Active Learning Strategies in Adapted Physical Education Courses in Higher Education
Document Type
Conference Paper
Publication Date
2025
Publication Title
International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness
Pages
18 (1-2)
Conference Name
International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness, June 16-20, 2025, Kerry Ireland
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.
Original Publication 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.cit.ie/isapa/2025/day4/18
ORCID
0000-0002-8580-4782 (Haegele)
Repository 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). Human Movement Studies & Special Education Faculty Publications. 202.
https://digitalcommons.odu.edu/hms_fac_pubs/202