| Description |
Within the field of adapted physical education, there is a lack of knowledge about who is delivering services and what attitudes they hold for curricular outcomes. The purpose of this study was to discover current adapted physical educators' attitudes towards curricular outcomes for physical education. The teacher's attitude and orientation towards specific topics and activities in physical education have the ability to influence students' physical activity level and overall physical literacy. The data indicated that adapted physical educators who teach students with mild and moderate as well as severe disabilities placed importance on all physical education domains, but they placed more importance on social development and physical activity and fitness followed by selfactualization and motor skill development, respectively. We find that adapted physical educators differ slightly from previously studied preservice educators and general physical educators who placed more importance solely on the domain of physical activity and fitness. Interestingly, adapted physical educators reported that most of their instructional time was spent on motor skill development despite the fact that they ranked this domain as the fourth out of five in terms of importance. |
