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

The purpose of this study was to 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.

While movement toward the education of students with disabilities in integrated physical education has now become common internationally, it is not without concerns. Notably, scholars have questioned whether instruction in integrated physical education settings provides inclusive experiences for students with disabilities. The purpose of this exploratory study was to explore certified adapted physical educators' (CAPEs') perspectives on barriers and facilitators to students with disabilities experiencing inclusion in integrated physical education. A sample of 99 CAPEs (74.7% female) across the United States provided valid responses to an online survey form. Guided by the established two-step coding protocol, two independent reviewers coded the responses to open-ended questions. In total, 460 barriers and 473 facilitators that fell into seven categories were identified. Among these, both teacher-related barriers and facilitators were more commonly reported than other factors, such as environmental and policy barriers/facilitators. As such, it appears that the participants placed onus on ensuring the inclusiveness of integrated physical education classes largely on the shoulders of the teachers. In addition, codes related to programmatic or equipment-related factors were underreported, suggesting that even in integrated physical education classes where adapted equipment (i.e. equipment facilitator) and personnel support (i.e. programmatic facilitator) are available, inclusive experience may not be. These findings suggest inclusiveness of integrated physical education is complex and influenced by numerous factors.

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]

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.

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.

"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.

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.

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]

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.

Type 1 diabetes (T1D) is an endocrine and metabolic disorder affecting approximately 1.4 million adults living in the United States. Psychosocial factors have been identified as key barriers to improvements in self-care among T1D adults, including emotional well-being, social support and self-efficacy, and personal motivation. It is posited that nonclinical approaches, such as peer-based outdoor adventure education programs, could assist T1D adults with their individual psychosocial needs. However, very little research exists to support this unique approach to care. The purpose of this study was to explore the meaning that adults living with T1D ascribe to participation in a wilderness backpacking trip. Eighteen participants with T1D completed a 5-day backpacking trip on the Chilkoot Trail in Alaska and British Columbia. Once on the trip, participants were invited to participate in two semi-structured interviews within 48 hours of the trip start and end date. Using a phenomenological approach, three themes were constructed: a) seeking and finding a diabetes community, b) revealing capabilities to yourself and the world, and c) enhancing diabetes management and self-care on the trail and in life. A common thread across the three constructed themes was the sense of belonging to the diabetes community, which was described by the participants as paramount to their positive overall trip experience. This finding extends assertions that peer relationships during OAE programs may play a central role in improving psychosocial functioning for individuals living with T1D. This provides evidence on the power of using outdoor recreation to positively impact the community of individuals with T1D.

Disability simulations have been advocated as a tool to facilitate pedagogical learning among prospective physical education (PE) teachers. However, much of the research currently available neglect the views of people with disabilities about the development and use of such simulations. To address this omission, this study used vignettes and telephone interviews to elicit the views of nine people with visual impairments (VI) regarding the value (or not) of simulating this impairment with prospective PE teachers. Data were analysed thematically and the following themes were constructed in the process: (1) Involving people with VI in simulations; (2) Diversity and complexity of VI; (3) Adapting learning activities; (4) Grouping pupils in relation to 'ability'; and (5) Seeking the senses and touch as a pedagogical tool. Our findings suggest that simulating VI can (a) facilitate learning about how to plan and teach activities that are tailored to the needs and capabilities of pupils with VI thereby responding creatively to the challenges of inclusion in PE lessons, (b) broaden prospective teachers' beliefs about ability beyond the physical to include the social, affective and cognitive domains, (c) act as a potential avenue for prospective PE teachers to develop more complex and nuanced views about VI and their own sightedness, and (d) contribute towards disrupting ocular centric, ableist notions of pedagogy in PE as a way of enhancing the meaningful experiences of pupils with VI in lessons. In closing, we reflect on the need for research into the ethics of constructing and delivering VI simulations without involvement from people living with this impairment.

The purpose of the current study was to examine Japanese graduate students' professional socialisation experiences while instructing students with disabilities during adapted physical education (APE) practicum experiences. This study, situated in occupational socialisation theory, used a case study design. Seven graduate students (four males and three females), who engaged in weekly APE practicum experiences at a Japanese public university campus, were included in this study. Data sources included individual semi-structured face-to-face interviews. The data were analysed using a constant comparative method, and three themes emerged: (1) "equity and equality of professional caring behaviours"; (2) "collaborative lessons"; and (3) "lack of teaching students with severe and profound disabilities in APE practicum." Based on the graduate students' socialisation experiences during their practicum experiences, we suggest APE graduate programmes develop a series of trainee experiences with public school partnerships to enhance teaching competences, and collaborate with in-service APE and/or special education teachers.

Paraeducators are often utilized in physical education environments to assist instructors as well as students with disabilities; however, there is little research on the utilization of these professionals within this setting. This study explored paraeducators' perceived roles and competencies in physical education from the perspectives of both paraeducators and physical educators. This study was conducted with physical educators and paraeducators serving as participants and completing a content-validated survey on the various roles typically assumed by paraeducators when assisting in physical education classes. Data were analyzed via descriptive statistics and t tests, and differences between physical educators and paraeducators were identified. Results indicated these key findings: (1) There was a significant difference in the perception of role clarity of paraeducators between participant groups, (2) there was a significant difference in the perception of role ability of paraeducators between participant groups, and (3) there was not a significant difference between groups in terms of the training needs of paraeducators specific to physical education. Using the results of this study, physical educators and paraeducators can work together to provide the best learning environment possible within physical education for students with disabilities and within the working environment for both physical educators and paraeducators.

The purpose of this study was to seek to understand and describe the experiences of university students taking part in the Paralympic Skill Lab (PSL) program in relation to shaping attitudes and perceptions of disability and disability sport. The researchers adopted an interpretivist ontology, where we attempted to make sense of our participants' interpretations of their lived experiences in the PSL. Data from 35 students were collected via focus group interviews and reflective essays, and analyzed inductively using a three-step approach. Three interrelated themes were constructed based on the analysis that were related to the participants' experience during the PSL event. In the first theme, 'My mindset definitely changed': The power of contact, participants described the manner in which PSL shifted their perspective on individuals with disabilities. The second theme, 'This moved me so much to be the change': A call to action, concerned participants desire to implement tangible, actionable intentions and plans as a result of participating in PSL. The third theme, 'They can shine as much as normal athletes': Expressions of ableism in the words of participants, depicts the ableist paradigm through which the participants ascribed meaning to their experience, showcasing an idealized notion of normal. These findings support assertions that participation in sport-based disability awareness programs can enhance participant knowledge, attitudes, and perspectives toward persons with disabilities and disability sport.

Educating students with disabilities with those without in integrated physical education has become commonplace. While literature has identified that the subjective experiences of students with disabilities in such integrated settings have often included bullying, isolation, and discrimination, little is known about the experiences of those in self-contained physical education. Using Stainback and Stainback's (1996, Collaboration, support network and community construction. In S. Stainback, & W. Stainback (Eds.), "Inclusion: A guide for educators" (pp. 223-232). Paul H. Brookes Publishing Co.) conceptualization of inclusive education as a guiding lens, this study explored the perspectives of a group of 20 students with disabilities, aged seven through 20, enrolled in heterogenous self-contained physical education across eight public schools. Data collection included individual semi-structured interviews, drawings, and researcher notes. A three-step inductive thematic analysis revealed three primary themes: (a) importance of friendship for most, (b) interests in specific sports, and (c) most enjoyed self-contained settings. Participants' experiences were illustrated through stories and pictures of them building and maintaining friendships during their physical education classes. A further sense of success and enjoyment in playing specific sports was shared among many participants, which transcended their overall perspectives of self-contained physical education. These findings of generally positive subjective experiences are contrary to much of what has emerged from integrated physical education research, and supported notions of belonging, acceptance, and value inherent to inclusive education. Thus, it appears that, at the very least, scholars, practitioners, and administrators should reconsider the notion that self-contained physical education cannot be inclusive, much in the manner that one cannot blindly assume that integrated settings are inclusive.

The study examined the subjective experiences of autistic youth regarding the role of peer interactions and relationships in feelings of belonging in integrated physical education classes. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. Eight autistic youth (all male, aged 13-18 years) who had received most of their physical education in integrated classes acted as participants. Semi-structured interviews were used to generate qualitative data, which were analyzed using a reflexive thematic approach. Findings are presented in three themes: (a) bullying can lead to self-harm and self-isolation, (b) peer interactions and relationships in the locker room, and (c) peer relationships are based on shared interests and take time to develop. Even though autistic students were educated in the same spaces as their non-autistic peers, feelings of belonging were largely unavailable to them.

The purpose of this exploratory study was to understand the impact of Paralympic Skill Lab (PSL) including how students experienced the skill lab, feelings about the experience, and the manner in which the skill lab informed perceptions of, or actions toward, inclusion and disability sport. A convenience sample of 77 undergraduate students enrolled in a general education lifetime fitness and wellness kinesiology course (M[subscript age]=19.64; 50.65% male, 79.22% Caucasian) completed a short questionnaire. After data collection was complete, long-format responses were compiled into a spreadsheet and open-coded by the first and second authors, independently. In total, participants' responses were coded into 134, 105, 92, and 57 codes for the four long-format questions, respectively. The most common response categories were fun, challenging, would do again, eye-opening, and negative assumptions about disability. Paralympic sport education experiences executed with contact theory as the theoretical foundation offer an avenue for enlightenment toward disability and inclusion.

The purpose of this study was to investigate kinesiology students' experiences in an undergraduate online life span motor development course. This study was based on a theory of transactional distance (Moore, 1997). Seven undergraduate kinesiology majors (5 females, 2 males) enrolled in an online course at a Midwestern public university in the US participated in this study. Data collection included face-to-face, open-ended interviews, bulletin board discussion logs, and online assessment projects. A constant comparative method was used to interpret the data, which allowed themes to emerge from the data as well as from the theoretical framework. Three interrelated themes emerged from the students' narratives: "rigors and flexibility in online course learning," "peer feedback experiences," and "video assessment analysis." The results of this study demonstrate that undergraduate students can have independent learning styles and kinesthetic characteristics and concepts when enrolled in online life span motor development coursework. Online kinesiology courses should be centered on a set of student tasks (lectures, projects, and assignments) that constitute learning experiences that engage students, either independently and collaboratively, in order for them to master the objectives of the course (Carr-Chellman & Duchastel, 2001).

Introduction: Youths with visual impairments (that is, those who are blind or have low vision), as well as those who are visually impaired and have autism spectrum disorder (hereafter, autism), tend to be physically inactive and have low health-related fitness. However, little is known about individuals with dual disabilities, such as those with autism and visual impairments. Thus, the aim of this study was to perform an initial exploration of physical activity and health-related fitness for these students in comparison to students with visual impairments alone. Methods: Twelve participants (six with visual impairments, six with autism and visual impairments) aged 8-16 years (M[subscript age] = 12.4) who came from a school for students with visual impairments were participants. Participants wore tri-axial accelerometers on their right hips for four consecutive weekdays, during waking hours, to measure weekday physical activity. Following that task, they completed four health-related fitness tests, including a half-mile walk or run to measure aerobic endurance, a push-up test to measure upper-body muscular endurance, a modified curl-up test to measure abdominal muscular endurance, and a sit-and-reach test to determine flexibility. Data were analyzed using descriptive statistics and independent sample t-tests to identify differences between groups. Results: On average, the participants accrued 650.17 ± 141.44 minutes of sedentary time, 129.80 ± 66.78 minutes of light physical activity, and 19.78 ± 3.35 minutes of moderate-to-vigorous physical activity per weekday. No participants met the 60-minute recommendations of daily moderate-to-vigorous physical activity. Participants with autism and visual impairments were significantly less physically active (p = 0.02) and less likely to pass fitness tests (p = 0.01) than were their peers with visual impairments alone. Discussion: This study provides the first empirical exploration of health-related variables for youths with autism and visual impairments. It is clear that developing and implementing interventions to help enhance physical activity and health-related fitness for those youths are needed. Implications for practitioners: Additional training and resources to understand the unique needs of these youths are essential in providing opportunities to participate in physical activities and enhancing health-related physical fitness.

Introduction: Research examining how adults with visual impairments experience physical activities is currently limited to specific age ranges (for example, youths or older adults) and geographic locations (such as Europe and North America). In an effort to extend the current literature base, the study presented here focuses on a cohort of young or middle-aged adults with visual impairments who live in Brazil. Thus, the purpose of this exploratory study was to examine the meaning Brazilian adults with visual impairments ascribed to their physical activity experiences. Methods: This study was situated in the qualitative paradigm utilizing a phenomenological design. Three male participants (aged 22 to 47 years) were purposively recruited to participate. The main source of data for this study was a focus group interview using an open-ended, guided approach that was recorded on audiotape. A three-step, line-by-line, thematic analysis, informed by the phenomenological research approach, was utilized to extract meaning from the participants' experiences. Several strategies were employed to reduce subjective bias, establish trustworthiness, and enhance transferability. Results: Two interrelated themes emerged when participants described how they experienced physical activities and the meaning they ascribed to those experiences. The first theme, physical activity--indispensable, describes the importance the participants ascribed to physical activity engagement and the benefits that they garnered from these experiences. The second theme, perceived physical activity impediments, exposed the obstacles participants experienced when trying to engage in physical activities. Discussion: This study's findings expose the meaning that a cohort of Brazilians with visual impairments ascribe to physical activity engagement. The participants explained how engagement in physical activity helped alleviate some social issues they previously experienced, but also noted barriers to engaging in these activities. Implications for practitioners: Programs targeting physical activity promotion for adults with visual impairments should show the reported benefits of engaging in physical activity programs while attempting to manage potential obstacles that would discourage a physically active lifestyle.

Because children with visual impairments tend to be inactive, they are 1.5 times more likely to be considered overweight or obese than are their sighted peers. Although some barriers to physical activity have been identified (for example, lack of opportunity and transportation issues); little has been done to empirically identify predictors of physical activity among this population. Given the importance of perceptions of motor competence during the early years of childhood, since it predicts physical activity and motor competence during adolescence, it is critical that perceptions of motor competence for young children with visual impairments are understood. Therefore, the purpose of this preliminary study was to examine the developmental trajectory of perceptions of motor competence of children ages 3 to 13 years, with and without visual impairments.

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]

This study aimed to examine: (1) the influence of a disability awareness programme, designed and implemented by attendees of the "Incluye-T" programme and implemented in real educational settings, on the attitudes of their students toward the inclusion of peers with disabilities; (2) the differential effects of the disability awareness activities between classes in which physical impairment, visual impairment, or multi-impairment programmes were implemented; and (3) the influence of personal demographic variables on participants' attitudes toward the inclusion of peers with disabilities before and after the implementation of the disability awareness physical education (PE) sessions. A sample of 1105 PE students (13.1 ± 2.2 years) from 56 Spanish public educational centres took part. After the training programme on self-efficacy toward inclusion, physical educators designed and implemented awareness interventions at their schools. Physical educators implemented physical-only (23.2%), visual-only (42.9%), and combined activities for both impairments (33.9%). PE students' attitudes toward inclusion were measured pre- and post-interventions. Those who participated in combined activities revealed significant differences for the four attitude scores (p < 0.001), while those taking part in visual-only activities demonstrated decreased scores for the overall (p = 0.044) and the control beliefs subscale (p = 0.010). PE teachers were capable of influencing their PE students' attitudes toward inclusion using awareness activities taking into consideration the ecology of the interventions and the PE students' base level of attitudes before delivering sessions. The type of impairment/disability that was the focus of the awareness activities was an important factor that influenced the effectiveness of the interventions.

The purpose of this study was to examine reactivity to accelerometer measurement among adolescents with autism spectrum disorder (ASD). A sample of 23 adolescents with ASD (aged 15.00 ± 1.57 years old; 17 boys) wore triaxial accelerometers for at least 8 h per day for seven consecutive days. Descriptive statistics, including arithmetic means and standard deviations, as well as analysis of covariances with repeated measures (ANCOVAs) were conducted, controlling for participant body mass index and gender. While differences were not statistically significant, they exceed reactivity-based recommendations and have implications for future research with adolescents with ASD. The inverse reactivity pattern among adolescents with ASD is a unique finding that has important implications for research in this area.

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 [...]

Regular physical activity participation can have a positive impact on overall health. However, school-aged individuals with visual impairments tend to be less physically active than their peers without disabilities (Haegele & Porretta, 2015). Fortunately, preliminary intervention research suggests that physical activity levels of those with visual impairments can be improved (Haegele & Porretta, 2015). For example, Cervantes and Porretta (2013), using a social cognitive theory-based intervention, examined the effect of an after-school physical activity program on adolescents with visual impairments. Their study offered a nine-lesson program to four students at a residential school over a five-week period. Results indicated that leisure-time physical activity levels were enhanced by the intervention (Cervantes & Porretta, 2013).

Introduction: Recently, researchers have explored the perspectives of those with disabilities to better understand their experiences in physical education. However, little has been done with focusing on those with visual impairments. Utilizing a qualitative interpretive phenomenological analysis framework, the purpose of this study was to examine the meaning that adults with visual impairments who attended residential schools for students who are blind ascribed to their physical education experiences. Methods: A group of five adult males who attended physical education at residential schools in the United States were purposely selected for this study. Data were collected via semistructured telephone interviews and reflective interview notes. Data were analyzed using a five-step analytical process, and recurring themes were summarized and presented as results. Results and discussion: Two broadly defined interrelated themes emerged from the participants' narratives. One theme, "being the only blind guy, to being one of the crowd," explained how differences in school settings contributed to the differences experienced by participants when attending residential and public or community schools. Cumulatively, participants described their residential school experiences as more inclusive and explained feelings of "being normal." The second theme, "the bullies and the bullied," explained the lived experiences of participants within the social dynamics of physical education environments and showed perceptions of those who were "able" and "less able." Results and discussion: Two broadly defined interrelated themes emerged from the participants' narratives. One theme, "being the only blind guy, to being one of the crowd," explained how differences in school settings contributed to the differences experienced by participants when attending residential and public or community schools. Cumulatively, participants described their residential school experiences as more inclusive and explained feelings of "being normal." The second theme, "the bullies and the bullied," explained the lived experiences of participants within the social dynamics of physical education environments and showed perceptions of those who were "able" and "less able." Furthermore, in addition to experiences of bullying in inclusive settings, practitioners must be aware of these instances in residential schools as well.