What’s New in Adapted Physical Education
NeuCripping Knowledge: A Conversation With Dr. Emma Richardson
- Folgen
- 180
- Erscheint
- alle zwei Wochen
- Letzte Folge
- 3. Nov. 2026
Über den Podcast
Podcast by What's New In Adapted Physical Education
Folgen 180
Cripping Knowledge: A Conversation With Dr. Emma Richardson
In this episode of What's New in Adapt PE, we are joined by Emma Richardson a senior research fellow from the University of Worcester. Emma’s research is grounded in a simple but powerful idea: everyone should …
Shownotes
In this episode of What's New in Adapt PE, we are joined by Emma Richardson a senior research fellow from the University of Worcester. Emma’s research is grounded in a simple but powerful idea: everyone should have the opportunity to participate in physical activities they enjoy. Emma’s leads the conversation by talking about crip epistemology or “cripping knowledge”. She explains how research has been shaped by non-disabled researchers deciding which questions are important and whose knowledge counts. Cripping knowledge challenges that approach by asking whose questions matter? Whose knowledge is values? and how disabled people can lead knowledge creation. Another topic discussed is crip time, where Emma challenges the assumption that everyone should operate according to the same schedule and expectations. Emma argues we should design systems that accommodate different way of experiencing and using time. Lastly, Emma talks about what educators and coaches could learn by finding out what disabled students want to do, what do they enjoy, what supports do they need.Recreation Therapy as an Expectation: An Interview with Crystal Skahan of Northeast Passage
In this episode of What's New in Adapted PE, we have Crystal Skahan from Northeast Passage, a University of New Hampshire affiliated organization providing therapeutic recreation and adaptive sports. Their …
Shownotes
In this episode of What's New in Adapted PE, we have Crystal Skahan from Northeast Passage, a University of New Hampshire affiliated organization providing therapeutic recreation and adaptive sports. Their mission is to empower individuals with disabilities to define, pursue and achieve their therapeutic recreation and adaptive sports goal. A central theme of the conversation is the importance of autonomy, choice and community participation. Focusing on the individuals, where disability and accommodation needs are contextual. What began as an adaptive sports program has expanded into a broad continuum of services, which include completive and recreational adaptive sports, school and community-based recreation therapy. Serve people with a disability, veterans, older adults, students and competitive athletes. Crystal describes Northeast Passage service model as recreational therapy for people to pursue whole-life health though assessment. In the discussion the Crystal highlights the importance of experimental learning is to emphasize where Northeast Passage provides student training, internships, teaching, supervision, and direct program participation. Northeast has also partnered with university researchers to translate research into staff training, clinical practice, students learning, and professional publication. The ultimate goal is to move beyond isolated examples of exceptional programing and toward communities where meaningful recreation is an expected part of everyday life. Website for Northeast Passage linked below https://www.nepassage.org Resources mentioned in Podcast Move United -https://moveunitedsport.org ATinNH - https://iod.unh.edu/ATinNH/about-atinnh The Kelly Brush Foundation- https://kbf.orgBuilding the Bridge: How Adapted Physical Education Supports the Transition to Adulthood
Our latest podcast episode is hosted by a recent graduate of the UNH APE Graduate program, Jasmine Faniel, and it tackles a big question: how do we help students with disabilities make the jump from high school …
Shownotes
Our latest podcast episode is hosted by a recent graduate of the UNH APE Graduate program, Jasmine Faniel, and it tackles a big question: how do we help students with disabilities make the jump from high school to adult life? Her answer is that good intentions aren't enough. They have to turn into real, coordinated action. She presents how under IDEA, transition planning has to start by your state's deadline (age 14 here in New Hampshire). It has to cover education or training, employment, community engagement, and independent living. She also gets into a couple of key court cases. Here's where APE comes in, and it's a part of transition planning that too often gets left out. Think about what it takes to walk into a community gym and work out on your own. You need to find your way around, use equipment, have the stamina to keep going, and speak up for yourself. That's exactly what APE teaches. In this episode, she also covers the gaps in transition service provision. Training for school staff is often thin or outdated. And students are frequently in the room for their IEP meetings without really having a voice. Her big takeaway is that strong transitions are built with students and families, not for them.What Does an Adaptive Fitness Gym Look Like? with Brendan Aylward
In this episode of What's New in Adapt PE, we talk to Brendan Aylward as he answers what does it mean to create an inclusive adapted fitness gym. Brendan is the founder of Unified Health and Performance and …
Shownotes
In this episode of What's New in Adapt PE, we talk to Brendan Aylward as he answers what does it mean to create an inclusive adapted fitness gym. Brendan is the founder of Unified Health and Performance and leader of AdaptX, both non-profit organizations. Brendan created AdaptX to encourages fitness professionals to move pass a deficit-based practice and toward the individuals’ strengths, which can be done through AdaptX e-learning platform. AdaptX provides education, research and outreach developed with more than 30 educators and over 600 citations. Brendan discusses the development of an inclusive adaptive fitness gym and how fitness professionals can create an inclusive environment for people with and without disabilities. Brendan starts the conversation by describing his path from the Special Olympics to combining his passion for fitness to create Unified Health and performance. Brendan shares his philosophy and practice, beginning with person-centered approach through a group-based model for clients and building upon the individuals' goals, movements abilities, preference and prior experience. Brendan highlights the financial barriers, advertisement of adapted fitness, assumptions of accessibility within a fitness facility, and reassures how fitness facilities do not need expensive equipment to be an inclusive gym. Below is linked to the AdaptX website: https://www.adaptx.orgCollaborating with Speech and Language Pathologists in APE
In this episode, Amanda Young from Cal State Long Beach leads a conversation with Lanita Yarborough, a bilingual speech-language pathologist and assistant professor at Texas Christian University, about the …
Shownotes
In this episode, Amanda Young from Cal State Long Beach leads a conversation with Lanita Yarborough, a bilingual speech-language pathologist and assistant professor at Texas Christian University, about the practical and ethical dimensions of collaboration between speech-language pathologists (SLPs) and APE specialists. The discussion emphasizes how intentional partnership, co-treatment, and classroom design can enhance outcomes for disabled children. Lanita frames her approach around cultural humility and bilingual ethics, describing how respect for families’ linguistic resources enable more effective communication and learning. She explains the advantages of embedding typically developing peers in classrooms as natural peer models, noting benefits that flow to both disabled children and their peers. Throughout the episode she shares concrete examples of co-treatment: thematic gym activities that align speech and motor goals, multimodal strategies using signs and prosody, and practical adaptations for itinerant clinicians who must create collaboration opportunities across sites. Finally, Lanita offers actionable guidance for practitioners and programs seeking to build or strengthen partnerships: reach out proactively to local SLPs, design shared thematic activities, plan in-person trainings or lecture sessions for students, and center DEI practices in program development. Her message is both practical and aspirational: collaboration across disciplines not only improves child outcomes but fosters reciprocal learning among professionals.Fear and Teaching Disabled Children in Physical Education: A Conversation with Dr. Fabián Arroyo-Rojas
In this episode of the What's New in APE podcast, we dive into a topic that is rarely named out loud in PE and APE: fear. Drawing on a recent qualitative study by Dr. Fabian Arroyo-Rojas (Hofstra University) …
Shownotes
In this episode of the What's New in APE podcast, we dive into a topic that is rarely named out loud in PE and APE: fear. Drawing on a recent qualitative study by Dr. Fabian Arroyo-Rojas (Hofstra University) and his co-author Dr. Justin Haegele (Old Dominion University), our conversation explored how fear shapes the day-to-day practices of PE teachers working with disabled students. More specifically, their study examined the lived experiences of PE and APE teachers working in integrated PE settings. Their findings demonstrated that even experienced PE teachers often described experiencing feelings of being watched by administrators and parents lead to feelings of fear and influenced their instructional decisions. Indeed, one key finding was around how fear narrows practice. Wherein when teachers experience fear, they often default to avoiding risk and using overly cautious activities. The discussion continued by investigating Dr. Arroyo's future plans around this research topic. In this discussion, we explored ideas around creating more structured opportunities for PE teachers to openly discuss emotions, uncertainty, and fear without judgment. In addition, Dr. Arroyo emphasized the need to shift the narrative in APE away from deficit-oriented thinking and toward what disabled students can do, experience, and become through high-quality PE. Furthermore, Dr. Arroyo discussed future research needed to be conducted in this area to better understand the phenomena of experiencing fear when working with disabled children in PE, such as: exploring fear in more segregated settings, centering the voices of disabled students themselves, and examining how cultural and regional contexts shape fear. The citation for the research article that guided this podcast discussion is below: Arroyo-Rojas, F., & Haegele, J. A. (2025). (De) constructing the meaning of fear when teaching disabled students in physical education. Sport, Education and Society, 1-14.Unified PE and Sport: What the research says
In this episode of What’s New in Adapted Physical Education, we had a conversation with Ballie Ollila, a doctoral student at Old Dominion University, about her research examining Unified Physical Education and …
Shownotes
In this episode of What’s New in Adapted Physical Education, we had a conversation with Ballie Ollila, a doctoral student at Old Dominion University, about her research examining Unified Physical Education and Unified Sports programs. Her systematic review, “Special Olympics’ UnifiedSports and Physical Education Programming: A Systematic Review”, recently published in Quest, found that despite the popularity of unified PE and Sports programming, there is a lack of empirical evidence supporting its effectiveness. Ms. Ollila explains that her research was motivated by the Virginia Board of Education’s decision to allow unified PE to count as a physical education credit, prompting questions about the evidence underpinning such policies. Through her systematic review, Bailey identified critical gaps in the literature and highlighted the challenges of conducting research in this area, including limited peer-reviewed studies and potential conflicts of interest in research funded by Special Olympics. The discussion explores deeper issues within unified programming, such as hierarchical labeling and role differences that can unintentionally reinforce inequality. Finally, Ms. Ollila also shares her plans to expand her research into dance and disability, addressing another underexplored area in adapted physical activity.Co-Producing Adapted PE: Insights from Dr. Ally Keene
In this episode, we talked with Dr. Ally Keene, Assistant Professor of Kinesiology at Elizabeth City State University, about her journey into Adapted Physical Education (APE) and her dissertation on …
Shownotes
In this episode, we talked with Dr. Ally Keene, Assistant Professor of Kinesiology at Elizabeth City State University, about her journey into Adapted Physical Education (APE) and her dissertation on co-producing resources with blind young adults. Her dissertation centered on co-production, a collaborative research approach involving disabled individuals as equal partners. Working alongside three blind young adults, she created the website “Resources and Recommendations for PE Teachers of Blind Students,” hosted by Old Dominion University. The site includes sections on teacher attitudes, accessible fitness opportunities, and advocacy, providing practical tools to help PE teachers better support blind and visually impaired students. In this discussion they talk both the challenges and value of co-production—highlighting how it deepens understanding, empowers participants, and improves teaching practices. Dr. Keene encourages educators to use collaborative planning tools, involve students in decision-making, and stay open to feedback and reflection. Looking ahead, she aims to evaluate the website’s impact and expand co-production work to other disability communities. Her vision is for an APE field that centers disabled voices and treats their lived experiences as essential expertise.Dr. Lauren Lieberman and the Camp Abilities Movement
In this episode of What's New in APE, Dr. Lauren Lieberman joins the CSLUB scholars and professors (Dr. Lavay, Young, and Bittner) to discuss her remarkable career and lifelong dedication to promoting inclusive …
Shownotes
In this episode of What's New in APE, Dr. Lauren Lieberman joins the CSLUB scholars and professors (Dr. Lavay, Young, and Bittner) to discuss her remarkable career and lifelong dedication to promoting inclusive physical activity. From her early experiences at Perkins School for the Blind to her groundbreaking work founding Camp Abilities, Dr. Lieberman reflects on how accessible physical education can transform lives. More specifically, in these discussions, Dr. Lieberman shares her academic and professional journey from teaching to being a world renown APE scholar. In addition, she outlines the origins of Camp Abilities at SUNY Brockport and its evolution into a global network of sports camps for children who are blind or visually impaired. Finally, she shares her thoughts on how she sees the field moving forward in the future and provides advise for future graduate APE scholars about seeking diverse experiences, read widely, volunteer, and ask critical questions.Dr. Lauren Lieberman and the Camp Abilities Movement
In this episode of What's New in APE, Dr. Lauren Lieberman joins the CSLUB scholars and professors (Dr. Lavay, Young, and Bittner) to discuss her remarkable career and lifelong dedication to promoting inclusive …
Shownotes
In this episode of What's New in APE, Dr. Lauren Lieberman joins the CSLUB scholars and professors (Dr. Lavay, Young, and Bittner) to discuss her remarkable career and lifelong dedication to promoting inclusive physical activity. From her early experiences at Perkins School for the Blind to her groundbreaking work founding Camp Abilities, Dr. Lieberman reflects on how accessible physical education can transform lives. More specifically, in these discussions, Dr. Lieberman shares her academic and professional journey from teaching to being a world renown APE scholar. In addition, she outlines the origins of Camp Abilities at SUNY Brockport and its evolution into a global network of sports camps for children who are blind or visually impaired. Finally, she shares her thoughts on how she sees the field moving forward in the future and provides advise for future graduate APE scholars about seeking diverse experiences, read widely, volunteer, and ask critical questions.Legal Analysis: Adapted Physical Education and the Law
In this exciting episode of What's New in APE, Scott McNamara is joined by co-authors Dr. Wesley Wilson and David Woo to unpack their recent article examining the legal interpretation of adapted physical …
Shownotes
In this exciting episode of What's New in APE, Scott McNamara is joined by co-authors Dr. Wesley Wilson and David Woo to unpack their recent article examining the legal interpretation of adapted physical education (APE) under U.S. law. Together, they explore how the Individuals with Disabilities Education Act (IDEA) has been applied in federal court cases since 2004, revealing that parents prevailed in only two out of seven key cases. Their discussion highlights: The central role of IEPs in defining services and outcomes for students with disabilities. Why APE teachers must have a seat at the IEP table to ensure meaningful and legally defensible programming. The gap between federal policies and local implementation, and how judicial philosophy may shape future cases. The urgent need for greater legal literacy among educators, so they can advocate effectively for their students and their profession. In their discussions, they also highlight the complexities of legal decision-making, the importance of precise documentation, and the ways in which IDEA’s promises often clash with on-the-ground realities in schools. Looking forward, they discuss their hopes for IDEA reauthorization, including clearer recognition of APE, stronger attention to social-emotional outcomes, and increased funding. The citation of the article discussed is: McNamara, S. W., Wilson, W. J., & Woo, D. (2025). Legal Analysis of the Interpretation of Adapted Physical Education in US Law. Exceptionality, 33(2), 106-117.Dr. Kristi Roth’s Journey: Elevating Adapted PE Through Evidence and Advocacy
The What’s New in Adapted Physical Education podcast kicks off its 10th season with a very special episode with Special Guest hosts Dr. Barry Lavay and Dr. Melissa Bittner (CSU-Long Beach), who are joined by …
Shownotes
The What’s New in Adapted Physical Education podcast kicks off its 10th season with a very special episode with Special Guest hosts Dr. Barry Lavay and Dr. Melissa Bittner (CSU-Long Beach), who are joined by Dr. Kristi Roth, full professor at the University of Wisconsin–Stevens Point and co-author of the widely used textbook Principles and Methods of Adapted Physical Education and Recreation. This conversation highlights Dr. Roth’s remarkable journey in the field of adapted physical education. Dr. Roth shares key insights from her career, including her research on technology and teaching students with significant support needs, her work on transition outcomes in APE, and her advocacy work focused on promoting quality APE and PE for children with disabilities. She reflects on the influence of mentors, the importance of curiosity and evidence-based practice, and the value of listening and learning from students and colleagues alike. Listeners will also hear about impactful resources such as the GLIDE app, the Severe Notebook, and the book The Pursuit of Attention by Charles Derber, which shaped Dr. Roth’s approach to communication and teaching. Her advice for current and future APE teachers centers on curiosity, collaboration, and prioritizing student needs.Reflections from APE OSEP Scholars: The Critical Role of OSEP in Training Quality APE Teachers
Welcome to a new episode of What's New in APE! As many listeners know, there is a nationwide shortage of highly qualified APE teachers who are prepared to meet the diverse needs of these students. This is where …
Shownotes
Welcome to a new episode of What's New in APE! As many listeners know, there is a nationwide shortage of highly qualified APE teachers who are prepared to meet the diverse needs of these students. This is where the importance of targeted federal funding, such as that provided by the U.S. Department of Education’s Office of Special Education Programs (OSEP), comes into sharp focus. In this episode of the podcast, we sat down with three incredible APE scholars—Honora Carlson-Strom, Fabian Pardo, and Bobby Segal—who are will soon be graduates of the University of New Hampshire’s OSEP-funded master’s program in APE. Their stories offer a powerful reminder of how essential this funding is for building the future of the field. The OSEP grant made it possible for these students to participate in an intensive, 1-year graduate program that combined rigorous coursework with rich, hands-on experiences in both general and specialized school settings. Through placements, conferences, and professional collaborations, these scholars were able to develop not just technical skills, but also the patience and critical thinking that quality APE teaching demands. Without OSEP’s support, programs like this would struggle to exist. By investing in high-quality teacher preparation, OSEP is shaping the future of quality physical education for disabled children and developing the next generation of APE leaders.Action Research in APE with Dr. David Adams
In this episode of What's New in Adapted Physical Education, we sit down with Dr. David Adams from Humboldt University. Dr. Adams, a graduate of Texas Woman's University, shares his journey from working at an …
Shownotes
In this episode of What's New in Adapted Physical Education, we sit down with Dr. David Adams from Humboldt University. Dr. Adams, a graduate of Texas Woman's University, shares his journey from working at an Autism Center to leading a federally funded APE program at Humboldt. He then dives into his passion for action-based research, explaining how it empowers teachers to systematically meet the diverse needs of their students. We explore his latest publication, Implementing Action Research in Physical Education: A Guide for Physical Educators, and unpack the six critical teaching behaviors that form the foundation of action research—observation, data collection, designing and implementing interventions, analyzing data, reporting data, and reflecting on data. Dr. Adams discusses how these strategies enhance student outcomes, improve IEP meetings, and elevate the professionalism of APE teachers. In addition, he delves into barriers that can deter using action based research in their practices. Tune in to learn how evidence-based methods can bridge the gap between research and practical application in APE!Adapted Health Education: A discussion with Dr. Maria Lepore-Stevens
In this episode, Dr. Maria Lepore-Stevens, from Rowan University, shares how she’s expanding health education within the realm of disability. In this discussion, we explore the concept of "adapted" health …
Shownotes
In this episode, Dr. Maria Lepore-Stevens, from Rowan University, shares how she’s expanding health education within the realm of disability. In this discussion, we explore the concept of "adapted" health education in relation to teaching health education and students with disabilities. Dr. Lepore-Stevens points out the lack of guidance in health education around teaching children with disabilities and the importance of this curriculum for children with disabilities. In addition, she discusses challenges in adapting health education curricula, the lack of inclusive sex ed, the importance of teaching consent and self-advocacy, as well as how inadequate health education fails to provide students with disabilities with a well-rounded education. Tune in for practical strategies and insights on ensuring all students receive comprehensive, evidence-based health education. This discussion was lead by the recent publication from Dr. Lepore-Stevens, entitled "Adapting a human sexuality curriculum for students with disabilities".APE Professional’s Journey: Words of Wisdom and Insight from Dr. Terry Rizzo
Welcome to the latest episode of "What's New in Adapted Physical Education," where we delve into the world of Adapted Physical Education (APE) through engaging conversations with professionals shaping the …
Shownotes
Welcome to the latest episode of "What's New in Adapted Physical Education," where we delve into the world of Adapted Physical Education (APE) through engaging conversations with professionals shaping the field. In this episode, Drs. Barry Lavay and Melissa Bittner (CSLUB) sit down with Dr. Terry Rizzo, a distinguished scholar from California State University- San Bernadino to explore his journey, insights, and the evolution of APE. In discussing his background, they highlight how he has focused on advancing inclusion in PE in his department, at the state level, and nationally. The discussion explores Dr. Rizzo’s research on PE teachers' attitudes toward teaching students with disabilities, the evolution of inclusion in PE, and the infusion curriculum model. This model prepares all future educators to teach diverse learners by integrating disability concepts throughout their teaching. Dr. Rizzo reflects on overcoming challenges, including resistance from faculty, and celebrates the positive impact this approach has had on his students and program. Dr. Rizzo also offers practical advice to educators and young faculty about focusing on individualizing student needs, maintaining a positive attitude, and balancing one's personal life. As the episode concludes, Dr. Rizzo underscores the importance of service, staying current with literature, and being a good friend and collaborator to others.Engaging Parents in Adapted Physical Education: Insights from Dr. Adam Forbes
Welcome back to another exciting episode of What's New in Adapted Physical Education (APE) where we sat down with Dr. Adam Forbes, a new faculty member at Norfolk State University, to discuss his insights and …
Shownotes
Welcome back to another exciting episode of What's New in Adapted Physical Education (APE) where we sat down with Dr. Adam Forbes, a new faculty member at Norfolk State University, to discuss his insights and research on parental perceptions of APE and the critical role parents play in enhancing these services. In these conversations, Dr. Forbes emphasized that parental involvement is key to the success of APE programs and highlights the need for clear communication between APE teachers and parents. In addition, Dr. Forbes explains that “parents need to see the value in APE, but that starts with us showing them what their children are achieving.” The conversation continues by discussing actionable strategies to help APE teachers engage parents more effectively, such as visual communication and highlighting the benefits. By improving communication, developing meaningful relationships, and sharing the impact of APE, PE/APE teachers can create higher quality PE experiences for students with disabilities. As Forbes concluded, “APE isn’t just about physical activity—it’s about creating opportunities for children to thrive in every aspect of their lives. Parents are a critical part of that journey.”Just Adapt It: Innovating APE with Matt Barker
In this special episode of What's New in APE, Special Guest host Dr. Barry Lavay (CSU-Long Beach) is joined by APE graduate scholars Greg and Kendall to interview Matt Barker, a veteran APE teacher from Fairfax …
Shownotes
In this special episode of What's New in APE, Special Guest host Dr. Barry Lavay (CSU-Long Beach) is joined by APE graduate scholars Greg and Kendall to interview Matt Barker, a veteran APE teacher from Fairfax County, Virginia. Together, they delve into Matt’s journey into APE, his innovative initiatives, and the strategies he employs to enhance the learning experiences of his students with disabilities. Matt Barker discusses his journey into APE, as it began at summer camps, to special education, and then in APE. Now an itinerant APE teacher in Fairfax County, Matt supports a wide array of classes, including those designed for students with disabilities. Matt recently developed Just Adapt It, a project initially developed during his university days to promote increased movement opportunities for students. During the pandemic, his work gained viral attention, transforming into a comprehensive online resource featuring thousands of videos and tools like “Netflix and Just Adapt It.” This platform has become a go-to hub for educators seeking creative ways to engage students in physical activity, demonstrating the immense potential of social media and technology in advancing APE. In this resource, it highlights tools like an AI goal-writing assistant, video modeling resources, and a GIF library, all designed to simplify and enhance the teaching process. Another key topic of the discussion is Matt’s use of assistive technology to support students with disabilities. From exploring low-cost tech hacks to leveraging support groups and writing grants for equipment, Matt provides actionable advice for educators. He also shares his favorite equipment for APE, including PVC pipes, pool noodles, and projectors.Creating Assistive Technology in APE with Nicole McCoy
Welcome back to What's New in Adapted Physical Education, where we shine a light on trailblazers in the field of adapted physical education (APE). In this episode, we interview Nicole McCoy (@NMcCoy_APE ), an …
Shownotes
Welcome back to What's New in Adapted Physical Education, where we shine a light on trailblazers in the field of adapted physical education (APE). In this episode, we interview Nicole McCoy (@NMcCoy_APE ), an APE teacher in Lancaster, Pennsylvania about how she has transformed her teaching by integrating innovative assistive technologies. Her work exemplifies the power of creativity, collaboration, and determination in breaking barriers to participation and fostering independence for her students. Inspired during her master’s program, Nicole collaborated with high school robotics and building trades classes to create assistive technology devices like switch-activated catapults and bowling ramps to meet her students' needs. Nicole shares several examples of technologies that allow students to engage in meaningful sport and physical activity in a variety of unique ways. For example, she details how a student using a head switch can serve a volleyball inspired both peers and teachers. While challenges like equipment maintenance and securing support persist, Nicole also emphasizes the importance of collaboration and mentorship to overcome them. Nicole’s work highlights the transformative potential of assistive technology in APE, which can serve as a means to encourage others to find creative solutions to ensure equitable opportunities for all students.Physical Activity for All Disabled Persons: A Conversation with Dr. Nicole Kirk
In the latest episode of What's New in APE, we interviewed Dr. Nicole Kirk, an assistant professor at the University of Georgia, about their journey and research in Adapted Physical Education (APE). Dr. Kirk …
Shownotes
In the latest episode of What's New in APE, we interviewed Dr. Nicole Kirk, an assistant professor at the University of Georgia, about their journey and research in Adapted Physical Education (APE). Dr. Kirk shared how they initially stumbled into APE through their background in judo and theater in Chicago, when they began working with a student with Down syndrome. This experience ignited their passion for making physical activity accessible for students with disabilities, leading their to pursue formal studies at Southern Illinois University and the University of Virginia, and eventually their PhD at Old Dominion University, where they explored motivation for physical activity among visually impaired and blind individuals under the mentorship of Dr. Justin Haegele. In her current and past research, Dr. Kirk shared insights on the distinct challenges that many disabled individuals face in physical activity, describing how systemic ableism and exclusionary practices often prevent participation. They also highlights the importance of disability sports as an avenue to empower disabled persons and quality physical activity experiences. When conducting research, Dr. Kirk stressed the importance of understanding participants' cultural and social contexts, particularly when working internationally and in lower socio-economic countries. Finally, they expressed the need for more disabled researchers in APE to ensure research aligns with lived experiences.Bridging the Gap between Research and Practice: An Interview with Brad Weiner
We’re excited to launch a brand-new season of What’s New in Adapted Physical Education (APE) with a fresh, research-to-practice focus. Starting with this season, we’ll be releasing episodes every two weeks …
Shownotes
We’re excited to launch a brand-new season of What’s New in Adapted Physical Education (APE) with a fresh, research-to-practice focus. Starting with this season, we’ll be releasing episodes every two weeks, each centered on in-depth topics that spotlight how research can directly support and enhance practical teaching strategies in the field. In our latest episode, host Scott McNamara welcomes Brad Wiener, an experienced APE supervisor in Fairfax County, Virginia, to discuss the exciting changes to the APE platform and share insights from his role. With 17 years as an APE teacher, Brad now oversees 55 dedicated APE teachers and supports 64 more across a large number of schools. He underscores the critical benefits of having an APE supervisor who has been "in the trenches" and understands the nuances of teaching adapted physical education firsthand. Brad reflects on some key challenges he faces, from communicating policies to advocating for adequate staffing—challenges that often resonate across the APE field. A unique aspect of Brad’s leadership style is his commitment to integrating research into everyday practice. He actively encourages teachers to engage with the latest APE studies, emphasizing the value of structured research and its practical application in the classroom. Additionally, Brad sees tremendous potential in connecting pre-service teachers with current APE professionals. This mentorship not only supports skill-building but also fosters critical thinking—a vital skill as pre-service teachers step into real-world scenarios. Tune in to hear Brad’s insights, and stay tuned for more bi-weekly episodes designed to bridge the research-to-practice gap in APE.What's New in APE Reformatting and Update
Hello to the What's New in Adapted PE listeners! We have been on a little bit of a hiatus for the last few months as we felt it was time to rethink the direction of the podcast and give it a fresh focus. Over …
Shownotes
Hello to the What's New in Adapted PE listeners! We have been on a little bit of a hiatus for the last few months as we felt it was time to rethink the direction of the podcast and give it a fresh focus. Over the past few months, we've been reflecting on how to make the content more impactful, and decided to take a more focused approach. We will be attempting to create "seasons" where we’ll be zeroing in on the research-to-practice gap in Adapted Physical Education—how we can better connect the latest research with practical application in the field. I’ll try to consistently release episodes every two weeks until the season wraps up, featuring insightful discussions with experts and educators. This podcast has some of these insights into these reflections and plans. Stay tuned for new content in two weeks!The APE field through the eyes of a podcaster and teacher: An interview with Chris Ahrens
This podcast episode features an interview of Chris Ahrens of the San Diego Unified School District. After graduating from SUNY Brockport with a degree in physical education and completing a master’s program on …
Shownotes
This podcast episode features an interview of Chris Ahrens of the San Diego Unified School District. After graduating from SUNY Brockport with a degree in physical education and completing a master’s program on an OSEP grant, he has spent the last 15 years working in various positions in the San Diego Unified School District until he reached the position of lead APE teacher. They discussed the way in which podcasts connect APE teachers and allow different perspectives to be shared. He discusses lessons he learned the hard way through podcasting, like how to be flexible and how to disagree politely and respectfully. Ahrens has mild cerebral palsy and had a nine-year career with the U.S. Men’s National Paralympic Soccer Team and was recently a finalist for the National Soccer Hall of Fame. Soccer was a huge part of his life, and he described the excitement of watching World Cup games during his childhood and how the transformational power of sports can lift people up. Next, they have dived into how the pandemic has affected the field of education, with a focus on the mental health of students. When looking back on his career up until this point, he stated that in every school situation he found himself in, he left it better than he found it. He advises Masters APE students to rock the boat, as they have the unique opportunity to change the field for the better. When looking forward to the next 20 years of the field, he compares the rise of online programs versus traditional hands-on experience, as these careers in the APE field require hands-on practice to be successful.NCPEID Collaborative April 2024: Concerns & Considerations for the Field of APE
This episode featured a discussion between three emeritus professors in the APE space on the past, present, and future of APE. Dr. Garth Tymeson worked as a professor of APE at the University of Wisconsin at La …
Shownotes
This episode featured a discussion between three emeritus professors in the APE space on the past, present, and future of APE. Dr. Garth Tymeson worked as a professor of APE at the University of Wisconsin at La Crosse. Dr. Dale Ulrich is a retired professor from the University of Michigan that created the Test of Gross Motor Development (TGMD) that evaluates the gross motor function of children. Finally, Dr. Barry Lavay is a leader in the APE space and worked as a professor at California State University Long Beach. They began by discussing laws and regulations that shaped the field into what it is today, such as creating a separate certification for APE teachers. Others highlighted that often it was debated whether children with disabilities should participate in physical activity, let alone receiving a APE curriculum. At that time, there was no available literature, no assessment or curriculum materials, and very little equipment, which posed both unique challenges and opportunities to adapt and be creative. The three guests also described the challenges and opportunities after becoming faculty members at various university’s APE programs, such as modifying graduate program curriculum, establishing clinical experiences for students, and teaching themselves how to do research at a time when collaboration was not as encouraged as it is now. Valuable skills that these professors built during their first years as faculty included grant and scholarship writing, at which point the professors transitioned into discussing the sometimes-controversial topic of seeking federal and private foundation grants. One point that was highlighted during that conversation was that usually, those deciding on federal funding like to see collaboration across multiple sites. When discussing the biggest changes in APE over the last 30 years, the consensus was there has been an increase in the integration of students with disabilities in the general PE classroom. Appropriate integration has been aided by adding specialized personnel and continued updates and improvements made to rules and regulations. Specific concerns for the field to hopefully be addressed in the next 10 years include the percentage of general PE teachers who do not have the expertise or knowledge on how to accommodate students with disabilities in their classroom. Additionally, they would like to see an increase in visibility and understanding of APE.APE Professional’s Journey: Words of Wisdom and Insight with Dr. Ron French
This podcast episode featured two APE professionals interviewing Dr. French, who has been a professor in APE for many years. Dr. French credits the beginning of his journey with APE to his parent’s philosophy …
Shownotes
This podcast episode featured two APE professionals interviewing Dr. French, who has been a professor in APE for many years. Dr. French credits the beginning of his journey with APE to his parent’s philosophy on diversity and inclusion, which led him to UCLA where he studied what is now called adapted physical education. Dr. French has co-authored many textbooks used in the APE space on subjects like behavior management and physical education. Some of his mentors included his wife, Dr. Lisa Silliman-French, and his fifth grade teacher who ran a local YMCA club that included him as part of the team. After discussing working in research during his time at UCLA with professors who focused on motor development and APE, Dr. French reflected on how the APENS exam most strongly impacted his adapted PE career as it developed a standard in the APE field. When reviewing how he became interested in behavior management, Dr. French stated that it came from a place of survival, of dealing with students in a PE classroom setting and trying to control the classroom. His advice to young professionals was to go beyond professional collaboration and make positive connections with other professionals in the field. Strengths of APE professionals that were listed include specialization in more in depth physical education information, excellent communication skills, and the ability for collaboration between professionals. Challenges for the profession according to Dr. French include a lack of time spent with family and the need for a good statistician to help with professional research. Upon reflecting on his career, Dr. French expressed that he should have collaborated more with his chair, and dived deeper into different types of inclusion research.Behavioral Approaches and Interventions in Physical Education
This podcast featured an interview lead by Dr. Amanda Young and her Master students from California State University, Long Beach, where they interview educators in the APE field about working with students with …
Shownotes
This podcast featured an interview lead by Dr. Amanda Young and her Master students from California State University, Long Beach, where they interview educators in the APE field about working with students with behavioral issues. Specifically, one guest works as an APE specialist for charter schools in California, and the one teaches PE at an alternative school for special education in Vermont. The group goes into common definitions and misconceptions in the APE community, such as the population of students that these educators serve. After outlining the different types of support in place at the alternative school in Vermont, such as different types of classroom clinicians working with the teachers, the guests then reflect on the transition process from public school into these more specialized types of programs that collaborate as a close knit community. At this program, the end goal is to get the students able to return to their public school with a behavior plan that allows for independence as well as inclusion. Strategies that these schools use are proactive behavior management, strong communication between teachers, and creating a safe space for students to have what they need. The ability to implement this comes from the ability to be vulnerable and not being afraid to embarrass yourself as a teacher. While these programs might be unique in what they can offer to students, things like the language used to teach students self advocacy can be applied in many settings to help children understand their emotions better. A piece of advice that was given from the teacher’s perspective was to get to know the student, to try and truly understand them as a person. When a student feels like a teacher cares, everyone benefits. This can be found in the community based programs at the Vermont based school, such as basketball, soccer, and gymnastics camp. At the end of the day, flexibility, connection, communication are key to the success of APE programs.February 2024 NCPEID Collaborative APE Doctoral Programs
The podcast episode featuring professors from various universities discussing PhD programs in Adapted Physical Education (APE). Dr. Andrew Pitchford from Oregon State University started by highlighting the …
Shownotes
The podcast episode featuring professors from various universities discussing PhD programs in Adapted Physical Education (APE). Dr. Andrew Pitchford from Oregon State University started by highlighting the importance of their interdisciplinary connections between the adapted physical activity program and other departments, such as the Psychological Science Program and the global health department. Oregon State’s program has five faculty members that can use their unique backgrounds to advise their graduate students. Other things that Oregon State has to offer students is their adaptive exercise clinic, community outreach, and fellowship opportunities through the federal government. Next, members of the University of South Carolina spoke about their program, mentioning that a strength of their program is their core group of faculty with specific interests in adapted physical education and activity. The program is organized into four types of experiences: knowledge, teaching, scholarship and service. Students have the opportunity to teach courses independently, successfully complete their dissertation, and co-author research manuscripts among other things. Then, Nicole Kirk from the University of Georgia spoke on their PhD program that features a focus in adapted physical education. The program also houses a sport instruction research lab that works on lifespan physical activity among other topics. Another important aspect of their work is community outreach, which is accomplished by hosting events such as field days with kids from all over the state of Georgia. Coursework is offered in the areas of APA, PE, and parasport training. Finally, a representative of the University of Illinois spoke on their PhD program for Adapted Physical Activity. They are featured within the pedagogy and physical activity program, with a focus in pedagogical kinesiology. The Kinesiology Lab is the centerpiece of their curriculum, which allows students to study PE workforce development, experiences of children with and without disabilities in physical education, and social and emotional learning of all children.January 2024: NCPEID Collaborative APE Master Programs
The podcast episode featuring educators from various universities discussing graduate programs in Adapted Physical Education (APE) continues with an exploration of challenges and opportunities facing these …
Shownotes
The podcast episode featuring educators from various universities discussing graduate programs in Adapted Physical Education (APE) continues with an exploration of challenges and opportunities facing these programs. This episode features an insightful discussion with representatives from four outstanding APE graduate programs across the United States. Dr. Ali Brian kicks things off, representing the University of South Carolina's 100% online program. With a focus on flexibility and practical application, USC's program stands out for its emphasis on developmental perspectives and hands-on experience. Next up, Dr. Amanda Young sheds light on California State University, Long Beach's Master's program. Boasting tracks tailored for both general and adapted PE teachers, CSULB's curriculum emphasizes behavior management, collaboration, and cutting-edge instructional design. Dr. Brock McMullen represents University of Wisconsin-Lacrosse, which has a long history of developing strong APE professionals. Lastly, Dr. Amaury Samalot-Rivera provides an overview of the innovative APE MS program at SUNY Brockport University. Throughout the episode, listeners gain valuable insights into coursework, assignments, practicum experiences, and more. From innovative projects tackling behavior management to the integration of technology and universal design principles, each program offers a unique approach to preparing educators for the diverse challenges of Adapted PE.Parents' Views and Perspectives on the Importance of Adapted Physical Education
In this episode of What's New in Adapted Physical Education we have special guest hosts podcast Dr. Brock McMullen and Dr. Garth Tymeson (UW-Lacrosse) who interview three parents - Marlis, Pam, and Andrea …
Shownotes
In this episode of What's New in Adapted Physical Education we have special guest hosts podcast Dr. Brock McMullen and Dr. Garth Tymeson (UW-Lacrosse) who interview three parents - Marlis, Pam, and Andrea - about their experiences with adapted physical education for their children with disabilities. Each parent represents children at different ages and places within the APE and special education process. Specifically in this conversation, they discuss how APE and physical activity provide enables social participation with non-disabled peers, the quantifications they look for in an APE teacher, and their constant need to advocate for APE to their schools. Further in the podcast, they discuss several different organizations and associations that can be used to effectively advocate for APE services.December 2023 NCPEID Collaborative: Working with Paraprofessionals in APE
Listen in on the December NCPEID APE Collaborative focused on working with paraprofessionals in APE. This episode features guests Dr. Seo Lee (University of Wisconsin Superior), Ginny Reid (Orange County …
Shownotes
Listen in on the December NCPEID APE Collaborative focused on working with paraprofessionals in APE. This episode features guests Dr. Seo Lee (University of Wisconsin Superior), Ginny Reid (Orange County Department of Education), and Wendy Arteaga (Orange County Department of Education). In this podcast they address the challenges faced by paraprofessionals in the field of APE, such as limited resources, varying levels of training, and the need for effective communication. Our guests also offer real-life scenarios and offer practical solutions to empower paraprofessionals in overcoming these challenges.
Hier stehen die neuesten 40 von 180 Folgen. Ältere Folgen findest du im Feed des Podcasts.
Ähnliche Podcasts
Mehr Bildung-Podcasts
Ist das dein Podcast?
Bestätige es mit einem Eintrag in deinem Feed: Du bekommst hier einen Code, trägst ihn als podcast:txt in den Kanal deines Feeds ein, und wir prüfen ihn. Danach steht dein Podcast als „verifiziert“ bei SoundNode.