Archivist
02-07-2000, 12:44 PM
"Scott Lapin" <slapin@sportime.com> wrote:
Date: Tue, 8 Jun 1999 12:40:13 EDT
From: OzzieWags@aol.com
Subject: adapt-talk: Re: TMH, EMH activities
Stretch,
I, also, am a regular ol PE teacher who has taught adapted PE. When I had
k-6 I used peer tutors to help me. Each TMH student had a sixth grade
tutor
that came to my class two times per week and worked one on one with my
students. It was a great experience for all concerned. The students were
recommended by their classroom teachers and then I interviewed them and
trained them. They stayed with the program for one year. The next year I
did the same thing. It got to be so popular that many tutors ended up
getting interviewed, just like for a real job! We got to go so much more
because of this system.
Carol
------------------------------
Date: Sun, 13 Jun 1999 14:27:30 +1200
From: motohide.miyahara@stonebow.otago.ac.nz (Motohide Miyahara)
Subject: adapt-talk: 1. Changing APA students, 2. conductive education,
3.1997 IFAPA
1. Changing APA students
It is interesting hear how the background and career orientations of APA
students have changed at University of Indiana over past 5 years. Indeed,
we need to adapt our course materials according to students' needs. In
New
Zealand there is no established professional career for adapted physical
educators, exercise specialists, or athletic trainers. So, last year two
colleauges of mine and I started a new major entitled, \"Exercise
Prescription and Management\" in the undergraduate level within School of
Physical Education at University of Otago. This major has attracted lots
of students. The possible job market for our students is yet unknown.
However, we try to make sure that we don't cross the professional
boundaries in order to avoid potential professional conflicts with
established health professionals, such as PTs and OTs. I am curious to
know how Dale deals with this issue of professional boundaries when you
use
pediatric OTs' and PTs' textbooks. Don't your students assume they are
allowed to do what written in the textbooks, including their assessments
and interventions?
2. conductive education
A good efficacy study of conductive education was carried out in England.
For furthere details, see
Bairstow, P., Cochrane, R., & Hur, J. (1996). Evaluation of Conductive
Eduation for Children with Cerebral Palsy Final Report. London: HMSO.
3.1997 Quebec IFAPA proceedings
If anyone know how to get hold of a copy of the proceedings, please let me
know. Although I have e-mailed and faxed to Dr. Clermont Simard at
University of Laval, I received no reply so far. I need to submit a copy
of my paper for my upcoming tenure review.
Motohide Miyahara, PhD, Registered Psychologist
Lecturer in Motor Development and Adapted Physical Activity
Director of Movement Development Clinic
School of Physical Education
University of Otago
P.O.Box 56 Dunedin
New Zealand
Phone: (64) 3-479-8387
Fax: (64) 3-479-8309
------------------------------
Date: Tue, 8 Jun 1999 11:27:00 -0400 (EDT)
From: Pat Longmuir <longmuir@freenet.toronto.on.ca>
Subject: adapt-talk: Intro & Info
As suggested by Pauli Rintala, I am introducing myself. My name is Pat
Longmuir and I am the Treasurer of IFAPA. I working independently as a
consultant doing research, education and training in relation to
inclusion in adapted physical activity. I live in Toronto, Canada and am
currently working on a variety of projects. The two major projects are
access to trails and the provision of inclusive fitness services for
people with disabilities. I am also writing a chapter for the new
Canadian APA textbook which is a collaborative effort of 15-20 Canadian
APA professionals. The textbook project is being led by Dr. Robert
Steadward and Dr. Garry Wheeler.
Now, to providing some answers/feedback on comments from Pauli & Dale:
> The real and pertinent question I have is: My email-messages to
> Shayke Hutzler, Israel and Liza-Marie Griebenauw, South-Africa are
> not reaching them. I am using the adresses from the IFAPA Newslettter
> 1/99. Can anybody help?
I can't help with info for Liza-Marie. I know she has moved recently
(just prior to after the ISAPA) as she was returning to South Africa
after completing the EMDAPA program. Perhaps Dr. Coppenolle or Dr. Van
Vliet or others in the EMDAPA program would have her current information.
The email address I have for Shayke Hutzler is
<shayke@mofet.macam98.ac.il>. I have received messages from him since the
ISAPA, so I assume this should work.
> From: Dale A Ulrich <ulrichd@umich.edu>
> Subject: adapt-talk: Modifying content in University APA course
>
> Dear Friends,
> It has become obvious to me that the student enrollment in the University
> course in Adapted Physical Education/activity has changed drastically in
> the last 5 years. Whereas this course has traditionally been taken by
> students majoring in physical education,currently the enrollment
> distribution is heavily weighted to students in exercise science,movement
> science, and athletic training. My recent experiences indicate students in
> teacher education are now in the minority.The primary implication for me
> is that the content of the course must be modified to reflect less
> material for teachers and more material in rehabilitation sciences. Many
> of the current adapted textbooks are best suited for teacher education
> students and less well suited for the exercise science students. My
> question for debate is \" What content should be added and what alternative
> activities should be required?\" What textbooks are other people using
> currently for this course? I find myself using more material from
> pediatric physical therapy and occupational therapy books and journals.
> The good part about the apparent shift in enrollments is that we are
> having a positive impact on a more diverse population of preprofessionals
> who will be in a position to provide physical activity services to people
> with disabilities. Thanks.
As you know, I probably have a rather \"extreme\" perspective on teaching
APA (as evidenced by the ISAPA session we organized). When I was at WSU I
also had mostly exercise science and athletic therapy students. What I
found was that I needed to emphasize the knowledge they already had in
helping them to figure out for themselves the implications of a
particular disability (i.e., they already know the spinal nerves so
should be able to figure out the implications of a SCI). The biggest
\"gap\", I found was in the people/teaching skills. Not teaching as in
schools, but conveying information to the client. Topics like advocacy,
effective communication, rights & responsibilities of Phys. Activity
professionals seemed really important. It also took a lot of facts, case
studies, and scientific literature to convince these students that they
would in fact be dealing with people with disabilities (especially those
in athletic therapy). Unfortunately, you are right that although there
are a large number of APA texts, they are all essentially the same ...
inclusion in school phys. ed. and several chapters which contain long
lists of disabilities and \"characteristics\". For this reason, I didn't
really use a textbook much. Rather I pulled relevant information from
several texts and developed a lot of information on my own from the
scientific literature. I don't know if this helps, but it is my \"two
cents\" worth.
Patti
PEL Consulting
159 Broadlands Blvd., Don Mills, Ontario, Canada M3A 1K1
tel:(416)445-2358 fax:(416)445-2347
** NOTE NEW EMAIL ADDRESS: longmuir@freenet.toronto.on.ca
------------------------------
End of adapt-talk-digest V1 #29
*******************************
Date: Tue, 8 Jun 1999 12:40:13 EDT
From: OzzieWags@aol.com
Subject: adapt-talk: Re: TMH, EMH activities
Stretch,
I, also, am a regular ol PE teacher who has taught adapted PE. When I had
k-6 I used peer tutors to help me. Each TMH student had a sixth grade
tutor
that came to my class two times per week and worked one on one with my
students. It was a great experience for all concerned. The students were
recommended by their classroom teachers and then I interviewed them and
trained them. They stayed with the program for one year. The next year I
did the same thing. It got to be so popular that many tutors ended up
getting interviewed, just like for a real job! We got to go so much more
because of this system.
Carol
------------------------------
Date: Sun, 13 Jun 1999 14:27:30 +1200
From: motohide.miyahara@stonebow.otago.ac.nz (Motohide Miyahara)
Subject: adapt-talk: 1. Changing APA students, 2. conductive education,
3.1997 IFAPA
1. Changing APA students
It is interesting hear how the background and career orientations of APA
students have changed at University of Indiana over past 5 years. Indeed,
we need to adapt our course materials according to students' needs. In
New
Zealand there is no established professional career for adapted physical
educators, exercise specialists, or athletic trainers. So, last year two
colleauges of mine and I started a new major entitled, \"Exercise
Prescription and Management\" in the undergraduate level within School of
Physical Education at University of Otago. This major has attracted lots
of students. The possible job market for our students is yet unknown.
However, we try to make sure that we don't cross the professional
boundaries in order to avoid potential professional conflicts with
established health professionals, such as PTs and OTs. I am curious to
know how Dale deals with this issue of professional boundaries when you
use
pediatric OTs' and PTs' textbooks. Don't your students assume they are
allowed to do what written in the textbooks, including their assessments
and interventions?
2. conductive education
A good efficacy study of conductive education was carried out in England.
For furthere details, see
Bairstow, P., Cochrane, R., & Hur, J. (1996). Evaluation of Conductive
Eduation for Children with Cerebral Palsy Final Report. London: HMSO.
3.1997 Quebec IFAPA proceedings
If anyone know how to get hold of a copy of the proceedings, please let me
know. Although I have e-mailed and faxed to Dr. Clermont Simard at
University of Laval, I received no reply so far. I need to submit a copy
of my paper for my upcoming tenure review.
Motohide Miyahara, PhD, Registered Psychologist
Lecturer in Motor Development and Adapted Physical Activity
Director of Movement Development Clinic
School of Physical Education
University of Otago
P.O.Box 56 Dunedin
New Zealand
Phone: (64) 3-479-8387
Fax: (64) 3-479-8309
------------------------------
Date: Tue, 8 Jun 1999 11:27:00 -0400 (EDT)
From: Pat Longmuir <longmuir@freenet.toronto.on.ca>
Subject: adapt-talk: Intro & Info
As suggested by Pauli Rintala, I am introducing myself. My name is Pat
Longmuir and I am the Treasurer of IFAPA. I working independently as a
consultant doing research, education and training in relation to
inclusion in adapted physical activity. I live in Toronto, Canada and am
currently working on a variety of projects. The two major projects are
access to trails and the provision of inclusive fitness services for
people with disabilities. I am also writing a chapter for the new
Canadian APA textbook which is a collaborative effort of 15-20 Canadian
APA professionals. The textbook project is being led by Dr. Robert
Steadward and Dr. Garry Wheeler.
Now, to providing some answers/feedback on comments from Pauli & Dale:
> The real and pertinent question I have is: My email-messages to
> Shayke Hutzler, Israel and Liza-Marie Griebenauw, South-Africa are
> not reaching them. I am using the adresses from the IFAPA Newslettter
> 1/99. Can anybody help?
I can't help with info for Liza-Marie. I know she has moved recently
(just prior to after the ISAPA) as she was returning to South Africa
after completing the EMDAPA program. Perhaps Dr. Coppenolle or Dr. Van
Vliet or others in the EMDAPA program would have her current information.
The email address I have for Shayke Hutzler is
<shayke@mofet.macam98.ac.il>. I have received messages from him since the
ISAPA, so I assume this should work.
> From: Dale A Ulrich <ulrichd@umich.edu>
> Subject: adapt-talk: Modifying content in University APA course
>
> Dear Friends,
> It has become obvious to me that the student enrollment in the University
> course in Adapted Physical Education/activity has changed drastically in
> the last 5 years. Whereas this course has traditionally been taken by
> students majoring in physical education,currently the enrollment
> distribution is heavily weighted to students in exercise science,movement
> science, and athletic training. My recent experiences indicate students in
> teacher education are now in the minority.The primary implication for me
> is that the content of the course must be modified to reflect less
> material for teachers and more material in rehabilitation sciences. Many
> of the current adapted textbooks are best suited for teacher education
> students and less well suited for the exercise science students. My
> question for debate is \" What content should be added and what alternative
> activities should be required?\" What textbooks are other people using
> currently for this course? I find myself using more material from
> pediatric physical therapy and occupational therapy books and journals.
> The good part about the apparent shift in enrollments is that we are
> having a positive impact on a more diverse population of preprofessionals
> who will be in a position to provide physical activity services to people
> with disabilities. Thanks.
As you know, I probably have a rather \"extreme\" perspective on teaching
APA (as evidenced by the ISAPA session we organized). When I was at WSU I
also had mostly exercise science and athletic therapy students. What I
found was that I needed to emphasize the knowledge they already had in
helping them to figure out for themselves the implications of a
particular disability (i.e., they already know the spinal nerves so
should be able to figure out the implications of a SCI). The biggest
\"gap\", I found was in the people/teaching skills. Not teaching as in
schools, but conveying information to the client. Topics like advocacy,
effective communication, rights & responsibilities of Phys. Activity
professionals seemed really important. It also took a lot of facts, case
studies, and scientific literature to convince these students that they
would in fact be dealing with people with disabilities (especially those
in athletic therapy). Unfortunately, you are right that although there
are a large number of APA texts, they are all essentially the same ...
inclusion in school phys. ed. and several chapters which contain long
lists of disabilities and \"characteristics\". For this reason, I didn't
really use a textbook much. Rather I pulled relevant information from
several texts and developed a lot of information on my own from the
scientific literature. I don't know if this helps, but it is my \"two
cents\" worth.
Patti
PEL Consulting
159 Broadlands Blvd., Don Mills, Ontario, Canada M3A 1K1
tel:(416)445-2358 fax:(416)445-2347
** NOTE NEW EMAIL ADDRESS: longmuir@freenet.toronto.on.ca
------------------------------
End of adapt-talk-digest V1 #29
*******************************