Start Date
19-6-2025 10:30 AM
End Date
19-6-2025 12:00 PM
Abstract
Introduction Adapted Physical Education (APE) courses are essential for training professionals in inclusive physical activity. While course content is well-studied, little is known about the pedagogical strategies used, especially active learning methods tailored to today’s students. Furthermore, there is a scarcity of studies that compare international approaches to this subject, which could yield valuable insights about the contrast between different educational systems, policies, legislation, and cultural context. This study explores how active learning is understood and applied in APE courses in Brazil and the US, highlighting approaches to educate the new generation, aligned with the Sustainable Development Goal of quality education.
Methodology We conducted a qualitative study through an interpretivist paradigm, including the analysis of data from 10 teachers of APE courses in higher education from Brazil (40 to 49 years of age, 8 to 23 years of higher education experience) and the US (32 to 37 years of age, 1.5 to 16 years of higher education experiences), five of each country. Data collection included online semi structured interviews, supplemented by a demographic questionnaire. Each interview was transcribed verbatim and data were analyzed using the six step process of reflexive thematic analysis (Braun & Clarke, 2021).
Results Three themes were created: (a) ‘They are leading the story’: Understanding active learning, (b) ‘It couldn't be just lecture, lecture, lecture’: Implementing active learning, and (c) ‘I pretend to teach, and you pretend to learn’: Criticisms and challenges of active learning.
Conclusions
Our findings reveal that active learning in APE courses emphasize student-centered approaches, fostering engagement and critical thinking. While it enhances inclusivity and experiential learning, challenges such as time constraints and the pervasive influence of technology remain. Addressing these challenges is crucial for aligning educational practices in higher education with sustainable development and human rights.
References Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage.
Recommended Citation
Furtado, Otávio Luis Piva da Cunha; Haegele, Justin; and Gaspar, Roberta Caveiro, "Active learning strategies in adapted physical education courses in higher education" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 18.
https://sword.mtu.ie/isapa/2025/day4/18
Active learning strategies in adapted physical education courses in higher education
Introduction Adapted Physical Education (APE) courses are essential for training professionals in inclusive physical activity. While course content is well-studied, little is known about the pedagogical strategies used, especially active learning methods tailored to today’s students. Furthermore, there is a scarcity of studies that compare international approaches to this subject, which could yield valuable insights about the contrast between different educational systems, policies, legislation, and cultural context. This study explores how active learning is understood and applied in APE courses in Brazil and the US, highlighting approaches to educate the new generation, aligned with the Sustainable Development Goal of quality education.
Methodology We conducted a qualitative study through an interpretivist paradigm, including the analysis of data from 10 teachers of APE courses in higher education from Brazil (40 to 49 years of age, 8 to 23 years of higher education experience) and the US (32 to 37 years of age, 1.5 to 16 years of higher education experiences), five of each country. Data collection included online semi structured interviews, supplemented by a demographic questionnaire. Each interview was transcribed verbatim and data were analyzed using the six step process of reflexive thematic analysis (Braun & Clarke, 2021).
Results Three themes were created: (a) ‘They are leading the story’: Understanding active learning, (b) ‘It couldn't be just lecture, lecture, lecture’: Implementing active learning, and (c) ‘I pretend to teach, and you pretend to learn’: Criticisms and challenges of active learning.
Conclusions
Our findings reveal that active learning in APE courses emphasize student-centered approaches, fostering engagement and critical thinking. While it enhances inclusivity and experiential learning, challenges such as time constraints and the pervasive influence of technology remain. Addressing these challenges is crucial for aligning educational practices in higher education with sustainable development and human rights.
References Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage.