Group Visits Model: A Collaborative Perspective in Adapted Physical Education

An ecological perspective of adapted physical education goes beyond the school and into the community. One way to expand this perspective to the community is by partnering with physicians and other service providers. This can be accomplished with Group Visits (GV) where physical and medical needs are met at the GV. In addition, educational, social, and psychological concerns can be addressed as well. Group visits were developed for the treatment of adults with chronic conditions; to date, this approach has not been utilized in children with disabilities.

Purpose

The purpose of this qualitative study was to determine the acceptability and feasibility of a GV model and to assess the effectiveness of GV on parental knowledge and behavior towards physical activity.

Methods

Families participated in monthly meetings over a period of eight months. These meetings consisted of group discussions with parents and prearranged opportunities for their children to participate in physical activities organized by faculty and graduate students from an Adapted Physical Education program. After the eight months of the GV program, a focus group was conducted with 12 parents of children with cortical vision impairments.

Analysis/Results

The focus group was recorded and transcribed. Transcripts were analyzed through a constant comparative analysis (Denzin & Lincoln, 2003). Words, phrases, and ideas were coded and then placed into broader categories or themes. Themes that emerged were 1) opportunities to develop networking with other parents and service providers 2) parents knowledge about physical activity, and 3) participation in programs that target the specific needs of their children and advocacy.

Conclusions

This study documented that GV is an effective way to provide services for families of children with disabilities and to develop collaboration between APE professionals, physicians, and service professionals.