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Practicum in Adapted Physical Activity

Practicum in Adapted Physical Activity

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£21.99

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    Book


    No other workbook will help students learn more, remember more, and take more from their experience than Practicum in Adapted Physical Activity.

    Whether students’ practica are in adapted physical activity, adapted physical education, therapeutic recreation, general special education, or any program that includes people with disabilities, this workbook will help them prepare for their experience and evaluate it through journal writing, self-assessment, and critical reflective thinking. The book will help ground them in an abilities-based approach to adapted physical activity. And, ultimately, it will enhance their success in their budding careers.

    Practicum in Adapted Physical Activity provides students with these opportunities:
    • Experience and respond to a variety of settings and challenges when working with people with disabilities
    • Process and assimilate their practicum experience and hone their critical-thinking and problem-solving skills
    • Evaluate their performances as teachers and leaders and their approaches to working with people with disabilities
    • Prepare for job hunting through portfolio-building experiences while sharpening their teaching and leading skills
    •Create a reflective journal of their personal learning experiences during the practicum

    This hands-on workbook, through the use of its real-life scenarios, self-evaluation checklists, handy tips, and reflective journaling exercises, leads students toward a greater understanding of the structure and purposes of a variety of experiences in practica. It helps them plan strategies for improved field performance, enhances the relationship with their mentor-teachers and leaders, and provides a variety of ways to reflect on the practicum experience and record insights for future reference. It also offers professional portfolio-building tools, assisting students in job hunting. In doing all this, it prepares students to be effective field professionals.

    Part I prepares students for their practicum as they learn about service delivery and the tools and strategies to make the practicum successful. It also explores motivational aspects and inclusive teaming.

    Part II focuses on different types of practicum supervision, various learning styles, and assessment tools. In Part III, students learn how to evaluate their experiences, reviewing their competencies, evaluating their programs, and taking with them lessons learned as they leave their practica. The exercises in each chapter help them explore and retain the salient information from their practica.

    Practicum in Adapted Physical Activity can be used in conjunction with a variety of textbooks, or it can stand alone alongside a practicum experience. This workbook helps students apply the principles they learn, promotes their development as practitioners, and helps them make the most of their practicum experience—all while they prepare for professional employment.

    Audience


    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


    Preface

    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
    References
    About the Authors

    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.