Role of a Physical Therapist in an Inclusive Physical Education Classroom

Abstract

This article aims to increase awareness of the use physical therapists to enhance the safety and feasibility of inclusive physical education curricula. Additionally, practical adaptations on how to improve safety in fitness units for students with known neuromuscular impairments related to muscle tone will be also addressed.

Notes

Readers are encouraged to send “Theory into Practice” submissions to column editor Anthony Parish at [email protected].

The purpose of the Strategies Theory into Practice column is to distill high-quality research into understandable and succinct information and to identify key resources to help teachers and coaches improve professional practice and provide high-quality programs. Each column (1,000 –1,300 words or roughly four typed, double-spaced pages) summarizes research findings about a timely topic of interest to the readership to enable practitioners to apply research, knowledge and evidence-based practice in physical education and sports.

Additional information

Notes on contributors

Karen Furgal

Karen Furgal ([email protected]) is director of Clinical Education and assistant professor, Department of Physical Therapy, Western Kentucky University, Bowling Green, KY.

Brenna Menke

Brenna Menke is a graduate student in the School of Kinesiology, Recreation & Sport at Western Kentucky University, Bowling Green, KY.