From a special section, "Adapted Physical Education. Also see AA 501 888 through AA 501 892, AA 501 894.

The guidelines are intended to help educators plan and develop comprehensive motor development/physical education programs for the handicapped. Topics covered include the following (sample subtopics in parentheses): an overview of federal and state lgislation influencing future physical education programing (components of an individualized…

The implications of the Education for All Handicapped Children's Act are discussed as they affect the physical education teacher and the school administrator. The reasons for the enactment of Public Law 94-142 are outlined with specific emphasis on the need for physical activity for the handicapped. Concerns voiced by administrators and teachers…

The author discusses how land activities can be adapted to water so that individuals with handicapping conditions can participate in circuit training activities. An initial section lists such organizational procedures as providing vocal and/or visual cues for activities, having assistants accompany the performers throughout the circuit, and…

The first in a series of seven booklets on physical education and recreation for the handicapped provides information on activities and teaching methods. Teaching techniques concerning motivation, program planning, and group organization are considered. A bibliography lists approximately 50 references on teaching such activities as archery,…

The sixth in a series of booklets on physical education and recreation for the handicapped describes aquatic activities for blind persons. Written by a partially sighted athlete, the document discusses swimming pool characteristics and special pools for the visually impaired. Qualities of swimming instructors are reviewed, and suggestions for…

Methods by which preservice physical education teachers use selected behaviors to promote handicapped student physical performance in planned skill activities are explored. The basic assumption investigated is that teacher behaviors when working with any child in physical education will have basic similarities. Discussion focuses on processes used…

Reported in part 2 of the final report issued by the Information and Research Utilization Center (IRUC) in Physical Education and Recreation for the Handicapped are results of a l972-l975 survey to identify resource programs and personnel concerned with physical education, recreation, and/or related areas for individuals with various handicapping…

Physical education clinics or "resorts" accommodate students with developmental problems of varying degrees of severity, some of which require one-on-one attention. (MM)

A short curriculum outline and suggested readings are offered for the physical education teacher who will be dealing with physically handicapped children in the class. (JD)

The outdoor education program of the Macomb Intermediate School District (Michigan) enables trainable and severely mentally impaired students to experience many of the outdoor activities previously restricted to normally intelligent students. (MJB)

Describes the program for training physical education teachers at University of Otago, New Zealand, which provides training in working with handicapped children. (SB)

A collection of eight articles explains that swimming is but one of the many aquatic sports that can take place in a swimming pool and that aquatic education is becoming an integral part of physical education programs. (MM)

The article describes the design of appropriate environments for movement education of severely disabled children (ages 2-19) at a special school in Great Britain. Longitudinal data over a 6-year period give evidence of the program's effectiveness. (DB)

Handicapped individuals have a right to equal opportunity to participate in vigorous physical fitness activities. Procedures and principles that can serve as foundations for developing and implementing fitness programs for all people are explored. (DF)