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During the onset of the COVID-19 pandemic, access to youth programming for youth with type 1 diabetes was disrupted, preventing access to opportunities to build meaningful relationships and important skills related to diabetes management. Using a qualitative descriptive methodological approach to study design and analysis, semi-structured interviews were conducted with three youths aged 10-13. Interview prompts based on Wolin and Wolins (1993) conceptualization of resilience were asked to youth about their everyday experiences, including illness management, protective and risk factors, and resilience characteristics (insight, independence, relationships, initiative, creativity, humor, and morality). Findings suggest that although access to supports, opportunities, programs, and services designed with the specific needs of youth with T1D diminished with the onset of COVID-19, protective factors present within their immediate environments were perceived as helpful to their overall well-being. Protective factors included existing relationships supported through digital communication and parents, and other adult family members present within the household as compensatory adult support., Introduction Relationships drive connectedness within supports, opportunities, programs, and services (SOPS), such as camps, acting as both a process and product of youth's experience. However, an estimated 6.7 million youth [...]

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 explore Chilean physical educators' perspectives on barriers and facilitators to students with Down syndrome experiencing inclusion in integrated physical education. Data were collected from a cohort of 91 physical educators, comprising 50 males and 41 females from various regions in Chile, who responded to an online survey between March 2023 to June 2023. A two-step coding protocol was used to analyze responses. Cumulatively, the respondents identified 350 barriers (3.84 per participant) and 393 facilitators (4.32 per participant), which they perceived to influence feelings of inclusion among students with Down syndrome. Predominantly, factors that centered around teachers themselves were emphasized as both facilitators and barriers, as well as the role of a welcoming environment and supportive peers. This study, the first within the Chilean context, demonstrates that teachers believe that inclusiveness predominantly stems from educators' initiatives, complemented by the surrounding environment and peer interactions. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the views of visually impaired youth about teacher-initiated activity modifications during integrated physical education. This experiential qualitative study included 18 visually impaired youth (ages 12-15 years; seven girls, 11 boys). Each participant completed two semi-structured interviews as data sources for this study. Four themes were constructed based on a reflexive thematic analysis of the interview data: (a) modifications interpreted as care; (b) "the angel and the devil": modifications highlighting impairment; (c) the two-way street to modifications; and (d) modifications are Band-Aids over flawed activities and curriculum. These themes expand upon the current literature by describing how visually impaired youth understand their experiences with modifications in integrated physical education contexts. For many of the participants, activity modifications represented a tangible example of physical education teachers caring for them and caring about their needs. As such, some support for previously explicated benefits of modifications is provided. However, a number of concerns were also raised by our participants about modifications, such as modifications representing poorly conceptualized Band-Aids over poorly constructed activities, as well as modifications spotlighting differences and impairments. Finally, modifications that are promoted as simple and superficial ideas by the literature and executed by physical educators without communication with students appear to be unfavored by visually impaired students. This finding provides further support for the need to shift pedagogical strategies and teaching behaviors to become more flexible and student-centered.

Background: The purpose of the current study was to examine association between physical activity (PA) of parents of children with developmental disabilities and theory of planned behaviour-related variables. Methods: A total of 95 participants completed questionnaires that measured the following variables: PA behaviours, action planning, intention, affective attitude, instrumental attitude. A path analysis was used to examine the associations between the variables. Results: Among participants, 40% did not meet the PA guideline. PA affective attitude was positively associated with PA intention (ß = 0.30, p = 0.009) and PA action planning ([beta] = 0.22, p = 0.03). In turn, both PA intention and PA action planning were associated with moderate-to-vigorous PA in parents of children with developmental disabilities ([beta] = 0.23, p = 0.008; [beta] = 0.52, p < 0.001, respectively). Conclusion: Physical activity in parents of children with developmental disabilities were appropriately explained by theory of planned behaviour-related variables.

Evidence suggests that youth with visual impairments often experience exclusion from participation in physical education (PE). This study examined the frequency that individuals with visual impairments reported having learned fundamental motor skills and commonly taught PE sports skills, the importance that they ascribed to learning such skills, and their confidence that youth with visual impairments could master them. Adults with visual impairments completed an online questionnaire regarding their experiences with common PE skills. Data were analyzed through frequency analysis and repeated-measures analysis of covariance. Participants engaged most frequently in fundamental motor skills and least in team sports. Participants' mean ratings of confidence and importance were highest for fundamental motor skills compared with other skill categories. Results regarding nonparticipation in some skills align with previous findings that youth with visual impairments often do not participate in all aspects of PE.

"Inclusion" has become a global buzzword relating to education policy and practice. Mostly, it is tied to discussions about access and opportunities in education spaces as well as school policies and the curriculum decisions and pedagogical actions of teachers. As part of this critique, we propose defining "inclusion" as intersubjective experiences associated with feelings of belonging, acceptance, and value that are dynamic, ephemeral, spatial, and in flux. Here, we advocate for centering the experiences and amplifying the voices of disabled children and young people in and about education spaces, while acknowledging the wider social forces that structure those spaces, as only disabled young people can explain how they feel in the educational spaces where they find themselves.

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers' attitudes.

Purpose: This study examined how ableism influences blind and visually impaired women's experiences accessing and engaging in exercise, physical activity, and sport. Methods: Ten women between the ages of 27 and 45 years completed a one-on-one audio-recorded virtual interview where they reflected on the meaningfulness of their exercise, physical activity, and/or sport experiences, as well as described any experiences related to direct, indirect, systemic, or internalized ableism within or when attempting to access those physical activity experiences. The interview transcripts were analyzed using reflexive thematic analysis. Findings: The analysis resulted in the construction of 2 themes that depicted the participants' experiences: (1) "It's exhausting": navigating inaccessibility and (2) "You feel like a fish out of water": internalized ableism. Discussion: The themes highlight the participants' experiences which were largely focused on being forced to navigate inaccessible environments which resulted in exhaustion and expressions of internalized ableism. These findings provide insight into what makes and does not make a physical activity space accessible and welcoming for blind and visually impaired adults. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to explore blind and visually impaired students' opinions on ways to improve physical education. Method: Twenty-two blind and visually impaired youth (age 12–17 years) completed one-to-one interviews. Three themes were constructed using a reflexive thematic analysis approach. Findings: The first theme depicted participants' views that physical education was a break during the day that did not have educational benefits. In the second theme, the participants highlighted communication and collaboration as important elements that could improve their experiences. The final theme centered on the nonexistent, insufficient, or demoralizing nature of seldom existing accommodations. Discussion: Blind and visually impaired students noted aspects of curriculum content, communication, and accommodations in physical education that may be changed to enhance their experiences, which largely centered on their physical educators' behaviors. [ABSTRACT FROM AUTHOR]

Autistic persons exhibit variable movement, loading, and coordination patterns during walking. While much research has examined walking, little to no research exists regarding running for autistic persons despite its prevalence and benefits as a mode of physical activity. This study determined if autistic adolescents demonstrate increased coordination variability during running compared to matched controls. Seventeen autistic adolescents (aged = 13-18 years) and seventeen sex, age, and body mass index matched controls performed running at two matched speeds: self-selected of autistic adolescents and at 3.0 m/s. Modified vector coding was used to determine the patterns of movement for foot-shank, shank-thigh, left/right thigh, and contralateral arm-thigh coupling. Coordination variability, measuring cycle-to-cycle variability, was determined during loading response and pushoff phases. Mixed-model analyses of variance were used to determine group by speed interactions and main effects. Coordination variability was nearly 2× larger (all p < 0.001) in autistic adolescents compared to controls. Speed main effects were found for several sagittal plane couples during loading response. In agreement with walking analyses, this study illustrates that autistic adolescents run with increased intra-limb, inter-limb, and cross-body coordination variability. Like walking, increased coordination variability during running may negatively impact this mode of physical activity for autistic persons.

Perspectives of peers without disabilities are considered a significant determinant of successful integrated physical education. The purpose of this study was to explore students' perspectives of including students with physical disabilities in physical education in Singapore. Primary and secondary school students (n = 219) provided their perspectives related to the inclusion of students with physical disabilities through an online survey platform. The quantitative results showed that 86.3% of the participants expressed a "yes" opinion toward having the perspective that peers with physical disabilities should be included, while 13.7% of them expressed either a "no" or "maybe" opinion related to peers with physical disabilities being included. Further, girls were more likely to respond "yes" than boys, and a larger proportion of secondary school students responded "yes" than primary school students. Content analysis was used to code students' 277 open-ended perspectives for supporting their expressed opinions. The different perspectives were coded and subsequently grouped into 15 categories for supporting the "yes," "no," and "maybe" responses. Equality was the most commonly listed category for supporting a "yes" response. For supporting a "no" response, negative outcomes, such as bullying and injury, were most commonly reported. Finally, dependence and incompatibility were equally listed for justifying a "maybe" response. These findings highlight a variety of perspectives related to peer attitudes and shed light on the value of enhancing students' perspectives toward the integration of peers with disabilities.

Background: Autistic children can benefit from physical activity (PA) in a variety of ways. However, autistic children tend not to meet PA recommendations and, consequently, may not experience the associated benefits. Parental PA support can facilitate PA participation among autistic children, but parents of autistic children may lack the skills to help their child engage in PA. Few studies, to date, have examined the outcomes of parent-mediated PA interventions for autistic children. The purpose of this study was to explore parents' perceived behavioral control (PBC) to support their autistic children in PA after their participation in a PA intervention. Methods: The theory of planned behavior served as the framework for this descriptive–qualitative investigation. Fifteen parents (each with 1 autistic child in the intervention) participated in semistructured interviews (3 wk after the intervention), which were transcribed and then analyzed using thematic line-by-line analysis. Results: Three themes characterized the changes to parents' PBC after completing the PA intervention. Those themes were: (1) I learned by son! (2) You are my coach! and (3) I can do it! Conclusions: The results showed that by participating in a parent-mediated PA intervention, parents experienced improved confidence and awareness of their child's abilities, thus enhancing their PBC. Future research is needed to examine how these improvements in PBC may influence the actual PA behaviors of autistic children. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore contact theory as the theoretical basis of the university level Paralympic School Lab (PSL) disability awareness program. This fidelity of implementation study utilized a survey to measure contact theory as a single construct, seeking to control and explain the manner in which the PSL satisfied the four components of contact theory. Participants were 154 university students who took part in the PSL. Analysis included a chi-square goodness-offit test, a confirmatory factor analysis (CFA), and Mc-Donald's omega. Results determined that the PSL program supported the four theoretical components of contact theory, with statistically significant differences in student responses across all four indicators (p < .001). Results also determined that the four indicators of the instrument measured a single construct (two indicators significant at the p < .01 level, the remaining two indicators significant at the p < .001 level), thus determining strong construct validity. This study offers a replication and validation, specifically exploring university students, that the PSL satisfied the four components of contact theory. Keywords: Paralympic skill lab, disability awareness, attitudes, contact theory, Fidelity of Implementation to Measure Contact Theory as the Theoretical Basis of the Paralympic Skill Lab Over time, adapted physical activity scholars have stressed the importance of using theoretical and [...]

Background: Normative motor skill assessments occupy a privileged position in physical education scholarship and practice. So much so, in fact, they manifest as commonsense cultural arrangements in most movement contexts, including adapted physical education. The proliferation of such tools has generally been uncontested, until now. Purpose: We argue that normative motor skill assessments have ableist underpinnings and consequently may do more to subordinate, rather than empower disabled children. More specifically, we suggest that normative motor assessment tools and criteria, perhaps unintentionally, highlight what is perceived to be wrong, bad, and faulty about the ways disabled bodies look and move, thus reinforcing ableist norms and values relating to ability. Conclusions: We end by encouraging adapted physical education scholars and practitioners to critically reflect on ableist notions of ability, particularly as they relate to movement competence, and to work with disabled children because of their embodied experiences to co-design assessments that are more meaningful to disabled children. [ABSTRACT FROM AUTHOR]

Educators working with students with autism spectrum disorder (ASD) should be utilizing evidence-based practices (EBPs) that have been identified for this group of students to promote better outcomes. Physical education (PE) teachers are highly likely to work with students with ASD in educational settings, yet little is known about their level of training and confidence in implementing EBPs for students with ASD. This study used survey methodology to ask PE teachers about their training in EBPs and their perceived confidence in implementing such practices. The results indicate that, although there was little reported training on individual EBPs specific to students with ASD, PE teachers reported feeling relatively confident in supporting students with ASD. Further findings and implications are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the lived experiences and multiple identities of disabled BIPOC trafficked women. The findings from this study help to identify a carousel of victimization experienced by disabled BIPOC trafficked women, starting with adverse childhood experiences, onto trafficking victimization that differed between Black and White women, and later while seeking services. These findings highlight the need for providers and researchers to think beyond monolithic identities and consider the intersecting ways in which various forms of oppression (ableism and racism) influence the experiences of disabled trafficked BIPOC women. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Research on sport camps for visually impaired youth is limited. The purposes of this study were to examine if visually impaired campers’ self-perception of their perceived competence and independence changed as a result of attending a one-week sports camp. Forty visually impaired campers ranging from 10-15 years of age, who attended a one-week sports camp, completed a survey study from two outcome measures of the American Camp Association Youth Outcomes Battery. A bivariate correlation analysis and descriptive analyses were conducted. The campers reported relatively high levels of perceived competence (5.48 ± .57) and moderate levels of perceived independence (4.94 ± .72). The campers’ perceived competence (r = .39) was positively moderately correlated with the number of times they attended camp. This study provides preliminary evidence and support that sports camps for visually impaired youth may positively impact perceived competence and independence, which may improve the ability for visually impaired youth to transition more smoothly from youth to adulthood. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the ways parents provide autonomy supportive environments to their child with type 1 diabetes. Self-determination theory (SDT) is focused on interplay between extrinsic forces acting on persons and the intrinsic motive and needs of human beings. This study adopted SDT as its theoretical framework, with emphasis on autonomy supportive environments. Interview questions were formulated and prepared according to components within the SDT. Between January 2023 and March 2023, seven parents consented and participated in interviews via Zoom. Interviews followed a pre-constructed interview protocol which included 10 questions centered on the fostering of competence, relatedness, autonomy, choice provision, rational provision, perspective taking, and advocacy. While it is known that parenting children with type 1 diabetes poses many challenges, our findings support giving a child autonomy to lead to more effective diabetes management. Also, findings indicated the importance of involvement in social groups, such as parent groups and medical specialty camps. Recreational therapist (RT) professionals can measure outcomes as well as additional insight into parent perspective through camp involvement. This further supports RT using the self-determination theory within the practice of diabetes camps to improve health. Authors provide suggestions for future studies and practice implications for parental camp involvement. [ABSTRACT FROM AUTHOR]

The Individuals with Disabilities Education Improvement Act (2004) mandates that parental input be considered when making educational decisions for children with disabilities, including in physical education. However, parents of children with disabilities often report suboptimal communication experiences with physical educators. The purpose of the current study was to examine if the initiation of a parent–physical educator relationship is influenced by whether students have a disability or not. An online message correspondence study methodology was used to detect potential disparities in the responsiveness of a sample of 320 physical educators to electronic message requests for a phone call to discuss physical education service from hypothetical parents of a child with a visual impairment (VI), autism spectrum disorder (ASD), Down syndrome (DS), or no disability. Parents of children with ASD had reduced odds of receiving a positive response as compared to parents of children without disabilities (15.8% vs 26.9% RR = .57). Similarly, parents of children with DS had reduced odds of receiving a positive response as compared to parents of children without disabilities (15.2% vs 26.9%, RR = .59). Strategies to promote parent–physical educator relationships are urgently needed, especially for parents of children with ASD and DS. [ABSTRACT FROM AUTHOR]

In this article, we amplify the voices of visually impaired people to explore the authenticity of simulating visual impairment (VI) as a means of developing empathy among sighted student teachers. Participants were nine visually impaired adults who read vignettes narrating simulation experiences of student teachers in a university setting before being interviewed. Interviews were conducted via telephone, and were recorded, transcribed, and analysed thematically. The discussed themes are: (1) Involving visually impaired people in simulations increases authenticity; (2) Visual impairment is too diverse and complex to be authentically replicated; (3) The suddenness and duration of the simulations are inauthentic; and (4) Removal of blindfolds compromises the authenticity of the experience. Most of our participants were sceptical that VI could ever be authentically simulated because it was too diverse and complex for sighted people to embody. However, given its potential for facilitating the pedagogical learning of student teachers, we propose the involvement of disabled people in the construction and, if possible, delivery of disability simulations and a change of focus relating to the aim, purpose and claims made about disability simulations. Specifically, we encourage a move away from endeavouring to simulate VI in order to live and embody it, towards teacher educators working with visually impaired people and using equipment such as blindfold and VI glasses to facilitate pedagogical learning that may be of value when teaching visually impaired and sighted pupils. In short, we should not claim to "simulate VI" but rather use specialist equipment for pedagogical purposes. [ABSTRACT FROM AUTHOR]