Adapted physical education service providers' perceptions of sensorimotor stage learners

Students with severe disabilities at the sensorimotor stage of learning require specialized instructional practices. Limited research into service provider perceptions related to Service Provision and lack of available professional development confound the challenge of implementing effective instructional practices. The investigation used a one-group pretestposttest research design to investigate current perceptions and self-reported changes in the use of research-based strategies and evidence-based practices after a self-paced asynchronous professional development module developed by the researcher. Data were collected using a questionnaire developed based on the theory of planned behavior which served as the theoretical framework. The pretest-posttest results of ten participants were analyzed to determine relationships and correlations using descriptive and inferential statistics. The results indicated a correlation between confidence in providing Adapted Physical Education services and confidence in being able to fulfill other role responsibilities. The quantitative data results indicated participants who completed the professional development module were more likely to implement routines and hand under hand guidance. Supporting qualitative data results indicated more intentional use of highly effective strategies. Based on the results, APE service providers perceive the value in high quality learning opportunities for students with severe disabilities at the sensorimotor stage of learning.