ADAPTED PHYSICALACTIVITY QUARTERLY, 1998,15,82-85 O 1998 Human Kinetics Publishers, Inc.

Adapted Physical Activity, Recreation, and Sport: Crossdisciplinary and Life Span (5th ed.)

By Claudine Sherrill. Published 1998 by WCBIMcGraw Hill, Dubuque, IA (706 pp., $66, ISBN 0-697-25887-4). Revised Instructor's Manual and Test Item File by Claudine Sherrill and Deborah Buswell (ISBN 0-697-25921 -8). To order a desk copy, call 1-800-338-3987.

Reviewed by Terry L. Riuo, PhD, professor and chail; Department of Kinesiology and Physical Education, California State University, San Bemardino

Are you looking for a textbook that is current with the research, issues, and trends in Adapted Physical Activity (APA)? Do you need a textbook that provides instructional strategies for effective teaching behaviors in various teaching-learn- ing settings? Are you interested in one textbook that can be used for an introduc- tory level adapted physical activity course and specialized courses in adapted physical activity? Would you like to save your students money and time with a textbook that has all the essentials of adapted physical activity and can serve as a reference for on-the-job use? Do you want a textbook that will help prepare future professionals for a national competency test? Have you ever needed a resource to help with infusion (of information about individuals with disabilities) across the kinesiology/physical education college/university curriculum? Is there any single textbook that can offer so much to professionals? The fifth edition of Dr. Claudine Shemll's Adapted Physical Activity, Recreation, and Sport: Crossdisciplinary and Life Span will meet these (and many more) needs and expectations.

This outstanding textbook should be a required text for every future profes- sional and faculty member, whether or not she or he specializes in adapted physi- cal activity. In this edition, the visionary Dr. Sherrill expands on previous editions by providing new practical and theoretical information related to adapted physical activity. This edition (5th) is current and comprehensive. Dr. Sherrill has reorga- nized the textbook to make it easy for professors to select content to address stu- dent and programmatic needs. Similar to the previous edition, the 5th edition is divided into three parts. Part I was reorganized to make it easier to learn about adapted physical activity service delivery. It gives an overview of how regular and adapted physical educators should work together. Part I1 was extensively revised. It focuses on physical activity goals and knowledge that professionals need to work effectively with individuals of differing ability levels. Part III focuses on indi- vidual differences with more of an emphasis on sport than in previous editions.

The text consists of 27 chapters, six appendices, along with a name and subject index. There are six new chapters, and chapters from the previous edition received extensive revision. This edition has a very appealing hard cover that shows individuals with disabilities engaged in physical activity. The text includes mne-

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monk cues, figures, tables, photographs and drawings, chapter objectives, learn- ing activities, and references for recommended readings. This edition begins with a brief list of the contents followed by a detailed table of contents, a preface, and acknowledgments.

Part I, "Foundations," covers 182 pages and has seven chapters, three of which are new. Chapter 1 sets the tone of the textbook and reveals Dr. Sherrill's humanistic philosophy. The essence of disability and disability sport are presented in Chapter 2. This chapter begins with the issue of labeling and presents case stud- ies about individuals with disabilities. Disability sport also is introduced in this chapter. The third chapter encourages critical thinking about teamwork, communi- cation adaptation, and creativity. New material about a home-school-community teamwork model is presented along with resources necessary for service delivery and empowerment. Included in this chapter are communication competencies nec- essary for a cross-disciplinary service delivery model. This section provides excel- lent information necessary for coordination and delivery of educational services. This chapter also introduces educational technology of adaptation theory and eco- logical task analysis. It encourages professionals to work together in providing appropriate educational service delivery to individuals with disabilities. Advocacy, the law, and individualized educational programs are discussed in Chapter 4. The current and critical issue of class placement and inclusion is introduced. Chapter 5 is also new. In this chapter, Dr. Shemll introduces the ideas of philosophy, plan- ning, and curriculum design as they relate to educational service delivery. Her discussion about the interaction between philosophy and knowledge tied to theory is especially pleasing. Future professionals learn the importance of theory as the driving force of philosophy, research, and educational practice. Dr. Sherrill's pre- sentation of theories as they apply to educational service delivery makes this a superb new chapter. Assessing, prescribing, and writing Individual Education Plans (IEPs) are described in Chapter 6. The chapter provides an extraordinary founda- tion for professionals regarding the role of assessment in the teaching-learning paradigm. Effective teaching behaviors, evaluation, and consulting are provided in Chapter 7. This chapter focuses on teaching as a generic function that can encompass coaching, consulting, and evaluating. The material presented in this new chapter is based on effective teaching behaviors from the research literature. One unique feature of this chapter is that the content applies to individuals with disabilities and those without disabilities, making the chapter useful to other peda- gogical courses. This is another feature that makes this edition an excellent re- source for infusion.

Part 11, "Assessment and Pedagogy for Specific Goals," has 10 chapters cov- ering 256 pages. It focuses on physical activity goals and the knowledge that pro- fessionals must enable individuals of all ages to achieve these goals. This section of the book, if used with Chapter 6, can serve as a textbook for a course on assess- ment. Similarly, it can serve as a textbook for a curriculum, instruction, and peda- gogy course when combined with chapters 5 and 7 of Part I. This is another important and outstanding feature for professionals who offer advanced coursework or adapted physical education-credential programs.

Chapter 8 is new and covers self-concept, motivation, and well-being. This chapter will increase awareness about the importance of self-concept variables in lifelong physical activity success and participation. It will develop student compe- tencies in assessment and writing goals and objectives. Moreover, this chapter

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introduces principles, practices, and models that contribute to self-concept. Inclu- sion, social competence, and attitude change are discussed in Chapter 9. It is a new and innovative chapter that captures the most critical issue impacting individuals with disabilities-assimilation into the nondisabled world. This outstanding chap- ter captures the very essence of the issue. Besides the research literature, this may be the only textbook on the market that presents this critical information. Sen- sorimotor integration and severe disability are explained in detail in Chapter 10. The chapter specifically addresses muscle and postural tone; tactile, kinesthetic, vestibular, and visual integration; reflex and postural reaction problems; and fun- damentals of neurology necessary to understand clumsiness. Chapter 1 1 discusses assessment of, and instruction in, motor performance. Perceptual motor learning is presented from an ecological perspective in Chapter 12. Ecological theory is advo- cated by the most progressive contemporary theorists in our profession. Fitness and healthy lifestyles are presented in Chapter 13. This chapter was extremely well-written and includes the most current information on physical fitness and changes in the knowledge base. Also included in this chapter is excellent new information about the Fitnessgram and training standards related to individuals with disabilities. Posture, appearance, and muscle imbalance (as they relate to fit- ness and self-concept) are addressed in Chapter 14. Play and game competence, and active leisure and relaxation are presented in Chapter 15. This is another new and outstanding chapter in this edition. The chapter consolidates several goals (i.e., play and game skills, leisure-time skills, funltension release, and creative expres- sion) treated independently in previous editions. This exciting chapter reflects Dr. Sherrill's philosophy that play and game competence should be developed concur- rently with fitness and motor skills. Chapter 16 discusses adapted dance and dance therapy. Principles and programs for adapted aquatics are described in Chapter 17.

Part HI, "Individual Differences With Emphasis on Sport," presents in-depth information about infants, toddlers, and early childhood followed by chapters about categories of disabilities. Sport terminology from the worldwide paralympic move- ment is used to designate disabilities. Sport classification used by the International Paralympic Committee and its constituent organizations also are described in this part of the book. Part I11 has 10 chapters covering 244 pages.

Chapter 18 presents information about infants, toddlers, and young children. It clearly shows the need for pediatric adapted physical activity. This splendid chapter discusses information about the individual family service plan and indi- vidual educational programs, assessment concerns, principles of motor develop- ment, instruction and intervention approaches, sensorimotor integration, perceptual motor learning, inclusion, and more. Chapters 19 through 27 cover specific dis- abilities. Each chapter defines the disability using a categorical identification. In- formation about prevalence, instructional strategies, educational placement options, and implications for adapted physical activity and sport are presented in each chapter. A variety of engaging photographs are included in these chapters to enrich the very well-written section. Each chapter has current information about specific dis- abilities and issues related to individual differences. As with previous editions, the presentation of information in this edition will certainly stimulate thinking and discussion about issues affecting individuals with disabilities.

This edition has six appendices covering 11 pages. Appendix A provides federal law definitions of disabilities. Prevalence and incidence information is pre- sented in Appendix B. Addresses of organizations from sport to professional jour-

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nals and materials are presented in Appendices C , D, and E. Important events in adapted physical activity are chronicled in Appendix F.

The textbook also has both a name and subject index. These are valuable indices to serve professionals and future professionals. What better way to teach and learn about professionals in the field than learning the names and contribution of people in adapted physical activity? Students will use the subject index fre- quently, especially during examination periods!

An instructor's manual accompanies this textbook. It gives an overview of the book and strategies for planning, implementing, and evaluating a variety of courses. Also included in the manual are instruments to assess student needs, com- petencies that require attention, and test items (with answers). A computerized test bank is available for PCs or Macintosh operating systems.

This is the best, most versatile, up-to-date, comprehensive book available. It is a textbook that will introduce beginning level knowledge and skills to under- graduate students, as well as challenge graduate students who aspire to meet indi- vidual needs in physical activity, fitness, sport or rehabilitative settings. Dr. Sherrill's adherence to the American Psychological Association writing style gives future professionals a model to emulate. It is especially pleasing to note the presentation of theories, coupled with practical information about individuals with disabilities and physical activity and sport. More of our professional literature should follow Dr. Sherrill's model and show how theoretical models drive our research, teaching, and service delivery. Another appealing feature of this book is the discussion about issues and trends (from attitudes to inclusion) affecting our profession.

Colleagues that used the previous edition commented that it was the "best, most comprehensive resource available," "well-written," "a place to go to get an- swers to questions," and "versatile." Recently, a colleague responsible for direct- ing an adapted physical education credential program at a California State University reviewed this (the 5th ed.) and stated that the "reorganization makes an excellent book even better."

This edition will meet the most demanding professional expectations. This textbook will challenge readers to think critically and act responsibly on matters essential to individuals with disabilities. Students can survey content rapidly in an introductory course and read it for in-depth competency development in advanced courses and enjoy each reading. Every future professional and faculty member should have this textbook, whether or not she or he specializes in adapted physical activity. Once again, the visionary Dr. Sherrill gives the field a new and higher standard for textbooks in adapted physical activity. Like previous editions, this is definitely a professional's book of choice.

Edited by Lauriece Zittel