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2010 | 3 | 14-17

Article title

European Inclusive Physical Education Training


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The purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and related professional competencies, which teachers should acquire in their pre-service or in-service training. The functional map was developed based on the model of service delivery titled PAPTECA to reflect systematic step in teaching children with disabilities in inclusive PE. We will discuss the implication of functional map and competence framework for teacher preparation programs in light of presented barriers and facilitators of inclusive physical education. We will provide practical examples of modules and courses build on the EIPET theoretical framework. We will discuss the possibilities and limitations related to the theoretical principles, practical training and practicum experiences working with persons with disabilities as part of EIPET module (introductory APA courses).







Physical description


1 - 1 - 2010
22 - 11 - 2010


  • Faculty of Physical Culture, Palacky University in Olomouc, Czech Republic
  • Faculty of Physical Culture, Palacky University in Olomouc, Czech Republic
  • Institute of Technology in Tralee, Ireland


  • Kudláček M, Válková H, Sherrill C, Myers B, French R. An inclusion instrument based on planned behavior theory for prospective Czech physical educators. Adapt Phys Activ Q 2002; 19: 280-99.
  • Lienert C, Sherrill C, Myers B. Physical educators' concerns about integrating children with disabilities: A cross-cultural comparison. Adapt Phys Activ Q 2001; 18: 1-17.
  • Meegan S, MacPhail A. Irish physical educators' attitude toward teaching students with special educational needs. Eu. Physical Education Review 2006;12 (1): 75-97.
  • Block M. A teacher's guide to including students with disabilities in regular physical education. Baltimore, MD: Paul H. Brookes; 1994.
  • Sherrill C. Adapted physical activity: Crossdisciplinary and lifespan (5th ed.). Boston, MA: WCB/Mc Graw-Hill; 1998.
  • Sherrill C. Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan. (6th ed.). Dubuque, IA: Brown & Benchman 2004.
  • LaMaster K, Gall K, Kinchin G, Siedentop D. Inclusion practices of effective elementary specialists. Adapt Phys Activ Q 1998; 15: 64-81.
  • Lieberman LJ, Houston-Wilson C, Kozub FM. Perceived barriers to including students with visual impairments in general physical education. Adapt Phys Activ Q 2002;19: 364-77.
  • Morley D, Bailey R, Tan J, Cooke B. Inclusive physical education: teachers views of including pupils with special educational needs and/or disabilities in physical education. Eu. Physical Education Review 2005; 11(1): 84-107.
  • Kudláček M, Ješina O, Štěrbová D, Sherrill C. The nature of work and roles of public school adapted physical educators in the United States. Eu. Journal of Adapt Phys Activ 2008; 1(2): 45-55.
  • Lytle R, Collier D. The consultation process: Adapted physical education specialist's perceptions. Adapt Phys Activ Q 2002; 19: 261-79.

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