Citation

Sato T, Hodge SR, Casebolt K, Samalot-Rivera A. Int. J. Aquatic Res. Educ. 2015; 9(3): 308-328.

Copyright

(Copyright © 2015, Bowling Green State University)

DOI

10.1123/ijare.2014-0061

PMID

unavailable

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. © 2015 Human Kinetics, Inc.

Language: en

Keywords

Adapted aquatics; Physical education teacher education; Trainee experience