Effective Teaching in Adapted Physical Education

  • E. W. Vogler
  • J. DePaepe
  • T. Martinek


The purpose of this paper is to report on how the concept known to educational researchers as “effective” teaching has been addressed in the adapted physical education literature. It is hoped that expression of this concept will stimulate discussion and promote future research with this theme in mind.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Allen LD, Iwata B (1980) Reinforcing exercise maintenance using existing high-rate activities. Behav Modif 4(3):337–354CrossRefGoogle Scholar
  2. Aufderheide S (1983) ALT-PE in mainstreamed physical education classes. J Teaching Phys Educ Monogr 1:22–26Google Scholar
  3. Aufderheide SK, McKenzie TL, Knowles CJ (1982) Effect of individualized instruction on handicapped and nonhandicaDped students in elementary physical education classes. J Teaching Phys Educ 1(3): 51–57Google Scholar
  4. Berliner D (1979) Tempus educare. In: Peterson P, Walberg H (eds) Handbook on research on teaching, 2nd edn. McCutchan, BerkeleyGoogle Scholar
  5. Beuter A (1983) Effects of mainstreaming on motor performances of intellectually normal and trainable mentally retarded students. Am Corrective Therapy 37(2):48–52Google Scholar
  6. Beuter A (1984) Ethobehavioral analysis of the social behaviors of trainable mentally retarded and intellectually normal children in an integrated educational setting. Am Corrective Therapy J 38(1):11–18Google Scholar
  7. Bishop P, French R (1982) Effects of reinforcers on attending behavior of severely handicapped boys in physical education. J Special Educ 18:48–58Google Scholar
  8. Borich GD (1988) Effective teaching models. Merrill, Columbus OhioGoogle Scholar
  9. Corder WO (1966) Effects of physical education on the intellectual, physical and social development of educable mentally retarded boys. Excep Child 32:357–364Google Scholar
  10. DePaepe JL (1985) The influence of three least restrictive environments on the content motor-ALT and performance of moderately mentally retarded students. J Teaching Phys Educ 5:34–41Google Scholar
  11. DePaepe JL, French R, Lavay B (1985) Burnout symptoms experienced among special physical educators: descriptive study. Adapt Phys Activity Q 2:189–196Google Scholar
  12. Dunkin MJ, Biddle BJ (1974) The study of teaching Holt, Rinehart and Winston, New YorkGoogle Scholar
  13. Jansma P (1978) Operant conditioning principles applied to disturbed male adolescents by a physical educator. Am Corrective Therapy J 32:71–78Google Scholar
  14. Jeltma K, Vogler EW (1985) Effects of an individual contingency on behaviorally disordered students in physical education. Adapt Phys Activity Q 2:127–135Google Scholar
  15. Karper WB, Martinek TJ (1982) Differential influence of various instructional factors on self-concepts of handicapped and nonhandicapped children in mainstreamed physical education classes. Percept Mot Skill 54:831–835CrossRefGoogle Scholar
  16. Karper WB, Martinek TJ (1983) Motor performance and self-concepts of handicapped and nonhandicapped children in integrated physical education classes. Am Corrective Therapy J 37(3):91–95Google Scholar
  17. Karper WB, Martinek TJ (1985) The integration of handicapped and nonhandicapped children in elementary physical education. Adapt Phys Activity Q 2:314–319Google Scholar
  18. Lavay B, French R (1986) The effect of different reinforcers on the physical performance of trainable mentally handicapped students. Am Corrective Therapy J 40(3):58–61Google Scholar
  19. Martinek TJ, Karper WB (1981) Teachers, expectations for handicapped and nonhandicapped children in mainstreamed physical education classes. Percept Mot Skill 53:327–330CrossRefGoogle Scholar
  20. Martinek TJ, Karper WB (1982) Canonical relationships among motor ability, expression of effort, teacher expectations and dyadic interactions in elementary age children. J Teaching Phys Educ 1(2):26–39Google Scholar
  21. Marston R, Leslie D (1983) Teacher perceptions from mainstreamed versus nonmainstreamed teaching environments. Phys Educ 40:8–15Google Scholar
  22. Rarick GL, Beuter A (1981) Social and motor outcomes in normal and mentally retarded children exposed to a mainstreamed physical education instruction program. Abstract of Invited Papers; North American Society for Psychology of Sport and Physical Activity, Annual ConferenceGoogle Scholar
  23. Rizzo TL (1984) Attitudes of physical educators toward teaching handicapped pupils. Adapt Phys Activity Q 1:267–274Google Scholar
  24. Sherrill C, Rainbolt W, Ervin S (1984) Attitudes of blind persons toward physical education and recreation. Adapt Phys Activity Q 1:3–11Google Scholar
  25. Shute S, Dodds P, Placek JH, Rife F, Silverman S (1982) Academic learning time in elementary school movement education: a descriptive analytic study. J Teaching in Phys Educ 1(2):3–14Google Scholar
  26. Solomon A, Pangle R (1967) Demonstrating physical fitness improvement in the EMR. Except Child 34:177–181PubMedGoogle Scholar
  27. Titus JA, Watkinson EJ (1987) Effects of segregated and integrated programs on the participation and social interaction of moderately mentally handicapped children in play. Adapt Phys Activity Q 4:204–219Google Scholar
  28. Ulrich DA (1982) A comparison between normal, educable, and trainable mentally retarded students on fundamental motor and physical fitness skills. IRUC Briefings 7:8Google Scholar
  29. Vogler EW, French RF (1983) The effects of a group contingency strategy on behaviorally disordered students in physical education. Res Q Exerc Sport 54:273–277Google Scholar
  30. Webster GE (1987) Influence of peer tutors upon academic learning time — physical education of mentally handicapped students. J Teaching Phys Educ 6:393–403Google Scholar
  31. Wittrock MC (1986) Handbook of research on teaching, 3rd edn. Macmillan, New YorkGoogle Scholar

Copyright information

© Springer-Verlag, Berlin Heidelberg 1990

Authors and Affiliations

  • E. W. Vogler
  • J. DePaepe
  • T. Martinek

There are no affiliations available

Personalised recommendations