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The purpose of this article is to examine the content of previously published empirical literature utilizing self-efficacy theory with regard to physical education teachers' perceived self-confidence to teach students with disabilities in general physical education. Keyword searches were used to identify relevant literature from electronic databases published from 2000 to 2022. Twenty-four articles, from 11 countries, met all inclusion criteria, and relevant data regarding participants, theory, measurement, research design, and dependent variables were extracted. Of the 24 studies, nine were survey validation, eight were experimental, six were cross-sectional, and one was mixed-methods design. Major findings across the examined studies indicate that teachers' perceptions of training, amount of experience, and support from personnel significantly influence their self-efficacy toward teaching students with disabilities.

The U.S. Report Card on Physical Activity for Children and Youth has tracked 10 physical activity (PA) indicators common to the Active Healthy Kids Global Matrix since 2014. This article expands on the U.S. report cards by presenting PA indicator assessments among children and adolescents with disabilities. Grades for indicators were assigned based on a search of peer-reviewed articles presenting nationally representative data. The Global Matrix 3.0 benchmarks and grading framework guided the process. Grades for overall PA, sedentary behaviors, organized sports, and school were F, D+, D+, and D, respectively. Insufficient evidence existed to assign grades to the remaining six indicators. There is a need in the United States for targeted PA promotion strategies that are specific to children and adolescents with disabilities. Without a commitment to this effort across sectors and settings, the low grades identified in this para report card are expected to remain.

The purpose of this study was to examine the inclusiveness of visually impaired youths' experiences in integrated physical education. An experiential qualitative research approach was utilized, and 22 visually impaired youth (age 12-17 years) acted as participants. Data sources included one-on-one Zoom interviews, written responses to long-answer prompts, and reflexive interview notes. Data were analyzed using a reflexive thematic analysis approach, and three themes were constructed: (a) I'm not there, so how could I: The absent person; (b) I can't see, so I can't do it: The incapable person; and (c) It'd be nice to feel like everyone else: The "normal" person. Participants described that feelings of inclusion were unavailable to them and that feeling, and being viewed as, absent, incapable, and (not) "normal" highlighted this unavailability.

This study explored the experiences of students with orthopedic impairments in integrated physical education (PE) classes. An interpretative phenomenological analysis research approach was used, and six students with orthopedic impairments (age = 10-14 years) served as participants. Data sources were semistructured, audiotaped interviews and reflective interview notes. Based on data analysis, three themes were developed-"Without it, they probably would like, just treat me normal," visibility, disclosure, and expectations; "I sit out," limited participation and a lack of modifications/accommodations; and "PE doesn't feel great," social interactions and perception of self. The experiences portrayed throughout these themes highlight the marginalization and lack of access that the participants encountered in their integrated PE classes. The findings indicated that PE professionals working with students with orthopedic impairments may benefit from reflecting on personal biases and their instructional practices in an effort to improve the quality of PE experiences for these students.

The purpose of this inquiry was to examine the relationship between barriers to physical activity, expectancy-value variables, and physical activity engagement among adults with visual impairments. Using a descriptive correlational approach, a sample of 214 adults with visual impairments (Mage = 43.14, SD = 13.67) completed questionnaires pertaining to barriers to physical activity, expectancy-value beliefs about physical activity, and physical activity engagement. Data were analyzed via correlation and hierarchical regression. The final regression model explained 20.30% of variance in physical activity (p < .001). Intrinsic value (β = 0.26, p = .01) and expectancy beliefs (β = 0.33, p < .001) each emerged as significant predictors of physical activity engagement, which suggests that expectancy-value theory may have some utility for investigating the physical activity engagement of individuals with visual impairments. However, the lack of significant contribution of other variables such as attainment and utility values, as well as barriers factors, underscores the need for additional research in this area.

The purpose of this study was to examine the relationship between interpersonal/intrapersonal mindfulness, contact anxiety, and attitudes toward students with visual impairments among certified adapted physical educators. Participants included 115 certified adapted physical educators who completed a 31-item online survey, composed of a 10-item demographic questionnaire, a 14-item mindfulness in teaching scale, a four-item intergroup anxiety scale, and a three-item attitude scale. Hierarchical multiple regression analyses revealed that intrapersonal mindfulness was a negative predictor of contact anxiety (β = -0.26, p = .007) and contact anxiety negatively predicted attitudes (β = -0.22, p = .02). A mediation analysis revealed that intrapersonal mindfulness had an indirect effect on attitudes through contact anxiety, b = 0.09, SE = 0.05, 95% confidence interval [0.006, 0.22]. Collectively, both intrapersonal and interpersonal mindfulness appear to be responsible for the formation of attitudes, but with different underlying processes involved.

The purpose of this study was to examine the meaning that first-year adapted physical education teachers with a master's degree ascribed to their occupational socialization experiences. An interpretative phenomenological analysis research approach was used, and occupational socialization theory was adopted as the theoretical framework. Five teachers participated in this study. The sources of data were a semistructured focus group interview, semistructured one-to-one interviews, and reflective interview notes. Thematic development involved a three-step analysis process informed by the research approach. Three themes were constructed: (a) interactions with individuals with disabilities and activity experiences, (b) recruitment of adapted physical education teacher education students, and (c) graduate training and initial workplace experiences. The constructed themes provide unique insight into how teachers are socialized into adapted physical education and the meaning they ascribe to various socialization experiences, such as the limited impact that interactions with individuals with disabilities had on the decision to pursue this career.

The purpose of this study was to describe the reflections of adults with visual impairments about learning to run during K-12 physical education. An interpretative phenomenological analysis research approach was used, and eight adults (age 22-35 years) with visual impairments served as participants. Primary data sources were semistructured, audiotaped telephone interviews and reflective interview notes. Based on a thematic data analysis process, two themes were developed: (a) "I wouldn't expect anything better from you": running instruction in physical education and (b) "You look like the guy in the crosswalk signal": making up for the shortcomings of physical education. The narratives portraying these themes highlight the lack of instruction that took place in physical education, and the fact that no running instruction occurred at all. These findings indicate that professionals working with individuals with visual impairments should use instructional strategies that will allow for maximum access to learning fundamental movement skills such as running.

The purpose of this systematic review was to examine published research literature pertaining to dance programs for school-age individuals with disabilities by describing study characteristics and major findings. Electronic database searches were conducted to identify relevant articles published between January 2008 and August 2018. Sixteen articles met all inclusion criteria, and extracted data from the articles included major findings, study design characteristics (e.g., sample size), and dance program characteristics (e.g., location of program). The methodological quality of each study was assessed using the Crowe Critical Appraisal Tool. Major findings expand on previous reviews on dance by including school-age individuals with disabilities. The critical appraisal of the articles demonstrates a gap in study design rigor between studies. Future research should aim to specify sampling strategies, use theories to frame the impact of dance programs, and provide a thorough description of ethical processes and dance classes.

The purpose of this study was to examine the perspectives of individuals with visual impairment toward inclusion and the inclusiveness of their integrated physical education experiences. A retrospective, qualitative-description research approach was used, and 10 adults (age 20-35 years) with visual impairments acted as the participants. The data sources included one-on-one telephone interviews and reflective interview notes. A theoretical thematic analysis approach was used to analyze the data. Three interrelated themes were identified: "I always felt like a misfit": a missing sense of belonging, acceptance, and value; "I felt very excluded, very pushed to the side": lack of access to activity participation; and "Even though it sucked, I do agree with it": preference for integrated settings. Collectively, the participants recalled that experiencing feelings of inclusion during physical education were rare. Despite this, they expressed a perceived importance of being integrated in contexts with their peers.

Although much has been learned about the workplace experiences of physical education teachers, less is known about the unique experiences of adapted physical educators (APEs). Grounded in role socialization theory, the purpose of this study was to understand the relationships among perceived organizational support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in APEs. The participants included 237 APEs from the United States, who completed an online survey. The primary data analyses included confirmatory factor analysis and structural equation modeling. The final structural model was a good fit for the data, χ2(199) = 327.25, p < .001, χ2/df = 1.64; root-mean-square error of approximation = .052 (90% confidence interval [.042, .062], p = .354); standardized root-mean-square residual = .050; nonnormed fit index = .959; comparative-fit index = .964. The results of this study highlight the importance of developing a workplace environment in which APEs feel supported in developing perceptions of matter, reducing emotional exhaustion, and improving job satisfaction.

The purpose of this study was to examine reactivity to accelerometer measurement in children with visual impairments (VI), their sighted siblings, and their parents. A sample of 66 participants (including 22 children with VI, 22 siblings, and 22 parents) completed a demographic survey and wore triaxial accelerometers for at least 4 consecutive days for 8 hr. An analysis of covariances with repeated measures was conducted, controlling for participant gender. Children with VI had 8.1% less moderate to vigorous physical activity time on Day 1 than Days 2-4 average. Their sighted siblings and parents had 7.8% and 7.1% more moderate to vigorous physical activity time on Day 1 than their Days 2-4 average, respectively. The reactivity percentage for parents and children without VI is consistent with existing literature. However, an inverse reactivity for children with VI was found, which is a unique contribution to the literature and will have implications for researchers using accelerometers for this population.

The purpose of this study was to compare the degree to which children and adolescents with and without visual impairments (VIs) met national physical activity, screen-time, and sleep guidelines. This observational, cross-sectional analysis of the 2016 National Survey of Children's Health focused on children (age 6-12 yr) and adolescents (age 13-17 yr) with and without VIs. The sample included 241 (weighted n = 472,127) and 17,610 (weighted n = 28,249,833) children, and 255 (weighted n = 505,401) and 17,417 (weighted n = 20,071,557) adolescents with and without VIs, respectively. Chi-square statistics were computed to examine the degree to which participants with and without VIs met health-behavior guidelines. Children (p = .02) with VIs were less likely to meet screen-time guidelines, but adolescents with VIs were not (p = .87). VI status was not associated with the likelihood of meeting physical activity or sleep guidelines (p < .05). Low numbers of children and adolescents with and without VIs meeting health-behavior guidelines warrant targeted interventions aimed at enhancing engagement.

The theory of planned behavior is a psychological framework designed to examine the relationship between beliefs and volitional behaviors such as physical activity engagement. The purpose of this article was to evaluate the published empirical literature on the use of the theory of planned behavior in the context of physical activity beliefs and behaviors of individuals with disabilities. Electronic-database searches were conducted to identify relevant articles published between 1990 and 2018, yielding 11 articles that met all criteria for inclusion. Data such as population, measures, research design, and results were extracted from qualifying studies. Article quality was addressed using modified versions of the National Institutes of Health's Quality Assessment Tools. In keeping with the theory of planned behavior model, major findings indicate that intention to be physically active has the strongest relationship with physical activity behavior, while the predictive usefulness of belief factors was mixed, among individuals with disabilities.

The purpose of this study was to examine the reflections of adults with visual impairments regarding paraeducator support during their school-based integrated physical education. An interpretative phenomenological analysis research approach was used, and 9 adults (age 21-34 years; 8 women and 1 man) with visual impairments acted as participants. Semistructured audio-recorded telephone interviews and reflective field notes were sources of data. A 3-step analytic process was adopted for thematic development. Based on the data analysis, 3 interrelated themes emerged: "they wouldn't let me participate"-restriction in the name of safety, "stuck out like a big tree in a field full of poppies"-unwanted social attention and isolation, and "I felt like they weren't trained"-paraeducator disengagement and training needs. The themes highlight concerns expressed by the participants, such as the need for paraeducator training, that should be considered when using paraeducator support during physical education.

The purpose of this study was to adopt an explicitly intersectional approach to examine the embodied perspectives of males with visual impairments about physical education. An interpretative phenomenological analysis research approach was used, and six adults (18-33 years) who identified as males with visual impairments acted as participants. The primary sources of data were semistructured, audiotaped, telephone interviews and reflective field notes. Thematic development utilized a four-step interpretative phenomenological analysis-guided analytical process. Based on the data analysis, the following three interrelated themes emerged: (a) "I didn't feel very integrated": Noninclusionary experiences based on blindness; (b) "Oh great, where's my cane now?": Bullying, blindness, and maleness; and (c) "Okay, just do what you can": Competitive culture glass ceiling. The themes highlight several issues that have been faced by males with visual impairments, which should be considered by physical education and adapted physical education personnel to enhance the quality of education for this population.

The purpose of this study was to investigate in-service physical education (PE) teachers' experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants' narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants' perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.

Our purpose in this study was to document the criterion validity of the Fitbit Zip for measuring steps taken by youth with visual impairments (VI). A secondary purpose was to determine whether walking pace, mounting position, or relative position to the user's mobility device impacted the criterion validity of the device. Fourteen adolescent-aged individuals (M age = 15.4; 13 male and 1 female) with VI participated in this study. Participants wore four Fitbit Zips at different mounting positions and completed two, 2-min walking trials while the lead investigator hand tallied steps. Measurement validity was analyzed using absolute percent error (APE), intraclass correlation coefficients estimated level of conformity, and paired samples t tests and Cohen's d effect sizes assessed APE relative to mounting positions. Results supported the use of the Fitbit Zip during regular-paced walking; however, caution must be used during activities exceeding regular walking speeds, as devices consistently underestimated steps.

There are basic philosophical and paradigmatic assumptions that guide scholarly research endeavors, including the methods used and the types of questions asked. Through this article, kinesiology faculty and students with interests in adapted physical activity are encouraged to understand the basic assumptions of applied behavior analysis (ABA) methodology for conducting, analyzing, and presenting research of high quality in this paradigm. The purposes of this viewpoint paper are to present information fundamental to understanding the assumptions undergirding research methodology in ABA, describe key aspects of single-subject research designs, and discuss common research designs and data-analysis strategies used in single-subject studies.

The purpose of this documentary analysis was to examine trends in research published in Adapted Physical Activity Quarterly (APAQ) over a 10-yr span. A total of 181 research articles published from 2004 to 2013 were coded and analyzed using the following categories: first-author country affiliation, theoretical framework, intervention, research methods, disability categories, and topical focus. Results indicate high frequencies of nonintervention and group-design studies, as well as a low frequency of studies that describe a theoretical or conceptual framework. Trends in disability of participants and topical focus reflect current interests of researchers publishing in APAQ. While some scholars have suggested that changes in research on adapted physical activity would occur, the results of this analysis suggest that many of these categories remain largely unchanged for research published in APAQ. This study calls attention to similarities between the results of the current analysis and previous ones.

The purpose of this article was to review published research literature on physical activity for school-age individuals with visual impairments by describing study characteristics and major findings. Keyword searches were used to identify articles from electronic databases published from 1982 to June 2013. Eighteen articles met all inclusion criteria, and relevant data such as participants, visual-impairment levels, theory, measurement, and dependent variables were extracted from them. Of the 18 studies, 5 were descriptive, 6 correlational, and 7 were interventions. Only 4 studies explicitly stated a theoretical or conceptual framework. Major findings suggest that low physical activity levels of school-age individuals with visual impairments may be related to perceived participation barriers including the availability of appropriate opportunities rather than visual acuity or educational setting.