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Assessing the Use of Recommended Practices in Adapted Physical Activity/Education Experiential-Learning Programs
Layne Case1, Joonkoo Yun2, Megan MacDonald3
1Department of Kinesiology, College of Communication and Education, California State University, Chico, Chico, CA, USA.
Adapted Physical Activity Quarterly : APAQ
|October 15, 2024
Summary
University adapted physical activity and education (APA/E) courses show low use of recommended practices for people with disabilities. Increased implementation is crucial for inclusive experiential learning.
Area of Science:
- Adapted Physical Activity and Education
- Experiential Learning
- Higher Education
Background:
- University-based experiential learning is integral to adapted physical activity and education (APA/E) undergraduate courses.
- Effective programs require the implementation of recommended practices for student and disability inclusion.
Purpose of the Study:
- To investigate the utilization of recommended practices in university APA/E experiential learning.
- To compare the implementation of practices for students versus people with disabilities.
Main Methods:
- An online questionnaire was administered to 165 instructors and professionals in APA/E experiential learning programs.
- The questionnaire assessed program characteristics and the use of recommended practices for students and people with disabilities.
Main Results:
- A significantly lower proportion of practices recommended for people with disabilities were implemented compared to those for students (Z = -10.45, p < .001).
- Findings indicate a gap in the application of inclusive practices within APA/E experiential learning.
Conclusions:
- There is a critical need to enhance the implementation of practices that include people with disabilities in APA/E experiential learning.
- Involving the disability community in program planning and design is recommended to improve outcomes for all participants.
