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The purpose of this study was to explore youth with disabilities' perspectives of their experiences in integrated physical education classes in the United States. Participants were three youth with visual impairments and three youth with orthopedic impairments (ages 1017 years). Data sources were written prompts, audio-recorded, semistructured virtual interviews, and reflective notes. Based on a six-step thematic analysis method, four themes were developed: (a) 'I couldn't do most things:' lack of accommodations; (b) 'They had absolutely no clue:' the teacher's role; (c) 'I'm a scared boy:' concerns about injuries and unsafe activities; and (d) 'I get to hang out with my friends:' interpersonal relationships and feelings of inclusion. Participants recalled feeling a sense of belonging, acceptance, and value when experiencing positive interpersonal relationships. In contrast, a lack of accommodations, safety measures, and a perceived lack of teacher preparation made these feelings uncommon., Introduction In the United States, physical education (PE) classes in kindergarten through 12th grade (K-12) schools are dedicated to the 'development of physical and motor fitness, fundamental movement skills and [...]

The purpose of this study was to describe the experiences of adults with visual impairments regarding fitness testing during their integrated physical education experiences. An interpretative phenomenological analysis research approach was used and 11 adults (ages 20-35 years) with visual impairments acted as participants. The primary sources of data were semi-structured audiotaped telephone interviews and reflective interview notes. Thematic development was undertaken using a three-step analytical process. Based on the data analysis, the following three interrelated themes were constructed from the data: (a) 'decent at sit-ups, but the others were embarrassing': mixed feelings about performance; (b) 'I couldn't reach my full potential': forced exclusion/inclusion; and (c) 'I felt like a museum exhibit': navigating unwanted social attention. These themes extend the current literature by describing salient features of fitness testing that influence the meaning that individuals with visual impairments place on those experiences.

Purpose: The purpose of this study was to adopt an explicitly intersectional approach to examine the experiences of women identifying as having a visual impairment and as being overweight or obese in integrated physical education (PE). Method: An interpretative phenomenological analysis (IPA) research approach was used, and six women (ages 25-34) with visual impairments who identified as being overweight or obese acted as participants. The sources of data included semistructured audiotaped telephone interviews and reflective interview notes. Data were analyzed thematically using a three-step analytic process informed by IPA. Results: Based on the data analysis, three inter-related themes emerged. The first theme, restricted/reluctant participation, described participants' experiences with PE activity restrictions and the influence of visual impairment and overweight or obesity on these restrictions. The second theme, teacher discrimination, described participants' recollection of discriminatory practices by physical educators that were influenced by perceptions of inability. Finally, the third theme, isolation, teasing and surveillance issues, described challenging social instances and how those instances were influenced by body size and disability status. Conclusions: Using an IPA approach, three themes emerged that exposed central experiences that were informed by the participants' identities as individuals with visual impairments and being overweight or obese. Through the lens of intersectionality, these themes contribute to our understanding of how these identities interacted to contribute to disadvantaging experiences in PE.

Research indicates that although students with disabilities, including those with autism spectrum disorder (ASD), can be successful in acquiring motor and sport-related skills during physical education, they tend to struggle with generalizing those skills to other settings. Difficulties with generalization of physical education skills may contribute to low levels of physical activity and sport participation by individuals with ASD outside of physical education. Since generalization is unlikely to occur automatically, physical education teachers must plan and teach for generalized outcomes. Several strategies exist that can be used by educators to promote the generalization of skills to other settings or with other people. Physical education teachers can promote the use of motor skills and participation in physical activities in environments outside of school by embedding these strategies into their curriculum for the benefit of all students. The purpose of this article is to provide physical educators with practical generalization programming interventions for students with ASD.

Objective: Conventional randomized controlled trials (RCTs) have long served as the foundation of research in clinical psychology; however, most treatments for eating disorders show only modest effects on reduction of symptoms and maintenance of long‐term remission. New options for psychotherapy treatment development research, beyond continuing to pursue additive or subpopulation approaches, are needed. Methods: One option is to apply dose–response designs, which are commonplace in studies of pharmacology, toxicology, and medical research, and characterized by the evaluation of the amount of exposure (dose) to an intervention, and the resulting changes in body function or health (response). Results: Eating disorder interventions are particularly well‐suited for dose–response treatment designs. The deadly nature of eating disorders makes it imperative that patients are not turned away for not being "ready" to engage with treatment. By identifying optimal doses, research will likely yield a more parsimonious course of treatment, which will lend itself to reduced costs, greater uptake, and reduced drop‐out. Discussion: Limited use of within‐subject designs in trials for patients with eating disorders has produced fast‐track efficacy studies and omitted key elements in the treatment development pathway. To decrease reliance on RCT's, dose–response methods should be applied as an alternative study design. Public Significance: Eating disorders are associated with medical and psychiatric comorbidities, poor quality of life, and high mortality. Access to evidence‐based services for patients with eating disorders is limited, and identifying additional effective treatment options can be difficult because of challenges inherent to randomized‐controlled trials. This manuscript describes an alternative trial methodology to maximize the information that can be gathered prior to utilizing a standard large‐scale efficacy design. [ABSTRACT FROM AUTHOR]

This study explored how one United States-based sports media company (SMC) represents disability through their Twitter account. A directed content analysis approach was utilized to analyze the tweets of the SMC for calendar year 2019. Of 6080 tweets reviewed, 126 (2.1%) were determined to represent disabled athletes or individuals. 43 (34.1%) tweets represented disabled athletes or individuals in participant roles while 83 (65.9%) represented disabled individuals in spectator or nonathlete roles. The tweets were coded into one of four categories of disability portrayal (Garland-Thomson, 2002): wonderous (n = 73), sentimental (n = 43), realistic (n = 7), and exotic (n = 3). They were then open coded into relevant subcategories to provide more context. Findings demonstrate that despite the flexibility and opportunity to feature more diverse sports and athletes through one of their social media platforms (Twitter), the SMC chooses to continue the hegemonic practices deployed in their traditional outlets that focus on nondisabled athletes, popular sports, and representing disabled athletes and individuals through ableist and charity-focused narratives. By drawing attention to these inequities, we may be able to promote change and more equitable opportunities for disabled athletes as sports journalism is cemented in digital platforms. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Studies show that obesity rates among children with disabilities are significantly higher than children without disabilities (Neter et al., 2011). Walking, one of the most natural forms of movement (Morris & Hardman, 1997), is one activity that can promote physical activity and help decrease obesity rates. Schools, specifically physical education classes, provide an ideal setting for activity promotion among youth (Lubans et al., 2015). The purpose of this paper is to provide a framework for a year-long walking program for self-contained PE classes that is informed by the self-regulation construct of the social cognitive theory in an effort to increase physical activity levels for students with disabilities and their families. Keywords: Adapted physical activity, disability, fitness education, pedometer, The last several decades have seen an increase in both child and adult obesity trends worldwide (Afshin et al., 2017), and research indicates that obesity rates among children with disabilities [...]

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. [ABSTRACT FROM AUTHOR]