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Adapted Physical Educators' Perspectives of Educational Research.
Scott W T McNamara1, Andrew M Colombo-Dougovito2, Brad Weiner3
1University of Northern Iowa.
Research Quarterly for Exercise and Sport
|March 7, 2020
Summary
Adapted physical educators (APE) see value in research for practice, yet find it lacking in accessibility and practical application. Higher education and experience correlated with lower perceptions of research usefulness.
Area of Science:
- Adapted Physical Education
- Educational Research
- Teacher Perspectives
Background:
- Educational research informs classroom best practices.
- Limited data exists on adapted physical educators' views on research.
- This study addresses this gap by examining APE teachers' perceptions.
Purpose of the Study:
- To investigate adapted physical educators' perceptions of educational research.
- To understand the impact of research on APE practice.
- To identify barriers and facilitators to research utilization in APE.
Main Methods:
- Survey distributed to 60 general physical education and APE associations in the USA.
- 124 adapted physical educators participated.
- Data analyzed using Spearman correlations and frequency counts of open-ended responses.
Main Results:
- A majority of participants had conducted research, finding it beneficial for addressing specific issues.
- High engagement with research reported, positively impacting behavior management and student advocacy.
- Low rankings for research usefulness and accessibility; higher education/experience linked to lower validity/usefulness perceptions.
Conclusions:
- Research plays a vital role in adapted physical education practice.
- Researchers must enhance the practical applicability of findings for teachers.
- Bridging the gap between research and practice is crucial for APE.
Keywords:
Adapted physical educationin-service teachersknowledge disseminationprofessional developmentMore Related Videos
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