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According to the Centers for Disease Control and Prevention (CDC), it has been determined that approximately one in 36 children have been diagnosed with autism spectrum disorder (ASD). Children on the autism spectrum often seek inclusive recreational opportunities, particularly in sports. Golf can be a suitable activity for children on the autism spectrum because it can be played individually and has significant structure and rules. The purpose of this paper is to describe Newell's constraint model and then provide an overview of the design of an adapted golf program for children on the autism spectrum using this approach. This paper will also highlight the individual constraints that need to be considered in the instructional process, the types of manipulation of environmental constraints, and the kinds of developmentally appropriate golf tasks that will enhance children's learning of golf skills. The paper is tailored for physical education teachers incorporating or considering golf programs as a part of their curriculum. Keywords: Autism spectrum disorder, golf, constraints model, motor skills, Introduction Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication, and behavioral challenges (Centers for Disease Control and Prevention [CDC], 2021). According to the CDC [...]

In this article, five different traditional activities from Chile, Japan, Mexico, Puerto Rico, and South Korea will be shared. For each traditional activity, the following four questions will be addressed: (1) What is the culture and language background of the activity? (2) How is it played? (3) What modifications can be made to be inclusive of all learners? and (4) What are the main benefits of the activity for students' holistic development? These traditional activities from around the world can be incorporated easily into any PE program. They all can be adapted according to students' diverse abilities, and none require expensive materials or equipment. They each have relatively simple instructions, and the tasks can be made more challenging or simplified according to each student's needs. Overall, they create opportunities for all students to experience new cultures together and learn from one another, while promoting physical activity. It is hoped that this article will lead to further investigation and inclusion of traditional activities from around the world.

The purpose of this systematic literature review was to synthesize published phenomenologically informed studies situated in physical education with students with disabilities as the participants of the research. Keyword searches from different electronic databases were used to identify phenomenological studies from 2000 to 2022. A total of 16 articles were selected, and the findings were summarized and analyzed. Three thematic clusters surfaced from narrative analysis, which were: (a) the intersection of disability, gender, and athleticism; (b) social interactions in physical education; and (c) the role of the physical education teacher toward the lived experiences of students with disabilities. Findings support the need to engage through an intersectional lens considering multiple identities to better understand the experiences of children with disabilities in physical education. Appropriate modifications and accommodations that attend to all students' needs and promote meaningful social interactions among peers contributing to positive lived embodied experiences should be promoted. [ABSTRACT FROM AUTHOR]

Purpose: The primary purpose of this comprehensive literature review was to analyze the current body of social justice research in Physical Education Teacher Education conducted in the United States exclusively. As a secondary purpose, we defined social justice as articulated in the Physical Education Teacher Education literature and summarized discourse undergirding social justice principles. Method: The research design was documentary analysis with keyword searches used to identify articles from selected electronic databases over a 15-year period from 2005 through 2020. Thirteen articles met all inclusion criteria (i.e., empirical studies). These studies were retrieved, reviewed, coded, analyzed thematically, and summarized. Findings/Discussion: From this process, six major recurrent themes emerged: (a) social justice in Black context; (b) learning social justice; (c) diversified and racialized identities; (d) competencies and pedagogies; (e) viewpoints; and (f) criticality and pluralism.

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.

The purpose of the study was to scrutinize and explain the academic, social, and athletic experiences of international student-athletes attending a historically Black university. Participants were six international student-athletes (five men and one woman). Situated in position theory, the research design was explanatory multiple case study. The primary data collection method was semi-structured interviews. The interviews were analyzed using a constant comparative approach and revealed that the participants were positioned by language differences and academic difficulties, were disengaged from some teammates, and endured athletic disadvantages in resources and training. To amply support international student-athletes, we assert that athletic departments, coaches, faculty, and students should respect and value the identities, as well as the linguistic and cultural backgrounds of international student-athletes.

Confronting the distinctive challenges of international East Asian students is vital for the increasingly diverse United States higher education system. This study examines the experiences of six participants of East Asian descent during kinesiology doctoral programs at U.S. higher education institutions. The research design is qualitative inquiry rooted in Asian Critical Race Theory (AsianCrit). There were several subthemes emerged; (a) language barriers and/or proficiency, (b) cross-cultural dissonance, (c) multi-faceted challenges, (d) limited social relationships, and (e) extension of Asian identity as faculty. Findings are discussed in light of AsianCrit with a particular focus on marginalization—invisible presence and silenced voices, intersectionality—perpetual foreigners and unwelcome outsiders, lack of social and cultural capital, and counter stories. Frequently positioned as outsiders with minimal voice and visibility, their learning and success can be supported by increased institutional diversity training, culturally responsive asset -based instruction, and culturally contextual orientation. [ABSTRACT FROM AUTHOR]

The purpose of the study was to analyze South Korean college students with disabilities' recollections about their experiences in segregated (self-contained) special education classes and integrated physical education classes during elementary, middle, and/or high school in South Korea. The research design was retrospective multiple-case study. The participants were five South Korean college students matriculating at a university in South Korea. The primary data sources were semistructured interviews and researcher's journal entries. The data were analyzed using thematic analysis and exposed four interrelated themes, which were (a) isolated, (b) felt not supported, (c) segregated from peers, and (d) felt relieved and safe. Overall, the findings exposed challenges the participants all had experienced in integrated physical education classes, including feeling isolated and excluded from meaningful participation in class activities. In contrast, they reflected on their experiences in the segregated (self-contained) special education classes with a sense of belonging and acceptance. [ABSTRACT FROM AUTHOR]

Background: Formal and informal professional development has played a central role in teachers' growth in Japan for many decades [Collinson, V., and Y. Ono. 2001. "The Professional Development of Teachers in the United States and Japan." "European Journal of Teacher Education" 24 (2): 223-248]. This is especially true for elementary school teachers, who are not licensed in a specific subject area. In Japan, teachers are trained for each school level separately, including kindergarten, elementary, secondary schools, and special needs education [Ministry of Education, Culture, Sport, Science, and Technology [MEXT]. 2018. "Principles Guide Japan's Educational System." Accessed August 6, 2018. http://www.mext.go.jp/en/policy/education/overview/index.htm.]. The lack of in-depth subject-specific training is a challenge for elementary school teachers, who are responsible for teaching all subject areas. For many decades, school districts have used a lesson study approach. In Japan, lesson study (emerged in the 1920s as professional development opportunities for in-service teachers) helps various types of knowledge become more visible for teachers, which might include colleagues' and mentors' feedback and suggestions about pedagogy and students' reflective and critical thinking. This also allows teachers to encounter new or different ideas and to refine their knowledge [Lewis, C. C., R. R. Perry, and J. Hurd. 2009. "Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case." "Journal of Mathematics Teacher Education" 12: 285-304]. The purpose of this study was to investigate Japanese elementary teachers' professional development (lesson study) experiences using the conceptions of andragogy in physical education (PE) in a metropolitan school district. Participants and setting: Six participants were selected from one elementary school located in a metropolitan city in Japan. There were (a) 2 lesson study presenters, (b) 1 mentor, (c) 1 professional development coordinator, (d) 1 school principal, and (e) 1 school district PE coordinator. Approximately 600 children were enrolled in the school, and there was a total of 33,506 elementary children in the school district. Research design: The research method was descriptive-qualitative, using an in-depth, semi-structured interviewing approach [Seidman, I. 1998. "Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences." 2nd ed. New York: Teacher College Press]. "Data analysis: A thematic analysis method" [Fereday, J., and E. Muir-Cochrane. 2006. "Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development." "International Journal of Qualitative Methods" 5 (1): 80-92] was used to explore, describe, and interpret the data. This allowed the researchers to uncover emergent themes in the data. In the conceptions of andragogy, through thematic analysis, the researchers searched for key or meaningful phrases or words that expose the characteristics of in-service teachers. Findings: Explainable by the conceptions of andragogy, three major interrelated and complex themes emerged from the data analysis: (a) "challenges," (b) "vitalness of a mentor's role," and (c) "self-directed learner." The lesson study approach is an effective way for teachers to reflect on their instruction and promote instructional change. To continue to support teachers to improve their quality of instruction, there is an ongoing need to heighten awareness among teachers, administrators, and researchers to ensure that attention is directed to the learning outcomes of children.

The purpose of this study was to identify and analyze the views of exchange students from Asia about their academic and social experiences at an American university. The participants were eight exchange students from Japan (four men and four women). This study was descriptive-qualitative (Patton, 2002). The data sources were a demographic survey and two semi-structured interviews conducted during the participants' study abroad sojourn. The interview data were analyzed using the constant comparative method (Merriam, 1998). The emergent themes were (a) social distance contributes to academic struggles, (b) collectivism positioned against individualism, (c) isolation in group discussions, and (d) professors' negativity. We include recommendations aimed at improving international students' academic and social experiences at American universities.

Background/Objective: The available information pertaining to the attitudes of Brazilian physical education teachers about teaching students with disabilities is limited in the extant literature base. Rationally, however, scholars argue that determining, analyzing, and theorizing about the attitudes of physical education teachers is important in the preparation and professional development of these teachers. It is therefore important to extend the research base using valid and reliable measures regarding teachers' attitudes about inclusion and teaching students with various disabilities. Purpose: The purpose of this study was to examine the underlying dimensions of the "Physical Educators' Judgments about Inclusion" ("PEJI") scale following translation procedures that converted the existing measure to Portuguese. The PEJI was designed to analyze teachers' attitudes about inclusion and teaching students with various disabilities. Method: Using a descriptive survey research design, data were collected from 147 participants (women = 57.1%, men = 42.9%) on the PEJI survey instrument. Results: Principal component analysis resulted in salient loadings on three dimensions consistent with prior study using the PEJI and explained 57% of the variance for measuring judgments about: "Inclusion versus Exclusion, Acceptance of Students with Disabilities," and "Perceived Training Needs." Conclusions: The overall results confirm validity of the PEJI survey consistent with prior study on this measure. The strong magnitude of values indicates that each of the subscales measures separate dimensions of judgments (attitudes). Implications for future use, we recommend reporting individual scale scores rather than a total PEJI score.

The purpose of this study was to analyze high school physical education teachers' beliefs and understandings regarding culturally relevant pedagogy and teaching Black males in urban high schools. The participants were forty Black and White physical education teachers (male = 23, 57.5 %; female = 17, 42.5 %) randomly sampled from urban high schools. The research method was descriptive survey. Data were collected with a demographic questionnaire and a multidimensional attitude scale, which was constructed in the theoretical orientation of culturally relevant pedagogy. Descriptive and inferential statistical procedures were used to analyze the data. The teachers held mostly favorable beliefs about teaching Black male students, but their beliefs tended to vary as a function of their gender and race/ethnic status. The findings and implications are discussed.

As our nation and society becomes more racially and ethnically diverse, college campuses are experiencing a dynamic shift in the student demographic on campus as well. Purposes of the study were to: (a) analyze the beliefs of kinesiology academic unit leaders (i.e., chairs, directors, heads) regarding faculty and student diversity within their programs and departments and (b) inquire about strategic goals for faculty and student diversification within their programs and departments. The participants were 68 administrators (43 men, 25 women) and all current members of the American Kinesiology Association (AKA) as of 2015. Thematic content data analysis of the open-ended probes exposed the recurrent themes: (a) "advocacy, motives, and actions"; (b) "diversity identified, but rarely defined"; and (c) "history, status, and outlook." Implications of the findings are that issues associated with diversity in kinesiology programs and departments should be addressed with vigor and progressive actions.

According to the Centers for Disease Control and Prevention (CDC), it has been determined that approximately one in 36 children have been diagnosed with autism spectrum disorder (ASD). Children on the autism spectrum often seek inclusive recreational opportunities, particularly in sports. Golf can be a suitable activity for children on the autism spectrum because it can be played individually and has significant structure and rules. The purpose of this paper is to describe Newell's constraint model and then provide an overview of the design of an adapted golf program for children on the autism spectrum using this approach. This paper will also highlight the individual constraints that need to be considered in the instructional process, the types of manipulation of environmental constraints, and the kinds of developmentally appropriate golf tasks that will enhance children's learning of golf skills. The paper is tailored for physical education teachers incorporating or considering golf programs as a part of their curriculum. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the beliefs about inclusion and teaching students with disabilities of physical education (PE) majors from universities in North Carolina (NC). The participants were PE majors (n = 147) and other enrolled students (n = 30) at colleges and universities in NC. The research method was descriptive survey (Fraenkel & Wallen, 1990) situated in the theory of planned behavior (Ajzen, 2001). A survey was used to collect posttest data, which were analyzed with Kruskal-Wallis ANOVA tests to determine differences as a function of gender, ethnicity, and experience teaching persons with disabilities. The participants did not differ in their beliefs about the "concept" of inclusion. In contrast, there were differences as a function of gender and ethnicity in acceptance of teaching students with disabilities and perceived need for additional preparation. Implications of this research for professional preparation are discussed.

The purpose of this study was to analyze PETE teacher educators? views about the application of concepts and content reflecting social justice pedagogies in preparing teacher candidates. Participants were eight PETE teacher educators from five universities in the Northeastern region of the United States. The research paradigm was qualitative descriptive using a multisite interview design (Gay, 1996) positioned in the theoretical orientations of cultural responsiveness and relevancy in teaching (Gay, 2000; Ladson-Billings, 1992). The primary data source was interviewing. Interview data were analyzed with constant comparative method (Merriam, 1998). The following thematic clusters were extracted from the data: (a) "views about student difference," (b) "neglects, fears, and uncertainties," and (c) "strategies approaching cultural responsiveness." These interrelated thematic clusters had influence on the educators' praxis. Moreover, their views ranged from ethnocentric to transitional toward cultural awareness and had salient influence. The findings and recommendations are discussed.

The purpose of this study was to analyse Brazilian physical education teachers' beliefs about their experiences teaching students with disabilities. Participants were six physical education teachers from schools located in the city of Brasília, Brazil. The research paradigm was descriptive-qualitative situated in the theory of planned behaviour. The primary data source was a focus group interview. Interview data were analysed with constant comparative method and uncovered four major recurrent themes. The first major theme exposes the teachers' beliefs that their class arrangements were typically integrative, not inclusive. Second, the teachers' practices were distressed with problems and concerns beyond those of a typical physical education programme. Third, the teachers' self-efficacy in teaching students with disabilities depended largely on several salient variables. Lastly, the teachers were mostly intrinsically motivated in teaching students with disabilities. School districts should engage teachers in professional development focused on teaching students with disabilities in physical education.

The purpose of this study was to describe the experiences of Hispanic faculty involved in physical education teacher education programs at predominantly White colleges and universities in the United States. The study was positioned in the theoretical framework of organizational socialization. Participants were Hispanic (n = 6) faculty from various kinesiology-based programs in tenure-track positions at institutions of higher education in the United States. Data were collected via semi-structured interviews and transcribed, triangulated, and analyzed with constant comparative procedures. We uncovered the following themes: (a) "underrepresented", (b) "socialized", and (c) "cultured and determined". The study's findings magnify the need for faculty and administrators to heighten their awareness and implement strategies to improve the organizational socialization of Hispanic faculty, particularly at predominantly White doctoral-granting colleges and universities. This means, for instance, identifying strategies to recruit, prepare, retain, and mentor Hispanic faculty at such institutions.

Since the 19th century and still today, persistent stereotypic beliefs about Blacks have portrayed them as athletically superior while intellectually inferior to Whites. In contrast, Whites have been portrayed as athletically inferior but intellectually superior to Blacks. These types of race-based stereotypic beliefs have present day implications for youth, such as imposing social and psychological burdens on performance and thus potentially reducing a student's ability to perform to her or his potential. Research that examines different ethnic groups' beliefs about theirs and others intellectual and athletic abilities is important to understanding how best to counter harmful stereotypes. Hence, more research is needed to better understand various ethnic groups' race-based stereotypic beliefs about theirs and the intellectual and athletic abilities of others. The purpose of this study was to compare the beliefs of Black, Hispanic, White, and biracial students on their own ("in-group") and the intellectual and athletic abilities of other ("out-group") ethnic groups. The central research question was what are the beliefs of Black, Hispanic, White, and biracial students on their own and the intellectual and athletic abilities of other ethnic groups. On that question, similar to other studies, this study's findings indicate that students from racially diverse backgrounds differ as a function of gender and ethnicity in their beliefs about in-group and out-group intellectual and athletic abilities. (Contains 1 table and 12 notes.)

The purpose of this study was to describe the social interactions of students with and without disabilities in a general physical education (GPE) program. Participants were a girl with Down syndrome and mental retardation, a boy with severe juvenile scoliosis, and their 16 classmates (9 females, 7 males) without disabilities at a rural middle school. Research method was qualitative case study (Bogdan & Biklen, 1994). Data were gathered with nonparticipant observations, a behavioral coding system, and interviews. We found that students with and without disabilities engaged in mostly positive (e.g., friendly, cooperative) yet infrequent social interactions. Overall findings lend support to inclusive GPE practices. (Contains 1 figure and 1 endnote.)