ED 095 109

AUTHOR Lowe, Billye J.

DOCUMENT RESUME

SP 008 286

TITLE Adapted Physical Education Physical Education:5551.82.

INSTITUTION Dade County Public Schools Miami, Fla.PUB DATE 71NOTE 31p.; An Authorized Course of Instruction for the

Quinmester Program

EDRS PRICE MF-$0.75 HC-$1.85 PLUS POSTAGEDESCRIPTORS *Adapted Physical Education; *Curriculum Guide

*Exercise (Physiology); *Physical Activities;*Teaching

IDENTIFIERS *Quinmester Program

ABSTRACTThis guide outlines a course designed to assist

students in grades 7-12 who have disabilities and cannot successfullytake part in a general physical education program. The course isdevoted to developing skill in recreational sports and games,developing understanding of individual limitations andpotentialities, aiding the student in personal and social adjustment,and providing the opportunity for individual achievement and success.Learning activities include gaining knowledge and understanding ofbody structure and function, developmental and therapeutic exercises,,and recreational and modified activities. Class and planningProcedures. points for consideration in, scheduling, and sample formsare, suggested.'; Resources for teacher and students are recommended,and methods of evaluating pupils are listed. (A 12-itei bibliographyis included.) (PD)

szy: AUTHORIZED COURSE OF INSTRUCTION FOR THE

7.A

(C\c)

O

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTi rurE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRO0LICED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINSTING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY R EpRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY.

ADAPTED PHYSICAL EDUCATION5551.82 5561.82555:2.82 5562.825553:82 5563.82555/4.82 55614.825555.82 5565.825556.82 556.82

PHYS I::AL EDUC AT TON

DIVISION OF INSTRUCTION 1971

ADAPTED PHYSICAL EDUCATION

5551.82 5561.825552.82 5562.825553.82 5563.825554 82 5564.82

5555.82 5565.825556.82 5566.82

PHYSICAL EDUCATION

Written byBillye J. Lowe

. For The

DIVISION OF INSTRUCTION

Dade County Public Schools

Miami, Florida

1971.

DADE COUNTY SCHOOL BOARD

Mr. William Lehman, ChairmanMr. G. Holmes Braddock, Vice-Chairman

Mrs. Ethel BeckhamMrs. Crutcher Harrison

Mrs. Anna Brenner MeyersDr. Ben Sheppard

Mr. William H. Turner

Dr. E. L. Whigham, Superintendent of SchoolsDade County Public Schools

Miami, Florida 33132

Published by the Dade County School Board

Copies of this publication may be obtained through

Textbook Services2210 S. W. Third StreetMiami, Florida 33135

TABLE OF CONTENTS

I. COURSE GUIDELINES .............. .. . . .

A. Student Classification.B. Grade LevelC. Level of PerformanceD. Suggested Prior ExperiencesE. Subject StatusF. Length of Unit

......

II. COURSE DESCRIPTION AND BROAD GOAL

A. DescriptionB. Methods and EvaluationC. Area of Concentration

III. COURSE OF STUDY BEHAVIORAL OBJECTIVES

1

A. Observed Skills ObjectiveB. Basic Skills ObjectiveC. Course Content Knowledge ObjectiveD. Social and Personal Attitude Objective

IV. COURSE CONTENT .... .. .

A. Knowledge and UnderstandingB. Developme^.tal Exercises

C. Therapeutic ExercisesD. Recreational and Modified Activities

V. LEARNING ACTIVITIES ...............

A. Points for. Consideration in Scheduling

B. Suggested Class ProceduresC. Suggested Planning ProceduresD. Suggested VariationsE. Sample FormsF. Recommended Teacher ResourcesG. Recommended Student Resources

VI. EVALUATIONS PLANS 26.

VII. BIBLIOGRAPHY 26

ADAPTED PHYSICAL EDUCATION

I. COURSE GUIDELINES FOR COURSE NUMBER

BEST COPY AVAILABLE

5551.82 5561.825552.82 5562.825553.82 5563.825554.82 5564.825555.82 5565.825556.82 5566.82 ,

A. Student Classification: CoeducationB. Grade Level: 7-12C. Level of Performance: Varied according to individual

student's capacityD. Suggested Prior Experiences: NoneE. Subject Status: ElectiveF. Length of Unit: 9 weeks

II. COURSE DESCRIPTION AND ACCREDITATION STANDARD BROAD GOAL

Junior High: 9.8416 (1) a,d,e,Senior High: 9.9420 Me

A. Description

This course is designed to assist students who havedisabilities and cannot successfully take part inthe general physical education program. Studentswill be provided the opportunity to participatein a variety of games, recreational sports anddevelopmental activities which are designed to meettheir own needs, interest and limitations. Thestudents disability may be temporary or permanent.

. B. Methods

The course will consist of lectures, individualconferences, class discussion, student reports,officiating games, functional testing, develop-mental exercising, participation in recreationalactivities, small group work, planning and con-ducting class tournaments, and practice of bodymechanics.

C. Areas of Concentration

Class periods will be devoted to develop skill inrecreational sports and games, developing of under-standing of individual limitations and potentialities,aiding the student in personal and social adjustment,and providing the opportunity for individual achieve-ment and success.

III. COURSE OF STUDY BEHAVIORAL OBJECTIVES:

A. Observed Skills Objective: 40% of Course Grade

State Accreditation Standard:Junior High 9.8415 (2) krlImSenior High 9.9420 (2) m,n,o,p

All students will demonstrate general improvement of per-formance in daily living activities, development of skillsin recreational sports, and the accomplishment of neededcorrection for conditions that can be improved or removedwithin the limits of the individual's disability. Thestudent's progress and performance in the skills listedabove will be evaluated by teacher judgment, observation,checklists, and/or annotations.

B. Basic Skills Objectives: 20% of Course Grade

State Accreditation Standard:Junior High 9.8416 (2) k,l,mSenior High 9.9420 (2) mo,o,p

All students will participate and be rated in at least threeskill tests and the majority of students will achieve anaverage or better'stOre. These tests will be setup andadministered within the limits of the individual's dis-ability.

C. Course Content Knowledge Objectives: 20% of Course. Grade

State Accreditation Standard:Junior High 9.8416 (2) k,l,mSenior High 9.9420 (2) m,n,o,p

All students will respond in writing to a test in adaptedphysical'education and the majority of students will in-dicate improvement. This test will represent 20% of thecourse grade.and will be based on the Adapted PhysicalEducation Quinmester Course content and class discussions,and will include some question6 in all of the following areas:

1. Body alignment2. General. conditioning3. Diet and weight control4. Fatigue, rest and relaxation5. Sports appreciation6. Rules of recreational games7. Knowledge of disability

D. Social and Personal Attitudes Objectives: 20% of Course Grade

State Accreditation Standard:Junior High 9.8416 (2) k,1,mSenior High 9.9420 (2) m,n,o,p

Social and personal attitudes displayed by all studentswill be evaluated by observation, dhecklist, and/orannotation by the teacher throughout the entire course,and it will represent 20% of the course grade. The

teacher will motivate an atmosphere wherin the majorityof the students will respond to this development andexhibit desirable behavior. This evaluation will bebased. on the following social and personal attitudes:

1. Adjustments to foster self-confidence, security andemotional, stability

2. Favorable attitude toward participating in re-creational activities

3. Acceptance of limitations and capabilities4. Group activities (participation in "give and take")

5. Interest and enthusiasm6. Cooperation and sportsmanship7. Acceptance of responsibility8. Display of initiative9. Assume a leadership roll

IV. COURSE CONTENT (May be reproduced for student distribution)

A. Knowledge and UnderstandingThe knowledge and understanding of your body structure,function, and needs are basic in laying a good foundationfor a more functional and productive life.

1. Body Systems (An overview will be presented to assistyou in understanding the limitations and disabilitiesof other people.)

a. Skeletalb. Muscularc. Nervousd. Circulatorye. Glandularf. Respiratoryg. Digestive

Body alignment and everyday movementsGeneral conditioningDiet and weight controlFatigue, rest and relaxationValue and effect of Physical educationOffitiating games (Refer to quinmesterofficiating)

Refer to quin-mester courses:Slimnastics forGirls and PhysicalTraining

courses on

8. The role of a spectatorSports are rapidly becoming a major part of peoples'lives and the society in which we live. Due to the-increase in leisure time, a rise in the standard ofliving, and the technological inventions peoplehave more time, more money, and more desire to par-ticipate in sports ds spectators. Your knowledgeand understanding of a variety of sports will in-crease your enjoyment of the activity.

9. Tournaments

a. Selected terminology

(1) Contestant--single, dual, or team playingin a tournament

(2) Match--two opponents competing for adesignated time, points, or game

(3) Draw sheet--a chart showing the contestants,time, and playing area

(4) Bye--automatically advanced to next roundwithout playing

(5) Seeding--strong teams placed strategicallyon draw chart

(6) Round--each team in ,the tournament is atthe same point of progress

(7) Quarter-final--only 8 contestants remain inthe tournament

(8) Semi-final--four contestants remain in thetournament

(9) Final--two contestants remain in the tourna-ment

(10) Versus--one team against the other (vs)(11) Default--team forfeits a match

b. Types of Tournaments

(1) ExtendedThis type of tournament may be conducted overa long period of time (weeks, months, or season)(a). Ladder(b) Pyramid(c) Crown(d) Spider Web(e) Accumulation(f) Double-Time

(2) Round RobinOnce the tournament is drawn it can be repeatedas many times as desired

(3) EliminationContestants are eliminated as the tournamentprogresses to the finals.(a) Single(b) Consolation(c) Bagnall-Wild(d) Double

4

c. Conducting Tournaments

(1) Planning(2) Organizing(3) Directing(4) Evaluating

B. Developmental Exercises. Exercises may be obtained in various reference materiallisted under.teacher and student resources .

C. Therapeutic ExercisesThis. section applies to those students obtaining specific .

exercises prescribed by their personal physician

D. Recreational and Modified ActivitiesWithin the limits of your disability and in accordancewith the physician recommendation, you can develop and/orimprove your skill in recreational activities. Regulationgames can be modified by using larger balls, shorter paddles,shorten the court, shorter playing time, more frequent restperiods or restricted play area. Selected activities thathave been found to satisfy the needs and interest ofstudents are listed below.. Other games and sports may beenjoyed after adaptation to your specific needs.

1. Table Tennis2. Horseshoes3. Shuffleboard.

4. Croquet5. Deck Tennis6. Archery7. Golf8. Swimming

9. Bowling10. Fishing11. Camping12. Dancing13. Table and Quiet Games

14. Bridge15. Boundball

Explained in RecreationalSports quinmester course

Refer to individual quinmestercourses and make modification asneeded to meet individual needs

16. Tether,Ball

a. Equipment

(1) Portable. volleyball standard(2)' Regulation tetherball(3) Five foot durable 1/2" rope

. Playing areaHard surface ,or grass area

c. PlayersTwo people playing as opponents

d. Rules

(1) One player hits the ball in his directionwhile standing in the service area

(2) The server's opponent tries to hit the ballin the opposite direction

(3) Both players try to hit the ball in theirdirection to score without stepping overthe foul line or neutral area

e. ScoringA game consists of hitting the ball and windingthe cord around the pole above the 5' line.. Win-ning 3 out of 5 games constitutes a set. Theloser of each game serves first in the next game.

f. Fouls

Penality is a free hit for the opponent

(1) Throwing the ball, stepping over the foulline, or reaching in the opponent's court

(2) Touching the pole with the body(3) Hitting with parts of the body other than the

hands and forearm

17. Aerial Tennis

Equipment

(1) Wooden paddles(2) Heavy shuttlecock.

b. Playing areaRegulation badminton court

c. PlayersTwo, four or up to twelve players on one side'.

18.

Eleven points = singles gameFifteen points =, dpUble and team gameThe server continues to serve and scorepoints until he loses the rally

(3) The serve is daliveted diagonally withthe person in the right hand.eourtserving first..

(4) Badminton rUles apply

e. ScoringA point is scored each time the serving' sidesuccessfully completes a rally

f. FoulsPoint or loss of serve is the penaltyforafoul, dePending on theHoffender.

(1) Overhand serve or contacting the shuttle-cock above the waist on the serve

(2) Bitting the net with the paddle. on a followthtough

Mass Paddle Badminton

. Equipment

(1) 6 -3/4" x 8" paddle with a 9 1/2" handle

(2) Aerial tennis shuttlecock(3) Badmintonor Volleyballnet

b. Playing areaBadminton or volleyball courtshard surface or grass area

Players

indoor or outdoor,

(1) 5 to 8 on a badminton court(2) 9 to 12.on a volleyball.court

d: Rules

(1) The serve must be underhand, belaw:the waist,inside the baseline, and from aplayerright back poiition._

(2) There is no assist on the serve(3) Two attempts are allowed for each server

(4) A player:or. two different'playera may hitthe shuttle on a side

(5) Two 15 minute halves constitute a.game withteams'chariging. sides at half time

(6) Teans rotate to serveafter side out is called

7

e. Scoring

(1) One point is scored when the serving teamsuccessfully completes a rally

(2) Only the serving team can score

f. FaultsPenalty is side out a point

(1) Touchins or reaching over or under the netto play the shuttlecock

(2) Serving the shuttle out-of-bounds(3) Throwing the shuttle'with the paddle instead

of a clean hit

19. Cap Ball

a. Equipment

(1) Volleyball, playground ball or soccer ball(2) Soda pop bottle cap with ripple edges

b. Playing areaHard surface approximately 5' x 5'

c. PlayersTwo people as opponents or teams consisting ofive players each.

d. Rules

(1) Players remain behind their line(2) Bottle cap on back with rippled edges extended(3) Players take turns hitting the cap with the

ball

e. ScoringGame ends or point scored when the cap crosses theopponent's line due to a legal hit by the ball

f. Fouls

Penalty is side out or point

(1) Stepping on or over the line(2) Taking consecutive turns

20. Aerial Darts

a. Equipment

(i) Wooden paddles(2) Aerial dart

b. Playing areaBadminton Court

c. Players...

Any even number.Up to eight.

d. Rules

The playing rules of volleyball are applied toto the game with the exception of the following:

(1) Paddles are used in place of the hands anda bird replaces the ball.

(2) Service must, be delivered by an underhandserve

(3) A let serve is re-served.

e. Scoring

Only the server can score and 15 points is a game

V. LEARNING ACTIVITIES

A.. Points for. Consideration in SchedulingConferences (students, parents and physicians), planning,organizing and setting-up of equipment on an individualstudent basis demands a vast amount of the teachers time.Therefore, the following considerations are suggested:

1. Limit the enrollment of the Adapted Physical Educa-tion class to ensure a safe class situation.

2. Since the adapted class has a smaller class load,provide a sufficient number of instructors for theother physical education classes.

3. Schedule the adaptive class for a period during the daywhen facilities and equipment will be most available.

4. Avoid the early morning and late afternoon time of theday. Some physical disabilities are aggravated bydamp, cold and foggy weather conditions.

5. Depending on the physical limitations, an indoor areamay be needed for the entire nine weeks.

B. Suggested Class Procedures

1. Orientation

a. Medical card and letter to physicianA deadline of approximately two weeksshould be set for all forms to be returned.

b. Letter to parentPersonal contact with parents, in addition tothe letter, will promote a better understandingof the program and give the teacher an insightto the problem of the individual student.

Organization

(1) Although there may be certain generalpolicies which are established, thenature of this class requires handlingstudent problems on an individual basis.

(2) Depending on the activity, weather con-ditions, and the time of the year; uniformregulations may be varied to present amore practical situation.

d. Student information sheetSample questionnaires are included in section"D" of learning activities.

e. Student. Conferences

(1) Review of student information sheet with eachindividual and establish a rapport with him.

(2) Determination of student's recreationalinterests and desires.

(3) Discussion of best means of improving functionalconditiols. Set up realistic controls forprotecting his condition from aggravation.

(4) Agreement on a tenative program of AdaptedPhysical Education based on the combined think-ing of student, teacher, parent, and doctor

2. Activities

a. Research of individual's disability (ONLY WITHPARENT AND PHYSICIAN PERMISSION.)

b. Study of and participation in officiating andscoring games.

c. Plan, organize and conduct class tournaments.d. Written and oral reports on assigned sport as

to the history, safety, etiquette, and itsplace in American society.

e. Lecture, reports and participation in condition-ing, diet and weight control, body alignment,relaxation and the value of physical educa-tion.

f. Participation, within limits of the individual'scapacity, in recreation and modified activitiesalong with developmental and therapeutic exercises.

g. Chart activities he can do.

3. Evaluation

An overall basis for determining grades should be established;however, each student should feel he is graded as an in-dividual according to his capabilities. The followingcriteria for determining the grade are suggested:

10

a. Cooperation with othersb. Class participationc. Written testsd. Written and oral assignmentse. Attitude (interest and enthusiasm)f. Initiative and acceptance of

responsibilityg. Sportsmanshiph. Achievement and individual progressi. Demonstration of leadership and

assistance to othersj. Skill grading (modified according

to unit)k. Understanding of individual

limitations and potentialities

C. Suggested Planning Procedures

1. Bulletin boards and display casesUse of the bulletin board can be a source ofinformation for students in your class, studentsin other classes, visiting parents, and theschool faculty.

a. Special events, student assignments,tournament schedules.

b. Poster, clippings, thought for the day,slogans

c. Exercise directions, routines, weightcontrol hints, test instruction

2. Public Relations

a. Teacher of Adapted Physical Education CourseThe enthusiastic, understanding and professionallyprepared teacher provides a service to studentsunparallel any other physical education course.He interprets the adapted program to physicians,school personnel, parents, and the community.

b. PhysicianHe recommends the type of activities suitable.for his patient in keeping with the disability.His understanding and support of the adaptedprogram can be an asset to any school.

c. School administratorThe support of each school administrator isdemonstrated by his providing adequatespace and sufficient equipment to operatethe program. He realizes the need andschedules for small classes in order to

11

insure individualized instruction. Hedisseminates information and interprets theadapted program to school and communitypersonnel.

d. School NurseThe school nurse can maintain a liaisonbetween the home and school, and interpretthe program to physicians, parents andschool personnel.

e. Guidance CounselorHe serves as a consultant to the physical educationteacher about his counselees in adapted physicaleducation. The success of the adapted programdepends to a degree on the counselor's understandingand support of the course.

f. ParentThe parent can encourage his child and supportthe objectives of the adapted program.

g. School facultyThe individual school faculty is another means ofcommunication if they are informed and understandthe objectives of the adapted program.

h. Other personnelMembers of school clubs, newspaper staffs, and Parent.Teacher Association participants can reflect positiveattitudes toward the Adapted Physical Education Pro-gram to their associates and subscribers.

3. Student Understanding

The student's understanding and acceptance of his dis-ability provides the base upon which to build positiveattitudes, to improve physical condition, to adjustboth psychologically and socially, to learn recreationsports and to gain self confidence.The student should:

a. Maintain good posture in performing dailytask according to physical limitations.

c. Understand and accept his limitations insports and activities

d. Participate in techniques of relaxatione. Participate in class activities within his

limitationsf. Develop skill in recreational games for use

in leisure time

4. Research and Discussion TopicsIndividuals or groups may select topics to present tothe class for discussion. The following are suggestedtopics:

12

a. The Relationship of Diet and Weight Controlb. The Relationship of Overweight and Physical Educationc. The Relationship of Physical Fitness and Mental

Fitnessd. Describe the Advantages and Disadvantages of

Eight Different Types of Tournamentse. Discuss What is Meant By The Statement "Worthwhile

Use of Leisure Time."f. List and Describe Two Exercises for Various Parts of

the Bodyg. Discuss The Factors That Should Be Considered When

Selecting Exercises To Be Performedh. Define and Discuss The. Value of Isometric Exercisesi. Define and Discuss What Is Meant By The Term "Physical

Fitness."' t

j. Discuss The Value of Good Body Mechanics

D. Suggested Variations

Students in the course probably have had little opportunityto participate in physical activity and no doubt they havehad many opportunities for failure. Therefore, the creative,resourceful and well prepared teacher must provide a challeng-ing and satisfying program for all students. They must havean opportunity to succeed.

1. Theteacher may use student assistants to providemore individualized supervision..

2. Schools on modular scheduling may offer activitiesrequiring more time than provided for in thetraditional scheduling.

3. Science, Health, Home Economics and PhysicalEducation Departments may participate in inter-disciplinary instruction.

4. Students may demonstrate their leadership abilityby conducting tournaments, serve as class leaders,officiating, and/or serve as team captain.

5. Whenever possible and feasible, students should beprovided for in the regular physical educationprogram.

. Awards can be helpful in motivating student enthusiasmin class.

E. Sample Forms

13

1. Sample Form Letter to Parents

School

Dear Parents:

Date

The program of health and physical education at our school has a wide varietyof activities to offer to all students. The activities are adapted to fitthe special needs of each pupil regardless of his physical attributes. Afterreceiving the recommendations of your family physician, it was found that yourchild could participate in the following activities which are being offered inphysical education this year.

By giving your child an opportunity to participate in these physical activities,we hope to achieve these objectives:

1. to develop his physical fitness and health to optimum potential;2. to develop his skills in the basic motor movements of sports and

everyday living;3. to develop a variety of sport skilli for use in worthy leisure time

activities;4. to promote opportunities to play and participate socially with others.

We hope that our plans meet with your approval. If you wish to discuss theprogram further, please call me at

Yours truly,

14

2. Sample Fors Letters to Physician

. a.* Sample One

Dear Doctor:

School

Date

has requested a medical card for physicaleducation. It is our policy to keep all students in physical educa-tion classes and offer them a program of activities which can beadapted to meet their physical restrictions and as recommended bytheir physician.

We feel that each child gains much from the social and emotionalaspects of physical education even though he is unable to participatein the regular program. He becomes part of the group instead of some-one different. Therefore, would you please indicate what your diagnosisis and also check the activities in which he may participate and towhat extent.

Sincerely,

Physical Education Instructor

15

b. Sample Two _

Dear Sir:

This year at Miami Killian Senior High School we are offeringan adapted-class in physical education for students with physicaldisability. The class will be comprised of students who are unableto "hold their own" in the reg lar program. Students who are to beexcused from a regular physical education class for a period of onesemester or longer will be placed in this class.

We are asking your help in giving us a comprehensive evaluationof this student's physical limitations. A student enrolled in theadaptive class will be given physical training on the basis of yourevaluation of his physical limitations. This class will be conductedby a teacher trained in the area of adaptive physical education.

Your assistance in making this program successful will be greatlyappreciated by students and faculty alike. Please fill out the attachedform for the bearer of this letter. If you have any questions, pleasefeel free to contact me.

Sincerely yours,

Physical Education Department

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Physician's Recommendations for Adaptive Physical Education

Name Section

has been examined by me and the following is forwarded for your infor-mation for planning his or her physical education program.

DESCRIPTION OF CONDITION:

It is recommended that this student be: (place a (check) in the box)

0 A. Placed in the regular physical education programwith the following reservations:

0 B. Placed in adapted physical education with the follow-

ing recommendations. (please check suitable activities.)

Moderate Activity Restricted Activity

volleyball table tenniskickball archerytennis recreational gamesofficiating individual exercisesjogging deck tennissoftball shuffleboardbadmintonmodern dance (girls)

ADDITIONAL COMMENTS:

Duration: week(s), month(s),

Signed: M.D. Phone

year

Date

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4. Sample Information Sheets

a. PHYSICAL EDUCATION STUDENT INFORMATION SHEET

Name Age Birthday

Doctor's Name Address

1. What recreational activities do you enjoy most?

2. Do you have a regular job? What kind of work?When?

3. What are your hobbies?

4. Name the clubs to which you belong in or out of school.

5. What are your plans for the future: (after high school)

6. Description of your illness, handicap, or disability. ONLY WITH PERMISSIONOF PARENTS AND

7. Date of original occurrence of the condition. PHYSICIAN

8. Cause of the condition.

9. Treatment received to date.

10. Present medical care.

11. What limitations in physical activity, if any, has your dis-ability placed upon you?

12. What type of physical education program have you had previously?

13. In which phase of the adapted physical education program are youparticularly interested: corrective exercises or the sports program?

14. What things do you expect to gain from this program:

15. If you could change one school rule which one would you change andwhy?

16. If you could change one thing about physical education what would itbe and why?

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b. PHYSICAL EDUCATION STUDENT INFORMATION SHEET

Name Age Birthday

Junior High School Doctor's Name

Address

1. What activities or sports do you enjoy most during your leisure time?

2. Do you have a regular job? What kind of work?When?

3. What are your hobbies?

4. Name the clubs to which you belong in or out of school.

5. What are your plans for the future? (after high school)

6. Explain the reasons why you feel you cannot participate in aregular physical education class.

7. Have you ever been in an adapted physical education class.

8. What type of physical education program have you had previously?

In which activities of the adapted physical education programare you particularly interested?

10. What things do you expect to gain from this program?

11. If you could change one school rule which one would you change andwhy?

12. If you could change one thing about physical education what wouldit be and why?

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c. Student Questionnaire

Name Date

Address Phone

Height Weight Age

1. Have you taken any other physical education classes

Yes No. If yes, name the class and the instructor.

Class

2. In a brief statement, indicate the nature of your disability orlimiting condition.

3. If you are now under a physician's care for the condition listedabove, indicate the following.

Physician's Name

Address Phone

5. Student Evaluation

1. What was your opinion of the program at the beginning?

2. What is your opinion of the program now?

3. What do you feel are the values of the program?

4. Do you enjoy the class?

5. What is your parents' opinion of the program?

6,. What additions to the course do you suggest?(Activities to be included.)

7. What would you delete from the course?

8. What are your suggestions for improving the program?

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NAME

6. Sample Incidence and Rating Chart

PERIOD DATES RATED

DECK TENNIS INCIDENCE AND RATING CHART

+ GoodFair

SKILL: INCIDENCE RATING - Poor

ServingStance, weightshift, followthrough, place-ment, accuracy

ThrowingPlacement, useof variety.

CatchingPalm grip,

22111J2eWaiting Position

Ready, alert,returns to

`positionJudgment of Ring

In position tomake play,moves to meetring

General CourtPosition

Backs ofteammates

Comments:

DECK TENNIS SERVING SKILL TEST

1 2 3 4 5 TOTAL GRADE

23

F. Recommended Teacher Resources

1. Books

a. Boyden, E. Douglas. and Burton, Roger G. Staging SuccessfulTournaments. New York: Associated Press, 1957.

b. Daniels, Arthur S. and Davies, Evelyn A. Adapted PhysicalEducation. New York: Harper and Row Publishers, 1965.

c. Department of Public Instruction. Guidelines for AdaptedPhysical Education. Harrisburg, Penn.: 1966.

d. Division of Instructional Services. Corrective PhysicalEducation. Los Angeles City Schools, 1958.

e. Kelly, Ellen Davis. Adapted and Corrective Physical Education.New York: The Ronald Press Company, 1965.

f. Wheeler, Ruth. and Hooley, Agnes M. Physical Education forthe Handicapped. Philadelphia: Lea & Febiger, 1968.

2. Periodicals

a. American Association for Health, Physical Education andRecreation. "Adapted Physical Education." Journal ofAmerican Association for Health, Physical Education andRecreation. May 1969.

b. Braverman, William. "Motivating Devices for Remedial PhysicalEducation." Journal of A.A.H.P.E.R. March 1958.

c. Committee on Exercise and Physical Fitness_of American MedicalAssociation. "Classification of Students for PhysicalEducation." J.0,A.A.H.P.E.R. Feb. 1967.

d. Flint, M. Marilyn. "Selecting Exercises." J.O.A.A.H.P.E.R.Jan. 1968.

3. Quinmester Bulletins

a. Blunt, Margaret, and Holt,Miami, Florida: Dade

b. Brown, Suzette. BeginningPublic Schools, 1971.

Doris. Sports Officiating for Girls.County Public Schools, 1971.

Golf. Miami, Florida: Dade County

c. Brown, Suzette. Recreational Sports.County Public Schools, 1971.

d. D'Alessio, Anthony. Beginning Archery.County Public Schools, 1971.

e.

Miami, Florida: Dade

Miami, Florida: Dade

Feldstein, Ann. Bridge. Miami, Florida: Dade County PublicSchools, 1971.

24

F. Recommended Teacher Resources (Continued)

3. Quinmester Bulletins (Continued)

f. Godfrey, Chris. Modern Dance. Miami, Florida: Dade CountyPublic Schools, 1971.

g. Coins, Carl M. Camping. Miami, Florida: Dade County PublicSchools, 1971.

h. Gutting, Dick. Beginning Swimming. Miami, Florida: DadeCounty Public Schools, 1971.

i. Hickey, Carl. Sports Officiating for Boys. Miami, Florida:Dade County Public Schools, 1971.

i King, Kathy. Deck Tennis. Miami, Florida: Dade County PublicSchools, 1971.

k. Lowe, Billye J. Slimnastic for Girls. Miami, Florida:Dade County Public Schools, 1971.

1. McDaniel, Wanda. Beginning Badminton. Miami, Florida: DadeCounty Public Schools, 1971.

m. Miller, Eugene. Table and Quiet Games. Miami, Florida: DadeCounty Public Schools, 1971.

n. Miller, Kenneth. Introduction to Dance. Miami, Florida:Dade County Public Schools, 1971.

o. Morgan, Mary. Boundball. Miami, Florida: Dade CountyPublic Schools, 1971.

P.

q.

Waters, Richard. Physical Training. Miami, Florida: DadeCounty Public Schools, 1971.

Wittman, Jack. Beginning Bowling. Miami, Florida: DadeCounty Public Schools, 1971.

4. Audio-Visual MaterialsMaterials indicated within each quinmester course.

G. Recommended Student Resources

1. Quinmester Bulletins

a. Blunt Margaret. and Holt, Doris. Sports Officiating for Girls.Miami, Florida: Dade County Public Schools, 1971.

b. Brown, Suzette. Beginning Golf. Miami, Florida: Dade CountyPublic Schools, 1971.

c. Brown, Suzette. Recreational Sports. Miami, Florida: DadePublic Schools, 1971.

25

G. Recommended Student Resources (Continued)

1. Quinmester Bulletins (Continued)

d. D'Alessio, Anthony. Beginning Archery. Miami, Florida: DadeCounty Public Schools, 1971.

e. Feldstein, Ann.. Bridge. Miami, Florida: Dade CountyPublic Schools, 1971.

f. Godfrey, Chris. Modern Dance. Miami, Florida: Dade CountyPublic Schools, 1971.

g. Goins, Carl M. Camping. Miami, Florida: Dade CountyPublic Schools, 1971.

h. Gutting, Dick. Beginning Swimming. Miami, Florida: DadeCounty Public Schools, 1971.

i. Hickey, Carl. Sports Officiating for Boys. Miami, Florida:Dade County Public Schools, 1971.

J. King, Kathy. Deck Tennis. Miami, Florida: Dade CountyPublic Schools, 1971.

k. Lowe, Billye J. Slimnastics for Girls. Miami, Florida:Dade County Public Schools, 1971.

1. McDaniel, Wanda. Beginning Badminton. Miami, Florida: DadeCounty Public Schools, 1971.

m. Miller, Eugene. Table and Quiet Games. Miami, Florida: DadeCounty Public Schools, 1971.

n. Miller, Kenneth. Introduction to Dance. Miami, Florida:Dade County Public Schools, 1971.

o. Morgan, Mary. Boundball. Miami, Florida: Dade CountyPublic Schools, 1971.

q.

Waters, Richard. Physical Training. Miami, Florida: DadeCounty Public Schools, 1971.

Wittman, Jack. Beginning Bowling. Miami, Florida: DadeCounty Public Schools, 1971.

2. Audio-Visual MaterialsMaterials indicated within each quinmester course.

26

VI. EVALUATION

A. Teacher judgment.B. Teacher observation.C. Checklists.D. Skill test.E. Objective test.F. Essay test.G. Student reports.H. Rating scales.

VII. BIBLIOGRA'HY

Books

Boyden, E. Douglas. and Burton, Roger G. Staging Successful Tournaments.New York: Associated Press, 1957.

Clark, H. Harrison. and Clark, David H. Developmental and AdaptedPhysical Education. Englewood Cliff, New Jersey: PrenticeHall, 1963.

Daniels, Arthur S. and Davies, Evelyn A. Adapted Physical gducation.New York: Harper and Row Publishers, 1965.

Department of Public Instruction. Guidelines for Adapted PhysicalEducation. Harrisburg, Penn.: 1966.

Division of Instructional Services. PhysicalLos Angeles City Schools, 1958.

Kelly, Ellen Davis. Adapted and Corrective Physical Education.New York: The Ronald Press Company, 1965.

Rathbone, Josephine L. and Hunt, Valerie V. Corrective PhysicalEducation. Philadelphia: W.B. Saunders Company, 1966.

Periodicals

American Association for Health, Physical Education and Recreation."Adapted Physical Education." Journal of American Associationfor Health, Physical Education and Recreation.. May 1969.

BravArman, William. "Motivating Devices for Remedial Physical Education."Journal of A.A.H.P.E.R. March 1958.

Committee on Exercise and Physical Fitness of American Medical Associa-tion. "Classification of Students for Physical Education."J.O.A.A.H.P.E.R. Feb. 1967.

Flint, K. Marilyn. "Selecting Exercises." J.O.A.A.H.P.E.R. Feb. 1964

Slader, Carl V. "A Workable Adaptive Program." J.O.A.A.H.P.E.R.Jan. 1968.

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