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SUMMARY OF THE
ADAPTED PHYSICAL EDUCATION CREDENTIAL STANDARDS
(A Complete list of standards can be found on the following web site:
http://www.csupomona.edu/~pvetter/

Please note that the first group of standards are knowledge base. These competencies are mostly gained through course in adapted physical education. Grades, papers, lab reports, and papers are a good way to display your competence in the first set of standards.

Human Growth and Motor Development

The program provides instruction in the study of variations in human growth and motor development which influence motor performance of individuals with disabilities throughout the lifespan.

Motor Learning and Motor Control

The program provides instruction in the study of neurological development and the principles of motor learning, motor control, and perceptual-motor functioning of individuals with disabilities throughout the lifespan.

Exercise Physiology

The program provides instruction in the study of physiological response to exercise including the impact of disease, medication, musculoskeletal and neurological conditions of individuals with disabilities throughout the lifespan.

Biomechanics

The program provides instruction in the mechanical analysis of functional human movement in motor activities of individuals with disabilities throughout the lifespan.

Historical and Philosophical Development

The program provides instruction of the history and philosophy of adapted physical education, legislation, standards of practice, and current professional trends.

Health and Safety Considerations

The program provides instruction in the study of health, safety, and liability considerations as it relates to standards of practices in adapted physical education.

Socialization and Social Interaction

The program provides instruction in psychosocial aspects of human movement as related to experiences in physical activity in a variety of settings.  The standard includes the study and knowledge of the unique contributions of physical activities to the development of self-esteem and personality for individuals with disabilities.  These experiences need to take place throughout the lifespan of the individuals and across diverse cultural settings.

Behavior Management

The program provides instructional content in the unique strategies for managing behavior caused by organic and environmental factors in individuals with disabilities throughout the lifespan in various physical activity settings.

Assessment

The program provides instruction in measurement and evaluation procedures and concepts for assessing movement performance of individuals with disabilities.

Curriculum Development

The program provides knowledge in the development of adapted physical education goals and objectives throughout the lifespan for individuals with disabilities.

Comprehensive Program Planning

The program provides instruction for meeting the individual instructional needs in the least restrictive environment for planning effective and comprehensive physical education programs for individuals with disabilities.

Please note that the second group of standards are application base.  These competencies are mostly gained through experiences outside of the classroom, including working in the Motor Development Clinic, 1 unit fieldwork experiences, and student teaching.

Field Experiences

Each program provides candidates with field experiences in a variety of physical activity settings.  Student teaching or its equivalent is provided in a variety of physical education contexts for individuals with various disabilities.

Qualifications and Recognition of Public School Supervising Teachers

Each student teacher has been supervised by an adapted physical education specialist who is in the opinion of the student teacher (a) certified and experienced in teaching the subject(s) of the class; (b) trained in supervision and oriented to the supervisory role; and (c) appropriately evaluated, recognized, and rewarded by the institution.

Guidance, Assistance, and Feedback

Throughout the course of student teaching, each candidate's performance is guided, assisted, and evaluated in relation to these standards by at least one supervising adapted physical education specialist and at least one institutional supervisor who provide complete, accurate, and timely feedback to the candidate.

Scientific Principles of Motor Behavior

The candidate expresses and applies an understanding of the principles of motor behavior (human growth and motor development, motor learning and motor control, exercise physiology, and biomechanics) to individuals with disabilities in teaching adapted physical education in a variety of settings.

Measurement Concepts of Assessment

The candidate demonstrates the ability to measure and evaluate movement performance using a variety of instruments appropriate for individuals with disabilities.

Program Development

The candidate demonstrates the ability to plan effective individual and group goals, objectives, and instructional strategies in a variety of physical education settings designed for individuals with various disabilities.

Practices for Program Implementation

The candidate demonstrates instructional strategies for attaining individualized goals and objectives for individuals with disabilities through safe, developmentally appropriate physical activities in a variety of settings.

Principles of Behavior Management

The candidate employs a variety of strategies to manage student behavior in various physical activity settings for individuals with disabilities.

Leadership and Professional Development

The candidate demonstrates the leadership ability which enhances and promotes service delivery utilizing various instructional models.