\u003e Motivation\u003cbr\u003e Administrative Skills\u003cbr\u003e Group Dynamics\u003cbr\u003e Interpersonal Communication Skills\u003cbr\u003e Psychological Dimensions\u003cbr\u003e Consulting Models\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 12. \u003c\/b\u003eStudent and Program Evaluation\u003cbr\u003e Student Outcomes\u003cbr\u003e Program Operations\u003cbr\u003e Consumer Satisfaction\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 13. \u003c\/b\u003eContinuing Education\u003cbr\u003e Professional Growth\u003cbr\u003e Current Literature\u003cbr\u003e Professional Organizations\u003cbr\u003e Technology\u003cbr\u003e Teaching Certification\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 14. \u003c\/b\u003eEthics\u003cbr\u003e Understand the need for professional standards\u003cbr\u003e Understand and value appropriate professional conduct\u003cbr\u003e Understand the need to advance the professional knowledge base\u003cbr\u003e Advance the profession\u003cbr\u003e\u003cbr\u003e\u003cb\u003eStandard 15.\u003c\/b\u003e Communication\u003cbr\u003e Parents and Families\u003cbr\u003e Public Relations\u003cbr\u003e Roles of Other Professionals\u003cbr\u003e Team Approach\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAppendix A. \u003c\/b\u003eNational Consortium for Physical Education for Individuals with Disabilities\u003cbr\u003e\u003cb\u003eAppendix B.\u003c\/b\u003e How the Adapted Physical Education Standards and National Certification Examination Were Developed\u003cbr\u003e\u003cb\u003eAppendix C.\u003c\/b\u003e Frequently Asked Questions\u003cbr\u003e\u003cb\u003eAppendix D.\u003c\/b\u003e APENS 2018 Evaluation and Review Committee Members\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author-and-editor\" class=\"tab-content\"\u003e \u003cb\u003eLuke E. Kelly, PhD,\u003c\/b\u003e is a certified adapted physical educator and is a professor of kinesiology, holder of the Virgil S. Ward endowed professorship, and director of the graduate programs in adapted physical education at the University of Virginia. He has 38 years of experience working with public schools in evaluating and revising their physical education curricula to meet the needs of students with disabilities. Dr. Kelly has written extensively about the achievement-based curriculum model, assessment, and the use of technology in physical education. Dr. Kelly has served as the president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) and directed the NCPEID adapted physical education national standards project from 1992 to 1999. Dr. Kelly is a fellow in the National Academy of Kinesiology (formerly the American Academy of Kinesiology and Physical Education). He has also received the G. Lawrence Rarick Research Award and the William A. Hillman Distinguished Service Award from the NCPEID. His hobbies and interests include fly-fishing, reforestation, and building projects.\u003c\/div\u003e\u003c!--end tabAuthor-and-Editor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/15-broad-standard-areas-for-adapted-physical-educators\"\u003e15 Broad Standard Areas for Adapted Physical Educators\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/national-consortium-for-physical-education-for-individuals-with-disabilities\"\u003eNational Consortium for Physical Education for Individuals with Disabilities\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/understand-the-command-style-of-teaching\"\u003eUnderstand the Command Style of Teaching\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to course adopters and available online.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eWeb study guide. \u003c\/strong\u003eFeatures 1,168 sample test questions so candidates can take practice quizzes based on the content within each standard.\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"National Consortium for PE for Individuals With Disabilities,Luke E. Kelly","offers":[{"title":"Paperback With Online Resource","offer_id":41539465969738,"sku":null,"price":56.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/015761b45a39af52bd4e8301801a1256_07137194-5ac2-46d1-aac5-ad4e17d9200c.jpg?v=1777325991"},{"product_id":"kinesiology-and-adapted-physical-activity-uqo","title":"Kinesiology and Adapted Physical Activity-UQO","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook includes chapters from \u003ci\u003eIntroduction to Kinesiology, Sixth Edition,\u003c\/i\u003e and \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e. It has been specifically designed for students taking the course Introduction to Kinesiology and Adapted Physical Activity (KIN 1003) at Université du Québec en Outaouais.\u003ch4\u003eAudience\u003c\/h4\u003eCustom ebook for students taking the course Introduction to Kinesiology and Adapted Physical Activity (KIN 1003) at Université du Québec en Outaouais.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e Introduction to Kinesiology\u003cbr\u003e\u003ci\u003eDuane V. Knudson and Timothy A. Brusseau\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Importance of the Physical Activity Experience\u003cbr\u003e\u003ci\u003eTimothy A. Brusseau and Duane V. Knudson\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Becoming a Physical Activity Professional\u003cbr\u003e\u003ci\u003eDuane V. Knudson and Timothy A. Brusseau\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Health and Fitness\u003cbr\u003e\u003ci\u003eWarren D. Franke\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Medicine and Allied Health\u003cbr\u003e\u003ci\u003eChad Starkey\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Coaching and Sport Instruction\u003cbr\u003e\u003ci\u003eJoseph A. Luxbacher and Duane V. Knudson\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Sport Management\u003cbr\u003e\u003ci\u003eG. Clayton Stoldt and Mark C. Vermillion\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Physical Activity and Disability\u003cbr\u003e From \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Professional Roles in Adapted Physical Activity\u003cbr\u003e From \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Designing Life Span Programs\u003cbr\u003e From \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Health-Related Fitness\u003cbr\u003e From \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Leisure Activity\u003cbr\u003e From \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Adapted Sport\u003cbr\u003e From \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eDuane V. Knudson, PhD,\u003c\/b\u003e is a Regents’ and University Distinguished Professor in the department of health and human performance at Texas State University, where he teaches biomechanics. He earned his doctorate at the University of Wisconsin–Madison and has held tenured faculty positions at three universities. His research areas are in the biomechanics of tennis, stretching, qualitative movement diagnosis, and learning biomechanical concepts.\u003cbr\u003e\u003cbr\u003e Knudson has authored over 150 peer-reviewed articles, 22 chapters, and three books: \u003ci\u003eFundamentals of Biomechanics\u003c\/i\u003e, \u003ci\u003eQualitative Diagnosis of Human Movement\u003c\/i\u003e, and \u003ci\u003eBiomechanical Principles of Tennis Technique\u003c\/i\u003e. He has received numerous state, regional, national, and international awards for his research and leadership. Knudson has been elected fellow of four scholarly societies, including the prestigious National Academy of Kinesiology. He has served as department chair, associate dean, and president of the American Kinesiology Association and as president of the International Society of Biomechanics in Sports.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTimothy A. Brusseau, PhD,\u003c\/b\u003e is an associate professor and the chair of health and kinesiology at the University of Utah. He earned his PhD at Arizona State University and previously served on the faculty at the State University of New York at Brockport. Brusseau is a national expert on youth physical activity, physical activity measurement, and school-based multicomponent physical activity interventions. He has more than 145 peer-reviewed publications and has made more than 180 conference and invited presentations on topics related to youth physical activity. He is coauthor of \u003ci\u003eDynamic Physical Education for Secondary School Students\u003c\/i\u003e and associate editor of \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e. He has received numerous awards for his teaching and research. He is currently on the board of directors of the American Kinesiology Association and is a fellow in the American College of Sports Medicine.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eCarol Leitschuh, PhD,\u003c\/b\u003e is a consultant. She is a former faculty member of the University of Minnesota (UMN) School of Kinesiology, where she taught in the doctoral, master’s, and bachelor’s degree programs. She coordinated the UMN master's program in developmental and adapted physical education, affiliated with the Center for Early Education and Development (CEED) and the Center for Neurobehavioral Development (CNBD). Dr. Leitschuh received an Initial Career Award from the Office of Special Education Programs. She developed a tool that monitored the early movement skills of infants and toddlers. Twice she was a visiting scholar of the Erasmus Mundus Program in Adapted Physical Activity in Europe. As a Fulbright Scholar in child development, she was in the Czech Republic. She received her PhD in human performance, focusing on movement studies in disability. She was awarded a postdoctoral research fellowship at Juniper Gardens Children’s Program at the University of Kansas.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMarquell Johnson, PhD,\u003c\/b\u003e is a professor at the University of Wisconsin–Eau Claire (UWEC) and is the director of rehabilitation science and the director of the physical activity and recreation for individuals with disabilities in the university’s P.R.I.D.E. and P.R.I.D.E.4Adults outreach programs. He received his PhD in nutrition and exercise science, focusing on movement studies in disability. He has received the Dr. Ron Satz Teacher\/Scholar Award (2017); an Excellence in Mentoring in Research, Scholarship, and Creative Activity Award (2016); the UWEC Excellence in Service-Learning as a Faculty Mentor Award (2014); and numerous other awards. His teaching focuses on adapted physical activity and motor development, rehabilitation science, research methods, research and creative activities, physical activity and health behaviors of individuals with disabilities, and related areas.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Duane V. Knudson,Timothy A. Brusseau,Carol Leitschuh,Marquell Johnson","offers":[{"title":"Ebook","offer_id":41539467378762,"sku":null,"price":82.8,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/5c063124dd6767e044df77c47f162fdd_705c7e8a-7209-4182-8ae2-1a2cfc8758df.jpg?v=1779881777"},{"product_id":"principles-and-methods-of-adapted-physical-education-13th-edition-with-hkpropel-access","title":"Principles and Methods of Adapted Physical Education 13th Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003ePrinciples and Methods of Adapted Physical Education, 13th Edition,\u003c\/i\u003e continues its legacy as an evidence-based resource for undergraduate- and graduate-level students training to work with individuals with disabilities in a physical education setting. The content and strategies presented help educators dive deeply into how to build a successful program for the teaching of adapted physical education.\u003cbr\u003e\u003cbr\u003eThis edition incorporates the Adapted Physical Education National Standards and addresses contemporary issues confronted by teachers today:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eCulturally responsive teaching strategies to help educators build learning environments where all students feel a sense of belonging\u003c\/li\u003e\n\u003cli\u003eSocial-emotional learning and trauma-sensitive teaching, in alignment with the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework\u003c\/li\u003e\n\u003cli\u003eTechnology use in adapted physical education to assist in daily planning, teaching, and assessment strategies\u003c\/li\u003e\n\u003cli\u003ePositive behavioral interventions and supports within an adapted physical education context\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eAuthored by experienced adapted physical education practitioners and teacher trainers, \u003ci\u003ePrinciples and Methods of Adapted Physical Education\u003c\/i\u003e emphasizes understanding teaching methods and applying those methods when teaching students with disabilities. Practical instruction is offered for completing comprehensive evaluations, developing individualized education programs (IEPs), facilitating least restrictive learning environments, incorporating universal design for learning, understanding legal requirements, understanding safety considerations for specific disabilities, and determining core elements of a successful adapted physical education program.\u003cbr\u003e\u003cbr\u003eAfter establishing the methodology for teaching, chapters are devoted to specific populations, including those with intellectual and developmental disabilities, autism spectrum disorder, specific learning disabilities, emotional disturbance, physically disabling conditions, deafness and hard of hearing, and visual impairments, including deafblindness.\u003cbr\u003e\u003cbr\u003eTo further support student learning, related online materials delivered through HK\u003ci\u003ePropel\u003c\/i\u003e include video clips of teachers and students in action to demonstrate how activities work in real adapted physical education settings. Also included are reproducible forms from the book, which can be used for online courses or in a flipped learning format.\u003cbr\u003e\u003cbr\u003e\u003ci\u003ePrinciples and Methods of Adapted Physical Education, 13th Edition,\u003c\/i\u003e is the premier resource for anyone teaching in an adapted physical education setting or planning to do so.\u003cbr\u003e\u003cbr\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003eTextbook for undergraduate and graduate students in physical education teacher education (PETE) and adapted physical education (APE) courses; professional reference for in-service K-12 PE and APE teachers.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Adapted Physical Education\u003cbr\u003e Definition of Physical Education in Special Education Law\u003cbr\u003e Benefits of Physical Education for Learners With Disabilities\u003cbr\u003e Legal Rights of Students With Disabilities\u003cbr\u003e Oversight of Adapted Physical Education\u003cbr\u003e Components of a Quality Adapted Physical Education Program\u003cbr\u003e Adapted Physical Education Efficacy and Advocacy\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2. \u003c\/b\u003eDetermining Educational Needs Through Evaluation\u003cbr\u003e Purposes of Evaluation\u003cbr\u003e Legal Mandates for Evaluation and Assessment\u003cbr\u003e The Evaluation Process in Adapted Physical Education\u003cbr\u003e Selecting Appropriate Tests\u003cbr\u003e Ongoing Assessment and Grading of Students With Disabilities\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Developing the Individualized Education Program\u003cbr\u003e Professional Personnel Who May Be Involved in the IEP Process\u003cbr\u003e Components of the IEP\u003cbr\u003e Participants in the IEP Team Meeting\u003cbr\u003e Agenda for the IEP Meeting\u003cbr\u003e Parent Participation in IEP Process\u003cbr\u003e Student Participation in the IEP Process\u003cbr\u003e Ongoing Requirements for the IEP\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Teaching to Meet Learners’ Needs\u003cbr\u003e Ages and Stages: Understanding Typical and Atypical Development\u003cbr\u003e Levels of Motor Function\u003cbr\u003e Instructional Approaches to Skill Development\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Facilitating Universally Designed, Culturally Responsive, and Least Restrictive Environments\u003cbr\u003e The Least Restrictive Environment and Inclusive Education\u003cbr\u003e Preparing for the Least Restrictive Environment: A Proactive Approach\u003cbr\u003e Universal Design for Learning\u003cbr\u003e Strategies for Creating a Least Restrictive Environment for Learners With Disabilities\u003cbr\u003e Culturally Responsive Learning Environments\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6. \u003c\/b\u003eFostering Positive Behavior and Trauma-Sensitive Spaces\u003cbr\u003e Defining Problem Behavior\u003cbr\u003e Positive Behavioral Interventions and Supports\u003cbr\u003e Trauma-Sensitive Teaching in Adapted Physical Education\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Teaching With Technology\u003cbr\u003e Current Research\u003cbr\u003e Considerations for Selection and Use of Technology\u003cbr\u003e Assistive Technology\u003cbr\u003e Assessment\u003cbr\u003e Instruction\u003cbr\u003e Equipment\u003cbr\u003e Communication\u003cbr\u003e Administrative Tasks\u003cbr\u003e Behavior Management and Classroom Structure\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eTransition Planning\u003cbr\u003e Transition Defined\u003cbr\u003e Framework for Transition Planning\u003cbr\u003e Community Sport and Recreation\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Infants, Toddlers, and Preschoolers\u003cbr\u003e Movement Phases\u003cbr\u003e Ages and Stages: Understanding Typical and Atypical Development\u003cbr\u003e Developmentally Appropriate Assessment of Infants, Toddlers, and Preschoolers\u003cbr\u003e Early Intervention Programs: Birth to 3 Years\u003cbr\u003e Individualized Family Service Plan\u003cbr\u003e Strategies for Teaching Infants, Toddlers, and Preschoolers\u003cbr\u003e Preschool Programs: Ages 3 to 5 Years\u003cbr\u003e Play for Children With Severe Disabilities\u003cbr\u003e Responsibilities of the Adapted Physical Education Teacher\u003cbr\u003e Social-Emotional Learning for Infants, Toddlers, and Preschoolers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Intellectual and Developmental Disabilities\u003cbr\u003e Definition\u003cbr\u003e Incidence\u003cbr\u003e Causes\u003cbr\u003e Characteristics of Individuals With Intellectual Disabilities\u003cbr\u003e The Physical Education Program\u003cbr\u003e Teaching Strategies\u003cbr\u003e Students With Severe and Profound Intellectual Disabilities\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Autism Spectrum Disorder\u003cbr\u003e Incidence\u003cbr\u003e Causes\u003cbr\u003e Characteristics of Students With Autism Spectrum Disorder\u003cbr\u003e The Physical Education Program\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Specific Learning Disability\u003cbr\u003e Definition\u003cbr\u003e Causes\u003cbr\u003e Characteristics of Students With Specific Learning Disabilities\u003cbr\u003e The Physical Education Program\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Emotional Disturbance\u003cbr\u003e Definitions\u003cbr\u003e Incidence\u003cbr\u003e Continuum and Context of Behaviors\u003cbr\u003e Types of Mental Health Conditions\u003cbr\u003e Causes of Emotional Disturbance\u003cbr\u003e Characteristics of Students With Emotional Disturbance\u003cbr\u003e The Physical Education Program\u003cbr\u003e Evaluation and Assessment\u003cbr\u003e Teaching Strategies\u003cbr\u003e Curriculum\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Physically Disabling Conditions\u003cbr\u003e Definition and Scope\u003cbr\u003e Neurological Disorders\u003cbr\u003e Orthopedic Conditions\u003cbr\u003e Traumatic Injuries\u003cbr\u003e Evaluating Students With Physical Disabilities\u003cbr\u003e Social-Emotional Needs of Students With Physical Disabilities\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Deafness and Hard of Hearing\u003cbr\u003e Educational Philosophies for Working With Students With Hearing Loss\u003cbr\u003e Deaf Community and Culture\u003cbr\u003e Definition\u003cbr\u003e Incidence\u003cbr\u003e Identifying Hearing Loss\u003cbr\u003e Levels of Hearing Loss\u003cbr\u003e Onset of Hearing Loss\u003cbr\u003e Anatomy of the Ear\u003cbr\u003e Causes and Types of Hearing Loss\u003cbr\u003e Characteristics of Students With Hearing Loss\u003cbr\u003e The Physical Education Program\u003cbr\u003e Placement\u003cbr\u003e Curriculum Design\u003cbr\u003e Teaching Strategies\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Visual Impairments, Blindness, and Deafblindness\u003cbr\u003e Definition of Visual Impairment\u003cbr\u003e Incidence of Visual Loss\u003cbr\u003e Preventing Vision Loss\u003cbr\u003e Causes of Vision Loss\u003cbr\u003e Characteristics of Students With Vision Loss\u003cbr\u003e The Physical Education Program\u003cbr\u003e Deafblindness\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Other Health Impairments\u003cbr\u003e Asthma\u003cbr\u003e Attention-Deficit\/Hyperactivity Disorder\u003cbr\u003e Cystic Fibrosis\u003cbr\u003e Diabetes\u003cbr\u003e Dwarfism\u003cbr\u003e Sickle Cell Disease\u003cbr\u003e Speech and Language Disorders\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 18.\u003c\/b\u003e Students With Significant Support Needs\u003cbr\u003e Definition\u003cbr\u003e Characteristics of Students With Significant Support Needs\u003cbr\u003e The Physical Education Program\u003cbr\u003e Teaching Strategies\u003cbr\u003e Summary\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eKristi Roth, PhD, CAPE,\u003c\/b\u003e is a professor in the School of Education at the University of Wisconsin (UW) at Stevens Point. She spent 10 years as a general and adapted physical education teacher in the preK-12 environment prior to moving into higher education. She has served in a combination of administrative and teaching roles at UW since 2004. She currently teaches graduate courses in resilience and self-care, equity in education, social justice, research methods, trauma-sensitive classrooms, and issues and trends in education, as well as undergraduate courses in adapted physical education. She was the lead developer of a certificate in trauma and resilience. She has written numerous publications and presentations focusing on technology and teaching students with severe disabilities. She holds the CAPE (certified adapted physical educator) credential.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMelissa Bittner, PhD, CAPE,\u003c\/b\u003e is an associate professor in the department of kinesiology at California State University, Long Beach. She is the coordinator of the adapted physical education program and of the graduate program for curriculum and instruction in physical education. Her primary responsibility is to prepare university students to teach physical education to individuals with disabilities. She directs several on-campus service learning programs designed to offer positive physical education experiences to young people with disabilities. Dr. Bittner serves on the board for the National Consortium for Physical Education for Individuals with Disabilities (NCPEID), California Association for Health, Physical Education, Recreation, and Dance (CAHPERD), and State Council on Adapted Physical Education (SCAPE). Her primary scholarly interests are evidence-based teaching practices for autistic youth and adapted physical education assessment. She has given many scholarly presentations and workshops at the international, national, and state levels.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eElizabeth Foster, PhD, CAPE,\u003c\/b\u003e is an associate professor of adapted physical activity and adapted physical education (APA\/APE) at West Chester University. She is the APA\/APE program coordinator, graduate coordinator of the APE graduate certificate program, program coordinator for health and physical education majors, and director of the adapted physical activity minor. Dr. Foster was named the 2012 APE Teacher of the Year by the Pennsylvania State Association for Health, Physical Education, Recreation, and Dance. She is a member of the Pennsylvania Deaf-Blind Advisory Committee, is a special advisor for the Pennsylvania Partnership for the Deafblind, and is the research chair for the National Consortium for Physical Education for Individuals With Disabilities. She is also certified in English as a secondary language. In addition, Foster has been involved with various adapted sport organizations and disability organizations promoting physical activities, fitness, adapted sports, and aquatics for all individuals with disabilities.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eJean Pyfer, PNP, CAPE,\u003c\/b\u003e is an emeritus faculty professor of Texas Woman's University and retired dean. She earned her bachelor's degree in physical education and biology from Bradley University, her master's degree in physical education from Indiana University (IU), and her doctorate in physical education and educational psychology from IU. Her professional specializations include adapted physical education, movement assessment, programming to alleviate sensory motor development delays, and motor development during growth.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eLauriece Zittel, PhD, CAPE,\u003c\/b\u003e is a professor of adapted physical activity in the kinesiology and physical education department of Northern Illinois University. Her research interests include early childhood physical activity and movement skill assessment, curriculum design, and instruction for children with disabilities and those at risk for developmental delay. She earned her doctoral degree in movement studies in disability from Oregon State University, her MSEd degree in physical education from the University of Maine, and her BS degree in physical education from Valparaiso University.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/eight-questions-to-answer-prior-to-using-technology-as-an-instructional-or-administrative-tool-for-your-classes\"\u003eEight questions to answer prior to using technology as an instructional or administrative tool for your classes\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/five-principles-of-culturally-relevant-pedagogy-and-how-they-apply-to-adapted-physical-education\"\u003eFive principles of culturally relevant pedagogy and how they apply to adapted physical education\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/the-physical-education-program-and-teaching-strategies-for-individuals-with-traumatic-brain-injury\"\u003eThe physical education program and teaching strategies for individuals with traumatic brain injury\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Steps_in_the_evaluation_process_in_adapted_PE.jpg?v=1755705705\" alt=\"Steps in the evaluation process in adapted PE\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Steps_in_the_evaluation_process_in_adapted_PE.jpg?v=1755705705\" alt=\"Steps in the evaluation process in adapted PE\"\u003eSteps in the evaluation process in adapted PE\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/The_three_tiers_of_the_PBIS_model.jpg?v=1755705739\" alt=\"The three tiers of the PBIS model\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/The_three_tiers_of_the_PBIS_model.jpg?v=1755705739\" alt=\"The three tiers of the PBIS model\"\u003eThe three tiers of the PBIS model\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Cochlear_implant_diagram.jpg?v=1755705774\" alt=\"Cochlear implant diagram\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Cochlear_implant_diagram.jpg?v=1755705774\" alt=\"Cochlear implant diagram\"\u003eCochlear implant diagram\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Running_with_a_tether.jpg?v=1755705808\" alt=\"Running with a tether\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Running_with_a_tether.jpg?v=1755705808\" alt=\"Running with a tether\"\u003eRunning with a tether\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003ca data-fancybox class=\"vimeo\" href=\"https:\/\/vimeo.com\/1113012043?;byline=0;portrait=0\"\u003e\u003cimg width=\"45%\" class=\"img-responsive img-video\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/roth_13e_1_PNG.png?v=1756296966\" alt=\"9781718221291-video thumbnail\"\u003e\u003c\/a\u003e\u003cbr\u003e\u003ca href=\"https:\/\/vimeo.com\/1113012043\"\u003eSample video content: IEP Goal Tracking Sheet Instructions\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ca data-fancybox class=\"vimeo\" href=\"https:\/\/vimeo.com\/1113005851?;byline=0;portrait=0\"\u003e\u003cimg width=\"45%\" class=\"img-responsive img-video\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/roth_13e_2_PNG.png?v=1756297001\" alt=\"9781718221291-video thumbnail\"\u003e\u003c\/a\u003e\u003cbr\u003e\u003ca href=\"https:\/\/vimeo.com\/1113005851\"\u003eSample video content: Small Group Elem. Lesson with Adult Support\u003c\/a\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructor guide. \u003c\/b\u003eIncludes a sample course syllabus and sample course outline; additional projects and assignments, including a project-based final exam; and mini video lectures and active learning activities for each chapter.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package. \u003c\/b\u003eContains more than 500 questions in true-false, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes (10 questions each) to assess student comprehension of the most important concepts in each chapter. Each quiz may be downloaded or assigned to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. The chapter assessments are automatically graded, and instructors can review student scores in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePresentation package. \u003c\/b\u003eFeatures more than 400 PowerPoint slides of text and illustrations from the book that can be used for class discussion and presentation, as well as a case study for each chapter. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructors also receive access to all student materials in HK\u003ci\u003ePropel\u003c\/i\u003e. \u003c\/b\u003eFor \u003ci\u003ePrinciples and Methods of Adapted Physical Education, 13th Edition,\u003c\/i\u003e this includes video clips of teachers and students in action demonstrating how activities work in real adapted physical education settings, and reproducible forms from the book.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Kristi Roth,Melissa Bittner,Elizabeth Foster,Jean Pyfer,Laurie Zittel","offers":[{"title":"Paperback With Online Resource","offer_id":41855834488906,"sku":null,"price":136.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718221291.jpg?v=1780944484"},{"product_id":"principles-and-methods-of-adapted-physical-education-13th-edition-hkpropel-access","title":"Principles and Methods of Adapted Physical Education 13th Edition HKPropel Access-Ebook not included","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eNOTE: This product provides access only to the supplemental online content for \u003c\/b\u003e\u003ci\u003e\u003cb\u003ePrinciples and Methods of Adapted Physical Education, 13th Edition\u003c\/b\u003e\u003c\/i\u003e\u003cb\u003e. It does not include access to the ebook. Purchase this product only if you already own the book or ebook.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eTo assist students using the text, the 13th edition of \u003ci\u003ePrinciples and Methods of Adapted Physical Education\u003c\/i\u003e has related online learning materials delivered through HK\u003ci\u003ePropel\u003c\/i\u003e. These materials include video clips of teachers and students in action demonstrating how activities work in real adapted physical education settings. Also included are reproducible forms from the book.\u003cbr\u003e\u003cbr\u003eA code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books and some ebooks. For ebook formats that don’t provide an access code, one may be purchased separately.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003cp\u003e\u003ca data-fancybox class=\"vimeo\" href=\"https:\/\/vimeo.com\/1113012043?;byline=0;portrait=0\"\u003e\u003cimg width=\"45%\" class=\"img-responsive img-video\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/roth_13e_1_PNG.png?v=1756296966\" alt=\"9781718221352-video thumbnail\"\u003e\u003c\/a\u003e\u003cbr\u003e\u003ca href=\"https:\/\/vimeo.com\/1113012043\"\u003eSample video content: IEP Goal Tracking Sheet Instructions\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ca data-fancybox class=\"vimeo\" href=\"https:\/\/vimeo.com\/1113005851?;byline=0;portrait=0\"\u003e\u003cimg width=\"45%\" class=\"img-responsive img-video\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/roth_13e_2_PNG.png?v=1756297001\" alt=\"9781718221352-video thumbnail\"\u003e\u003c\/a\u003e\u003cbr\u003e\u003ca href=\"https:\/\/vimeo.com\/1113005851\"\u003eSample video content: Small Group Elem. Lesson with Adult Support\u003c\/a\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Kristi Roth,Melissa Bittner,Elizabeth Foster,Jean Pyfer,Laurie Zittel","offers":[{"title":"Online Resource","offer_id":41857370357834,"sku":null,"price":29.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718221352.jpg?v=1780944527"},{"product_id":"recreation-for-diverse-populations-csc","title":"Recreation for Diverse Populations-CSC","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook includes chapters from \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e; \u003ci\u003eInclusive Physical Activity, Second Edition\u003c\/i\u003e; and \u003ci\u003eInclusive Leisure\u003c\/i\u003e. It has been specifically designed for students taking the course Recreation for Diverse Populations at Chadron State College.\u003ch4\u003eAudience\u003c\/h4\u003eCustom ebook for students taking the course Recreation for Diverse Populations at Chadron State College.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e Introduction to Inclusion\u003cbr\u003e\u003ci\u003eMary Ann Devine and Lynn Anderson\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eInclusive Leisure\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Introduction to the Strengths Approach\u003cbr\u003e\u003ci\u003eLynn Anderson\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eInclusive Leisure\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Foundational Principles of Inclusion\u003cbr\u003e\u003ci\u003eLynn Anderson\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eInclusive Leisure\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e The People We Serve\u003cbr\u003e\u003ci\u003eLynn Anderson\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eInclusive Leisure\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Overview of the Inclusion Process\u003cbr\u003e\u003ci\u003eMary Ann Devine and Lynn Anderson\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eInclusive Leisure\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Preparing and Planning Inclusive Physical Activity Programs\u003cbr\u003e From \u003ci\u003eInclusive Physical Activity, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e A Functional Approach to Modifying Movement Experiences\u003cbr\u003e From \u003ci\u003eInclusive Physical Activity, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Movement Skills and Concepts\u003cbr\u003e From \u003ci\u003eInclusive Physical Activity, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Intellectual Disabilities\u003cbr\u003e\u003ci\u003eLauren K. Cavanaugh and Linda C. Hilgenbrinck\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Autism Spectrum and Social Communication Disorders\u003cbr\u003e\u003ci\u003eCathy Houston-Wilson\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Visual Impairments\u003cbr\u003e\u003ci\u003eLauren J. Lieberman and Lindsay Ball\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Deaf, Hard of Hearing, or Deafblind\u003cbr\u003e\u003ci\u003eLauren J. Lieberman\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Cerebral Palsy, Traumatic Brain Injury, and Stroke\u003cbr\u003e\u003ci\u003eDavid L. Porretta and Justin A. Haegele\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Spinal Cord Disabilities and Other Spinal Conditions\u003cbr\u003e\u003ci\u003eWesley J. Wilson and Luke E. Kelly\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Team Sports\u003cbr\u003e\u003ci\u003eAmaury Samalot-Rivera\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Individual and Dual Sports and Activities\u003cbr\u003e\u003ci\u003eE. Michael Loovis\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition \u003c\/i\u003e\u003cbr\u003e\u003cb\u003eJoseph P. Winnick, EdD,\u003c\/b\u003e passed away in 2019. He was a distinguished service professor in the department of kinesiology, sport studies, and physical education at State University of New York at Brockport. He received his bachelor’s degree from Ithaca College and his master’s and doctoral degrees from Temple University. For more than 50 years, Winnick taught undergraduate and graduate courses in adapted physical education at Brockport in addition to developing and coordinating programs for adapted physical education. He also directed nationwide research projects related to the physical fitness of people with disabilities and was involved in the publication of the Brockport Physical Fitness Test and support materials.\u003cbr\u003e\u003cbr\u003e Winnick had been president and a board member of the National Consortium for Physical Education for Individuals with Disabilities and a consultant for the U.S. Department of Education since 1969. He also served as a reviewer for several professional journals, had more than 70 publications to his credit, and was a member of SHAPE America. His previous editions of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e have been translated into five languages.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDavid L. Porretta, PhD,\u003c\/b\u003e is an emeritus professor at Ohio State University and has taught undergraduate and graduate courses in adapted physical education for over 35 years. He earned his BS from Niagara University, his MS from Ithaca College, and his PhD from Temple University. Porretta has numerous major scholarly publications and a continuous record of external funding. He has served as editor of, and on the editorial board of, \u003ci\u003eAdapted Physical Activity Quarterly\u003c\/i\u003e (APAQ). He is a fellow of the National Academy of Kinesiology, the International Federation of Adapted Physical Activity, and the Research Council of SHAPE America. Porretta is the recipient of the Julian U. Stein Lifetime Achievement Award from SHAPE America as well as the recipient of the Hollis Fait Scholarly Contribution Award and G. Lawrence Rarick Research Award, both from the National Consortium for Physical Education for Individuals with Disabilities (NCPEID). He also served as NCPEID’s president. Porretta has been a contributing author to all previous editions of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e. He enjoys golf, traveling, and attending Ohio State sporting events.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eInclusive Physical Activity, Second Edition \u003c\/i\u003e\u003cbr\u003e\u003cb\u003eSusan L. Kasser, PhD,\u003c\/b\u003e is an associate professor in the department of rehabilitation and movement science at the University of Vermont at Burlington, where she teaches courses pertaining to inclusive physical activity. She holds a doctorate in movement studies in disability from Oregon State University.\u003cbr\u003e\u003cbr\u003e Kasser has over 20 years of teaching experience in community- and school-based physical activity programs involving individuals with diverse abilities. She has presented on both national and international levels in the area of inclusive physical activity. Kasser has also developed many community-based exercise programs for adults with chronic conditions and disabilities, including the Individualized Exercise for Active Lifestyles (IDEAL) program, which has served more than 75 adults with multiple sclerosis since 1998.\u003cbr\u003e\u003cbr\u003e In 2012 she received the Outstanding Faculty Award from the College of Nursing and Health Sciences at the University of Vermont. Kasser also received the 2001 Outstanding Educator Award from the Vermont Association for Health, Physical Education, Recreation and Dance and the 2000 Kroepsch-Maurice Excellence in Teaching Award from the University of Vermont.\u003cbr\u003e\u003cbr\u003e Kasser resides in Jericho, Vermont, where she enjoys hiking, kayaking, and backpacking in her free time.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eRebecca K. Lytle, PhD,\u003c\/b\u003e is a professor in the department of kinesiology at California State University at Chico, where she teaches courses in adapted physical education and motor development. Lytle has been teaching in higher education since 1992. She also taught as an adapted physical education teacher in the public schools from 1988-1996, and was a school consultant from 2000-2002.\u003cbr\u003e\u003cbr\u003e Lytle has published numerous articles for refereed journals and coauthored three books and six book chapters on adapted physical activity. She has presented at the state, national, and international levels and has served as consultant or coordinator for several community-based physical activity and motor skill assessment programs for both children and adults.\u003cbr\u003e\u003cbr\u003e She is a member of the International Council for Health, Physical Education, Recreation, Sport and Dance (ICHPER-SD); Council for Exceptional Children (CEC); International Federation of Adapted Physical Activity (IFAPA); National Consortium for Physical Education for Individuals with Disabilities (NCPEID); Adapted Physical Activity Council (APAC); Northern California Adapted Physical Education Consortium (NCAPEC); American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD); California Association for Health, Physical Education, Recreation and Dance (CAHPERD); and California Teachers Association (CTA). Lytle also serves as chair of the National Adapted Physical Activity Council of AAHPERD and chair of the California State Council on Adapted Physical Education.\u003cbr\u003e\u003cbr\u003e Lytle and her husband, Donald, reside in Chico. In her free time she enjoys playing with children, walking and hiking, and playing baseball and softball.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eInclusive Leisure\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eMary Ann Devine, EdD, PhD,\u003c\/b\u003e is a professor in the recreation, parks, and tourism management program at Kent State University, where she directs the disability studies and community inclusion minor, a program she developed. She has authored over 30 articles and book chapters as well as the book \u003ci\u003eProgramming Trends in Therapeutic Recreation\u003c\/i\u003e. She has delivered numerous research presentations on the international, national, state, and regional levels. She currently serves on the editorial boards of \u003ci\u003eTherapeutic Recreation Journal\u003c\/i\u003e and the \u003ci\u003eJournal of Leisure Research\u003c\/i\u003e. In 2009, Devine received the Gonzaga da Gama Researcher of the Year award from the National Institute on Recreation Inclusion and National Recreation and Park Association. She is currently an advisory board member for the Summit County Developmental Disabilities Board in Akron, Ohio. She is a fellow of the Academy of Leisure Sciences.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eLynn S. Anderson, PhD,\u003c\/b\u003e is a distinguished service professor at State University of New York at Cortland, where she also serves as the founding director of the Inclusive Recreation Resource Center. She has served as chairperson of the recreation, parks, and leisure studies department and coordinator of the online therapeutic recreation graduate program, a program she developed. Her research interests include strengths-based approaches in therapeutic recreation and inclusion in recreation and therapeutic recreation services. She has written three textbooks and numerous book chapters and research articles, and she has delivered professional presentations and workshops on the international, national, regional, state, and local levels. Anderson currently serves on the editorial board for \u003ci\u003eTherapeutic Recreation Journal\u003c\/i\u003e. She is a fellow of the Academy of Leisure Sciences as well as a distinguished fellow of the National Academy of Recreational Therapists.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Joseph P. Winnick,David L. Porretta,Susan L. Kasser,Rebecca K. Lytle,Mary Ann Devine,Lynn Anderson","offers":[{"title":"Ebook","offer_id":42060045942858,"sku":"","price":53.54,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718249400.jpg?v=1777386380"},{"product_id":"adapted-physical-activity-and-sport-sunyb","title":"Adapted Physical Activity and Sport-SUNYB","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook includes chapters from \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e. It has been specifically designed for students taking the course Adapted Physical Activity and Sport (PEP 482 and PES 582) at State University of New York (SUNY) at Brockport.\u003ch4\u003eAudience\u003c\/h4\u003eCustom ebook for students taking the course Adapted Physical Activity and Sport (PEP 482 and PES 582) at State University of New York (SUNY) at Brockport.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e Adapted Sport\u003cbr\u003e\u003ci\u003eRonald W. Davis\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Team Sports\u003cbr\u003e\u003ci\u003eAmaury Samalot-Rivera\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Individual and Dual Sports and Activities\u003cbr\u003e\u003ci\u003eE. Michael Loovis\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Adventure Sports and Activities\u003cbr\u003e\u003ci\u003eSue Sutherland\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Winter Sports and Activities\u003cbr\u003e\u003ci\u003eWesley J. Wilson and Luke E. Kelly\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Enhancing Wheelchair Sport Performance\u003cbr\u003e\u003ci\u003eVictoria L. Goosey-Tolfrey and Barry S. Mason\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eJoseph P. Winnick, EdD,\u003c\/b\u003e passed away in 2019. He was a distinguished service professor in the department of kinesiology, sport studies, and physical education at State University of New York at Brockport. He received his bachelor’s degree from Ithaca College and his master’s and doctoral degrees from Temple University. For more than 50 years, Winnick taught undergraduate and graduate courses in adapted physical education at Brockport in addition to developing and coordinating programs for adapted physical education. He also directed nationwide research projects related to the physical fitness of people with disabilities and was involved in the publication of the Brockport Physical Fitness Test and support materials.\u003cbr\u003e\u003cbr\u003e Winnick had been president and a board member of the National Consortium for Physical Education for Individuals With Disabilities and a consultant for the U.S. Department of Education since 1969. He also served as a reviewer for several professional journals, had more than 70 publications to his credit, and was a member of SHAPE America. His book \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e has been translated into five languages.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDavid L. Porretta, PhD,\u003c\/b\u003e is an emeritus professor at Ohio State University and has taught undergraduate and graduate courses in adapted physical education for over 35 years. He earned his BS from Niagara University, his MS from Ithaca College, and his PhD from Temple University. Porretta has numerous major scholarly publications and a continuous record of external funding. He has served as editor of, and on the editorial board of, \u003ci\u003eAdapted Physical Activity Quarterly (APAQ)\u003c\/i\u003e. He is a fellow of the National Academy of Kinesiology, the International Federation of Adapted Physical Activity, and the Research Council of SHAPE America. Porretta is the recipient of the Julian U. Stein Lifetime Achievement Award from SHAPE America as well as the recipient of the Hollis Fait Scholarly Contribution Award and G. Lawrence Rarick Research Award, both from the National Consortium for Physical Education for Individuals with Disabilities (NCPEID). He also served as NCPEID’s president. Porretta has been a contributing author to all editions of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e. He enjoys golf, traveling, and attending Ohio State sporting events.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Joseph P. Winnick,David L. Porretta","offers":[{"title":"Ebook","offer_id":42094718484554,"sku":"","price":27.28,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718252066.jpg?v=1777325741"},{"product_id":"adapted-physical-education-sunyb","title":"Adapted Physical Education-SUNYB","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook includes chapters from \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition\u003c\/i\u003e. It has been specifically designed for students taking the course Adapted Physical Education (PEP 445) at State University of New York (SUNY) at Brockport.\u003ch4\u003eAudience\u003c\/h4\u003eCustom ebook for students taking the course Adapted Physical Education (PEP 445) at State University of New York (SUNY) at Brockport.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e Introduction to Adapted Physical Education and Sport\u003cbr\u003e\u003ci\u003eJoseph P. Winnick and David L. Porretta\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Instructional Strategies\u003cbr\u003e\u003ci\u003eDouglas H. Collier\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Intellectual Disabilities\u003cbr\u003e\u003ci\u003eLauren K. Cavanaugh and Linda C. Hilgenbrinck\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Autism Spectrum and Social Communication Disorders\u003cbr\u003e\u003ci\u003eCathy Houston-Wilson\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Specific Learning Disabilities\u003cbr\u003e\u003ci\u003eBarry W. Lavay and Melissa D. Bittner\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Visual Impairments\u003cbr\u003e\u003ci\u003eLauren J. Lieberman and Lindsay Ball\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Deaf, Hard of Hearing, or Deafblind\u003cbr\u003e\u003ci\u003eLauren J. Lieberman\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Cerebral Palsy, Traumatic Brain Injury, and Stroke\u003cbr\u003e\u003ci\u003eDavid L. Porretta and Justin A. Haegele\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Amputations, Dwarfism, and Les Autres\u003cbr\u003e\u003ci\u003eJustin A. Haegele and David L. Porretta\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Spinal Cord Disabilities and Other Spinal Conditions\u003cbr\u003e\u003ci\u003eWesley J. Wilson and Luke E. Kelly\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Other Health Impairment Conditions\u003cbr\u003e\u003ci\u003eFrancis M. Kozub\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eJoseph P. Winnick, EdD,\u003c\/b\u003e passed away in 2019. He was a distinguished service professor in the department of kinesiology, sport studies, and physical education at State University of New York at Brockport. He received his bachelor’s degree from Ithaca College and his master’s and doctoral degrees from Temple University. For more than 50 years, Winnick taught undergraduate and graduate courses in adapted physical education at Brockport in addition to developing and coordinating programs for adapted physical education. He also directed nationwide research projects related to the physical fitness of people with disabilities and was involved in the publication of the Brockport Physical Fitness Test and support materials.\u003cbr\u003e\u003cbr\u003e Winnick had been president and a board member of the National Consortium for Physical Education for Individuals With Disabilities and a consultant for the U.S. Department of Education since 1969. He also served as a reviewer for several professional journals, had more than 70 publications to his credit, and was a member of SHAPE America. His book \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e has been translated into five languages.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDavid L. Porretta, PhD,\u003c\/b\u003e is an emeritus professor at Ohio State University and has taught undergraduate and graduate courses in adapted physical education for over 35 years. He earned his BS from Niagara University, his MS from Ithaca College, and his PhD from Temple University. Porretta has numerous major scholarly publications and a continuous record of external funding. He has served as editor of, and on the editorial board of, \u003ci\u003eAdapted Physical Activity Quarterly (APAQ)\u003c\/i\u003e. He is a fellow of the National Academy of Kinesiology, the International Federation of Adapted Physical Activity, and the Research Council of SHAPE America. Porretta is the recipient of the Julian U. Stein Lifetime Achievement Award from SHAPE America as well as the recipient of the Hollis Fait Scholarly Contribution Award and G. Lawrence Rarick Research Award, both from the National Consortium for Physical Education for Individuals with Disabilities (NCPEID). He also served as NCPEID’s president. Porretta has been a contributing author to all editions of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e. He enjoys golf, traveling, and attending Ohio State sporting events.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Joseph P. Winnick,David L. Porretta","offers":[{"title":"Ebook","offer_id":42094718812234,"sku":"","price":46.48,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718252059.jpg?v=1777326034"},{"product_id":"brockport-physical-fitness-test-manual-2nd-edition-epub-with-web-resource","title":"Brockport Physical Fitness Test Manual 2nd Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e The Brockport Physical Fitness Test revolutionized fitness testing for youngsters with disabilities when it first came out in 1999. This significantly updated edition takes up where the original left off, offering adapted physical education teachers the most complete health-related fitness testing program available for youngsters with physical and mental disabilities. \u003c\/p\u003e\n\u003cp\u003e This new edition of \u003ci\u003eBrockport Physical Fitness Test Manual: A Health-Related Assessment for Youngsters With Disabilities\u003c\/i\u003e comes with an online web resource with reproducible charts and forms as well as video clips that demonstrate assessment protocol for the tests. The text helps teachers understand these aspects: \u003c\/p\u003e\n\u003cp\u003e • The conceptual framework for testing \u003c\/p\u003e\n\u003cp\u003e • How to administer tests to youngsters with various specific disabilities \u003c\/p\u003e\n\u003cp\u003e The text also supplies a glossary and many appendixes, including a body mass index chart, guidelines on purchasing and constructing unique testing supplies, conversion charts for body composition and PACER, data forms, and frequently asked questions. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBrockport Physical Fitness Test Manual: A Health-Related Assessment for Youngsters With Disabilities\u003c\/i\u003e is compatible with Fitnessgram 10. The text’s updates include standards and language that help teachers use Brockport and Fitnessgram side by side in providing youngsters and parents or guardians with the best possible individualized education programs (IEPs). \u003c\/p\u003e\n\u003cp\u003e Through\u003ci\u003e Brockport Physical Fitness Test Manual\u003c\/i\u003e, adapted physical education teachers can do the following: \u003c\/p\u003e\n\u003cp\u003e • Rely on research-based assessments and standards for people with disabilities. \u003c\/p\u003e\n\u003cp\u003e • Provide youngsters with disabilities the same opportunities as other students to have their health-related fitness assessed. \u003c\/p\u003e\n\u003cp\u003e • Apply a unified approach for all students based on the test’s compatibility with Fitnessgram. \u003c\/p\u003e\n\u003cp\u003e • Create appropriate IEPs for students with disabilities. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBrockport Physical Fitness Test Manual: A Health-Related Assessment for Youngsters With Disabilities\u003c\/i\u003e has been adopted by the Presidential Youth Fitness Program as its assessment program for students with disabilities. Its online resources include reproducible forms and tables that help teachers administer the tests. Included in the online resources are video clips that demonstrate assessment protocol for the tests. \u003c\/p\u003e\n\u003cp\u003e This text provides teachers with all the information and tools they need for assessing students with disabilities, evaluating their readiness for inclusion in nonadapted PE classes, and generating and assessing IEPs for students. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to the Brockport Physical Fitness Test \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e The Conceptual Framework \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Using the Brockport Physical Fitness Test \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Profiles, Test Selection Guides, Standards, and Fitness Zones \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Test Administration and Test Items \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6. \u003c\/b\u003eTesting Youngsters With Severe Disabilities \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eJoseph P. Winnick, EdD\u003c\/b\u003e, is a distinguished service professor of physical education and sport at the College at Brockport, State University of New York. He received master’s and doctoral degrees from Temple University. Dr. Winnick developed and implemented America’s first master's degree professional preparation program in adapted physical education at Brockport in 1968 and since that time has secured funds from the U.S. Department of Education to support the program. He continues to be involved in research related to the physical fitness of persons with disabilities. Dr. Winnick has received the G. Lawrence Rarick Research Award and the Hollis Fait Scholarly Contribution Award and is a three-time recipient of the Amazing Person Award from the New York Association for SHAPE America ─ formerly known as the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). He has also received a Career Achievement Award from the College at Brockport and is a fellow in the Research Consortium of AAHPERD. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eFrancis X. Short, PED\u003c\/b\u003e, is professor and dean of the School of Health and Human Performance at the College at Brockport, State University of New York. Dr. Short has been involved with adapted physical education programs for over 40 years. He has coauthored numerous journal articles related to physical fitness and youngsters with disabilities. He also has authored and coauthored books and chapters related to adapted physical education. Dr. Short has served as project coordinator for three federally funded research projects pertaining to physical fitness and youngsters with disabilities and is a recipient of the G. Lawrence Rarick Research Award. He is a member of SHAPE America — formerly known as the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)—and the National Consortium for Physical Education and Recreation for Individuals with Disabilities. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/general-procedures-for-testing-and-evaluating-physical-fitness\"\u003eGeneral Procedures for Testing and Evaluating Physical Fitness\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/testing-a-bench-press\"\u003eTesting a bench press\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/youngsters-with-intellectual-disability-and-mild-limitations-in-physical-fitness\"\u003eYoungsters With Intellectual Disability and Mild Limitations in Physical Fitness\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eAll ancillary materials are free to course adopters and available at \u003c\/span\u003e\u003cspan style='font-weight: bolder; color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003ca href=\"http:\/\/www.humankinetics.com\/BrockportPhysicalFitnessTestManual\" style=\"color: rgb(6, 78, 193); text-decoration: none; font-weight: 600;\"\u003ewww.HumanKinetics.com\/BrockportPhysicalFitnessTestManual\u003c\/a\u003e\u003c\/span\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e.\u003c\/span\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cspan style='font-weight: bolder; color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eWeb Resource.\u003c\/span\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eIncludes reproducible charts and forms as well as video clips that demonstrate assessment protocol for most of the tests.\u003c\/span\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Joseph P. Winnick,Francis X. Short","offers":[{"title":"Ebook With Online Resource","offer_id":42369230176330,"sku":null,"price":37.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492584537.jpg?v=1779869986"},{"product_id":"developmental-and-adapted-physical-activity-assessment-2nd-edition-epub-with-web-resource","title":"Developmental and Adapted Physical Activity Assessment 2nd Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e Assessment in adapted physical education is not a simple task. Variables in assessment instruments and in the administration and interpretation of tests can sometimes generate more questions than answers. \u003c\/p\u003e\n\u003cp\u003e That’s why special education and adapted physical activity teachers have come to rely on \u003ci\u003eDevelopmental and Adapted Physical Activity Assessment\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e Now in its second edition, this is the one of the only textbooks that focuses solely on assessment, providing valuable and in-depth clarity, guidance, and understanding in the principles and practical applications of assessment. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eThorough Examination of the Assessment Process\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDevelopmental and Adapted Physical Activity Assessment \u003c\/i\u003edetails the assessment process, explains how to use assessment data when making programming decisions, and reviews specific assessment tools for adapted physical educators and physical therapists. It describes assessment concepts and procedures and provides the information teachers need to accurately assess their students with disabilities. \u003c\/p\u003e\n\u003cp\u003e Written by four of the most experienced and trusted specialists in adapted physical activity, \u003ci\u003eDevelopmental and Adapted Physical Activity Assessment\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e • walks you systematically through the assessment cycle from beginning to end, providing accountability for all involved; \u003c\/p\u003e\n\u003cp\u003e • helps you assess the \u003ci\u003ewhole\u003c\/i\u003e student—including social, affective, physical, and cognitive domains—to spur development to its fullest potential; \u003c\/p\u003e\n\u003cp\u003e • compares and contrasts existing assessment tools; \u003c\/p\u003e\n\u003cp\u003e • offers in-depth case studies in each chapter to reinforce and enhance understanding of real-world challenges; and \u003c\/p\u003e\n\u003cp\u003e • includes appendixes with sample write-ups of different assessments. \u003c\/p\u003e\n\u003cp\u003e The case studies present assessment problems that focus on real-life situations that teachers encounter daily. These case studies will help teachers learn how to identify which test to use and why. In addition, each chapter supplies key terms, key concepts, and review questions. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eNew to This Edition\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e The authors have updated all the chapters to reflect the latest research, regulations, and standards—all information in the text adheres to the newest National Standards for K-12 Physical Education. The updates also emphasize the decisions made in the assessment process and articulate the rationale behind educational decisions. Updated reviews of specific assessment tools emphasize key points where needed and reflect new information based on the most recent versions of the tests. \u003c\/p\u003e\n\u003cp\u003e In addition, \u003ci\u003eDevelopmental and Adapted Physical Activity Assessment \u003c\/i\u003eoffers the following: \u003c\/p\u003e\n\u003cp\u003e • A new chapter on assessing sensory function and cognition \u003c\/p\u003e\n\u003cp\u003e • New information about concussions (one of the most common issues that physical educators encounter) and how to assess them \u003c\/p\u003e\n\u003cp\u003e • A new web resource featuring digital versions of the assessment forms in the book and links to assessment tools, with suggestions for their use \u003c\/p\u003e\n\u003cp\u003e • A new glossary to help with the understanding and study of terms \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eGuide to Multiple Assessments\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e This text will guide teachers in developing written recommendations regarding placement and instructional programming for \u003c\/p\u003e\n\u003cp\u003e • motor development and motor skill performance, \u003c\/p\u003e\n\u003cp\u003e • physical fitness, \u003c\/p\u003e\n\u003cp\u003e • sensory function and cognition, \u003c\/p\u003e\n\u003cp\u003e • posture and gait, and \u003c\/p\u003e\n\u003cp\u003e • behavior and social competencies. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDevelopmental and Adapted Physical Activity Assessment \u003c\/i\u003ehelps teachers know what tests to use on what people, how to administer the tests, how to interpret the results, and how to plan appropriately for their students. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Who You Are Assessing \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Why You Are Assessing \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eGetting to Know the Student \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Selecting an Appropriate Assessment Instrument \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Selecting and Administering Tests \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Assessing Motor Development and Motor Skill Performance \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Assessing Physical Fitness \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Assessing Posture and Gait \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Assessing Perception and Cognition \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Assessing Behavior and Social Competence \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix A.\u003c\/b\u003e Sample Write-Up for Infant and Early Childhood Motor Development Tests \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix B.\u003c\/b\u003e Sample Write-Up for Fundamental Motor Patterns Tests \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix C.\u003c\/b\u003e Sample Write-Up for Motor Proficiency Tests \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix D. \u003c\/b\u003eSample Write-Up for Sports Skills Tests \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eMichael Horvat, EdD,\u003c\/b\u003e is a professor of adapted physical education and motor behavior at the University of Georgia, where he is also the director of the Movement Studies Laboratory and the Pediatric Exercise and Motor Development Clinic. Dr. Horvat is extensively published, having authored numerous books, monographs, chapters in books, and articles in dozens of refereed journal publications. He is also a highly sought-after speaker, having presented at more than 100 international and domestic conferences. \u003c\/p\u003e\n\u003cp\u003e Dr. Horvat has been elected to many boards and councils and has professional affiliations with a number of organizations, including the International Society of Adapted Physical Activity, the North American Federation of Adapted Physical Activity, and SHAPE America (formerly the American Alliance for Health, Physical Education, Recreation and Dance [AAHPERD]). In 2005 he was named to the Honor Society of Phi Kappa Phi, and he has also been named to Who's Who in American Education. \u003c\/p\u003e\n\u003cp\u003e Dr. Horvat was the Southern District AAHPERD Scholar for 1994-1995 and was named a fellow of the North American Society (NAS) of Health, Physical Education, Recreation, Sport, and Dance Professionals in 2008. He also received the 2006 Hollis Fait Scholarly Contribution Award and the 2016 G. Lawrence Rarick Research Award from the National Consortium for Physical Education for Individuals with Disabilities (NCPEID). \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMartin E. Block, PhD, \u003c\/b\u003eis a professor in the department of kinesiology at the University of Virginia. He has been the director of the master's program in adapted physical education (APE) at the University of Virginia since 1993. During that time he has supervised and graduated more than 120 master's students. Dr. Block has served as an APE specialist in Virginia, working with children with severe disabilities and learning and behavioral problems. \u003c\/p\u003e\n\u003cp\u003e Dr. Block has been a consultant to Special Olympics, Inc., helping to create the Motor Activities Training Program (MATP), a sports program for athletes with severe disabilities. He has authored or coauthored four books, more than 20 chapters in books, and more than 80 refereed articles, and he has conducted more than 100 international and national presentations on various topics in APE. He is the editor of the journal Palaestra, and he is on the editorial board of \u003ci\u003eAdapted Physical Activity Quarterly\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e Dr. Block is the president of the International Federation of Adapted Physical Activity (IFAPA) and previously served as president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) and as chair for the Adapted Physical Activity Council and the Motor Development Academy of SHAPE America. He was named the Virginia College Professor of the Year in 2004. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eLuke E. Kelly, PhD,\u003c\/b\u003e is a certified adapted physical educator, professor of kinesiology, holder of the Virgil S. Ward endowed professorship, and director of the graduate program in adapted physical education at the University of Virginia. He has 40 years of experience working with public schools in evaluating and revising their physical education curricula to meet the needs of students with disabilities. Dr. Kelly has written extensively about the achievement-based curriculum model, assessment, and the use of technology in physical education. Dr. Kelly has served as the president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) and directed the NCPEID adapted physical education national standards project from 1992 to 1999. Dr. Kelly is a fellow of the National Academy of Kinesiology (formerly the American Academy of Kinesiology and Physical Education). He has also received the G. Lawrence Rarick Research Award and the William A. Hillman Distinguished Service Award from NCPEID. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eRonald V. Croce, PhD,\u003c\/b\u003e received his doctorate in neuroscience\/exercise physiology and special populations from the University of New Mexico, and he is currently a professor in the kinesiology department. His main teaching focus is applied anatomy\/kinesiology and medical neuroscience, and he has been the recipient of several university teaching and research awards. Dr. Croce’s research focuses on physical and motor functioning of individuals with cognitive and motor impairments as well as human neuromuscular functioning and cognition. He has over 100 published articles and is a coauthor of \u003ci\u003eDevelopmental\/Adapted Physical Education\u003c\/i\u003e. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/adaptive-and-maladaptive-behavior\"\u003eAdaptive and Maladaptive Behavior\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/case-study\"\u003eCase Study\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/cognitive-assessments\"\u003eCognitive Assessments\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/roles-in-the-assessment-process\"\u003eRoles in the Assessment Process\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eThe web resource includes digital version of forms in the book and links to other assessment tools. Teachers can download and print the forms or use them as models for creating their own forms.\u003c\/span\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eAll ancillary materials for this text are FREE to course adopters and available online at \u003c\/span\u003e\u003ca href=\"http:\/\/www.humankinetics.com\/DevelopmentalandAdaptedPhysicalActivityAssessment\" style='text-decoration: none; font-weight: 600; font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\"; background-color: rgb(255, 255, 255); color: blue !important;'\u003ewww.HumanKinetics.com\/DevelopmentalandAdaptedPhysicalActivityAssessment\u003c\/a\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e.\u003c\/span\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Michael Horvat,Luke E. Kelly,Martin E. Block,Ron Croce","offers":[{"title":"Ebook With Online Resource","offer_id":42369243054154,"sku":null,"price":52.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492586500.jpg?v=1777346384"},{"product_id":"positive-behavior-management-in-physical-activity-settings-3rd-edition-epub-with-web-resource","title":"Positive Behavior Management in Physical Activity Settings 3rd Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003eIt’s never been more challenging to manage behavior and motivate students in a physical activity setting.\u003c\/p\u003e\n\u003cp\u003eThere are more at-risk children and students with disabilities to manage. Physical activity professionals also face the unique challenge of providing instruction to large groups with limited resources and distractions galore. If not handled correctly, these challenges can quickly add up to chaos, ineffective instruction, and frustrated, burnt-out physical activity professionals.\u003c\/p\u003e\n\u003cp\u003eThat’s where the third edition of\u003ci\u003e Positive Behavior Management in Physical Activity Settings, Third Edition\u003c\/i\u003e comes in. This resource will help you not only overcome those and other discipline challenges, but also use tried-and-true, positive techniques to develop appropriate and responsible behaviors and good character among all learners.\u003c\/p\u003e\n\u003cp\u003eThis new edition incorporates principles, methods, and instructional practices from psychology, special education, pedagogy, recreation, athletics, and coaching. It shows teachers, coaches, and recreation leaders how to apply the principles that have proven effective in schools, youth sport programs, and recreation sites.\u003c\/p\u003e\n\u003cp\u003ePositive Behavior Management in Physical Activity Settings offers this new material:\u003c\/p\u003e\n\u003cp\u003e• A \u003cb\u003enew chapter on bullying\u003c\/b\u003e, providing up-to-date information to help you recognize and manage such behavior within your group\u003c\/p\u003e\n\u003cp\u003e• A \u003cb\u003enew chapter on children with special needs\u003c\/b\u003e, including autism spectrum disorder, attention deficit disorder, learning disabilities, intellectual disabilities, traumatic brain injury, and behavioral\/emotional disabilities\u003c\/p\u003e\n\u003cp\u003e• A \u003cb\u003enew chapter on behavior management ethics and professionalism\u003c\/b\u003e, to help those who are preparing to be physical activity professionals at the pre-service and in-service levels\u003c\/p\u003e\n\u003cp\u003e• \u003cb\u003eNew sections on motivating children who are overweight or obese\u003c\/b\u003e, using the latest research to help you to encourage them to participate\u003c\/p\u003e\n\u003cp\u003eAlso new to this edition are an instructor guide and a web resource. The\u003cb\u003e instructor guide\u003c\/b\u003e offers different sample syllabi, showing various ways to teach the course; sample assignments; answers to chapter review questions; suggested further readings; and useful websites and apps. The\u003cb\u003e web resource\u003c\/b\u003e supplies behavior management scenarios, sample forms (checklists, rubrics, certificates, worksheets) from the chapters, instructions for designing an Applied Behavior Analysis graph and a trifold display, useful websites and apps, and a glossary by chapter.\u003c\/p\u003e\n\u003cp\u003eThis text provides you with evidence-based strategies in managing special needs populations, including designing a positive behavioral support (PBS) model and a behavioral intervention plan (BIP), as well as information on response to intervention (RTI).\u003c\/p\u003e\n\u003cp\u003eGUIDANCE TO MOTIVATE CHILDREN\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePositive Behavior Management in Physical Activity\u003c\/i\u003e offers current and future K-12 physical educators, coaches, recreation specialists, and adapted physical education specialists guidance in motivating young people. You will learn how to manage behavior and create a physical activity environment that is conducive to performance and learning—and that is designed to empower children rather than control their behavior.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I Creating a Positive Learning Environment\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1 \u003c\/b\u003eIntroduction to Behavior Management \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2\u003c\/b\u003e\u003ci\u003e\u003c\/i\u003ePreventing Inappropriate Behaviors and Promoting Positive Behaviors \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II Exploring Behavior Management Approaches\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3 \u003c\/b\u003eThe Behavioral Approach: Maintaining and Increasing Behaviors \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4\u003c\/b\u003e The Behavioral Approach: Redirecting and Decreasing Inappropriate Behaviors \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5\u003c\/b\u003e The Humanistic Approach: Accepting Social and Personal Responsibility and Building Character \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6 \u003c\/b\u003eThe Biophysical Approach: Biological Variables to Behavior \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7 \u003c\/b\u003eEvaluating the Behavioral Intervention \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III Behavior Management Challenges\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8\u003c\/b\u003e Bullying of Children and Youth \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9\u003c\/b\u003e Children and Youth With Unique Needs \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart IV Behavior Management in Practice\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10 \u003c\/b\u003eBehavior Management, Ethics, and Professionalism \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11\u003c\/b\u003e Steps for Developing a Behavior Management Portfolio \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eBarry W. Lavay, PhD\u003c\/b\u003e, is a professor of adapted physical education at California State University at Long Beach. He has authored or coauthored more than 15 texts and chapters and more than 60 juried articles in physical education and special education journals. He has made close to 100 presentations at the international, national, regional, and state levels and given numerous seminars and workshops. \u003c\/p\u003e\n\u003cp\u003e Lavay has spent four decades as a university professor in physical education teacher education and as a public school physical education teacher. He has been a member of SHAPE America since 1973 and has been a fellow member of the AAHPERD Research Consortium since 1989. He served on the steering committee for the Adapted Physical Education National Standards Project from 1992 to 1997. He also was a member of the California AHPERD Council on Adaptive Physical Education for five years. \u003c\/p\u003e\n\u003cp\u003e In 2011 Lavay received the William A. Hillman Distinguished Service Award from the National Consortium for Physical Education for Individuals with Disabilities. He enjoys spending time with his family, and he runs and cycles in his leisure time. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eRon French, EdD, CAPE\u003c\/b\u003e, is professor emeritus in the department of kinesiology at Texas Woman’s University in Denton. In 1971 Dr. French received his doctorate in special education and special physical education from the University of California at Los Angeles. \u003c\/p\u003e\n\u003cp\u003e Since 1981 he has taught a graduate course on behavior management in physical education and sport. A former public school physical educator, he has presented at more than 100 workshops, conferences, and conventions and written or coauthored more than 72 articles and two manuals on behavior management. Dr. French has earned such awards as the TWU Carnaro Professor Award and the Texas Piper Professor Award. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eHester L. Henderson, PhD\u003c\/b\u003e, taught adapted physical education for one year at Iowa State University and then joined the faculty in the department of exercise and sport science at the University of Utah, where she has taught since 1983. \u003c\/p\u003e\n\u003cp\u003e She has written and administered 26 grants, primarily in professional preparation, totaling $6.2 million. She has authored or coauthored 41 manuscripts and has coauthored or been a major contributor to eight books and four book chapters. She was a major contributor to the revision of the first edition of the book \u003ci\u003eAdapted Physical Education National Standards\u003c\/i\u003e and the \u003ci\u003eAdapted Physical Education National Standards Study Guide\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e Dr. Henderson has made more than 100 presentations at all levels. In 1999 Dr. Henderson developed and still administers two service learning projects at the University of Utah. She also started the physical education program at the Pingree Learning Center for Children with Autism. \u003c\/p\u003e\n\u003cp\u003e Since 1992 she has served on the executive committee and helped develop the Adapted Physical Education National Standards (APENS). She is a member of the national, regional, and state Associations of Health, Physical Education, Recreation and Dance as well as the National Consortium of Physical Education for Individuals with Disabilities. \u003c\/p\u003e\n\u003cp\u003e Dr. Henderson has received the University Faculty Community Service Award, Select 25 Award, University Beacon of Excellence Award, University Distinguished Faculty Service Award, Hollis Fait Scholarly Contribution Award, and College of Health Distinguished Mentor Award. In her free time she enjoys playing soccer, running, biking, and snowshoeing. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003e“\u003c\/i\u003ePositive Behavior Management in Physical Activity Settings\u003ci\u003e is a knowledge base that is almost lost in teacher education. If you are a teacher and have challenges with your students’ behavior and want more from your students than just following directions, but you want enthusiastic cooperation from your students, this is the book.”\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e  \u003cb\u003ePhillip Ward, PhD, FNAK, RFSA-- \u003c\/b\u003eDirector of the Learning to Teach Physical Education Research Program, Ohio State University \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/bullying-in-the-physical-activity-environment\"\u003eBullying in the Physical Activity Environment\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/professional-ethics-and-the-use-of-punishment-in-physical-activity-environments\"\u003eProfessional Ethics and the Use of Punishment in Physical Activity Environments\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/school-age-overweight-and-obesity-issues\"\u003eSchool-Age Overweight and Obesity Issues\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003e\u003cspan style='font-weight: bolder; color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eWeb Resource\u003c\/span\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003c\/span\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eThe web resource features behavior management scenarios and sample forms from each chapter. Also included are instructions for designing graphs and trifold displays, useful websites and apps, and a glossary by chapter.\u003c\/span\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cspan style='font-weight: bolder; color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eInstructor Guide\u003c\/span\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eThe instructor guide features several sample syllabi, course outlines, sample assignments, and answers to chapter review questions. Also included are suggested reading material and useful websites and apps.\u003c\/span\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eAll ancillary materials for this text are FREE to course adopters and available online at \u003c\/span\u003e\u003ca href=\"http:\/\/www.humankinetics.com\/PositiveBehaviorManagementInPhysicalActivitySettings3E\" style='color: rgb(6, 78, 193); text-decoration: none; font-weight: 600; font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\"; background-color: rgb(255, 255, 255);'\u003ewww.HumanKinetics.com\/PositiveBehaviorManagementInPhysicalActivitySettings3E\u003c\/a\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e.\u003c\/span\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Barry W. Lavay,Ron French,Hester L. Henderson","offers":[{"title":"Ebook With Online Resource","offer_id":42369251737674,"sku":null,"price":45.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492585688.jpg?v=1777382873"},{"product_id":"adapted-aquatics-programming-2nd-edition-epub","title":"Adapted Aquatics Programming 2nd Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003eThe e-book for \u003ci\u003eAdapted Aquatics Programming: A Professional Guide\u003c\/i\u003e is available at a reduced price and allows students to highlight, take notes, and easily access all of the online student resource features with direct links throughout the text. The print book and e-book are also available as a package.\u003c\/p\u003e\n\u003cp\u003eWhen the e-book is purchased through the Human Kinetics site, access is immediately granted when your order is received. The e-book may be downloaded from www.HumanKinetics.com\/AdaptedAquaticsProgramming. If you do not already have the Adobe Digital Editions® software, you will prompted to download it for free.\u003c\/p\u003e\n\u003cp\u003eThe second edition of \u003ci\u003eAdapted Aquatics Programming: A Professional Guide\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e-clarifies rationales for adapted aquatics programming, \u003c\/p\u003e\n\u003cp\u003e-broadens the scope of and enriches traditional programs for people with disabilities, \u003c\/p\u003e\n\u003cp\u003e-guides instructors in improving teaching methods and safety management, and \u003c\/p\u003e\n\u003cp\u003e-educates professionals on providing safe and effective adapted aquatics programs. \u003c\/p\u003e\n\u003cp\u003eThe second edition of \u003ci\u003eAdapted Aquatics Programming: A Professional Guide\u003c\/i\u003e is packed with new material, including up-to-date information on relevant legislation, guidelines on architectural accessibility, instructional strategies, equipment, safety management, and competitive and recreational aquatics activities.\u003c\/p\u003e\n\u003cp\u003eThis comprehensive resource is a significant addition to the aquatics literature, providing a practical learning tool for the field. The authors infuse each chapter with specific techniques as well as rationales for adapted aquatics programming. They also provide readers with\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e-best practices in adapted aquatics programming,\u003c\/p\u003e\n\u003cp\u003e-a description of the scope of traditional adapted programs with enrichment ideas, \u003c\/p\u003e\n\u003cp\u003e-guidance in improving teaching methods and safety management, and\u003c\/p\u003e\n\u003cp\u003e-instruction in providing safe and effective adapted aquatics programs. \u003c\/p\u003e\n\u003cp\u003eAdapted Aquatics Programming, Second Edition, contains a wealth of references, practical tips, and safety precautions. It includes a number of new features, including photographs and diagrams, life-experience scenarios that provide a reference point for the chapter ahead, and an objectives list for each chapter. It also offers ideas for using equipment and includes information about competitive and recreational aquatics activities.\u003c\/p\u003e\n\u003cp\u003eIn \u003cb\u003epart I\u003c\/b\u003e, the authors explore foundational issues of adapted aquatics, including models of collaboration, inclusion, planning, program development, facilities, equipment, and supplies. In \u003cb\u003epart II\u003c\/b\u003e they lay out instructional strategies and detail how to build safe and effective programs. They also look at the specific needs of program participants and issues related to aquatic fitness and rehabilitation. In \u003cb\u003epart III\u003c\/b\u003e they provide information on enhancing a program conducting competitive and recreational activities. \u003c\/p\u003e\n\u003cp\u003eFounded on action-based research and current thinking, laws, and practices, \u003ci\u003eAdapted Aquatics Programming, Second Edition\u003c\/i\u003e, offers a practical approach to adapted aquatics, providing much-needed information on adapting the environment, equipment, instructional strategies, skill techniques, and teaching methods for people with disabilities. This text fills the need for a source of current best practices in adapted aquatics programming.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAdobe Digital Editions® System Requirements\u003cbr\u003e\u003cu\u003eWindows\u003c\/u\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e-Microsoft® Windows® 2000 with Service Pack 4, Windows XP with Service Pack 2, or Windows Vista® (Home Basic 32-bit and Business 64-bit editions supported)\u003c\/p\u003e\n\u003cp\u003e-Intel® Pentium® 500MHz processor\u003c\/p\u003e\n\u003cp\u003e-128MB of RAM\u003c\/p\u003e\n\u003cp\u003e-800x600 monitor resolution\u003cbr\u003e\u003cb\u003e\u003cu\u003eMac\u003c\/u\u003e\u003c\/b\u003e\u003cbr\u003ePowerPC \u003c\/p\u003e\n\u003cp\u003e-Mac OS X v10.4.10 or v10.5 \u003c\/p\u003e\n\u003cp\u003e-PowerPC® G4 or G5 500MHz processor\u003c\/p\u003e\n\u003cp\u003e-128MB of RAM\u003cbr\u003eIntel® \u003c\/p\u003e\n\u003cp\u003e-Mac OS X v10.4.10 or v10.5\u003c\/p\u003e\n\u003cp\u003e-500MHz processor\u003c\/p\u003e\n\u003cp\u003e-128MB of RAM\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003cu\u003eSupported browsers and Adobe Flash versions\u003c\/u\u003e\u003c\/b\u003e\u003cbr\u003eWindows \u003c\/p\u003e\n\u003cp\u003e-Microsoft Internet Explorer 6 or 7, Mozilla Firefox 2 \u003c\/p\u003e\n\u003cp\u003e-Adobe Flash® Player 7, 8, or 9 (Windows Vista requires Flash 9.0.28 to address a known bug)\u003cbr\u003eMac \u003c\/p\u003e\n\u003cp\u003e-Apple Safari 2.0.4, Mozilla Firefox 2 \u003c\/p\u003e\n\u003cp\u003e-Adobe Flash Player 8 or 9\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003cu\u003eSupported devices\u003c\/u\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e-Sony® Reader PRS-505\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003cu\u003eLanguage versions\u003c\/u\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e-English \u003c\/p\u003e\n\u003cp\u003e-French \u003c\/p\u003e\n\u003cp\u003e-German\u003cbr\u003e\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003ePreface\u003cbr\u003eAcknowledgments\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart I. Foundations of Adapted Aquatics\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Adapted Aquatics\u003cbr\u003eEvolution of Adapted Aquatics \u003cbr\u003eLegislation for Individuals With Disabilities\u003cbr\u003eBenefits of Aquatics Participation \u003cbr\u003eApplications of Aquatics Participation\u003cbr\u003eSummary\u003cbr\u003eChapter 1 Review\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Models of Collaboration in Adapted Aquatics \u003cbr\u003eModels for Adapted Aquatics\u003cbr\u003eMedical-Therapeutic Model\u003cbr\u003eEducational Model \u003cbr\u003eRecreation Model \u003cbr\u003eTransdisciplinary Model\u003cbr\u003eSummary\u003cbr\u003eChapter 2 Review\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Inclusion and the Least-Restrictive Environment \u003cbr\u003ePlacement, Inclusion, and the LRE\u003cbr\u003eContinuum of Placements\u003cbr\u003ePrerequisites to Successful Inclusion\u003cbr\u003eDeveloping and Maintaining Successful Inclusion Groups\u003cbr\u003eUsing Activities to Facilitate Inclusion\u003cbr\u003eSummary \u003cbr\u003eChapter 3 Review \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Individualized Instructional Planning \u003cbr\u003ePlanning for Assessment\u003cbr\u003eDeveloping the IEP or IAPP\u003cbr\u003eImplementing the IEP or IAPP\u003cbr\u003eSummary\u003cbr\u003eChapter 4 Review\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Program and Organization Development \u003cbr\u003eOrganizational Foundations \u003cbr\u003eCommunications and Promotion\u003cbr\u003eFinancial Development \u003cbr\u003eFacilities Acquisition\u003cbr\u003eRisk Management \u003cbr\u003eProgram Development and Evaluation \u003cbr\u003eHuman Resource Management\u003cbr\u003eSummary\u003cbr\u003eChapter 5 Review\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Facilities, Equipment, and Supplies\u003cbr\u003eFacilities\u003cbr\u003eEquipment and Supplies\u003cbr\u003eSummary\u003cbr\u003eChapter 6 Review\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart II. Facilitating Instruction\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Prerequisites to Safe, Successful, and Rewarding Programs\u003cbr\u003eEssential Communication Skills\u003cbr\u003eTransferring Techniques\u003cbr\u003eParticipant Care and Safety\u003cbr\u003eHydrodynamics \u003cbr\u003ePositioning and Supporting Participants\u003cbr\u003eSummary\u003cbr\u003eChapter 7 Review\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Instructional Strategies \u003cbr\u003eThe Learning Process\u003cbr\u003eTeaching, Facilitating, and Guiding Participants \u003cbr\u003eAddressing Problem Behaviors\u003cbr\u003eSummary \u003cbr\u003eChapter 8 Review\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Specific Needs of Adapted Aquatics Participants \u003cbr\u003eDefinitions of Common Disabilities in Adapted Aquatics\u003cbr\u003eCommonly Seen Attributes of Learners in Adapted Aquatics\u003cbr\u003eAtlantoaxial Instability\u003cbr\u003eAttention Deficit\u003cbr\u003eAuditory Perception Disorder \u003cbr\u003eAutonomic Dysreflexia or Hyperreflexia \u003cbr\u003eBalance Disorder \u003cbr\u003eBrittle Bones\u003cbr\u003eCardiovascular Disorder\u003cbr\u003eCirculatory Disorder \u003cbr\u003eContractures and Limitations to Range of Motion \u003cbr\u003eHearing Loss: Deafness and Hard of Hearing\u003cbr\u003eHearing Loss: Deafblindness\u003cbr\u003eHead Control Difficulty\u003cbr\u003eHigh Muscle Tone\u003cbr\u003eHyperactivity\u003cbr\u003eInteraction Difficulty\u003cbr\u003eJoint Dysfunction \u003cbr\u003eKinesthetic System Disorder \u003cbr\u003eMemory and Understanding Difficulty\u003cbr\u003eMultisensory Loss\u003cbr\u003eOral Motor Dysfunction\u003cbr\u003eParalysis, Paresis, and Atrophy \u003cbr\u003ePosture Disorder \u003cbr\u003ePrimitive Reflex Retention\u003cbr\u003eProprioceptive Disorder\u003cbr\u003eRange of Motion Dysfunction\u003cbr\u003eReceptive or Expressive Language Disorder\u003cbr\u003eRespiratory Disorder\u003cbr\u003eSeizure Disorder\u003cbr\u003eTactile System Disorder\u003cbr\u003eTemperature Regulation Disorder\u003cbr\u003eVestibular System Disorder \u003cbr\u003eVisual Impairment \u003cbr\u003eVisual Perception Disorder\u003cbr\u003eSummary \u003cbr\u003eChapter 9 Review\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Aquatic Fitness and Rehabilitation\u003cbr\u003eHealth-Related Physical Fitness and Aquatic Exercise\u003cbr\u003ePhysical Conditions and Tips for Aquatic Rehabilitation\u003cbr\u003eSummary\u003cbr\u003eChapter 10 Review\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart III. Program Enhancement \u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Adapted Aquatics Program Selection \u003cbr\u003eProgram Environments \u003cbr\u003eProgram Purpose \u003cbr\u003eTypes of Participation \u003cbr\u003eNationally Sponsored Adapted Aquatics Programs \u003cbr\u003eSummary\u003cbr\u003eChapter 11 Review\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Competitive and Recreational Activities \u003cbr\u003eEffect of Legislation on Aquatics Participation\u003cbr\u003eCompetitive Swimming for Individuals With Disabilities\u003cbr\u003eEquitable Competition and Classification \u003cbr\u003eCoaching Swimmers With Disabilities\u003cbr\u003eRecreational Aquatic Activities \u003cbr\u003eSummary\u003cbr\u003eChapter 12 Review\u003c\/p\u003e\n\u003cp\u003eAppendix A Adapted Aquatics Position Paper of the Aquatic Council: AAALF and AAHPERD\u003cbr\u003eAppendix B Assessment Forms\u003cbr\u003eAppendix C Games and Activities for Various Age Groups\u003cbr\u003eAppendix D Information-Gathering Forms\u003cbr\u003eAppendix E Adapted Aquatics Program Resources\u003cbr\u003eAppendix F AAPAR Levels of Adapted Aquatics Credentials\u003cbr\u003eGlossary\u003cbr\u003eReferences\u003cbr\u003eIndex\u003cbr\u003eAbout the Authors\u003cbr\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eMonica Lepore, EdD\u003c\/b\u003e, is a professor at West Chester University of Pennsylvania in West Chester. A master teacher of adapted aquatics, Dr. Lepore has been an American Red Cross water safety instructor for more than 25 years. She has a degree in leadership in adapted physical education and was a recipient of the International Swimming Hall of Fame Adapted Aquatics Award in 2001. In 2006 she was named AAHPERD\/AAPAR Adapted Physical Education Professional of the Year, and she has been on the Top 100 Aquatics Professionals list twice. She acted as chair for AAHPERD\/AAPAR adapted aquatics from 2000 to 2005 and received a Meritorious Award from the Aquatic Council of AAHPERD\/AAPAR in 2005. In her leisure time, Dr. Lepore enjoys swimming, biking, and hiking.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eG. William Gayle, PhD, CAPE\u003c\/b\u003e, is a professor and coordinator of adapted physical education at Wright State University in Dayton, Ohio. A master teacher of adapted aquatics, Dr. Gayle has been an American Red Cross water safety instructor for over 20 years. He holds degrees from Virginia Tech and University of Wisconsin at LaCrosse and a doctorate in adapted physical education and psychology of mental retardation and developmental disabilities from Ohio State University. In 1988 he was inducted into the Ohio Wheelchair Sports Hall of Fame. He served on the AAHPERD\/AAPAR adapted aquatics committee from 2000 to 2005. In 2006 he was inducted into the National Wheelchair Basketball Association Intercollegiate Division Hall of Fame and selected as Teacher of the Year in the College of Education and Human Services at Wright State University. He has provided adapted aquatics programs for university students and surrounding school districts for several decades. In his leisure time, he enjoys golfing, swimming, and traveling internationally.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eShawn F. Stevens, EdD\u003c\/b\u003e, is executive director of Edgemoor Community Center in Wilmington, Delaware. Dr. Stevens has been an American Red Cross instructor trainer for water safety, lifeguarding, first aid, CPR, and AED for 25 years, and he was an adapted aquatics instructor trainer for 18 years. Overall, he has provided leadership in conducting aquatics programs for 30 years, and he assisted with the development of the \u003ci\u003eADA Accommodation Resource Guide\u003c\/i\u003e for the American Red Cross. In his spare time, he serves as a volunteer instructor trainer and leadership volunteer for the American Red Cross, and he also enjoys golfing and swimming.\u003cbr\u003e\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Monica Lepore,G. William Gayle,Shawn Stevens","offers":[{"title":"Ebook","offer_id":42724065280074,"sku":null,"price":48.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718252721.jpg?v=1787814220"},{"product_id":"health-physical-education-and-adaptive-pe-uww","title":"Health, Physical Education, and Adaptive PE-UWW","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003eThis custom ebook includes chapters from \u003ci\u003eAdapted Physical Education and Sport, Seventh Edition,\u003c\/i\u003e and \u003ci\u003eThe Essentials of Teaching Health Education, Third Edition\u003c\/i\u003e. It has been specifically designed for students taking the course Foundations of Health, Physical Education and Adaptive PE (PreProf 166) at University of Wisconsin–Whitewater.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eCustom ebook for students taking the course Foundations of Health, Physical Education and Adaptive PE (PreProf 166) at University of Wisconsin–Whitewater.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003eIntroduction to Adapted Physical Education and Sport\u003cbr\u003e\u003ci\u003eJoseph P. Winnick and David L. Porretta\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Activity and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eProgram Organization and Management\u003cbr\u003e\u003ci\u003eJoseph P. Winnick and David L. Porretta\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Activity and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eAdapted Sport\u003cbr\u003e\u003ci\u003eRonald W. Davis\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Activity and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eMeasurement, Assessment, and Program Evaluation\u003cbr\u003e\u003ci\u003eBrock McMullen and Manny Felix\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Activity and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eIndividualized Education Programs\u003cbr\u003e\u003ci\u003eBrock McMullen and Manny Felix\u003c\/i\u003e\u003cbr\u003eFrom \u003ci\u003eAdapted Physical Activity and Sport, Seventh Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eThe Role of Health Education\u003cbr\u003eFrom \u003ci\u003eThe Essentials of Teaching Health Education, Third Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eUnderstanding a Skills-Based Approach\u003cbr\u003eFrom \u003ci\u003eThe Essentials of Teaching Health Education, Third Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eSix Steps for Curriculum Development\u003cbr\u003eFrom \u003ci\u003eThe Essentials of Teaching Health Education, Third Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eDesigning Meaningful Assessments\u003cbr\u003eFrom \u003ci\u003eThe Essentials of Teaching Health Education, Third Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eCreating a Positive Learning Environment\u003cbr\u003eFrom \u003ci\u003eThe Essentials of Teaching Health Education, Third Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eMeeting the Unique Needs of Teaching Elementary Health Education\u003cbr\u003eFrom \u003ci\u003eThe Essentials of Teaching Health Education, Third Edition\u003c\/i\u003e \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eJoseph P. Winnick, EdD,\u003c\/b\u003e passed away in 2019. He was a distinguished service professor in the department of kinesiology, sport studies, and physical education at State University of New York at Brockport. He received his bachelor’s degree from Ithaca College and his master’s and doctoral degrees from Temple University. For more than 50 years, Winnick taught undergraduate and graduate courses in adapted physical education at Brockport in addition to developing and coordinating programs for adapted physical education. He also directed nationwide research projects related to the physical fitness of people with disabilities and was involved in the publication of the Brockport Physical Fitness Test and support materials.\u003c\/p\u003e\n\u003cp\u003eWinnick had been president and a board member of the National Consortium for Physical Education for Individuals With Disabilities and a consultant for the U.S. Department of Education since 1969. He also served as a reviewer for several professional journals, had more than 70 publications to his credit, and was a member of SHAPE America. His previous editions of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e have been translated into five languages.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDavid L. Porretta, PhD,\u003c\/b\u003e is an emeritus professor at Ohio State University and has taught undergraduate and graduate courses in adapted physical education for over 35 years. He earned his BS from Niagara University, his MS from Ithaca College, and his PhD from Temple University. Porretta has numerous major scholarly publications and a continuous record of external funding. He has served as editor of, and on the editorial board of, \u003ci\u003eAdapted Physical Activity Quarterly (APAQ)\u003c\/i\u003e. He is a fellow of the National Academy of Kinesiology, the International Federation of Adapted Physical Activity, and the Research Council of SHAPE America. Porretta is the recipient of the Julian U. Stein Lifetime Achievement Award from SHAPE America as well as the recipient of the Hollis Fait Scholarly Contribution Award and G. Lawrence Rarick Research Award, both from the National Consortium for Physical Education for Individuals with Disabilities (NCPEID). He also served as NCPEID’s president. Porretta has been a contributing author to all editions of \u003ci\u003eAdapted Physical Education and Sport\u003c\/i\u003e. He enjoys golf, traveling, and attending Ohio State sporting events.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eSarah Benes, EdD, MPH, CHES,\u003c\/b\u003e is an assistant professor and the coordinator of the school health education program at Southern Connecticut State University. She earned a BS in athletic training at University of Connecticut, an EdM in human movement from Boston University in 2006, and an EdD in curriculum and teaching from Boston University in 2010. In 2021, she also completed a master’s degree in public health. She worked as a graduate assistant athletic trainer and an assistant athletic trainer at Boston University before transitioning to teaching full time and running the physical and health education programs for six years. Benes then held a position as an associate clinical professor in the School of Health Sciences at Merrimack College.\u003c\/p\u003e\n\u003cp\u003eBenes’ research and scholarship interests include skills-based health education, equity and justice in health education, physical activity in the classroom, and enhancing school-based physical and health education programming. She is a past president of SHAPE America, after serving on the board for three years and as chair of the Health Education Council. She has done curriculum development with many districts in Massachusetts, has conducted skills-based health education professional development in multiple states across the country and internationally, and has written more than a dozen health education presentations and publications. She currently lives in Natick, Massachusetts, with her husband and two daughters. She enjoys yoga and meditation, reading, hiking, and going on adventures with her family.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eHolly Alperin, EdM, MCHES,\u003c\/b\u003e is a clinical associate professor at the University of New Hampshire (UNH) with over 20 years’ experience in both public health and education. As a faculty member and program coordinator of the department of kinesiology’s health and physical education teacher preparation program, she focuses on preparing preservice educators to teach using a skills-based approach. Prior to UNH, she worked at the Massachusetts Department of Elementary and Secondary Education in a variety of roles that supported schools in their efforts to strengthen policies and increase capacity around school health education and programs, school nutrition programs, and professional learning experiences for educators.\u003c\/p\u003e\n\u003cp\u003eThrough her work at the local, state, national, and international levels, Alperin provides guidance to schools as they create a culture of health and well-being for each student—both in the health education classroom and throughout the school. In addition to other volunteer roles, she is the past vice president of health education for New Hampshire Association for Health, Physical Education, Recreation and Dance; served on the task force to revise the National Health Education Standards; and is the past chair of the Health Education Council for SHAPE America.\u003c\/p\u003e\n\u003cp\u003eAlperin received her master’s in education in policy, planning, and administration from Boston University and her bachelor’s degree in health education and health promotion from Central Michigan University. She holds the Master Certified Health Education Specialist (MCHES) credential. She lives in New Hampshire with her husband and two daughters. In her free time, you can likely find her in the mountains or at the beach enjoying the best New England has to offer.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Joseph P. Winnick,David L. Porretta,Sarah Benes,Holly Alperin","offers":[{"title":"Ebook","offer_id":43167176228938,"sku":null,"price":35.76,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718259911.jpg?v=1777361971"},{"product_id":"practitioner-certified-adapted-physical-education-cape-initial-certification-exam","title":"Practitioner Certified Adapted Physical Education (CAPE) Initial Certification Exam","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003eThe Adapted Physical Education National Standards (APENS) were developed by the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) to define the essential knowledge and skills needed to provide high-quality adapted physical education services.\u003c\/p\u003e\n\u003cp\u003eTo ensure professionals meet these expectations, NCPEID awards the Certified Adapted Physical Educator (CAPE) certification to individuals who successfully meet all APENS eligibility requirements and pass the APENS national certification examination.\u003c\/p\u003e\n\u003cp\u003eTwo certification tracks are available:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cb\u003ePractitioner Track\u003c\/b\u003e for PK–12 school-based professionals\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eHigher Education Track\u003c\/b\u003e for faculty who prepare preservice or in-service adapted physical education professionals\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eIndividuals who earn CAPE certification demonstrate that they have met the nationally validated knowledge standards needed to provide appropriate adapted physical education services to students with disabilities or to prepare future professionals in higher education settings. CAPE certification is valid for \u003cb\u003eseven years\u003c\/b\u003e. To maintain certification, individuals must complete the recertification process. Details on eligibility, requirements, and application procedures are provided below.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInitial CAPE Certification: Practitioner Track\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eBefore you begin your application\u003c\/b\u003e\u003cbr\u003ePlease ensure you meet all the eligibility criteria before purchasing your exam, as this exam is nonrefundable after seven days or if the exam has been completed. You will be required to provide information regarding your degree, coursework, and teaching experience when submitting your exam. An APENS committee member will verify the submitted documentation after a certificate is issued and reserves the right to withdraw the certification if information is found to be inaccurate.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eValid Teaching License\u003c\/b\u003e\u003c\/p\u003e\n\u003cul\u003e\u003cli\u003eYou must hold a valid teaching license in Physical Education, Health and Physical Education, or Adapted Physical Education\u003c\/li\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cb\u003eCoursework Completion\u003c\/b\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eYou must provide documentation of at least \u003cb\u003e12 semester credit hours \u003c\/b\u003efocused on the educational needs of individuals with disabilities\u003c\/li\u003e\n\u003cli\u003eAt least \u003cb\u003enine \u003c\/b\u003eof these credit hours must be in Adapted Physical Education\u003c\/li\u003e\n\u003cli\u003eAll coursework will be verified by an APENS Committee member\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cb\u003eInstructional Experience\u003c\/b\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eYou must document a minimum of \u003cb\u003e200 instructional hours\u003c\/b\u003e in Adapted Physical Education\u003c\/li\u003e\n\u003cli\u003eThese hours will be verified by a member of the APENS Committee\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cb\u003eExam Requirement \u003c\/b\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eThe exam includes 100 multiple-choice questions that assess essential knowledge of the APENS standards \u003c\/li\u003e\n\u003cli\u003eApplicants have three hours to complete the exam\u003c\/li\u003e\n\u003cli\u003eQuestions are drawn from all 15 APENS areas, reflecting the domains defined in the APENS manual\u003c\/li\u003e\n\u003cli\u003eYou must pass the exam with a 65% score or higher before CAPE certification can be awarded\u003cbr\u003e \u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eFor PK-12 school-based adapted physical education professionals.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cp\u003eThe National Consortium for Physical Education for Individuals with Disabilities (NCPEID) plays a leading role in shaping the direction of adapted physical education and adapted physical activity nationwide.\u003c\/p\u003e\n\u003cp\u003eNCPEID, formerly known as National Consortium for Physical Education and Recreation for Individuals with Disabilities (NCPERID), was founded in 1975 by a group of higher education professionals committed to advancing personnel preparation, research, demonstration projects, and service in adapted physical education and adapted physical activity.\u003c\/p\u003e\n\u003cp\u003eNCPEID's mission is to promote, stimulate, and encourage legislative mandates, professional preparation, advocacy, and research in physical activity, physical education, and recreation for individuals with disabilities. NCPEID supports the development of high-quality programs and services and disseminates professional information to assist its members.\u003c\/p\u003e\n\u003cp\u003eMembership is open to individuals engaged in professional preparation, research, advocacy, or program development related to physical education, physical activity, and recreation for individuals with disabilities. University faculty, public school professionals, residential and community-based practitioners, and professionals in related fields are encouraged to join and contribute to NCPEID’s mission to advance equitable, high-quality opportunities for individuals with disabilities.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"National Consortium for PE for Individuals With Disabilities","offers":[{"title":"Online Exam","offer_id":43279794241610,"sku":null,"price":250.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718260320.jpg?v=1779347043"},{"product_id":"physical-education-for-children-with-moderate-to-severe-disabilities-epub","title":"Physical Education for Children with Moderate to Severe Disabilities epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e For students with moderate to severe disabilities, instruction in physical education can be a challenge. Many teachers struggle with understanding these students’ complex needs, selecting appropriate content, and finding ways to motivate these students. While many educators consider the social aspects of inclusion a priority, the authors in this text stress active engagement with the curriculum and the use of grade-level outcomes to adapt learning for students with a range of abilities. One thing is certain: The keys to making physical education a positive learning experience are the physical education teachers and adapted physical education teachers who work with these students. This text is for you! \u003c\/p\u003e\n\u003cp\u003e Edited by experienced educators with expertise in general and adapted physical education programming, \u003ci\u003ePhysical Education for Children With Moderate to Severe Disabilities\u003c\/i\u003e will serve as a valuable resource: \u003c\/p\u003e\n\u003cp\u003e • Offers comprehensive strategies for instruction, assessment, communication, collaborative practices, peer supports, and effective use of paraeducators \u003c\/p\u003e\n\u003cp\u003e • Describes unique equipment modifications and alternative programming suggestions \u003c\/p\u003e\n\u003cp\u003e • Includes sample lesson plans and assessments that you can use as is or use as models to create your own \u003c\/p\u003e\n\u003cp\u003e • Is applicable for children with moderate to severe disabilities in general physical education classes and self-contained PE environments \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePhysical Education for Children With Moderate to Severe Disabilities\u003c\/i\u003e was written by a team of higher education professionals, practicing physical educators, and adapted PE teachers. These contributors combine to bring a rich diversity and a variety of perspectives that ensure the content is relevant to all teachers. Through this comprehensive text, you will be able to make sure you are complying with the legal requirements associated with the Individuals with Disabilities Education Improvement Act and the Every Student Succeeds Act, which require that children with disabilities be given the same opportunities for meaningful physical education as other children. \u003c\/p\u003e\n\u003cp\u003e The text is organized into three parts. \u003cb\u003ePart I\u003c\/b\u003e provides foundational information on key adapted physical education issues, including Universal Design for Learning, collaborative processes, assessment strategies, communication practices, and how to use peer tutors and paraeducators in physical education. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart II \u003c\/b\u003ehelps you acquire the skills you need to teach students with disabilities. The five chapters in this section will help you understand sensory integration theory, develop foundational skills, put your plan into action, and understand your role and the paraeducator’s role in disability sport. You’ll also learn how to establish and assess disability sport, how to program for and assess students in aquatics, and how to help students transition to recreational opportunities in the community. \u003c\/p\u003e\n\u003cp\u003e In \u003cb\u003ePart III\u003c\/b\u003e, you receive a blueprint for implementing successful activities at all levels. Included are team sports and target games (track and field, basketball, golf, bowling, and more) as well as lifetime activities (bicycling, tennis, personal fitness planning, and more). \u003c\/p\u003e\n\u003cp\u003e The result is a resource that provides all the information and guidance you need to deliver appropriate physical education to children with moderate to severe disabilities. The book will inspire you to consider the unlimited avenues for participation in sport and physical activity for \u003ci\u003eall\u003c\/i\u003e your students—even those with the most severe disabilities. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e Foreword \u003c\/p\u003e\n\u003cp\u003e Preface \u003c\/p\u003e\n\u003cp\u003e Acknowledgments \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart I: Best Practices for Engaging All Students\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1:\u003c\/b\u003e Understanding Severe Disabilities and Universal Design for Learning \u003c\/p\u003e\n\u003cp\u003e Severe Disabilities \u003c\/p\u003e\n\u003cp\u003e Individuals with Disabilities Education Act \u003c\/p\u003e\n\u003cp\u003e Universal Design for Learning \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2:\u003c\/b\u003e Collaborative Processes in Physical Education \u003c\/p\u003e\n\u003cp\u003e The Practice of Collaboration \u003c\/p\u003e\n\u003cp\u003e Becoming Part of the Education Team \u003c\/p\u003e\n\u003cp\u003e Developing Adapted Physical Education Goals Through Shared Goals \u003c\/p\u003e\n\u003cp\u003e Steps in the Collaborative Process \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3:\u003c\/b\u003e Assessment Strategies \u003c\/p\u003e\n\u003cp\u003e Functional Assessment of Students With Severe Disabilities \u003c\/p\u003e\n\u003cp\u003e Rubrics \u003c\/p\u003e\n\u003cp\u003e Task Analysis Assessment \u003c\/p\u003e\n\u003cp\u003e Ecological Task Analysis \u003c\/p\u003e\n\u003cp\u003e Basic Skills Assessment \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4:\u003c\/b\u003e Communication Practices That Enhance Participation \u003c\/p\u003e\n\u003cp\u003e Considerations for Communication Practices in Physical Education \u003c\/p\u003e\n\u003cp\u003e Types of Communication Practices \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5:\u003c\/b\u003e Peer Tutoring \u003c\/p\u003e\n\u003cp\u003e Selecting Peer Tutors \u003c\/p\u003e\n\u003cp\u003e Training Peer Tutors \u003c\/p\u003e\n\u003cp\u003e Evaluating the Tutoring Experience \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6:\u003c\/b\u003e Paraeducators in Physical Education \u003c\/p\u003e\n\u003cp\u003e Understanding the Paraeducator’s Role \u003c\/p\u003e\n\u003cp\u003e Training for Paraeducators \u003c\/p\u003e\n\u003cp\u003e Ideas for Acknowledging Paraeducators’ Contributions \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7:\u003c\/b\u003e Creating Accessible Equipment \u003c\/p\u003e\n\u003cp\u003e Adapting Equipment With SENSE \u003c\/p\u003e\n\u003cp\u003e Six Ss for Adapting Equipment \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart II: Participation for All in Sport Activities\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8:\u003c\/b\u003e Foundational Skills and Sensory Integration \u003c\/p\u003e\n\u003cp\u003e Understanding Sensory Integration Theory \u003c\/p\u003e\n\u003cp\u003e Developing Foundational Skills \u003c\/p\u003e\n\u003cp\u003e Putting Your Plan Into Action \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9: \u003c\/b\u003eDisability Sport in Physical Education \u003c\/p\u003e\n\u003cp\u003e Sport Opportunities for Children With Severe Disabilities \u003c\/p\u003e\n\u003cp\u003e Role of the Teacher and Coach in Disability Sport \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10:\u003c\/b\u003e Modified Programming in Physical Education \u003c\/p\u003e\n\u003cp\u003e Establishing Disability Sports Within the Physical Education Curriculum \u003c\/p\u003e\n\u003cp\u003e Assessment in Disability Sport \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11:\u003c\/b\u003e Transitioning to Recreational Opportunities Beyond School \u003c\/p\u003e\n\u003cp\u003e Transition Services and Individuals’ Rights \u003c\/p\u003e\n\u003cp\u003e Initiating the Transition Plan \u003c\/p\u003e\n\u003cp\u003e Transition Processes in Physical Education \u003c\/p\u003e\n\u003cp\u003e Training Personnel for Community-Based Programs \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12:\u003c\/b\u003e Aquatics for Children With Disabilities \u003c\/p\u003e\n\u003cp\u003e Benefits of Aquatics \u003c\/p\u003e\n\u003cp\u003e Medical Issues, Precautions, and Safety Issues \u003c\/p\u003e\n\u003cp\u003e Assessment in Aquatics \u003c\/p\u003e\n\u003cp\u003e Planning Goals and Objectives \u003c\/p\u003e\n\u003cp\u003e Teaching and Safety Strategies \u003c\/p\u003e\n\u003cp\u003e Transitioning to Aquatics in the Community \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart III: Sample Lessons Using Universal Design for Learning\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13:\u003c\/b\u003e Team Sports and Target Games \u003c\/p\u003e\n\u003cp\u003e Soccer: Passing \u003c\/p\u003e\n\u003cp\u003e Basketball: Spot Remover \u003c\/p\u003e\n\u003cp\u003e Hockey: Rip Off \u003c\/p\u003e\n\u003cp\u003e Track and Field: Hurdling \u003c\/p\u003e\n\u003cp\u003e Golf: Putting \u003c\/p\u003e\n\u003cp\u003e Golf: Stations \u003c\/p\u003e\n\u003cp\u003e Golf: Alien Invasion \u003c\/p\u003e\n\u003cp\u003e Throlf (Throwing Golf) \u003c\/p\u003e\n\u003cp\u003e Bowling for Junk \u003c\/p\u003e\n\u003cp\u003e Bowling: Battleships \u003c\/p\u003e\n\u003cp\u003e Bowling for Bucks \u003c\/p\u003e\n\u003cp\u003e Archery: Safety First \u003c\/p\u003e\n\u003cp\u003e Archery: Add It Up \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14:\u003c\/b\u003e Lifetime and Health-Related Activities \u003c\/p\u003e\n\u003cp\u003e Hand Function Challenges \u003c\/p\u003e\n\u003cp\u003e Hand Functions for Sports \u003c\/p\u003e\n\u003cp\u003e Scooter Train \u003c\/p\u003e\n\u003cp\u003e Climbing Wall: Periwinkle Rescue \u003c\/p\u003e\n\u003cp\u003e Horseshoes \u003c\/p\u003e\n\u003cp\u003e Bicycling: Rules of the Road \u003c\/p\u003e\n\u003cp\u003e Tennis: Forehand Stroke \u003c\/p\u003e\n\u003cp\u003e Tabletop Shuffleboard \u003c\/p\u003e\n\u003cp\u003e Personal Fitness Plan \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix:\u003c\/b\u003e Resources \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eMichelle Grenier, PhD,\u003c\/b\u003e is an associate professor and coordinator of the health and physical education program and adapted physical education program at the University of New Hampshire. She has substantial experience working in the field of physical education and utilizing inclusive strategies for students with disabilities. She is an accomplished researcher and is editor of the text \u003ci\u003ePhysical Education for Students With Autism Spectrum Disorders\u003c\/i\u003e. Dr. Grenier is internationally recognized for her work on inclusion and has presented throughout the United States. She enjoys running, cycling, swimming, and traveling the world to meet others who share her professional and personal interests. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eLauren J. Lieberman, PhD,\u003c\/b\u003e is a distinguished service professor at The College at Brockport, State University of New York. She has taught higher education since 1995 and previously taught in the Deafblind Program at Perkins School for the Blind. She is fluent in sign language and used sign as her language in earning her PhD. She infuses sign language throughout her courses. \u003c\/p\u003e\n\u003cp\u003e Lieberman has written 18 books on adapted physical education and more than 118 peer-reviewed articles. She started Camp Abilities, an overnight educational sports camp for children with visual impairments. This camp is now replicated in 18 states and eight countries. \u003c\/p\u003e\n\u003cp\u003e Lieberman is past chair of the Adapted Physical Activity Council (APAC). She is currently on the board of the division of recreation and sport for the Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER), and she serves on the board of the United States Association of Blind Athletes (USABA). She acts as a consultant for the New York Deaf-Blind Collaborative. In her leisure time, she enjoys playing Ultimate Frisbee, biking, running, kayaking, hiking, reading, and playing the guitar. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/adapting-equipment-with-sense\"\u003eAdapting Equipment With SENSE\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/basic-skills-assessment\"\u003eBasic Skills Assessment\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/climbing-wall-periwinkle-rescue\"\u003eClimbing Wall: Periwinkle Rescue\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/introduction-to-physical-education-for-children-with-moderate-to-severe-disabilities\"\u003eIntroduction to Physical Education for Children With Moderate to Severe Disabilities\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/sample-lessons-using-universal-design-for-learning\"\u003eSample Lessons Using Universal Design for Learning\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/training-for-paraeducators\"\u003eTraining for Paraeducators\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Michelle Grenier,Lauren J. Lieberman","offers":[{"title":"Ebook","offer_id":43282534498378,"sku":null,"price":37.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492586555.jpg?v=1779886066"},{"product_id":"higher-education-certified-adapted-physical-education-cape-initial-certification-exam","title":"Higher Education Certified Adapted Physical Education (CAPE) Initial Certification Exam","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003eThe Adapted Physical Education National Standards (APENS) were developed by the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) to define the essential knowledge and skills needed to provide high-quality adapted physical education services.\u003c\/p\u003e\n\u003cp\u003eNCPEID established the APENS to define the knowledge required to deliver high-quality adapted physical education services. To ensure professionals meet these expectations, NCPEID awards the Certified Adapted Physical Educator (CAPE) certification to individuals who successfully meet all APENS eligibility requirements and pass the APENS national certification examination.\u003c\/p\u003e\n\u003cp\u003eTwo certification tracks are available:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePractitioner Track, for PK–12 school-based professionals.\u003c\/li\u003e\n\u003cli\u003eHigher Education Track, for faculty who prepare preservice or in-service adapted physical education professionals.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eIndividuals who earn CAPE certification demonstrate that they have met the nationally validated knowledge standards needed to provide appropriate adapted physical education services to students with disabilities or to prepare future professionals in higher education settings.\u003cbr\u003eCAPE certification is valid for seven years. To maintain certification, individuals must complete the recertification process. Details on eligibility, requirements, and application procedures are provided below.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInitial CAPE Certification: Higher Education Track\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eBefore you begin your application\u003c\/b\u003e\u003cbr\u003ePlease ensure you meet all the eligibility criteria before purchasing your exam, as this exam is nonrefundable after 7 days or if the exam has been completed. You will be required to provide information regarding your degree, coursework, and teaching experience when submitting your exam. An APENS committee member will verify the submitted documentation after a certificate is issued and reserves the right to withdraw the certification if information is found to be inaccurate.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eHigher Education Degree Earned\u003c\/b\u003e\u003c\/p\u003e\n\u003cul\u003e\u003cli\u003eYou must hold a degree in Physical Education, Health and Physical Education, or Adapted Physical Education at the graduate level (master’s or doctoral degree).\u003c\/li\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cb\u003eCourses Taught in Higher Education\u003c\/b\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eYou must document at least twelve semester credit hours of college or university teaching in adapted physical activity or adapted physical education.\u003c\/li\u003e\n\u003cli\u003eAll instructional credits will be verified by an APENS Committee member.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cb\u003eExam Requirement\u003c\/b\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eThe exam includes 100 multiple-choice questions that assess essential knowledge of the APENS standards. \u003c\/li\u003e\n\u003cli\u003eApplicants have three hours to complete the exam. \u003c\/li\u003e\n\u003cli\u003eQuestions are drawn from all fifteen APENS areas, reflecting the domains defined in the APENS manual. \u003c\/li\u003e\n\u003cli\u003eYou must pass the exam with a 65% score or higher before CAPE certification can be awarded.\u003cbr\u003e \u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eFor faculty who prepare preservice or in-service adapted physical education professionals.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cp\u003eThe National Consortium for Physical Education for Individuals with Disabilities (NCPEID) plays a leading role in shaping the direction of adapted physical education and adapted physical activity nationwide.\u003c\/p\u003e\n\u003cp\u003eNCPEID, formerly known as National Consortium for Physical Education and Recreation for Individuals with Disabilities (NCPERID), was founded in 1975 by a group of higher education professionals committed to advancing personnel preparation, research, demonstration projects, and service in adapted physical education and adapted physical activity.\u003c\/p\u003e\n\u003cp\u003eNCPEID's mission is to promote, stimulate, and encourage legislative mandates, professional preparation, advocacy, and research in physical activity, physical education, and recreation for individuals with disabilities. NCPEID supports the development of high-quality programs and services and disseminates professional information to assist its members.\u003c\/p\u003e\n\u003cp\u003eMembership is open to individuals engaged in professional preparation, research, advocacy, or program development related to physical education, physical activity, and recreation for individuals with disabilities. University faculty, public school professionals, residential and community-based practitioners, and professionals in related fields are encouraged to join and contribute to NCPEID’s mission to advance equitable, high-quality opportunities for individuals with disabilities.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"National Consortium for PE for Individuals With Disabilities","offers":[{"title":"Online Exam","offer_id":43396181557322,"sku":null,"price":250.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718260351.jpg?v=1779346975"}],"url":"https:\/\/us.humankinetics.com\/collections\/adapted-physical-activity.oembed","provider":"Human Kinetics","version":"1.0","type":"link"}