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Paraeducators are foundational to the success of inclusive education programs, yet little is known about how students experience their support over time. The aim of the study was to determine the meaning of the physical and symbolic presence of paraeducator support in physical education across elementary (approximately ages 6-11), middle (ages 12-14), and high school years (ages 15-18) for students experiencing physical impairment. Using an interpretative phenomenological analysis and life story research approach, data were retrospectively gathered as the participants looked back on their school experiences. The thematic analysis of one-on-one semi-structured interviews of five participants (3 women and 2 men), aged 18-30 years (average age 23) generated three themes. The themes were (a) initially I didn't question their (in)action, (b) over time, their presence created social interaction barriers, and (c) blurred boundaries of friendship, independence, and interdependence. Relational ethics provided the conceptual framework for the study. In elementary school, the participants reflected on their impoverished engagement in physical education as their paraeducators looked on. In early middle school, the physical presence and over protection of paraeducators thwarted social skill development leading to social dependence, distancing the participants from their peers. Toward late middle school, the participants found themselves negotiating relational boundaries to gain independence yet preserve beneficial interdependence. In high school the participants lamented the loss of their paraeducators as valuable communication conduits, leaving them feeling abandoned. The participants recommended that during the elementary years paraeducators provide meaningful strategies for participation. Further, during upper elementary and middle school years, paraeducator support should be discretionary, with students (and parents) determining support requirements, in anticipation of an increasing need for autonomy during high school years.

Trauma is pervasive, embodied, and can be perpetrated or perpetuated by researchers, educators, and practitioners, including those within adaptive physical activity (APA). In this article, we highlight the need to address trauma within APA as a matter of access and justice. We share various conceptualizations of trauma from psychiatric, embodied, anti-pathologizing, and sociopolitical perspectives. Trauma-informed practice is introduced as a framework for creating safer, more inclusive programs and services, so we can recognize the impacts of trauma and affirm those who experience it. As the first step to a multistep trauma-informed process, our aim is to raise awareness of trauma and introduce resources for enacting trauma-informed practice. We also pose difficult questions about how we, as "helping" practitioners, researchers, and educators may be perpetuating or perpetrating harm and trauma, in particular sanism, within our profession. Ultimately, we invite readers to join us in reflection and action toward anti-pathologizing trauma-informed APA. [ABSTRACT FROM AUTHOR]

Countering the declining physical activity patterns of children labeled with autism spectrum disorder (ASD) has gained considerable research attention given its impact on health and quality of life. The purpose of this study was to explore how parents of children labeled with ASD understand the concept of physical literacy, based on their children's participation in community-based physical activity programs. Using interpretive phenomenological analysis, six mothers of children labeled with ASD participated in one-on-one semistructured interviews. The conceptual framework of ecological systems theory supported the rationale for the study purpose, provided structure for the interview guide, and offered a reflexive context for interpretation. Four themes were generated from the thematic analysis: From embodied movement to normative skill expectations, Be flexible, not rigid, Systematic exclusion, and Valuable?... Absolutely! Despite experiences of marginalization, exclusion, and trauma within physical activity programs, mothers valued physical literacy development for their children given the positive outcomes of increasing family connections, engagement with peers, and enhanced wellness. [ABSTRACT FROM AUTHOR]

Adapted physical activity (APA) practitioners are encouraged to be reflexive practitioners, yet little is known about the moral dilemmas faced as they instruct inclusive physical activity or fitness programs. Professional landscape tensions may arise when diverse organizational demands, policies, traditions, and values merge. The study purpose was to explore how APA professionals experience and resolve moral discomfort in professional practice. Using interpretative phenomenological analysis, seven APA professionals completed one-on-one semistructured interviews. The conceptual framework of relational ethics facilitated deep engagement with the professionals' stories of navigating the ethical minefields of their practice. Four themes were developed from the thematic interpretative phenomenological analysis: The ass(et) of vulnerability, Friends or friendly? "We are fucked either way," and Now what? Grappling with discomfort. The moral discomfort and strategies for resolution described by APA professionals highlighted the need for judgment-free pedagogical spaces where taken-for-granted practices can be contemplated and discussed. [ABSTRACT FROM AUTHOR]

Disability simulations have been used to provide postsecondary students with experiential learning opportunities in many disciplines including physical education. Critics (French, 1992) suggest that it is not possible to simulate disability experience and therefore question their efficacy. The purpose of this study was to interpret the meanings given to disability simulations by undergraduate students in physical education. A narrative research approach was employed to collect disability simulation stories from a convenience sample of 57 undergraduate students (41 female, 16 male) in a required physical education course. Their hand-written stories were transcribed and analyzed thematically to reveal three themes; "thank goodness I don't have a disability," "I see things differently now," and "I'm just not sure about all of this." The findings suggested that disability simulations may result in varied learning outcomes, including those which are unintended. Future research into the efficacy of disability simulations as a pedagogical tool is warranted.

There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or infringing on rights. The aim of this paper is to open a dialogue on what constitutes ethical practice in adapted physical activity. Ethical theories including principlism, virtue ethics, ethics of care, and relational ethics provide a platform for addressing questions of right and good and wrong and bad in the field of adapted physical activity. Unpacking of stories of professional practice (including sacred, secret, and cover stories) against the lived experiences of persons experiencing disability will create a knowledge landscape in adapted physical activity that is sensitive to ethical reflection. (Contains 2 endnotes.)

This exploratory study described the experiences of choice in physical activity contexts for adults with mobility impairments. The experiences of 3 female and 2 males with mobility impairments between 18 and 23 years of age were described using the interpretive phenomenological methods of individual interviews, written stories, and field notes. Thematic analysis revealed three themes: (a) "interpreting the setting" described participants' interpretation of the environment, person, and task when making movement choices; (b) "alternative selection" described how participants actively engaged in analyzing alternatives and choosing among them; and (c) "implications of choices made" described participants' evaluations of good and bad choices and what was learned. Evidence of effective choice making among adults with physical impairments suggests the potential efficacy of ecological task analysis as a pedagogical tool in physical activity contexts. (Contains 1 endnote and 1 table.)

The social meaning of a one-week residential summer sports camp to young people with visual impairments is described. The experiences of 13 youths (7 females and 6 males) with visual impairments (3 B1, 1 B2, and 9 B3) between 9 and 15 years of age were gathered using the phenomenological methods of focus groups, conversational interviews, and field notes. The thematic analysis revealed three themes: connected, reaching out, and resisting and acquiescing. Experiences of group membership and shared emotional connection to others with visual impairments surfaced in a supportive sport context although resistance to others' assumptions of ability was evident. The theory of psychological sense of community (McMillan & Chivas, 1986) provided the conceptual framework for interpreting the findings.

This study described the meaning 7 mothers of children with spina bifida ascribed to their children's physical education, the mothers' roles in the schools, and the importance of the IEP in home and school communication. The stories of 4 mothers of elementary and 3 mothers of secondary aged children were gathered using the phenomenological methods of semistructured interviews, artifacts, and field notes. The thematic analysis revealed three themes: a good thing but..., connection to sports, and beyond the curriculum. The mothers valued their children's participation in physical education and provided instrumental support to teachers and teaching associates. They also valued sport as an avenue for developing sport specific skills, which in turn enriched the school experience. The findings are discussed within the context of Peters' (1996) model of disablement. (Contains 1 table.)

Community service learning (CSL), built on collaborative, reciprocal, and diverse disability-community partnerships, is a taken-for-granted pedagogical practice in adapted physical activity. Thus far, the CSL experiences of community members as they support student learning are virtually unknown. The purpose of the study was to understand how community members experienced an undergraduate adapted physical activity CSL course. Using an interpretative phenomenological analysis research approach, 9 adults (2 female, 7 male, mean age 50 years) experiencing disability participated in individual and focus-group interviews. Field notes and artifacts were also gathered. Relational ethics provided a heuristic framework to facilitate the interpretation of the findings. Four themes were crafted: (a) yes, we are willing partners; (b) but... we're in the dark; (c) subjected to being the subject; and (d) engage through relationships. Although overlooked as valuable collaborative and reciprocal partners, relational engagement remained central to the participants' CSL experience. [ABSTRACT FROM AUTHOR]

The indignities imposed by the words and actions of strangers in public recreation facilities can deter families with children experiencing disability from using these spaces. An interpretative phenomenological analysis case study was conducted to gain an understanding of how a young family with a child with autism experiences dignity during family leisure. Three generations (parents, grandmother, and great grandmother) participated in audio-recorded semistructured and conversational interviews. The interviews, thematically analyzed and interpreted using the conceptual framework of relational ethics, depicted the family's experiences of dignity: (a) living under a microscope; (b) "screw your microscope, we're going anyway"; (c) emerging stories of belonging; and (d) retreating, feeling overlooked, and lamenting the future. The family members experienced both dignity-affirming and dignity-removing interactions during community family leisure. Dignity was cyclically maintained, temporarily lost, and regained again as family members (re)formulated perceptions of self-respect, rejected stereotypes, and built relationships. [ABSTRACT FROM AUTHOR]

Parents play an essential role in the transition from separate physical activity programs to inclusive settings for their children. The purpose of this study was to explore experiences of parents as they anticipate and prepare for their children experiencing disability to transition, understand strategies used to address transition, and gain insights into the supports important to families during transition. Using an interpretative phenomenological analysis research approach, semistructured one-on-one interviews were conducted with 8 parents whose children were undergoing the transition from separate to inclusive community fitness contexts. Four themes described the experiences of parents as they anticipated, prepared for, and supported their child to transition: My child may be ready, but I am not; fear of outside judgment; playing by their rules; and reframing our thinking. Using Schlossberg's model, the tensions parents faced as they negotiated new roles, relationships, routines, and assumptions as they moved through the transition process were uncovered. The parents experienced transition alongside their children, providing insights for fitness and health-promotion professionals. Without preparation for transition, apprehensions and hesitancy may postpone or prevent their children's transition to community programs. [ABSTRACT FROM AUTHOR]

Locating suitable, inclusive community physical activity programs for disabled children can be challenging for parents. The aim of this study was to uncover everyday hidden labor experienced by parents, as they sought inclusive physical activity opportunities for their children. Focus group interviews with eight families of youth aged 13–19 years were completed using an interpretative phenomenological case study research approach. Four themes, interpreted through the framework of relational ethics, captured their experiences: (a) inclusion is immensely effortful; (b) judged by their impairments, not their possibilities; (c) ongoing education needed to open doors and sustain participation; and (d) the guilt of staying home. Reliance on hidden parental labor highlighted an exclusion agenda in community, accentuated by ableist belief systems. [ABSTRACT FROM AUTHOR]

Dr. Arya M. Sharma challenges the conventional wisdom of relying simply on "lifestyle" approaches involving exercise, diet, and behavioral interventions for managing obesity, suggesting that people living with obesity should receive comprehensive medical interventions similar to the approach taken for other chronic diseases such as Type 2 diabetes or hypertension. He purports that the stigma-inducing focus on self-failing (e.g., coping through food, laziness, lack of self-regulation) does not address biological processes that make obesity a lifelong problem for which there is no easy solution. Interdisciplinary approaches to obesity are advocated, including that of adapted physical activity. Physical activity has multifaceted impacts beyond increasing caloric expenditure, including improved sleep, better mood, increased energy levels, enhanced self-esteem, reduced stress, and an enhanced sense of well-being. The interview with Dr. Sharma, transcribed from a keynote address delivered at the North American Adapted Physical Activity Symposium on September 22, 2016, in Edmonton, AB, Canada, outlines his rationale for approaching obesity as a chronic disease. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented that focuses on the research relationships needed for interdisciplinary research in adaptive physical activity, with topics covered including critical interdisciplinarity as an emerging paradigm for knowledge formation, the importance of axiological reflection for an ethical commitment to transdisciplinary research, and an alternate paradigm to obesity interventions for people with body mass indexes above 30.

Dignity, as an essential quality of being human, has been overlooked in exercise contexts. The aim of this interpretative phenomenological study was to understand the meaning of dignity and its importance to exercise participation. The experiences of 21 adults (11 women and 10 men) from 19 to 65 yr of age who experience disability, who attended a specialized community exercise facility, were gathered using the methods of focus-group and one-on-one interviews, visual images, and field notes. The thematic analysis revealed 4 themes: the comfort of feeling welcome, perceptions of otherness, negotiating public spaces, and lost autonomy. Dignity was subjectively understood and nurtured through the respect of others. Indignities occurred when enacted social and cultural norms brought dignity to consciousness through humiliation or removal of autonomy. The specialized exercise environment promoted self-worth and positive self-beliefs through shared life experiences and a norm of respect. [ABSTRACT FROM AUTHOR]

The play experiences of daughters who were caregivers to their mothers with multiple sclerosis were described. The experiences of four Caucasian women aged 19-26 years were captured using the interpretive phenomenological methods of interviews, field notes, and artifacts. Family systems theory provided the conceptual framework for the study and facilitated the interpretation of the findings. The thematic analysis revealed three themes: (a) being a good daughter, (b) blurred relationship boundaries, and (c) encumbered play. Being a good daughter encompassed personal caregiving for their mothers. The associated guilt and worry was perceived to mature the participants beyond their years. Excessive caregiving exacerbated by limited social networks contributed to the blurring of mother-daughter relationships. Play, although restricted, provided a welcomed escape from caregiving responsibilities. Impoverished play experiences as caregivers were reported to negatively impact adult physical activity and recreation pursuits. [ABSTRACT FROM AUTHOR]

This study described the meaning 7 mothers of children with spina bifida ascribed to their children's physical education, the mothers' roles in the schools, and the importance of the IEP in home and school communication. The stories of 4 mothers of elementary and 3 mothers of secondary aged children were gathered using the phenomenological methods of semistructured interviews, artifacts, and field notes. The thematic analysis revealed three themes: a good thing but…, connection to sports, and beyond the curriculum. The mothers valued their children's participation in physical education and provided instrumental support to teachers and teaching associates. They also valued sport as an avenue for developing sport specific skills, which in turn enriched the school experience. The findings are discussed within the context of Peters' (1996) model of disablement. [ABSTRACT FROM AUTHOR]

This phenomenological study explored the decision-making experience of parents whose children joined Special Olympics programs. The experiences of 16 families with children 10-22 years old were gathered through interviews, artifacts, and field notes. Three themes emerged from the thematic analysis (a) thoughtful instruction, (b) finding the fit, and (c) security of acceptance. Parents sought instructors who were interested in building relationships with their children and creating anxiety-free instructional environments for them. A good program fit occurred when instructors had expectations for motor skill development and increased independence. Parents also preferred environments that encouraged meaningful peer interactions. The findings were interpreted within the context of self-determination theory. [ABSTRACT FROM AUTHOR]

The purpose of the study was to capture the meaning of segregated summer camp experiences to youths with disabilities. The experiences of nine youths with physical, sensory, or behavioral disabilities between the ages of 14 and 19 were captured using the phenomenological methods of semistructured interviews, document review, and field notes. Mothers' perceptions were also gathered. The thematic analysis revealed three themes: not alone, independence, and a chance to discover. Camp experiences provided a reprieve from perceptions of disability isolation often felt in their home communities. The campers experienced increased self-reliance, independence, and new understandings of their physical potential. The findings are discussed within the context of identity development and therapeutic landscapes. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe the metaphors of disability to which young people with physical disabilities felt they were exposed and the moderating influence of physical activity on the meanings ascribed to those metaphors. Fourteen participants (7 males, 7 females) with physical disabilities between the ages of 14 and 24 years participated in the study. Their experiences were captured by way of one-on-one audio taped semi-structured interviews and the use and interpretation of artifacts and field notes. Three themes emerged from the thematic analysis: don't treat me differently, managing emotions, and physical activity balances perceptions. The implications of the findings are discussed within the context of stigma theory and the liminality of social indefinition. [ABSTRACT FROM AUTHOR]

This phenomenological case study sought to understand the wheelchair dance experiences of five children (ages 6-14 years) with spina bifida. The experiences of one boy and four girls were captured using the phenomenological methods of semistructured interviews, journals, visual artifacts, and field notes. The perspectives of their parents were also gathered. The dancer data and parent data were analyzed separately, revealing four common themes: unconditional acceptance, a dream comes true, beyond the wheelchair, and a stronger self. The experience of dancing from a wheelchair was interpreted and understood by reflecting upon the concepts of ableism, dualism, and the minded body. [ABSTRACT FROM AUTHOR]

This hermeneutic phenomenological study sought to understand the experiences of physical activity and aging with a disability. Six women with physical disabilities, including cerebral palsy (n = 2), acquired brain injury (n = 1 ), and spinal cord injury (n = 3), and between the ages of 22-37 years (mean age = 28 years) participated in the study. Their experiences were captured by way of semi-structured interviews. Each participant completed two interviews that were audiotaped and transcribed verbatim. The thematic analysis revealed three themes: experiencing something normal, loss of physical freedom, and maintaining function through physical activity. Implications of the findings were discussed within the context of health promotion and Verbrugge and Jette's (1994) socio-medical model of disablement. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe the meaning of help in physical education as perceived by students with physical disabilities. The experiences of early, middle, and late elementary school aged students (n = 12) were captured using the phenomenological methods of individual and focus group interviews, field notes, and visual artifacts. The thematic analysis revealed that interactions were perceived as self-supporting or self-threatening. Self-supporting behaviors were instrumental, caring, or consensual in form, while self-threatening behaviors resulted in a loss of independence, concerns for self-esteem, or restricted participation. Participant responses to the helping behaviors became more complex with age. Instrumental and caring assistance emerged across all groups as did loss of independence and concerns for self-esteem. The older participants experienced restricted participation and consensual help. The implications of helping behavior on motivation and dependency states are discussed within the framework of threat to self-esteem theory. [ABSTRACT FROM AUTHOR]

The study describes the phenomenon of inclusive physical education from the perspective of students with disabilities. The experience of 9 elementary school-aged students with physical disabilities (6 males and 3 females with a mean age of 11 years, 1 month) was captured by way of focus group interviews, field notes, and participant drawings. The thematic analysis uncovered a persistent dichotomy in how the participants experienced physical education. Good days were revealed in the themes of sense of belonging, skillful participation, and sharing in the benefits. Bad days were overshadowed by negative feelings revealed in the themes of social isolation, questioned competence, and restricted participation. The students' experiences were discussed within the conceptual framework of ecological perception and affordance theory (Gibson, 1977, 1979). [ABSTRACT FROM AUTHOR]

Inclusive leisure is described as the extent to which people with and without impairments engage in leisure ventures together. The leisure experiences of four older adults with intellectual impairments, four ‘mainstream’ older adults and three staff members from a senior citizen recreation centre were captured using the interpretive phenomenological research methods of focus group interviews and field notes. Self-determination theory provided the conceptual framework for the study and facilitated the interpretation of the findings. Thematic analysis of the conversations revealed three themes with respective subthemes (a) shared leisure motivations, (b) expecting too much and (c) wanting even more. Although the mainstream older adults and centre staff recognised a need for more inclusive activities, older adults with impairments expressed satisfaction with the inclusive nature of the centre. The challenges and successes of the inclusive nature of the community-based senior citizens centre have also been discussed. [ABSTRACT FROM AUTHOR]

The article reflects on ways in which children with physical disabilities experience physical education in Canada. Studies of physical education experiences for children with physical disabilities conclude that children offer a unique vantage point from which to view the physical education environment and resulted in a number of teacher recommendations. Children's expression of need and experience may aid in the sensitive selection and modification of activities. Teachers were encouraged to take advantage of program resources published in the area of adapted physical activity.