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Purpose: To better understand the workplace experiences of adapted physical education teachers with particular attention given to differences between those with and without Adapted Physical Education National Standards certification. Role socialization theory was used as the theoretical framework to explore how teachers navigate the contexts of their work environment. Methods: The participants included a total of 233 adapted physical education teachers, 131 with certification and 102 without it. The participants completed an online survey examining marginalization and isolation, perceived mattering, role stress, resilience, job satisfaction, perceived organizational support, and emotional exhaustion. Results: Certified adapted physical educators perceived less marginalization and role ambiguity and more perceived mattering than their noncertified counterparts. Discussion/Conclusion: These findings are consistent with other research suggesting the positive association between workplace experiences and advanced certifications. As the requirements for certification continue to advance and change, this study highlights the need for the continued study of advanced certification. [ABSTRACT FROM AUTHOR]

Research has shown that while students with visual impairments are likely to be included in general physical education programs, they may not be as active as their typically developing peers. This article provides ideas for equipment modifications and game-like progressions for one popular physical education unit, softball. The purpose of these modifications is to include children with visual impairments in the general physical education setting with the proper support to maximize success.

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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]

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. [ABSTRACT FROM AUTHOR]

In the United States (US), the drive to integrate, or mainstream, disabled students into the same educational settings as their non-disabled peers has resulted in disparate opportunities and experiences. With that, more autistic youth than ever before are expected to assimilate into systems that are often not considerate of their needs and capabilities. We use a creative non-fiction narrative, crafted from qualitative interview data generated with eight autistic youth from the US, to explore subjective feelings of inclusion in integrated physical education contexts. Through Caleb's story, we explore the complexity of relationships and interactions between autistic youth and their peers and teachers in physical education, and how they may influence the ways and extent to which autistic youth experience feelings of belonging, value and acceptance in physical education spaces. We also consider the role of teacher expectations, curriculum decisions and pedagogical actions in shaping the PE experiences of autistic students. This research explores autistic youths' perspectives about their experiences in integrated PE contexts in the US and the inclusiveness of those experiences. Findings are presented in a story about Caleb, which shows what challenges within integrated physical education classes may look like from the perspective of autistic youth. Some autistic youth may experience challenges with the hyper-competitive culture often present in integrated physical education classes. Physical educators, like Mr. Jones, can exacerbate these challenges in physical education, perhaps unintentionally, by fostering competitive and physically aggressive behaviors. Caleb's story highlights often unnoticed repercussions of being dumped into an integrated context, which include the (lack of) meaning he finds in his engagement in activities and (lack of) sense of belonging, acceptance, and value he finds in his overall experiences. [ABSTRACT FROM AUTHOR]

The development of interactive social media platforms has expanded how disability is communicated or shared with the public. Despite the potential of social media to challenge and educate nondisabled people's understanding of disability, little empirical research has been conducted in this area. In this study, we analyzed comments from a YouTube video from a seminal TED Talk by the late Australian disability rights activist, educator, and comedian Stella Young. The video titled "I'm not your inspiration, thank you very much | Stella Young" had accumulated 1,374,878 views, 22,000 likes, and 975 interactions (comments and responses) at the time of the analysis. Our findings suggest that most individuals who left public comments on the video viewed it favorably. They identified as being connected to, in agreement with, or being (un)ironically inspired by Young's talk. However, approximately 14% explicitly disagreed with Young's ideas during her TED Talk, and 7% directly criticized her ideas or appearance. Comments like these reproduce and perpetuate the same types of oppression and marginalization that occur in society. [ABSTRACT FROM AUTHOR]

Innovative recreation services, such as non-traditional camps, can help provide diverse youth a chance to engage in physical activity, develop healthy relational skills, and meet others. Twenty-two participants took part in a new, 1-week triathlon camp held on a Mid-Atlantic University campus. Participants were recruited through local parks and recreation agencies and local youth running clubs. Scholarships were given to participants who expressed financial challenges through a USA Triathlon Youth Grant. The 1-week day camp took place on a college campus. The camp served the surrounding neighborhoods, which was accurately represented in the camper demographic (i.e., half the campers were youth of color). During the week, the campers swam, biked, ran, rock climbed, and participated in other multisport activities to help develop proper form and skills for triathlon. As guided by the USAT Splash, Spin, Sprint Camp manual, campers participated in daily swimming, cycling, running, and other related exercises. In addition, the camp included traditional camp activities such as indoor rock climbing, participation on a challenge course, and crafts. Eighty percent of the campers indicated they now want to do a triathlon, and 95% shared that they will tell their friends about the sport of triathlon. Using the practitioner-friendly American Camp Association's Youth Outcomes Battery, campers indicated gains in competence, teamwork, and problem-solving confidence. The findings of this evaluation study provide evidence-based support for the potential of triathlon camp to enhance important developmental outcomes. The results from the evaluation support the desired outcomes for this type of camp, and with USA Triathlon support, other recreation services can use this model to replicate. A unique aspect of this program was its setting and participant composition. That is, this day camp, hosted in an urban area, had a diverse group of campers with youth from various ethnic and sport backgrounds. Over half (60%) of the campers were of color, providing evaluation data from often underrepresented groups of interest. This program evaluation provides a template for other camps on campus model to focus on diversity, equity and inclusion of our youth. Currently, there is only one African American female professional triathlon in the United States. We need to be more intentional offering unique programs (e.g., triathlon camps and nonprofits) to all youth. Grants can be pursued by camps, municipal parks and recreation, nonprofits to remove some of the financial barriers preventing many youth of color from exploring the sport of triathlon. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The purpose of this study was to test the construct validity and internal consistency of the Collegian Attitudes toward Inclusive Campus Recreation (CAICR) Scale, a collegiate adaptation of the Children's Attitudes toward Integrated Physical Education–Revised Scale. The CAICR seeks to measure attitudes toward inclusive lifetime fitness, sport, and recreation at the collegiate level. Participants were 192 college students. The factor structure of the scale was investigated using a confirmatory factor analysis with the weighted least square estimator. The CAICR Scale demonstrated acceptable internal consistency levels for the complete scale (11 items), inclusion subscale (6 items), and sport modification subscale (5 items). Results suggest that the 2-factor model (indicating inclusion and sport modification) showed suitable model fit, and the model outperformed a single-factor solution. Current findings suggest that the CAICR has the ability to contribute to sociocultural attitude research at the collegiate level in a valid and reliable manner. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The Snoezelen multisensory environment (MSE) is a specially designed setting developed for individuals with disabilities. The popularity of the Snoezelen MSE has grown in schools, recreation centers, and hospitals over [...]

Camp Abilities is an overnight sports camp for children and youth with visual impairments, blindness, or deafblindness. Camp Abilities started in 1996 at The College at Brockport in Brockport, NY. [...]

The Expanded Core Curriculum (ECC) has been adopted by teachers of students with visual impairments (TVIs) in order to provide students who are blind or visually impaired with the support [...]

Participation in dance programs is associated with physical and psychosocial health among individuals with and without disabilities. However, literature centered on the dance participation experiences of youth with visual impairment remains scarce. Therefore, the purpose of this study was to explore the experiences of youth with visual impairments in a 3-week capoeira dance program. Fourteen adolescents with visual impairments (eight boys, six girls, aged 13–18 years old) were selected for participation in this qualitative inquiry. Participants engaged in a specially designed capoeira dance program led by trained instructors and volunteers in a metropolitan area in Turkey. The primary sources of data were semi-structured participant interviews completed after the conclusion of the program. Data were analyzed using a six-step thematic approach and recurrent themes were presented as findings. The authors constructed three themes in the data: (a) "capoeira makes me feel like I'm flying": fun and freedom learning capoeira; (b) "I've never had this kind of close relationship with somebody": relationships in capoeira training; and (c) "I'm a blind dancer. I did it, right?": learning capoeira through sound and touch. Together, these findings indicate that dance programs such as capoeira can provide an opportunity for social connection, enjoyment, and physical activity for youth with visual impairments. [ABSTRACT FROM AUTHOR]

The objective of this study was to analyze the ranking scores in Paralympic judo athletes in different visual impairment classifications (B1, B2, and B3) and describe the frequency of athletes of each classification allocated in the first five and last five positions in the ranking list. A total of 488 judo athletes with visual impairment (332 male and 156 female) took part in this study. Data were extracted from the Official Ranking List, documented and organized by the International Blind Sports Federation, and analyzed according to sport classes (B1, B2, and B3) and weight categories. One-way analysis of variance was used to compare the scores among different groups. The main results showed that B1 athletes presented lower total and best scores compared to B2 and B3 counterparts in both female (p =.020, p <.001, respectively) and male groups (p =.010, p =.005, respectively). In addition, when analyzing the ranking list position, there was a higher percentage of B1 athletes in the last five positions in female (60%) and male groups (60%) than B2 and B3 athletes. Investigations about classification and competitive system can assist coaches and sports organizations to identify the appropriateness of the ranking system scores adopted for athletes with visual impairment. Our findings showed some issues when considering competitive programming that includes all visual impairment classes in the same category. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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": Noninclu- sionary 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. [ABSTRACT FROM AUTHOR]