(v) Understand major components of federal and state legislation relating to physical
education.
(vi) Knowledge of the unique characteristics and implications of psychomotor,
cognitive, and affective attributes of all learners.
(vii) Ability to write in behavioral terms and assess cognitive, affective, and
psychomotor instructional objectives for physical education for students requiring
adapted physical education.
(viii) Knowledge of motor characteristics, motor behaviors, motor control, and motor
development sequences associated with various disabilities in relationship to typical
motor development.
(ix) Knowledge of anatomy, kinesiology, exercise science, biomechanics, and
neurology that pertains to normal and abnormal motor control and sensory motor
integration for teaching physical education to students with disabilities.
(x) Ability to adapt teaching methods, materials, and techniques to meet the needs of
students with disabilities specific to health-related fitness, gymnasium and field use,
fundamental motor skills and patterns, aquatic skills, dance, individual and group
games, and lifetime sports skills for the needs of students with disabilities so that the
individual can ultimately participate in community-based leisure, recreation, and sport
activities.
(xi) Ability to analyze, adapt, and implement physical education curriculum in
providing appropriate programs for a variety of disabilities.
(xii) Understand history and philosophy of physical education, recreation, and sports in
terms of trends in education of individuals with disabilities.
(xiii) Understand curriculum theory, curriculum development, movement education,
fitness, developmental activity-based curriculum, human, and social development.
(xiv) Utilize instructional design and planning focusing on systematic curriculum
development and the spectrum of teaching styles for the purpose of promoting learning.
(xv) Create and implement physical activity lessons with special emphasis on personal
adjustment in respect to assistive devices and mobility devices for the purpose of
creating successful learning opportunities.
(xvi) Utilize technology applications in the preparation of lessons and within lessons,
as well as using technology as professional development.
(xvii) Understand the value of program evaluation measuring student performance
and the importance of monitoring the quality of program operations.
(xviii) Understand professional standards such as ethics, value appropriate professional
conduct, and the need to advance the knowledge base and the profession.
(b) A directed field experience of not less than 60 clock hours teaching adapted
physical education in a school setting to students with disabilities.
(c) As of the effective date of these rules, a teacher who has previously received full
approval as a teacher of physical education for individuals with disabilities, or
teaching of physical education for students with disabilities, shall be deemed to have
full approval as a teacher of physical education for students requiring adapted physical
education, if the teacher possesses a valid Michigan teaching certificate.
(d) As of the effective date of these rules, a teacher who is a certified adapted physical
educator accredited through the adapted physical education national standards process,
shall be deemed to be qualified as a teacher of physical education for students requiring
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