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Goalball, a sport designed for those with visual impairments, is a competitive and recreational sport enjoyed by athletes around the world. Students with and without visual impairments can experience positive outcomes when teachers appropriately include a goalball unit as part of their inclusive secondary physical education curriculum. This article aims to help teachers identify these outcomes through strategies that encourage student success and appreciation for the sport. A framework to implement a goalball unit is provided along with strategies to target skill, tactical and game-play development.
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Physical educators are discovering the benefits of using video analysis to support their instruction and assessment. Slow-motion playback, zoom, and voice-over narration are just some of the features built into increasingly affordable mobile devices and applications that can easily be used by teachers to support student learning. Additionally, with the use of video technology, teachers are finding creative ways to provide instant motor-performance feedback which can be easily documented for assessment purposes. Yet, with any novel technology tool, internal and external challenges exist that may prevent teachers from realizing the myriad of benefits. This article provides a background on mobile video analysis tools, along with strategies to help physical educators discover ways to effectively implement this engaging technology into their curriculum.
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This study investigated the impact of an adapted physical education training package on functional motor skill instruction of three special education teachers who instructed secondary students with low-incidence disabilities. The training package emphasized teachers' use of systematic prompting and specific reinforcement teaching strategies plus adapted physical education consultation. We used a multiple baseline design and collected data on the three teachers' use of systematic prompting and specific reinforcement plans during videotaped teaching trials. We also collected data on how teachers documented their instructional strategies, and we analyzed personal reflections that teachers wrote in the journals. Results indicated that with each of the three teachers, correctly implemented functional motor skill instructional performance improved after they completed the training package.
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Assistive technology supplements and supports the learning of students with disabilities in school and at home. Thanks to federal mandates, students with disabilities receive consideration for assistive technology devices and services — the tools and supports needed to achieve determined learning outcomes. Assistive technology devices and services operate as a process, ensuring students with disabilities receive optimal access to learning across all educational settings and subject areas. This article provides physical educators with a working knowledge of the assistive technology process along with recommendations for supporting their students with disabilities.
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