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The voices of young people with special educational needs and disabilities (SEND) have historically been omitted from research concerning their sporting experiences and provisions [Coates, J., & Vickerman, P. (2013). A review of methodological strategies for consulting children with special educational needs in physical education. "European Journal of Special Needs Education," 28(3), 333-347. https://doi.org/10.1080/08856257.2013.797705; Wickman, K. (2015). Experiences and Perceptions of Young Adults with Physical Disabilities on Sports. "Social Inclusion," 3(3), 39-50. https://doi.org/10.17645/si.v3i3.158]. Consequently, this paper, informed by innovative participatory methods for exploring the experiences of young people with SEND who engaged in UK School Games, offers insight on inclusive school sport from the perspectives of young people with SEND. Participants included young people aged 11-18 with a range of SEND (n = 18) who attended three different types of school (mainstream college, mainstream secondary with designated SEND provision and a secondary special school). The research design encompassed young people with SEND vlogging their experiences across two inclusive School Games county finals, video editing workshops replacing traditional follow-up methods before culminating in a series of young people-led showcases. Data were analysed using a reflexive thematic analysis, whereby the vlog audio was detached and transcribed verbatim before the analysis was performed consisting of a hybrid use of Nvivo10 and traditional coding techniques. Findings and discussion document the experiences of young people with SEND at the inclusive School Games competitions across three themes; Opportunities for inclusive school sport, Challenging perceptions and Meaningful School Games. The implications of these findings will be valuable to teachers and other stakeholders seeking to provide inclusive school sport and the methodology is of interest to researchers wishing to engage young people in participatory research.

Organizational culture in sports affects well-being, performance, and overall success. Although team culture has been explored within able-bodied teams, little is known about culture development within parasport. Using a descriptive case study approach, our study examined the culture development and experiences of an elite parasport team. Two semistructured individual telephone interviews were conducted with nine participants (athletes and staff), and one athlete-participant completed one interview. An inductive thematic analysis revealed two themes: approach to culture development and team culture components. Culture development was linked with facilitative leadership and important resources. This supported the team to create their shared values and mechanisms, including a behavioral framework, other artifacts (e.g., shared language and team motto), and a relaxed environment. These helped to maintain their agreed culture and benefited their well-being, progress, and team cohesion. Our results offer a starting point regarding research into the culture of elite parasport and have practical implications for managers, coaches, and psychologists. [ABSTRACT FROM AUTHOR]

Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi-method study assessed the effectiveness of a special school experience for preservice teachers at one HEI in England. A total population sample of 48 preservice teachers completed self-efficacy questionnaires at three time points during their training; and 13 took part in qualitative semi-structured interviews towards the end of the study. Analysis of variance (ANOVA) findings from the questionnaire data showed that the experience had a significant positive impact on preservice teachers' self-efficacy, improving knowledge, understanding and confidence to teach inclusively. A thematic analysis of the qualitative findings revealed that the experience challenged preservice teacher expectations about learners with SEND, developing understanding about learner needs and effective differentiation. This article concludes with recommendations for effective inclusion training for preservice teachers.

Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are informing learning in mainstream settings. This novel study examined primary school children's experiences of engaging in a Forest School programme in relation to this intersection between formal and informal approaches to learning. It explored how children interpret their experiences when faced with a fusion of learning environments and critically evaluates the benefits children realise, when asked to reflect on their learning engagement in both classroom and outdoor settings. Interviews were conducted with 33 children from two mainstream primary schools in England who had recently completed a 6-week Forest School programme. A rigorous phenomenological thematic analysis revealed three inter-related themes: a break from routine; learning through play; collaboration and teamwork. The findings suggest that the blending of Forest School with mainstream settings contributes to children's social, cognitive, emotional and physical skill development through experiential learning using play. These findings are significant because they not only emphasise the values of social constructivist play-pedagogy which underpin Forest School practice, but also highlight the need for primary schools to consider learning outside of the classroom as an effective pedagogy.

Whilst research examining transgender identities within educational contexts in recent years has increased, there is limited research focused specifically on transgender and non-binary (TNB) experiences in Physical Education (PE). PE is a context where dominant gendered 'ideals' raise the potential for exclusion for those who do not 'fit'. This paper explores the reflective experiences of thirty TNB individuals (aged 18–25 years) and identifies the barriers to/facilitators of their participation in PE. It presents data collected from an online survey and semi-structured interviews with TNB young adults. Findings show that both the implicit and explicit curriculum are strongly binary, making it hard for students who do not conform to dualistic expectations to negotiate the setting. While these findings support the broader view that TNB young people can feel excluded from PE, there is much to learn from the participants' experiences. The paper closes by discussing the implications for shaping more inclusive practice. [ABSTRACT FROM AUTHOR]

A growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self‐esteem and the development of problem‐solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of Forest School and its pedagogy by both practitioners and researchers. This paper responds to these concerns, establishing a comprehensive and detailed theoretical framework for Forest School. Through a thorough examination of evidence supporting Forest School delivery, we examine the theoretical keystones of this pedagogical approach to inform an interdisciplinary theoretical understanding of Forest School. We argue that Forest School is a particular socially constructed approach to outdoor education, which is informed by social constructivist experiential learning theory. This is driven by two core components. First, play‐pedagogy, which includes the opportunity to experience risk and be creative. Next, biophilic interaction, which examines the human innate desire to be in nature. This is informed by the cultural origins of Forest School development as underpinned by Nordic notions of friluftsliv and by theories of place attachment. Taken together, this theoretical framework considers the breadth of knowledge that underpins Forest School and recognises its growing evidence base, which positions it as a rich and valuable pedagogical approach. [ABSTRACT FROM AUTHOR]

Track and Field (T&F) is at the heart of the summer Olympic Games and research has highlighted mental health issues in this population, such as depression, anxiety, suicidal ideation, and eating disorders. Our qualitative study explored the barriers and facilitators to help-seeking behaviors among British athletes to help create, implement, and inform pathways for mental health support. Semi-structured interviews were conducted with nine elite T&F athletes (aged 21–27 years, M = 22.8), who had an average of five years' international competitive experience, including participating at various Commonwealth, European and World Championships. Four key themes were constructed and categorized as a barrier or facilitator to mental health help-seeking behaviors. Barriers included a lack of access to and prioritization of mental health support in comparison to physical health support and the scrutiny of others regarding mental health issues within (e.g., sports commentators) and outside (e.g., the public) the sport. In contrast, facilitators included normalizing mental health experiences through tailored online platforms and storytelling by role models and the team around the athlete in promoting openness to, and engagement with help-seeking. Overall, there is a need to embed mental health support into elite athletes' routines, to the equivalent level of physical health support. A novel outcome of our study identified the value of sports specific online platforms in increasing awareness and sharing experiences of mental health. Key stakeholders should consider supporting such online platforms and improve the dissemination of mental health information to strengthen communities that are supportive and nourishing to athletes. Lay Summary: Nine elite track and field athletes discussed factors impacting help-seeking for mental health. Data indicated the need to increase the provision of psychological support, so it is on par with support provided for physical health and to consider harnessing the potential of sport specific online platforms to normalize mental health. Our study reinforces the need for National Governing Bodies (NGBs) and sport practitioners to consider an increase in, and clarity over, the provision of sport psychology and mental health support in the track and field environment. It is essential to ensure that athletes know where and when to seek support and to normalize mental health issues within elite sport so they can be holistically supported. Sharing experiences of mental health via sport specific online platforms offer a novel but important context by which to empower athletes with their help-seeking intentions and challenges the stigma surrounding mental health in sport. NGB's may wish to expand and utilize such platforms to promote mental health support services or educational programmes. [ABSTRACT FROM AUTHOR]

Research examining the role of parenting in mainstream sporting environments is well developed but little attention has been focused upon parents of young athletes with disabilities. Parents are often a silent workforce in enabling the engagement of young people in competitive sport. In the case of young athletes with parasport aspirations, parenting brings with it added complexity, both practically and psychologically. Thus, it is necessary to understand the experiences of these parents so appropriate support mechanisms can be developed. As a result, this research asked, “what are parents experiences of supporting their disabled child through their parasport journeys?” Using in-depth reflexive thematic analysis underpinned by phenomenology, interviews with eleven parents of elite youth para-athletes who were based in the United Kingdom were carried out. Our analysis indicated parents of young para-athletes share values relating to equality and inclusion, and that social exclusion in mainstream education environments directed these young people toward sport. Parents discussed the complex and multifarious roles they undertook to support their child’s sport engagement, indicating several challenges including limited local disability-specific sport opportunity and funding difficulties. They also highlighted key benefits for the child (e.g., “fitting in,” social belonging and independence) as well as for them (e.g., parental support, worrying less). Findings are discussed in relation to existing literature, and key recommendations in relation to policy and practice are made. [ABSTRACT FROM AUTHOR]

Background: Contemporary British educational guidelines, such as the National Curriculum (NC) have adopted inclusivity in the way children with special educational needs (SEN) are taught. Therefore, inclusion has risen up the political agenda, resulting in more children with SEN being taught in mainstream environments. Empirical research has attempted to examine PE teacher's perceptions of inclusion. However, it is evident that PE teachers perceive the training they receive during initial teacher training (ITT) as a constraint on their practice with specific regard to teaching children with SEN. Purpose: This study aimed to determine if student secondary PE teachers are sufficiently prepared to teach children with SEN inclusively, by examining their training at ITT as well as their perceived preparedness and confidence to teach inclusively. Participants and setting: 107 students from a four-year BA (Hons) and a PGCE secondary PE ITT course attending a North West England ITT institution participated in the study. Research design: Survey research was implemented to examine if student secondary PE teachers attending two different ITT courses were sufficiently prepared to teach in inclusive environments. Data collection: A 31-item semi-structured questionnaire comprising predominantly of closed questioning, was used for this study. Open-ended questions were included to collect qualitative data, intended to add richness to the data and explore students' perceptions. Questions focused upon respondents' inclusion training at ITT, the perceived effectiveness of this training, students' preferences in teaching, experience of teaching children with SEN, as well as their perceived preparedness and confidence to teach inclusively. Data analysis: Quantitative data was analysed statistically using SPSS. Qualitative responses were analysed using NVivo. Comparisons were made between the two different participant groups, in order to determine whether curriculum differences impacted on perceived preparedness and confidence to teach inclusively. Findings: Findings showed that BA (Hons) student teachers received more formal inclusion training compared with the PGCE students. Yet, student teachers from both courses were being expected to teach children with a range of different SEN within their in-school placements. As such, students from both courses demonstrated a desire to receive more formal hands-on experience of teaching inclusive PE, with particular reference to activity specific SEN training. Finally, it was discovered that while the participants generally felt prepared and confident to teach children with SEN, displaying positive attitudes for inclusion; few attributed this to their training at ITT, deeming their inclusion training at ITT as ineffective. Conclusion: PE ITT providers need to embed aspects of inclusion training throughout their curricula so that inclusion is not perceived as a bolt-on option. This will ensure student and newly qualified teachers (NQTs) have the experience and knowledge to teach inclusively. This training should include activity-specific SEN training, and student teachers should be provided with opportunities during their in-school placements to plan for and teach children with a range of different SEN. In doing this, it is expected that NQTs will enter teaching prepared, with the necessary skills to deliver inclusive PE lessons, thereby, confidently meeting the needs of their pupils. (Contains 1 table.)

The role of physical literacy within physical education (PE) has become a widely debated topic in recent years. Its role in educating children about physicality through embodiment, skill acquisition and reading the environment is argued to be of great benefit to children. However, whether children understand the role of PE in the development of these competencies is not clear, and this is even truer for children who have special educational needs (SEN). Drawing on qualitative phenomenological data from 30 children in key stages two and three (7 to 14 years of age) who have SEN, this article explores notions of physical fitness and physical literacy as understood by children in PE lessons. It aims to gain insight into the ways that children understand the purpose of PE, and places these perceptions within a physical literacy framework, using the National Curriculum for PE (NCPE) as a foundation. Findings demonstrate that children with SEN perceive PE as a means for improving physical fitness, whereas concepts surrounding physical literacy appear to be lost. The article concludes by making recommendations for factoring physical literacy components more forcibly into the PE curriculum, and through initial teacher training and continued professional development. (Contains 2 tables.)

Background: In recent years within the UK the inclusion of children with special educational needs (SEN) in mainstream physical education (PE) has escalated up the statutory and political agenda. Despite this increased focus in schools, empirical research demonstrates that inequalities still exist in relation to the readiness of government, teacher training providers, schools and PE teachers to deliver this agenda. Furthermore, there is little empirical research regarding the experiences of trainee and recently qualified PE teachers related to the development of their knowledge, understanding and application of strategies to include children with SEN. Aims: The present study aimed to examine the views and opinions of trainee and recently qualified PE teachers to gain an insight into their views and experiences of both their initial teacher training, and confidence once in schools to include children with SEN. Methods: Five PE teacher training providers in England were identified as the sample group in which the views and opinions of 202 trainee and 19 recently qualified teachers (up to 2 years' post qualifying experience) were examined. A mixed methodological research design was constructed in order to examine "the extent to which trainee and recently qualified PE teachers' perceived readiness to include children with SEN was evident". Data were collected via two questionnaires comprising a series of open and closed responses (one to trainee teachers, and one to recently qualified PE teachers). Questions focused upon respondents' present experiences and perceived confidence in teaching children with SEN; reflections on the effectiveness of their training; professional development and training; links with schools and mentors; interpretations of inclusive PE and general values and attitudes. Data were analysed via the Statistical Package for Social Scientists. The open-ended responses were analysed using protocol analysis in order to code key themes and provide a rich insight into the general and specific issues related to trainee and recently qualified PE teachers' perceived readiness to include children with SEN. Results: The study found training experiences gained by students and recently qualified teachers to be rather mixed, with many indicating a lack of perceived readiness to include children with SEN satisfactorily. Eighty-four percent of recently qualified PE teachers, and 43% of trainees identified their initial teacher training had not prepared them sufficiently to work with children with SEN in schools. Conclusion: In the future, trainee PE teachers need more opportunities to work, and be assessed on SEN as part of their school-based experiences, alongside gaining practical PE experience. Moreover, it is evident trainee teachers need opportunities to experience the full continuum of learning needs if they are to respond effectively to the individual needs of all pupils. A key factor in addressing this in the future will necessitate schools, training providers and government listening to the voices of trainee and qualified PE teachers and children with SEN in order to address the high levels of dissatisfaction that are currently present. (Contains 3 tables and 1 note.)

Recently, UK professional cricket has seen tragic events, powerful testimonies, and increased media attention surrounding mental health, yet the experiences of players and the support they receive has continued to receive limited academic attention. Our study bridged that gap by qualitatively examining UK male professional cricketers' experiences of mental health and mental health support. Through interviews with 15 current and former male UK professional cricketers, who had an average of 14 years' experience, three key themes were developed: (1) The emotional rollercoaster of a career in professional cricket, (2) local vs national level mental health support and, (3) nourishing vs malnourishing player's mental health. Firstly, a career in professional cricket had highs and lows that both stimulated a player's mental health and led to mental health issues and impaired performance. Secondly, while national level mental health support was endorsed, the support was found to be reactive. Due to the continued perceived stigma and lack of openness at the local (County) level, players reported feeling uncomfortable to reach out for support. Lastly, by providing stability with contracts, helping players prepare for and through transitions, encouraging the development of healthy habits, and coaches communicating effectively and investing in their relationships with players, organizations have the potential to nourish, protect, and enhance professional cricketers' mental health throughout their career. Our study has important implications for counties by highlighting the role and responsibility they have in breaking down stigma, creating an open and supportive environment around mental health and nourishing player's mental health experiences. Lay summary: Interviews with 15 male UK professional cricketers revealed the importance of local and national cricket clubs supporting and protecting player mental health. Specifically, via reducing perceived mental health stigma, providing stability with contracts, helping players prepare for transitions, encouraging healthy habit development and effective coach relationships and communication. Organizations at the local (County) level must recognize the key role and responsibility they have in breaking down the current stigma that exists around mental health and work toward creating an open and supportive environment where players can feel supported and comfortable seeking out mental health support. Organizations can also help protect and enhance professional cricketer's mental health throughout their career. To achieve this, organizations at the local level should provide stability with contracts, help players prepare for and through transitions, encourage the development of healthy habits from an early age and lastly, coaches should communicate effectively and openly and invest in their relationships with players. [ABSTRACT FROM AUTHOR]

The London 2012 Olympic and Paralympic Games aimed to deliver a legacy to citizens of the United Kingdom, which included inspiring a generation of young people to participate in sport. This study aimed to understand the legacy of the Paralympic Games for children with disabilities. Eight adolescents (11-16 yr) with physical disabilities were interviewed about their perceptions of the Paralympic Games. Thematic analysis found 3 key themes that further our understanding of the Paralympic legacy. These were Paralympians as role models, changing perceptions of disability, and the motivating nature of the Paralympics. Findings demonstrate that the Games were inspirational for children with disabilities, improving their self-perceptions. This is discussed in relation to previous literature, and core recommendations are made. [ABSTRACT FROM AUTHOR]

Purpose: Adenosine is a multifaceted regulator of tumor progression. It modulates immune cell activity as well as acting directly on tumor cells. The A2b adenosine receptor (A2b-AR) is thought to be an important mediator of these effects. In this study we sought to analyze the contribution of the A2b-AR to the behavior of colorectal cancer cells.Principal Results: The A2b-AR antagonist PSB-603 changed cellular redox state without affecting cellular viability. Quantification of cellular bioenergetics demonstrated that PSB-603 increased basal oxygen consumption rates, indicative of enhanced mitochondrial oxidative phosphorylation. Unexpectedly, pharmacological and genetic approaches to antagonize AR-related signalling of PSB-603 did not abolish the response, suggesting that it was AR-independent. PSB-603 also induced acute increases in reactive oxygen species, and PSB-603 synergized with chemotherapy treatment to increase colorectal cancer cell death, consistent with the known link between cellular metabolism and chemotherapy response.Major Conclusions: PSB-603 alters cellular metabolism in colorectal cancer cells and increases their sensitivity to chemotherapy. Although requiring more mechanistic insight into its A2b-AR-independent activity, our results show that PSB-603 may have clinical value as an anti-colorectal cancer therapeutic. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the evidence base relating to the effectiveness of parent-administered behavioral interventions for ADHD., Method: A systematic review of randomized controlled trials or non-randomized but adequately controlled trials for children with ADHD or high levels of ADHD symptoms was carried out across multiple databases. For meta-analyses, the most proximal ratings of child symptoms were used as the primary outcome measure., Results: Eleven studies met inclusion criteria (603 children, age range = 33-144 months). Parenting interventions were associated with reduction in ADHD symptoms (Standardized Mean Difference [SMD] = 0.68; 95% confidence interval [CI] [0.32, 1.04]). There was no evidence of attenuation of effectiveness after excluding studies where medication was also used. Parenting interventions were also effective for comorbid conduct problems (SMD = 0.59; 95% CI [0.29, 0.90]) and parenting self-esteem (SMD = 0.93; 95% CI [0.48, 1.39])., Conclusion: These findings support clinical practice guidelines and suggest that parenting interventions are effective. There is a need to ensure the availability of parenting interventions in community settings., (© 2014 SAGE Publications.)