TY  - JOUR
PY  - 2015//
TI  - Physical education teacher candidates' beliefs about instructing students with disabilities in adapted aquatics
JO  - International journal of aquatic research and education
A1  - Sato, T.
A1  - Hodge, S.R.
A1  - Casebolt, K.
A1  - Samalot-Rivera, A.
SP  - 308
EP  - 328
VL  - 9
IS  - 3
N2  - 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.<p />  <p>Language: en</p>
LA  - en
SN  - 1932-9997
UR  - http://dx.doi.org/10.1123/ijare.2014-0061
ID  - ref1
ER  -