Adapted Physical Education Assessment and the Dynamic Systems Theory

Constraint Led Assessment from Theory to Practice
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    Linked Agent
    Author: Talbert, Amy
    Abstract
    The public education system serves all students, educating many diverse types of learners with varying abilities in all grades, which includes effective assessment and monitoring processes to determine individual needs and support. With this study, the researcher aimed to examine adapted physical education (APE) teacher assessment practices in relation to the dynamic systems theory (DST) and determine the level of crossover from DST to DST practice in the APE assessment process, specifically focusing on students with visual impairments, autism spectrum disorder, and significant support needs. The purpose of this study was to examine APE teacher assessment practices through the lens of dynamic systems theory (DST), with particular attention to how intentionally teachers assess each of the three constraints—individual, task, and environment—and the extent to which they apply the DST theoretical framework in practice when assessing three student populations commonly served on APE caseloads: students with visual impairments (VI), autism spectrum disorder (ASD), and significant support needs (SSN). A mixed-methods approach was employed, utilizing a survey to gather both quantitative and qualitative data from APE teachers across the United States. Key findings indicated while APE teachers recognized the importance of addressing all three constraints, there was a notable gap in the application of DST as a guiding framework in their assessment practices. Recommendations for enhancing APE assessment processes included increased professional development focused on the integration of DST principles. The implications of this study suggested a more comprehensive understanding of the DST can lead to improved assessment tool selection practices, improved confidence in the assessment tools, and a deeper understanding of how APE practitioners approach the assessment process. This research highlights opportunities for growth among the APE community, which ultimately leads to positive social change by enhancing the educational experiences of students with disabilities.
    Date Created
    2025
    Genre
    Resource Type
    Extent
    167 pages
    Degree Discipline
    Institution