Practicum in Adapted Physical Activity

Workbook and reference for students and instructors in physical education teacher education (PETE), adapted physical education (APE), adapted physical activity (APA), therapeutic recreation, and special education at the university level.

Table of Contents:
Part I. Setting the Stage: Preparation Chapter 1. Learning Service Delivery What Is a Practicum? The APA Practicum Changes to Service Delivery Focusing on You and Your Learning Experience Summary Exercise 1.1 Values Confirmation, Self-Awareness, and Ethics Exercise 1.2 Positive and Negative Attitudes Exercise 1.3 Words Are Important Exercise 1.4 Prepracticum Preparation: Self-Assessment of Expertise Exercise 1.5 Initiating the Practicum: How to Get Started if Your Practicum Has Not Been Prearranged Chapter 2. Learning Tools and Strategies Strategies for Successful Participation Learning From Your Practicum Asking Critical Questions Reflective Thinking Journaling Summary Exercise 2.1 Recording Observational Statements Exercise 2.2 Establishing a Working Relationship With the Person at the Center of Your Practicum Exercise 2.3 Asking Critical Questions Exercise 2.4 Reflective Writing Exercise 2.5 Journaling Chapter 3. Motivation Behavior Management Systems Perspective of Motivation Person-Centered Planning As Collaboration Summary Exercise 3.1 Behavior Changes Chapter 4. Inclusive Teaming Collaboration Summary Exercise 4.1 Inclusive Team Part II. Getting Into It: Participation Chapter 5. Practicum Supervision Types of Supervision Effective Supervision Summary Exercise 5.1 Goals Chapter 6. Learning Plans Learning Styles Multiple Intelligences Learning Map Clarify Expectations Summary Exercise 6.1 Learning Style Preferences Exercise 6.2 Multiple Intelligences Exercise 6.3 Learning Plan Chapter 7. Assessment Tools Assessing the Compatibility Between Person and Activity Formal and Informal Assessment Authentic Assessment Compatibility Overlap Assessing Environmental Support Systems Summary Exercise 7.1 Functional Assessment Leading to a Compatibility Match Exercise 7.2 Positions of Olkin and Kiger Exercise 7.3 Sample Assessment for the Practicum Environment Exercise 7.4 Rubric Part III. Looking Back: Evaluation Chapter 8. Reviewing Your Competencies Reviewing What You Know Reviewing What You Did Reviewing Your Results Reviewing What Others Know About You Preparing to Deal With Constructive Feedback Reviewing Postevaluation Outcomes Learning for Improvement Summary Exercise 8.1 Reviewing Competencies Exercise 8.2 Reviewing Practicum and Career Goals Chapter 9. Program Evaluation Assumptions About Evaluation Types of Evaluation Listening to the Learner's Voice Developing a Constructive Review Collecting Information or Data Summary Exercise 9.1 Global Program Evaluation Exercise 9.2 Constructive Review Chapter 10. Leaving Your Practicum Leaving the Participants Leaving the Supervisor Leaving the Setting Lessons Learned Final Review Recommendations The Next Practicum Rewards of Practicum Placements Summary Exercise 10.1 Reviewing Your Practicum Exercise 10.2 Evaluating Your Practicum Supervision Exercise 10.3 Evaluating the Practicum Overall Exercise 10.4 Think Ahead to Your Next Practicum Appendix: Journal Writing Guidelines

About the Author :
Claudia Emes, PhD, faculty of kinesiology, the University of Calgary, has been a professor and researcher of adapted physical activity (APA) for many years. She has organized and run Special Olympics competitions and a national paralympic competition, and she wrote a seminal article on the abilities-based approach to APA published in Adapted Physical Activity Quarterly in fall of 2002. She has also participated in the creation and delivery of a program of inclusive postsecondary education for people with intellectual disability. Emes is an active volunteer in APA with several national and international organizations, including Special Olympics Canada, the North American Leadership Council of Special Olympics Inc., and the International Federation of Adapted Physical Activity. Emes has earned a Teaching Excellence award in kinesiology from the University of Calgary and was named a Woman of Distinction by the YWCA of Calgary in 1998. She lives in Calgary with her husband, Allen, and enjoys spending time with her adult children, along with running, skiing, and reading in her leisure time. Beth P. Velde, PhD, is an associate professor in the department of occupational therapy at East Carolina University. She has been an educator in therapeutic recreation, adapted physical education, rehabilitation studies, occupational therapy, and related fields. As an educator, she is an active researcher and writer, having authored three other books and two book chapters. She received the Dean's Award for Research in 2002 and was named recipient of the 2003 Distinguished Service Award by the Mental Health Association of Pitt County. Rouse is on the National Advisory Panel for Evidence-Based Decision-Making and Active Learning Strategies, and she was a coprincipal investigator for the Learn and Serve Grant. She and her husband, Frank, live in Blounts Creek, North Carolina, where she enjoys running, boating, and writing, in addition to her teaching.