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Developmental and Adapted Physical Activity Assessment 2nd Edition With Web Resource [Mīkstie vāki]

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  • Formāts: Paperback / softback, 296 pages, weight: 5 g, 36 Halftones, black and white; 41 Illustrations, black and white
  • Izdošanas datums: 16-Mar-2018
  • Izdevniecība: Human Kinetics
  • ISBN-10: 1492543802
  • ISBN-13: 9781492543800
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  • Mīkstie vāki
  • Cena: 71,62 €
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Developmental and Adapted Physical Activity Assessment 2nd Edition With Web ResourcePalielināt
  • Formāts: Paperback / softback, 296 pages, weight: 5 g, 36 Halftones, black and white; 41 Illustrations, black and white
  • Izdošanas datums: 16-Mar-2018
  • Izdevniecība: Human Kinetics
  • ISBN-10: 1492543802
  • ISBN-13: 9781492543800
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781492543800.html
Keywords:
This textbook is for those studying to be adapted physical educators, as well as general physical education teachers, coaches, athletic trainers, physical therapists, occupational therapists, and others who will serve on the motor performance team of individuals with disabilities. The book will also prove useful to adapted physical education researchers, special education teachers and administrators, and even parents. The text explains concepts and procedures in assessment and describes specific assessment tools. Pedagogical features include bullet lists, case vignettes, chapter ending key terms, key concepts, review questions, and appendices of sample assessments, plus b&w photos. Reflecting the latest research and practice in the field, this second edition offers a glossary, new material on concussions, and a web site with links and downloadable assessment forms. Annotation ©2018 Ringgold, Inc., Portland, OR (protoview.com)
Preface ix
Accessing the Web Resource xi
Acknowledgments xiii
Chapter 1 Who You Are Assessing
1(8)
Qualifying for APE Services
2(1)
Attributes and Dimensions That Affect the Students You Assess
3(1)
Zero Exclusion and Zero Failure
4(1)
Sport Participation
5(1)
Conclusion
6(1)
What You Need to Know
7(2)
Chapter 2 Why You Are Assessing
9(22)
Terminology
10(5)
Assessment Decisions
15(11)
Is Assessment Really Necessary?
26(1)
Assessment Is Essential
26(2)
What You Need to Know
28(3)
Chapter 3 Getting to Know the Student
31(16)
Central and School Files
32(1)
Health-Related Records
33(4)
Psychological Workups
37(1)
Agency Files
37(1)
Insights From Parents and Guardians
38(1)
Insights From Other School or Agency Personnel
38(3)
Insights From the Student
41(1)
Roles in the Assessment Process
42(3)
Conclusion
45(1)
What You Need to Know
46(1)
Chapter 4 Selecting an Appropriate Assessment Instrument
47(16)
Validity
48(4)
Reliability
52(4)
Controlling and Measuring Reliability
56(1)
Objectivity
57(1)
Norms
58(2)
What You Need to Know
60(3)
Chapter 5 Selecting and Administering Tests
63(26)
Step 1 Identify the Type of Decision That Needs to Be Made
65(11)
Step 2 Understand the Unique Attributes and Needs of the Student
76(1)
Step 3 Identify the Dimensions of Physical Education That Need to Be Evaluated
77(1)
Step 4 Select or Create an Appropriate Assessment Instrument to Match the Decision to Be Made
78(4)
Step 5 Learn and Administer the Instrument so That Valid and Reliable Data Are Collected
82(2)
Step 6 Interpret the Assessment Data Collected and Make an Appropriate Decision
84(2)
What You Need to Know
86(3)
Chapter 6 Assessing Motor Development and Motor Skill Performance
89(32)
Reflexes and Reflex Tests
90(4)
Motor Development Tests
94(9)
Fundamental Motor Pattern Tests
103(4)
Motor Ability Tests
107(5)
Sports Skills Tests
112(7)
What You Need to Know
119(2)
Chapter 7 Assessing Physical Function
121(36)
Physical Function and Performance
122(1)
Multidimensionality of Physical Function: Implications for Selecting Test Items
123(1)
Components of Physical Function
124(24)
A Sampling of Test Batteries
148(5)
Conclusion
153(1)
What You Need to Know
154(3)
Chapter 8 Assessing Posture, Gait and Balance
157(24)
Posture
158(4)
Postural Assessments
162(1)
Gait
162(5)
Gait Assessments
167(3)
Balance
170(4)
Balance Assessments
174(4)
Conclusion
178(2)
What You Need to Know
180(1)
Chapter 9 Assessing Perception and Cognition
181(16)
Perception and Cognition Defined
182(1)
Components of Cognition
182(2)
Cognitive Assessments
184(3)
Concussion Assessments
187(4)
Perceptual-Motor Tests
191(3)
Conclusion
194(1)
What You Need to Know
194(3)
Chapter 10 Assessing Behavior and Social Competence
197(34)
Behavioral Tests
200(5)
Functional Behavioral Analysis
205(3)
Social Competence
208(6)
Self-Concept
214(5)
Play Behaviors
219(4)
Attitudes
223(6)
What You Need to Know
229(2)
Appendix A Sample Write-Up for Tests of Infant and Early Childhood Motor Development 231(5)
Appendix B Sample Write-Up for Tests of Fundamental Motor Development 236(4)
Appendix C Sample Write-Up for Tests of Motor Proficiency 240(3)
Appendix D Sample Write-Up for Tests of Sports Skills 243(6)
Glossary 249(8)
References 257(9)
Index 266(12)
About the Authors 278(2)
About SHAPE America 280
Michael Horvat is a professor of adapted physical education and motor behaviour at the University of Georgia. He is extensively published, having authored several books, chapters and journal articles. Dr Horvat is a highly sought-after speaker, having presented at more than 100 conferences.

Luke Kelly is a certified adapted physical educator and professor of sport science. He has 30 years of experience working with schools in evaluating and revising their physical education curriculum to meet the needs of students with disabilities.