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Instructional Materials & How-Tos

Gross Motor

To assess students’ gross motor skills two tools were used. This data was initially collected to identify students’ baseline as the beginning of the first research cycle. The BOT-2 test of Gross motor Skills, a standardized test, was implemented to create a baseline for student performance. This assessment is commonly used in adapted physical education to identify students who qualify for APE. Project Unique was utilized for a single student. It is also a standardized test for APE used for students with disabilities that need special consideration. Student 2 uses a wheelchair and met this particular criterion. Project Unique was combined with the BOT-2 to meet his testing needs. Both tests are used to identify and qualify students’ for Adaptive Physical Education. Pre and post-data were compared to determine any change in gross motor skills. A standardized test tracked possible improvements from the beginning of the research to the end. Components of the BOT-2 examination were used to create a baseline of the student’s performance.

IEP Goals

Each participating student in APE has current goals and objectives outlined in their IEP (Individual Education Plan). Students were assessed on their present abilities to create a baseline for the action research. It is challenging to measure gross motor skills in real-time; therefore, it is standard practice to use video to critique performance and review the skills. Goals are typically worded to allow multiple opportunities with a specific success rate. Each APE goal is unique to each student and their needs.  A rubric was used to score the skills outlined in their IEP to determine the level of performance at the beginning of the research. These measurements were collected at the beginning of the action research and again two months later and then compared. After the implementation of Heavy work training during the students’ APE sessions, a post-examination of the students’ performance on their IEP goals was conducted to see if a change occurred. 

Self-Confidence Survey 

Self-confidence was measured through general education teacher feedback and a student survey. APE students’ as well as their teachers, completed a survey at the beginning and end of the action research cycle. Surveys were collected, scored, and charted. The results of each survey were charted and graphed to show any change over time. Questions revolved around self-confidence as well as physical activity. See appendix. 


 What is the level of self-confidence?

1. Students took a self-confidence survey at the beginning of the Action Research cycle. The APE teacher implemented this survey to gauge the level of self-confidence both in physical activity and in the classroom. At the conclusion of the first round of action research, the same survey was given to each student. Surveys were analyzed to see if there was a change in self-confidence throughout Action Research. Qualitative data was collected using the personal observation of the students. 
   

1. Data was collected from the students’ teachers. These teachers are either the students’ homeroom teachers or a teacher they regularly see throughout the week. This survey was used to identify changes in self-confidence as it relates to training techniques in adapted physical education and its impact on self-confidence. 
   

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