Physical Education Teacher Candidates' Beliefs About Instructing Students With Disabilities in Adapted Aquatics

Authors

Takahiro Sato, Kent State UniversityFollow
Samuel R. Hodge, The Ohio State University
Kevin Casebolt, East Stroudsburg University
Amaury Samalot-Rivera, State University of New York at Brockport

DOI

https://doi.org/10.25035/ijare.09.03.07

Abstract

The purpose of this study was to describe and explain teacher candidates’ beliefs about instructing students with severe disabilities in adapted aquatics as a requirement of their physical education teacher education (PETE) program. The participants were 10 PETE teacher candidates (6 male and 4 female) enrolled in adapted physical education courses coupled with an adapted aquatic practicum. This explanatory case study was situated in the theory of planned behavior. The data sources were face-to-face interviews, self-reflective journaling entries, and follow-up e-mail messages. Data were analyzed using constant comparative analysis, and we uncovered the following themes: (a) expectations unmet, (b) limited choice, and (c) experiential learning. Based on the findings, it is clear at least a minimal amount of course work in adapted physical activity (including adapted aquatic instruction) and in special education and hands-on experiences working with students with disabilities should be recommended, if not required, in PETE programs.

Recommended Citation

Sato, Takahiro; Hodge, Samuel R.; Casebolt, Kevin; and Samalot-Rivera, Amaury (2015) "Physical Education Teacher Candidates' Beliefs About Instructing Students With Disabilities in Adapted Aquatics," International Journal of Aquatic Research and Education: Vol. 9: No. 3, Article 7.
DOI: https://doi.org/10.25035/ijare.09.03.07
Available at: https://scholarworks.bgsu.edu/ijare/vol9/iss3/7