{"id":870,"date":"2014-05-25T11:07:10","date_gmt":"2014-05-25T11:07:10","guid":{"rendered":"https:\/\/ifapa.net\/?page_id=870"},"modified":"2015-07-19T20:06:58","modified_gmt":"2015-07-19T20:06:58","slug":"ape","status":"publish","type":"page","link":"https:\/\/ifapa.net\/es\/ape\/","title":{"rendered":"APE"},"content":{"rendered":"

WHAT IS ADAPTED PHYSICAL EDUCATION?<\/strong><\/p>\n

Adapted Physical Education is generally viewed as a term that originated in the United States. In 1975, the United States Congress created Public Law 94-142 (today known as the Individuals with Disabilities Education Act [IDEA]) believed that students with disabilities could benefit from physical education and that physical education services, modified when necessary, should be a part of all students\u2019 educational programs. Although legislators realized that many students with disabilities could participate in general physical education without the need for modifications to the general program, they also realized that some students with disabilities would have difficulty safely and successfully participating in and benefiting from general physical education without modifications or support. Thus, various adaptations would be necessary for these students to truly benefit from physical education. When students with disabilities need extra support to benefit from general physical education or when these students need a special physical education program, they qualify for \u201cspecially designed physical education\u201d or adapted physical education <\/p>\n

Definition of Adapted Physical Education<\/strong><\/p>\n

Adapted physical education is a sub-discipline of physical education with an emphasis on physical education for students with disabilities. The term generally refers to school-based programs for students ages 3\u201321; the more global term adapted physical activity refers to programs across the life span, including post-school sport and recreation programs. Various definitions of adapted physical education have been developed over the past 20 years). However, the definition by Dunn & Leitschuh (2010) seems to be most appropriate: \u201cAdapted physical education programs are those that have the same objectives as the regular physical education program, but in which adjustments are made in the regular offerings to meet the needs and abilities of exceptional students\u201d (2010, p. 5). Note that both general and adapted physical education share the same objectives. The major difference between general and adapted physical education is that in the latter, \u201cadjustments\u201d or adaptations are made to the regular offerings to ensure safe, successful, and beneficial participation. Many adaptations can be implemented within the general physical education setting such as asking a peer to provide assistance, modifying equipment and rules of games such as lowering the basketball basket or allowing a child to stand closer to net when serving in volleyball, or modifying instruction such as using pictures or visual cues for children with hearing impairments or extra verbal cues and physical guidance for children with visual impairments. <\/p>\n

Goals and objectives of adapted and general physical education might be the same with some minor differences. For example, learning to push a wheelchair or play wheelchair basketball might be a goal for a child with a spinal cord injury, while running and playing regular basketball is a goal for a child with a disability. In other cases a child with a disability might focus on fewer objectives or modified objectives within a domain (e.g., physical fitness) compared to peers without disabilities. For example, maintenance of low levels of health-related physical fitness might be a priority for a student with muscular dystrophy or cystic fibrosis but not for a physically fit student without disabilities who focus on higher levels of fitness training. Finally, children with more severe disabilities might have unique, individually determined objectives that are very different than peers without disabilities. These might include a child with cerebral palsy learning to walk using crutches or a child with a visual impairment learning how to play goal ball. <\/p>\n

* Modified from Block, M.E. (2016). A teacher’s guide to adapted physical education<\/em> (4th Ed.). Baltimore: Paul H. Brookes.<\/p>\n","protected":false},"excerpt":{"rendered":"

WHAT IS ADAPTED PHYSICAL EDUCATION? Adapted Physical Education is generally viewed as a term that originated in the United States. In 1975, the United States… Continue Reading APE<\/span><\/a><\/p>","protected":false},"author":187,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_jetpack_hide_featured_image":false,"_jetpack_featured_image_duplicate_dismissed":0,"footnotes":""},"class_list":["post-870","page","type-page","status-publish","hentry"],"yoast_head":"\nAPE - IFAPA<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/ifapa.net\/es\/ape\/\" \/>\n<meta property=\"og:locale\" content=\"es_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"APE - IFAPA\" \/>\n<meta property=\"og:description\" content=\"WHAT IS ADAPTED PHYSICAL EDUCATION? Adapted Physical Education is generally viewed as a term that originated in the United States. In 1975, the United States… Continue Reading APE\" \/>\n<meta property=\"og:url\" content=\"https:\/\/ifapa.net\/es\/ape\/\" \/>\n<meta property=\"og:site_name\" content=\"IFAPA\" \/>\n<meta property=\"article:modified_time\" content=\"2015-07-19T20:06:58+00:00\" \/>\n<meta name=\"twitter:label1\" content=\"Tiempo de lectura\" \/>\n\t<meta name=\"twitter:data1\" content=\"3 minutos\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/ifapa.net\\\/ape\\\/\",\"url\":\"https:\\\/\\\/ifapa.net\\\/ape\\\/\",\"name\":\"APE - IFAPA\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/ifapa.net\\\/#website\"},\"datePublished\":\"2014-05-25T11:07:10+00:00\",\"dateModified\":\"2015-07-19T20:06:58+00:00\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/ifapa.net\\\/ape\\\/#breadcrumb\"},\"inLanguage\":\"es\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/ifapa.net\\\/ape\\\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/ifapa.net\\\/ape\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\\\/\\\/ifapa.net\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"APE\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/ifapa.net\\\/#website\",\"url\":\"https:\\\/\\\/ifapa.net\\\/\",\"name\":\"IFAPA\",\"description\":\"International Federation of Adapted Physical Activity\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/ifapa.net\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"es\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"APE - IFAPA","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/ifapa.net\/es\/ape\/","og_locale":"es_ES","og_type":"article","og_title":"APE - IFAPA","og_description":"WHAT IS ADAPTED PHYSICAL EDUCATION? Adapted Physical Education is generally viewed as a term that originated in the United States. In 1975, the United States… Continue Reading APE","og_url":"https:\/\/ifapa.net\/es\/ape\/","og_site_name":"IFAPA","article_modified_time":"2015-07-19T20:06:58+00:00","twitter_misc":{"Tiempo de lectura":"3 minutos"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/ifapa.net\/ape\/","url":"https:\/\/ifapa.net\/ape\/","name":"APE - IFAPA","isPartOf":{"@id":"https:\/\/ifapa.net\/#website"},"datePublished":"2014-05-25T11:07:10+00:00","dateModified":"2015-07-19T20:06:58+00:00","breadcrumb":{"@id":"https:\/\/ifapa.net\/ape\/#breadcrumb"},"inLanguage":"es","potentialAction":[{"@type":"ReadAction","target":["https:\/\/ifapa.net\/ape\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/ifapa.net\/ape\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/ifapa.net\/"},{"@type":"ListItem","position":2,"name":"APE"}]},{"@type":"WebSite","@id":"https:\/\/ifapa.net\/#website","url":"https:\/\/ifapa.net\/","name":"IFAPA","description":"International Federation of Adapted Physical Activity","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/ifapa.net\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"es"}]}},"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P8nXt3-e2","jetpack-related-posts":[{"id":91723,"url":"https:\/\/ifapa.net\/es\/ifapa-board-2021-2023\/nesapa-chairs\/","url_meta":{"origin":870,"position":0},"title":"NESAPA Chairs","author":"Ifapa .net","date":"agosto 5, 2020","format":false,"excerpt":"2019-2021 NESAPA chairs Alex Rosa 2019-2023 Aysegul 'Rosa' Aksoy Ay\u015feg\u00fcl Rosa is graduated from \"Physical Education and Sports Teaching\" (PES) Department, with a following additional year of \"PES\" studies at grad school of \u00c7anakkale 18 Mart University where, she engaged to field of Adapted Physical Activity (APA), by joining the\u2026","rel":"","context":"Entrada similar","block_context":{"text":"Entrada similar","link":""},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/ifapa.net\/wp-content\/uploads\/2020\/08\/Student-Rep.-AKSOY-1-scaled-e1597334873632.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/ifapa.net\/wp-content\/uploads\/2020\/08\/Student-Rep.-AKSOY-1-scaled-e1597334873632.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/ifapa.net\/wp-content\/uploads\/2020\/08\/Student-Rep.-AKSOY-1-scaled-e1597334873632.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/ifapa.net\/wp-content\/uploads\/2020\/08\/Student-Rep.-AKSOY-1-scaled-e1597334873632.jpg?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":58161,"url":"https:\/\/ifapa.net\/es\/newsletters\/news-2019-1-4\/","url_meta":{"origin":870,"position":1},"title":"Khorfakkan International Scientific Conference 2019","author":"Ifapa .net","date":"julio 30, 2019","format":false,"excerpt":"The first visit by Dr. David Legg as President of IFAPA was within weeks of closing\u00a0 2019 ISAPA and it included an invited trip to Sharaj, United Arab Emirates for the Khorfakkan International Scientific Conference for Persons with Disabilities and Adapted Physical Education on the 29-30th June 2019. Presentations were\u2026","rel":"","context":"Entrada similar","block_context":{"text":"Entrada similar","link":""},"img":{"alt_text":"IFAPA at Dubai","src":"https:\/\/i0.wp.com\/ifapa.net\/wp-content\/uploads\/2019\/07\/IMG_20190630_142000-169x300.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":56506,"url":"https:\/\/ifapa.net\/es\/joined\/","url_meta":{"origin":870,"position":2},"title":"Joined Member","author":"Ifapa .net","date":"julio 6, 2019","format":false,"excerpt":"Greetings You are now a paid member of IFAPA. Thank you for making payment for becoming a member or renewing your membership in the International Federation of Adapted Physical Activity (IFAPA). Your payment has been made and the transaction completed. Payment transaction details will be emailed to you. If you\u2026","rel":"","context":"Entrada similar","block_context":{"text":"Entrada similar","link":""},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/ifapa.net\/wp-content\/uploads\/2014\/05\/logo.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":1291,"url":"https:\/\/ifapa.net\/es\/apa-journals-and-textbooks\/","url_meta":{"origin":870,"position":3},"title":"APA Journals and Textbooks","author":"Ifapa .net","date":"julio 20, 2015","format":false,"excerpt":"Journals Adapted Physical Activity Quarterly European Journal of Adapted Physical Activity Palaestra Therapeutic Recreation Journal -------------------------------------------- Textbooks Austin, D.R., & Lee, Y. (2013) Inclusive and special recreation (6th ed.). Champaign, IL: Sagamore. Auxter, D., Pyfer, J., Zittel, L., & Roth, K. (2010). Principles and methods of adapted physical education and\u2026","rel":"","context":"Entrada similar","block_context":{"text":"Entrada similar","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":809,"url":"https:\/\/ifapa.net\/es\/about-ifapa\/","url_meta":{"origin":870,"position":4},"title":"About IFAPA","author":"Ifapa .net","date":"mayo 25, 2014","format":false,"excerpt":"IFAPA is an international scientific organization of higher education scholars, practitioners and students dedicated to promoting APA. The fundamental purposes of IFAPA are : to encourage international cooperation in the field of physical activity to the benefit of individuals of all abilities, to promote, stimulate and support research in the\u2026","rel":"","context":"Entrada similar","block_context":{"text":"Entrada similar","link":""},"img":{"alt_text":"Large Logo IFAPA","src":"https:\/\/i0.wp.com\/ifapa.net\/wp-content\/uploads\/2014\/05\/logo1.jpg?fit=900%2C417&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/ifapa.net\/wp-content\/uploads\/2014\/05\/logo1.jpg?fit=900%2C417&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/ifapa.net\/wp-content\/uploads\/2014\/05\/logo1.jpg?fit=900%2C417&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/ifapa.net\/wp-content\/uploads\/2014\/05\/logo1.jpg?fit=900%2C417&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":911,"url":"https:\/\/ifapa.net\/es\/regions\/north-america\/","url_meta":{"origin":870,"position":5},"title":"North America","author":"Ifapa .net","date":"mayo 25, 2014","format":false,"excerpt":"The North American Federation of Adapted Physical Activity website is www.nafapa.org Contact: NorthAmericanFederationAPA@gmail.com NAFAPA Representative to IFAPA: Andrew Pitchford Assistant Professor Oregon State University andrew.pitchford@oregonstate.edu Dr. Pitchford received a PhD from the University of Michigan in Kinesiology with a specialization in Adapted Physical Activity and is currently an Assistant Professor\u2026","rel":"","context":"Entrada similar","block_context":{"text":"Entrada similar","link":""},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/ifapa.net\/wp-content\/uploads\/2017\/09\/NAFAPALOGO_400-300x265.gif?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"https:\/\/ifapa.net\/es\/wp-json\/wp\/v2\/pages\/870","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ifapa.net\/es\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ifapa.net\/es\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ifapa.net\/es\/wp-json\/wp\/v2\/users\/187"}],"replies":[{"embeddable":true,"href":"https:\/\/ifapa.net\/es\/wp-json\/wp\/v2\/comments?post=870"}],"version-history":[{"count":0,"href":"https:\/\/ifapa.net\/es\/wp-json\/wp\/v2\/pages\/870\/revisions"}],"wp:attachment":[{"href":"https:\/\/ifapa.net\/es\/wp-json\/wp\/v2\/media?parent=870"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}