Department of Health, Human Performance, and Recreation

College of Education
Pittsburg State University
ADAPTED PHYSICAL EDUCATION
HHP 462
Spring 2014
INSTRUCTOR:
Laura Covert
OFFICE: HHP 101A SRC
PHONE: 660-235-4670
OFFICE HOURS: M & W: 9:00AM 12:00 PM,
T & TH: 9:30AM 11:30PM, FRIDAY: APPT. ONLY
EMAIL: lcovert@pittstate.edu

CREDIT HOURS: 2

CATALOG DESCRIPTION
Study of the ways in which the needs of the atypical student can be met. Particular
emphasis on body alignment and other medical aspects of the handicapped. Special
emphasis given to various exercise modalities and prescriptions relating to treatment.
COURSE DESCRIPTION
This course is concerned with the role of physical education in providing services to
students with disabilities. Particular areas of knowledge will focus upon growth and
development, motor learning and the psycho-social factors affecting students with
disabilities. In addition, this course will deal with planning, operating, teaching and
evaluation of students with disabilities as well as focus on the various disorders, their
etiology and pathology, as they relate to the kinds of intervention strategies that may
be provided.
PURPOSE OF THE COURSE
The major purposes of the course are to 1) develop a knowledge and understanding of
students with disabilities and their needs; 2) develop teaching techniques, intervention
and strategies and programming ideas in order to facilitate integration of the special
needs student into the regular physical education program; and 3) make students
award of the value of physical activity and sports for individuals with disabilities.
COURSE OBJECTIVES
Education-related
Adapted Physical Education is no longer a certification/licensing area in the state of
Kansas. However, in order to insure sufficient breadth and depth of the subject matter,
the course objectives are aligned with the former Adapted Physical Education teaching
standards mandated by the Kansas State Department of Education. These standards
are designed to insure both knowledge and performance of physical education and
health in prospective teachers in order that they:
1. Demonstrate the ability to screen and assess physical education skills of
individuals exhibiting various disability conditions.
2. Demonstrate the ability to write in behavioral terms and assess instructional
objectives for adapted physical education
3. Demonstrate the ability to reassess and revise the students program as
necessary.
4. Demonstrate the ability analyze, adapt, and implement physical education
curriculum in providing programs for a variety of disability conditions.
5. Demonstrate the ability to adapt teaching methods, materials, and techniques for
physical and motor fitness to the needs of students with disabilities.
6. Demonstrate the ability to use community and staff resources within the special
education environment.

Therapeutic Recreation-related
Understanding of medical and disabling conditions, disorders and impairments
that affect an individuals physical, cognitive, emotional and social functioning
across the lifespan.
Understanding of wholistic health and wellness including disease prevention and
health promotion. (7.01.01)
Understanding of the impact of social attitudes toward illness and disability and
of the attitudes and self-concepts held by individuals with illnesses and/or
disabilities during leisure experiences. (7.01.01)
Understanding of and ability to select, conduct, analyze, and interpret a variety of
assessment techniques and procedures to determine client and program needs.
(7.02.01)
Understanding of and ability to utilize a variety of assistive techniques, adaptive
devices and equipment, and program adaptations to assist individuals with
illnesses and disabilities to achieve maximum independence. (7.02.01)
INSTRUCTIONAL RESOURCES
The text for this course will be:
Winnick, Joseph, P. (2011). Adapted Physical Education and Sport (5th ed.). Champaign,
IL: Human Kinetics.
Additional resources used:
Porter, H., Burlingame, C.(2006). Recreational Therapy Handbook of Practice,;
Idyll Arbor INC.; ISBN: 13-9781-882883-53-8
Selected articles and websites to be provided by the instructor.
COURSE DELIVERY METHOD
This course is face to face and will be as interactive and hands on as possible. This
class will be a combination of the textbook, Internet, additional literature, and
application of presented material.
COURSE REQUIREMENTS
Each unit will be contained in a MODULE on CANVAS. You will be required to
complete each assignment before you can move to the next module.
Assignments will consist of textbook and article readings, quizzes, an Individualized
Education Plan, and an Adapted PE class outline/lesson plan. Due dates will be
announced in class with the exception of the Adapted PE lesson plan (the due date is
listed below). Assignments and dates are subject to change. There will be in-class
assignments. If you miss class, you will not be able to make up the assignment. Any
late assignment (not completed by the given TIME AND DATE) will have five points
deducted per day until submitted.
1. Chapter Quizzes will be required throughout modules. Material discussed
throughout the course will be covered. Each quiz is worth 10 points. Not all chapters
will have quizzes. Due dates will be announced in class.

2. Discussion posts: At least two discussions will be required during this course.
Each discussion must have well thought out and written responses. Criteria for each
discussion will be included with each individual discussion. Discussions and due dates
will be announced in class. Each discussion is worth 10 points.
3. Individualized Education Plan: Each student is to create an IEP for a case study
presented in class. The requirements of an IEP will be discussed in class. Refer to the
Rubric and IEP assignment/file posted on Canvas for in-depth details. Project is worth
up to 30 points. (7.02.01)
4. Adapted Physical Education Lesson Plan/Class: Each student is to create a
one-day Adapted PE lesson plan for children ages 8 - 10. This one-day lesson plan must
go along with a chosen weeklong unit. For instance, you may decide to do a weeklong
basketball unit in PE. For this project, you are to create a one-day lesson plan to be in
this weeklong basketball unit. This is an inclusive lesson plan. Students with and
without the chosen disability will be doing your chosen activities. Included in this plan
must be:

One population of your choice discussed throughout Part 2 of this class that will be
attending your PE class. You cannot include populations discussed in Chapters 9,17, and
18. Characteristics of the chosen population and implications for a physical education
setting are included in this section.

The activity must be part of the chosen weeklong unit. The weeklong unit must be
described. The chosen activity/activities must be described in detail. Description must
include:
o

The chosen activity/activities

The adaptations made for the activity.

How you are creating an inclusive environment within your PE class

The class format or formats you have chosen to use for instruction. Why you have
chosen these formats.

A task analysis for one of the activities in the lesson.

Two goals FOR THE ACTIVITY.

Write two objectives FOR EACH GOAL.

A bibliography is required. Cite all sources you use throughout the project. APA style is
required for the bibliography.

Refer to the Rubric on Canvas for more specific guidelines. DUE DATE
WEDNESDAY APRIL 23RD. PROJECT WORTH UP TO 80 POINTS. (7.02.01)

5. Volunteer hours: Each student is to complete at least 6 volunteer hours

throughout the course of the semester. Students completing more than six hours will
receive extra credit. Students cannot log more than two hours at one event/activity.
The volunteer opportunities are to be with various organizations within the community.
Organizations include: New Hope Services, Special Olympics, Mosaic, Joplin Association
for the Blind, and other organizations serving individuals with special needs. Volunteer
opportunities will be presented in class. Students are to take the designated volunteer
sheet found on Canvas to each activity. Students are to have the sheet signed by the
supervisor. A one-page reflection is to be turned in with the completed volunteer hours
discussing thoughts about the activities, events, volunteers, participants, and any other
general observations. Due Wednesday April 30th. Worth 100 points. All hours
must be complete to receive credit.
6. Tests: There will be two tests given during the semester, a mid-term and a final
exam. Test questions will come from the textbook, class discussions, assignments,
guest speakers, activities, and quizzes. Each test is worth 50 points.
Other various assignments: These will include video observations, applications of
textbook chapters and possibly observation hours.
EVALUATION PROCEDURES
A = 90% - 100%
B = 80% - 89%
C = 70% 79%
D = 60% - 69%
Syllabus supplement and academic dishonesty policy can be found at:
http://www.pittstate.edu/dotAsset/9e421c72-1f34-441c-8c7f2f68fd510e80.pdf

Adapted PE
Tentative Schedule: Assignments and Due Dates are Subject to Change!
Spring 2014
Week of January 13

Overview of Class
Distribution of Course Syllabus
Getting to know your Classmates; Syllabus Quiz
Begin Unit 1:An Introduction to Adapted Physical Education

and
Sport (Chapter 1) (7.01.01)
Week of January 20

No class Monday: Martin Luther King Jr. Day

Chapt. 1 cont.; Chapter 2: Program Organization and
Management (7.02.01)

Week of January 27

NRPA: NO CLASS
Chapter 4: Measurement, Assessment, and Program
Evaluation (7.02.01)
Assignments on Canvas

Week of February 3

Review Chapt. 4
Chapter 5: Individualized Education Program (end Unit 1)
(7.02.01)

Week of February 10

IEP Due Monday (7.02.01)

Begin Unit 2: Chapt. 8 Intellectual Disabilities

Week of February 17

Chapter 11: Specific Learning Disabilities

Chapter 10: Autism Spectrum Disorders

Week of February 24

Chapter 6: Behavior Management (7.01.01)

Chapter 9: Behavioral Disabilities

Week of March 3
Impairments

Chapter 12: Visual Disabilities & Chapt. 13: Hearing

Guest speaker
Gym activities

Week of March 10

Chapter 14: Cerebral Palsy, Traumatic Brain Injury, and Stroke

Chapter 16: Spinal Cord Disabilities
Gym activities

Week of March 17

SPRING BREAK! HAVE FUN, BE SAFE!

Week of March 24

Chapter 17: Other Health-Impaired Students

Week of March 31

Gym Activities

Week of April 7

Chapter 7: Instructional Strategies for Adapted Physical

Education (7.02.01)

Week of April 14

Midwest TR Symposium, no class Monday &

Wednesday;

Week of April 21

Adapted Lesson Plan Due Wednesday. (7.02.01)

Gym Activities
Gym Activities
Finals

Week of April 28
Week of May 5