| The purpose of the study was to identify: (a) elementary physical educators' beliefs regarding which adapted physical education competencies were emphasized within their physical education teacher education (PETE) programs, (b) elementary physical educators' beliefs regarding which adapted physical education competencies should be emphasized within PETE programs, and (c) whether a discrepancy exists between the two. Ninety-three elementary physical educators from the state of Virginia completed a two-part survey regarding adapted physical education competencies, representing a 19% useable return rate. It was concluded that the elementary physical educators believed selected adapted physical education competencies were treated more importantly than others within their PETE programs. More specifically seven adapted physical education competencies were identified as those most importantly addressed within their PETE programs. While these seven competencies were most heavily emphasized by the PETE program, they were presented in a manner that indicated that the competencies were only desirable for, rather than essential to, the provision of physical education services to students with disabilities. In addition, the elementary physical educators believed selected adapted physical education competencies to be more important than others to the provision of physical education services to students with disabilities and believed that the competencies should be presented, as such, within Virginia's PETE programs. They believed that all of the 47 competencies presented in the survey were either essential or desirable with regard to the provision of adapted physical education services. The elementary physical educators believed 23 of the adapted physical education competencies were essential and reported that they should be most important to PETE program training regarding adapted physical education. Furthermore, for every adapted physical education competency, a significant discrepancy was found to exist between the level of importance desired by the elementary physical educators and the level of importance received within their PETE program training. Overall, the practicing elementary physical educators indicated that the adapted physical education competencies were more important to the provision of physical education services to students with disabilities than their professional preparation indicated; and that they did not feel adequately prepared to address the educational needs of their students with disabilities. |
