D

appendix

Rating Scale
for Adapted
Physical Education

Name of school: ______________________________________________________________________________

Address: _____________________________________________________________________________________
Level: __________________________ Number of pupils enrolled in adapted P.E.: _______________________
Principal: _ ___________________________________________________________________________________
Director of physical education: _________________________________________________________________
Reviewed by: ____________________________________________________ Date: _______________________

Introduction Use and Interpretation

The purpose of the rating scale is to assist school
personnel to evaluate and improve adapted physi-
cal education services.
When properly guided and developed, physical
education becomes a purposeful and vital part of a
student’s school education. It aids in the realization
of those objectives concerned with the develop-
ment of favorable self-image, creative expression,
motor skills, physical fitness, knowledge, and
understanding of human movement. To promote
self-actualization individuals need many opportu-
nities to participate in well-conceived, well-taught
learning experiences in physical education. To
have the best program in place, the essentials of
a quality program of physical education need to
be identified.
This rating scale is designed to help schools
evaluate their program as related to adapted physi-
cal education.
of the Scores
The rating scale is comprised of a series of ratings
on the major areas that should concern school
personnel relative to adapted physical education.
There are six sections to the rating scale: curricu-
lum, required instruction, attendance, personnel,
facilities, and administrative procedures.
The person(s) making the assessment should
consider the criteria statement in terms of the
degree of achievement that exists for the program.
The rating score is on a scale form 0 to 4; 0 mean-
ing inadequate achievement and 4 meaning fully
achieved with excellent results. Each section can
be rated by the total section score or a program
overall rating can be obtained by totaling all sec-
tions of the rating scale.
A careful analysis should be made of each state-
ment, section and overall rating to determine the
areas in need of improvement. The interpretation
of the score for each statement is:

From J. Winnick, ed. 2011, Adapted physical education and sport, fifth edition (Champaign, IL: Human Kinetics).

  607 
608    Appendix D

0 Inadequate: extremely limited 3 Good: well done and only needs periodic
1 Poor: exists but needs a great deal of review
improvement 4 Excellent: has achieved outstanding results.
2 Fair: adequate but needs some improvement

Rating Scale for Adapted Physical Education

Inadequate Poor Fair Good Excellent
(0) (1) (2) (3) (4)
Section I: Curriculum
1. The goals and objectives of the school district
plan for physical education encompasses adapted
physical education.
2. Provision is explicitly made for adapted physical
education in the school district physical education
plan.
3. There exists a definition of adapted physical
education, which is in accord with state, federal and
professional laws, regulations, or practices.
4. Adapted physical education designed to meet
unique needs may include pupils with disabilities as
well as pupils without disabilities.
5. There exists a variety of activities to meet unique
pupil needs.
6. Instruction in adapted physical education is based
upon a curriculum guide which encompasses
adapted physical education content.
7. Instruction for all pupils is distributed among the
following areas in accord with students’ needs and
abilities.
a. Basic movement experiences
b. Adventure and risk challenge activities
c. Rhythms and dance
d. Games and sports
e. Gymnastics
f. Outdoor education
g. Motor movement skills
h. Physical fitness
i. Aquatics
8. Appropriate literature and other resource materials
regarding adapted physical education are made
available to professional staff.
9. Pupils with disabilities are provided equivalent
opportunities in intramural, extramural, or extra-class
activities.

From J. Winnick, ed. 2011, Adapted physical education and sport, fifth edition (Champaign, IL: Human Kinetics).
 appendix D    609

Inadequate Poor Fair Good Excellent

(0) (1) (2) (3) (4)
Section I: Curriculum
10. Guidelines pertaining to adapted physical education
are evaluated at least every five years.
11. There is a procedure for reporting pupil status and
progress.
12. The progress of pupils is continuously measured.
13. Cumulative records pertaining to the physical
education of each pupil are maintained.
14. Indicators of performance related to program
standards may be modified for individuals with
unique needs.
15. Transition programs are considered in determining
the curricular thrust for individuals with disabilities.
16. Accommodations are provided, as appropriate, to
enhance participation in physical education.
17. Activities within the curriculum may be adapted to
enhance participation and success.
18. The individual education program of a child with
a disability may consider both the strengths and
weaknesses of the individual.
19. The school district plan includes criteria for eligibility
for adapted physical education.
Section II: Required Instruction
1. All pupils not receiving regular physical education
have an adapted physical education program.
2. No pupil is excused from physical activity or excused
from adapted physical education because of
participation in extra-class programs unless by the
school’s committee on adapted physical education
or similar committee or unless approved in a pupil’s
individualized education program (pupil with a
disability).
3. Instruction in adapted physical education is
conducted with a time allotment, which is in accord
with state regulations and in a frequency and
duration which is comparable to chronological-aged
peers in the school district.
4. Class periods are scheduled in time lengths that
are appropriate to pupil needs and achievement of
instructional objectives.
5. Physical education instruction is made available to
every pupil with a disability.
(continued)

From J. Winnick, ed. 2011, Adapted physical education and sport, fifth edition (Champaign, IL: Human Kinetics).
610    Appendix D

Rating Scale for Adapted Physical Edcuation  (continued)

Inadequate Poor Fair Good Excellent

(0) (1) (2) (3) (4)
Section III: Attendance
1. Physical education is required of all pupils, ages
3-21, and adapted physical education is provided for
pupils who exhibit unique physical education needs.
2. All pupils with disabilities ages 0-2, and/or ages 3-5
will be provided physical education consistent with
physical education offerings in the general program
for pupils in their age groups.
3. Pupils with disabilities, ages 0-2 and/or ages 3-5
may be provided physical education if they exhibit
unique physical education needs.
4. Credit is provided for adapted physical education in
accord with regular physical education credit.
Section IV: Personnel
1. Instruction in adapted physical education for
pupils ages 3-21 is provided by a certified physical
education teacher.
2. Adapted physical education for infants and toddlers
is provided by an adapted physical educator.
3. Physical educators teaching adapted physical
education who have not completed at least
12 semester hours of formal higher education
in adapted physical education have access to
appropriate resource personnel.
4. Extra-class activities are provided under the
supervision of personnel meeting state requirements
and approved by the board of education.
5. Physical educators teaching adapted physical
education for more than 50% of their teaching
load have completed at least 12 semester hours of
formal study in adapted physical education, have a
concentration in adapted physical education from
an accredited college or university, or have a state
credential or endorsement in adapted physical
education.
6. Supervision and coordination of all phases of
adapted physical education (instruction, intramurals,
extra-class programs, interscholastic athletics) is
provided by a director certified in physical education
and administrative and supervisory services.
7. Paraeducators are provided for instructional classes
in physical education.
8. The qualifications of paraeducators are in accord
with appropriate state and/or local regulations.

From J. Winnick, ed. 2011, Adapted physical education and sport, fifth edition (Champaign, IL: Human Kinetics).
 appendix D    611

Inadequate Poor Fair Good Excellent

(0) (1) (2) (3) (4)
Section IV: Personnel
9. A physician delegated by a district submits
to appropriate committees/personnel medical
limitations and areas of the program in which a pupil
may participate when medical reasons are given to
limit participation.
10. Teachers of adapted physical education are involved
in individualized education programming and
placement decisions.
11. Teachers of pupils requiring adapted physical
education are involved in assessment, setting
objectives and goals, and determining unique needs
of pupils receiving adapted physical education.
Section V: Facilities
1. Pupils receiving adapted physical education have
equal access to facilities required to provide equal
opportunity for programmatic benefits.
2. Indoor facilities for adapted physical education:
a. Have adequate clear activity space
b. Provide a safe environment for activity
c. Have appropriate flooring and satisfactory finish
d. Have adequate lighting
e. Have adequate acoustical treatment
f. Have protective padding on walls
g. Have sufficient ceiling clearance
h. Have adequate ventilation
3. Equipment and supplies required for reasonable
accommodations are provided.
4. For pupils receiving adapted physical education, the
dressing, showering, and drying areas include:
a. Adequate space for peak load periods
b. Floors constructed to facilitate ambulation and
maintenance of safe and clean conditions
c. Lockers of proper type and sufficient quantity
d. Sufficient number of showerheads
e. Adequate ventilation
f. Adequate lighting
g. Adequate heating
h. Adequate benches, mirrors, and toilets
i. Facilities that are clean, sanitary, and in
operable condition
From J. Winnick, ed. 2011, Adapted physical education and sport, fifth edition (Champaign, IL: Human Kinetics). (continued)
612    Appendix D

Rating Scale for Adapted Physical Edcuation  (continued)

Inadequate Poor Fair Good Excellent

(0) (1) (2) (3) (4)
Section V: Facilities
5. The outdoor adapted physical education facilities are
designed for effective instruction and safety. They
are:
a. Readily accessible
b. Free from safety hazards (glass, holes, stones)
c. Properly fenced or enclosed for safety and
efficient usage
d. Properly surfaced, graded, and drained
e. Laid out and marked for a variety of activities
f. Properly equipped (playground structures,
backstops, physical fitness equipment, etc.)
6. Qualified supervision of areas and facilities is
provided during use.
Section VI: Administrative Procedures
1. Class sizes for adapted physical education are
equitable to those specified for special education
classroom teaching.
2. Teacher load for teachers teaching adapted physical
education is equitable to that of special education
teachers.
3. Teachers of adapted physical education receive
support staff on the same student-teacher ratio as
special education teachers.
4. Appropriate committees use certified physical
educators to assess physical education status for
IEP development when unique physical education
needs are suspected.
5. Pupils with disabilities are integrated into regular
physical education classes to the maximum extent
appropriate.
6. Pupils with disabilities are provided reasonable
accommodations in physical education classes.
7. Provisions are made for physical educators to
refer to appropriate committees and all pupils with
disabilities suspected of having unique needs in
physical education.
8. The physical education teacher is involved with
individualized program development of all pupils who
participate in physical education outside of regular or
integrated classes.
9. Physical education is included in the IEP of every
pupil with a disability.

From J. Winnick, ed. 2011, Adapted physical education and sport, fifth edition (Champaign, IL: Human Kinetics).
 appendix D    613

Inadequate Poor Fair Good Excellent

(0) (1) (2) (3) (4)
Section VI: Administrative Procedures
10. Pupils are referred to appropriate planning
committees and receive adapted physical education
on the basis of objective criteria.
11. The physical education abilities of all pupils not
participating in regular physical education are
assessed by a physical educator.
12. Staff implementing adapted physical education are
provided in-service education on at least an annual
basis.
13. School districts provide placement settings, which
permit personalized attention in the most appropriate
environment.
14. The annual budget request for adapted physical
education is prepared on the basis of an inventory
of needs of the program including needs specified in
individualized education programs.
15. The adapted physical education budget includes
state and federal monies earmarked for instruction
and extra-curricular activity of pupils with disabilities
if such pupils are receiving an adapted physical
education program.
16. A variety of up-to-date reference materials are
provided for teachers providing adapted physical
education.
17. The school library contains materials on adapted
physical education, which are sufficient and
appropriate.
18. Budgets for instructional, intramural, extramural,
and athletic programs for pupils with disabilities are
equitable to those for pupils without disabilities.
19. The school district plan includes provisions for
regular extra-class programs for qualified pupils with
disabilities.
20. Physical educators are encouraged and permitted
to make referrals following accepted school district
procedures for individualized education programs to
appropriate committees in the school district.

From J. Winnick, ed. 2011, Adapted physical education and sport, fifth edition (Champaign, IL: Human Kinetics).