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Background: Physical educators often reported being ill-equipped to teach autistic children. Furthermore, autistic children often report having negative experiences in physical education. The physical educator is key to shaping these experiences; however, research examining these educators' perspective towards teaching autistic children is limited. Aims: The purpose of this study was to explore physical educators' experiences working with autistic children. Method: A sequential explanatory mixed methods approach was utilized by first administering a questionnaire to physical educators about their perceptions towards teaching autistic children, and second, conducting in-depth interviews with a subset of the sample. Results: Survey data revealed that participants perceived that a variety of autistic characteristics challenging their ability to effectively teach autistic children. These challenges were further elaborated on in qualitative data in the theme of 'autism is a spectrum: an array of challenges'. Moreover, participants discussed strategies employed to effectively work with autistic children (theme 2: 'best practices'), including the importance of relationship building (theme 3: 'relationship building is vital'). Conclusions/Implications: Although physical educators are using various evidence-based practices and hold some views that the challenges autistic children face are partly attributed to society and the structures within it, a medical model viewpoint continues to be prominent. Future research should examine how physical educators form their views towards teaching autistic 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. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe and explain teacher candidates' beliefs about instructing students with severe disabilities in adapted aquatics as a requirement of their physical education teacher education (PETE) program. The participants were 10 PETE teacher candidates (6 male and 4 female) enrolled in adapted physical education courses coupled with an adapted aquatic practicum. This explanatory case study was situated in the theory of planned behavior. The data sources were face-to-face interviews, self-reflective journaling entries, and follow-up e-mail messages. Data were analyzed using constant comparative analysis, and we uncovered the following themes: (a) expectations unmet, (b) limited choice, and (c) experiential learning. Based on the findings, it is clear at least a minimal amount of course work in adapted physical activity (including adapted aquatic instruction) and in special education and hands-on experiences working with students with disabilities should be recommended, if not required, in PETE programs. [ABSTRACT FROM AUTHOR]

By using children with developmental coordination disorder as a case study, the current study examines how several core domains of physical literacy interact and change over time in relation to enjoyment of physical education. Data from 2278 children (5% identified as probable development coordination disorder) were collected across six time points. Mixed effects models were conducted to examine the changes within and between individuals over time. A three-way interaction between perceived adequacy, time and probable developmental coordination disorder was found and indicated that the largest predictor of enjoyment was perceived adequacy (coefficient =.018, p <.01). The findings highlight the importance of fostering a physical education environment which is non-judgemental, positive, and encourages individual growth, as these are the greatest avenue for improving perceived adequacy and therefore, enjoyment. [ABSTRACT FROM AUTHOR]

Sport and physical activity contexts are entrenched with ableist perspectives which view disability as abnormal or negative. Consequently, those who deviate from cultural norms may experience inequity, exclusion, stigmatisation, non-accidental violence and maltreatment. Despite the commitment to ensuring sport and physical activity is safe and inclusive through policies and programmes, more knowledge is needed about the welfare-related experiences of persons with a disability in sport and physical activity to better protect them. This research used collaborative autoethnography and Goffman's theory of stigma to explore two mothers' experiences in a sport and physical activity context, including what they saw, what they felt and what they perceived their children with a disability experienced. This research shows both mothers experienced stigma (e.g. enacted, courtesy, affiliate) due to their immersion and the actions of others in these contexts. Further, both mothers also perceived that their children with a disability experienced the same types of stigma in these contexts as well as the negative consequences related to this stigma (e.g. bullying, social isolation, exclusion, judgement, labelling, anxiety). These acts of stigmatisation positioned both them and their children as outsiders within the stories. This collaborative autoethnography highlights the lack of provisions for disabled children and their families in sport and physical activity contexts, and the persistence of ableist views. [ABSTRACT FROM AUTHOR]

In his Keynote address, Dr. Kretchmar suggests that children who demonstrate an inability or unwillingness to play may have a ‘play disability,’ and thus offers interventions for remediation. In response, Oslin and Collier argue that due to cultural influences, it is more likely that physical educators are play disabled. Oslin and Collier share Kretchmar's sentiment that playing and valuing play is essential to becoming physically educated and living a fulfilling life. Recommendations are offered as a means of infusing play into PETE and physical education curriculums. [ABSTRACT FROM PUBLISHER]

Disabilities are commonly conceptualized in dualistic ways—specifically as mental or physical in nature and as located in the self rather than in the “other” or “out there.” In this essay I reflect on the consequences of a more holistic understanding of both handicaps and special education. This new approach, I suggest, would reveal something called a play disability. I review the nature of play before discussing the symptoms of this impairment. I discuss play handicaps on the side of human personality and attitude as well as on the side of the world or would be playgrounds. I speculate on what special education pedagogies for the play disabled might look like, cite the life experience of a handicapped pianist in arguing for the importance of play as a central component of good living, and then conclude with reflections on our unique opportunities and obligations in physical education to address any play deficit disorders we find among our students. [ABSTRACT FROM PUBLISHER]

The purpose of this study was to explore the original version of Mitchell and Hastings's (1998) Emotional Reaction to Challenging Behavior Scale (ERCBS) and estimate validity and reliability of a revised version containing 29 items. The Emotional Reaction to Challenging Behavior Scale—Korean (ERCBS-K) was studied using 445 in-service physical educators (228 females; 217 males). Data were collected using onsite administration as well as mail survey administration procedures. Confirmatory and exploratory factor analyses results supported a five-factor, 28-item scale (ERCBS-K). Acceptable internal consistency coefficients were found for each of the subscales of the ERCBS-K (Cronbach's alpha ranged from 0.71 to 0 .87). [ABSTRACT FROM AUTHOR]

Infants with Down syndrome (DS) are described as being less active and they also experience significant delays in motor development. It is hypothesized that early infant physical activity may be influential for the acquisition of independent walking. Physical activity was monitored longitudinally in 30 infants with DS starting at an average age of 10 months participating in a treadmill training intervention. Actiwatches were placed on infants' trunk and right ankle for a 24-hr period, every other month until walking onset. Data were analyzed to separate sedentary-to-light activity (low-act) and moderate-to-vigorous activity (high-act). Results showed that more leg high-act at an average age of 12 and 14 months is related to earlier onset of walking. It is recommended that early leg activity should be promoted in infants with DS. [ABSTRACT FROM AUTHOR]

This study compared physical education (PE) and recess in two markedly different special schools for children with mild intellectual disabilities; one school had a reputation for focusing on sports (High Sport Focus-HSF) and the other did not (Low Sport Focus-LSF). Data were collected in 24 PE classes and 48 recess periods using a validated observation system. During both PE and recess, HSF students engaged in physical activity (PA) at greater intensity levels, but LSF students accrued more total activity min. Differences in PA during PE between the schools were associated with both lesson context and teacher behavior. The results suggest written (e.g., scheduling) and unwritten policies within schools affect children's activity levels. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify the perspectives of Hispanic parents of children with disabilities regarding adapted physical education (APE) professionals in relationship to their child's purposeful play and transition to school programming. Participants (N = 11) were Hispanic parents of children with disabilities. Parents participated in one-on-one interviews in their preferred language (Spanish or English). Transcripts were analyzed through a constant comparative analysis. Three themes emerged from the data: (a) qualified APE professionals, (b) challenges for the family, and (c) normalcy. These themes were supported by subthemes. The results indicated that Hispanic families were not as familiar with APE services as Caucasian families were. Parental expectations among Hispanic parents were similar to Caucasian parents, but the preference for modes of communication and information differed. [ABSTRACT FROM AUTHOR]

Isometric voluntary force production and relaxation capacity of the quadriceps femoris (QF) muscle was compared between 12 children with spastic diplegic cerebral palsy (CP) and healthy controls, age 10-11 years. Children with CP had less (p < .05) maximal voluntary-contraction force, voluntary activation, and rate of force development than controls. Visual reaction to contraction did not differ significantly in measured groups, whereas the reaction time to relaxation and halfrelaxation time were longer (p < .05) in children with CP. The authors concluded that in children with CP, the capacity for rapid voluntary force production and relaxation is reduced to a greater extent than isometric maximal force. [ABSTRACT FROM AUTHOR]

This study explored perceptions toward physical activity and sport in the lives of youth with congenital heart disease. Thirteen cardiac participants were interviewed in the presence of their parents, and a process of inductive analysis was conducted. Sport was not considered a valued pursuit despite the belief that it is essential for the attainment of good health. Low-self efficacy and fatigue were influenced by covert fears and exclusion and further decreased the value ascribed to sport and physical activity. Nontraditional activities, support from others, and perceptions of mastery played a crucial role in enabling participation and facilitated the journey toward recovery. Findings are discussed within the context of self-efficacy theory and may inform the design of safe and enjoyable physical activity opportunities for this population. [ABSTRACT FROM AUTHOR]

This study examined and compared the control of posture during bilateral stance in ten boys with Developmental Coordination Disorder (DCD) of 6-8 years old and ten matched typically developing boys in four sensory conditions (with or without vision, on a firm or complaint surface). In all conditions mean postural sway velocity was larger for the boys with DCD, in spite of a normal score on the balance items of the Movement Assessment Battery for Children. A Group X Condition interaction revealed a larger dependency on vision in the boys with DCD when standing on a firm surface. These results suggest that in this specific subgroup of boys with DCD with predominantly problems in fine motor and ball skills postural control problems may still be prevalent and may possibly be associated with difficulties to re-weight sensory information in response to environmental demands. [ABSTRACT FROM AUTHOR]

This study compared the nature of postural adaptations and control tendencies, between 7 (n = 9) and 11-year-old boys (n = 10) with Developmental Coordination Disorder (DCD) and age-matched, younger (n = 10) and older (n = 9) peers in a leaning task. Examination of anterior-posterior, medio-lateral, maximum and mean area of sway, and path length revealed one significant interaction as older, unaffected boys swayed more than all other groups (p < .01). As a group, boys with DCD displayed smaller anterior-posterior (p < .01) and area of sway (p < .01). Analysis of relative time spent in the corrective phase (p < .002) revealed that boys with DCD spent 54% under feedback control while boys without DCD spent 78%. This was attributed to reduced proprioceptive sensitivity, as confirmed by significant differences between the groups (p < .009) in spectral analysis of peak frequency of sway. [ABSTRACT FROM AUTHOR]

The purpose of this discussion is to explore assumptions that have informed constructions of disability and to challenge these as socially constituted judgments that influence the way teachers think and act in general physical education. A secondary purpose is to introduce social constructionism as a discourse that potentially reshapes constructions of disability by highlighting the relational activity between teachers and students. Using this framework, it becomes possible to consider the cultural construction of disability as informing actions that in many cases, further disable students with disabilities. A relevant question here becomes, what are our expectations, and how did we come to hold them? The article concludes with suggested practices that identify competence and context as central features of instruction in which meaningful actions are possible for students with disabilities. [ABSTRACT FROM AUTHOR]

The purpose of the study was to examine the accuracy of pedometer steps and activity time (Walk4Life, WL) for youth with developmental disabilities. Eighteen youth (11 girls, 7 boys) 4-14 years completed six 80-meter self-paced walking trials while wearing a pedometer at five waist locations (front right, front left, back right, back left, middle back). Trials were video taped to determine actual steps and activity time. Time exhibited a smaller percent error in comparison to steps across locations. Apart from the front left, location had minimal influence on accuracy. The WL demonstrates acceptable accuracy for steps and activity time. [ABSTRACT FROM AUTHOR]

Thirty-five youth with visual impairments (13.5 ± 2.1yrs, 13 girls and 22 boys) walked four 100-meter distances while wearing two units (right and left placement) of three brands of voice-announcement (VA) pedometers (Centrios Talking Pedometer, TALKiNG Pedometer, and Sportline Talking Calorie Pedometer 343) and a reference pedometer (NL2000). Registered pedometer steps for each trial were recorded, compared to actual steps assessed via digital video. Inter-unit agreement between right and left VA pedometer placement was low (ICC range .37 to .76). A systematic error was observed for the VA pedometers on the left placement (error range 5.6% to 12.2%), while right placement VA pedometers were at or below ± 3% from actual steps (range 2.1% to 3.3%). The reference pedometer was unaffected by placement (ICC .98, error ∼1.4%). Overall, VA pedometers demonstrated acceptable accuracy for the right placement, suggesting this position is necessary for youth with visual impairments. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine what trends exist in the identification and description of participants used in data-based studies published in "Adapted Physical Activity Quarterly" and the "Journal of Teaching in Physical Education." Data were analyzed using frequency counts for journals and time periods from the 1980s to 2005 with chi-square tests on gender, race, ethnicity, and socioeconomic status. Results indicate, for example, that across the time span both journals published articles reporting males first over females, X² (3) = 22.16, p < .001. Trend data also reveal that even today most data-based studies in these journals fail to report race, ethnicity, and socioeconomic status. Findings are discussed with guiding principles for future research. [ABSTRACT FROM AUTHOR]

The article looks at strategies for teaching physical education to autistic children. According to the article, it is important to establish a routine for the class and create a clear physical layout that contains visual cues and boundary markings. The article suggests having a clear and regular ending to the class, which could include doing a simple stretching routine. The article discusses visual schedules, alternative forms of communication, positive reinforcement, appropriate use of equipment, and how to prevent negative behaviors, simplify verbal directions, and deal with sensory sensitivity.

The article looks at the use of the Positive Behavioral Support (PBS) method in teaching physical education to autistic children. According to the article, PBS seeks to decrease problem behaviors in autistic children over time by developing individualized interventions that help autistic children develop positive relationships with classmates and teachers and cultivate appropriate communication skills, social skills, and self-control skills. The article discusses changing the physical environment, teaching new skills, and using responding strategies.

The article looks at the use of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) method for teaching physical education to autistic children. Teachers using the TEACCH method design a program centered on each individual child's needs, skills, and interests and build upon the child's strengths. The TEACCH method uses structured teaching, which involves organising the physical environment, creating schedules, having clear expectations, and using visual materials.

The article looks at using Applied Behavior Analysis (ABA) for children with autism in a physical education setting. According to the article, there are four goals related to the implementation of ABA principles, including increasing positive and decreasing negative behaviors, teaching new skills, and maintaining learned skills. The article discusses discrete trial training, which uses repetition and reinforcement to teach new skills, and structured teaching, which focuses on fostering independence in autistic children.

The main purpose of this study was to examine the relationships among perceived competence, perceived motivational climate, and participation behaviors of children with movement difficulties (MD) in physical education. Behaviors of 65 children with MD and 65 matched peers without MD from Grades 4-6 were observed and coded. A MANOVA revealed significant differences between the two groups in the proportions of adaptive and maladaptive behaviors. Hierarchical regression analyses indicated a tendency for participants with MD with higher self-reported perceptions of competence to spend proportionally more time engaged in adaptive behaviors and less time engaged in maladaptive behaviors. Significant interactions revealed that the effect of self-reported perceptions of a performance climate on participation was conditional upon perceived competence levels. [ABSTRACT FROM AUTHOR]

Researchers, textbooks authors, and educational policy makers recommend peer tutoring as an inclusion strategy for students with autism. However, there is little, if any, research supporting these recommendations in physical education. We assessed the effects of classwide peer tutoring (CWPT) in teaching catching skills to two typically developing peers and two children diagnosed with autism in kindergarten. A single subject withdrawal design assessed the effects of CWPT on total catches and correct catches. Results show that CWPT improved total and correct catches for the two students with autism. The results for the typically developing peers were mixed. These findings, while requiring further research, provide initial evidence to support CWPT as an inclusion strategy for children with autism in physical education. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative case study was to examine an inclusive, third grade physical education class containing a child with severe cerebral palsy and a visual impairment from a social constructionist perspective. Data were collected from four primary sources over a six-month period: interviews, observations, document review, and journals. Boyzaitis's (1998) five-step process was utilized in the data analysis, which uncovered three primary themes: the teacher's belief in the development of social skills for students with and without disabilities, the teacher's use of purposeful strategies to accommodate students with disabilities, and student learning shaped by personal experience. Student and teacher experiences were interpreted within the conceptual framework of social construction as a means of describing relevant and meaningful relationships. [ABSTRACT FROM AUTHOR]

The article details the modifications to physical activity assessments for individuals with disabilities. Guidelines for the frequency, intensity, time and type of physical activity, or FITT principle, for students with disabilities include progression from one day a week to three or more days of activity per week, a resting heart rate that progresses from ten beats per minute, time and short break intervals that increase to reach recommended levels of activity, and type of activity dependent on ability. The effects of several disabilities are mentioned, including cerebral palsy and mental retardation, as well as what must be considered in physical activities. INSET: Frequently Asked Questions (FAQs).

The purpose of this study was to examine the application of the Personal and Social Responsibility Model (PSRM) in an adapted physical activity program. Although the PSRM was developed for use with underserved youth, scholars in the field of adapted physical activity have noted its potential relevance for children with disabilities. Using a collective case study, we explored the relevance and perceived benefits of the PSRM in an adapted martial arts program. Participants were five male children with spastic diplegic cerebral palsy. Data sources included observational field notes, medical records, and interviews with participants' physicians, therapists, and parents. The following themes were generated from the data: increased sense of ability, positive feelings about the program, positive social interactions, and therapeutic relevance. These results indicate that the PSRM can be made relevant to children with disabilities, especially when coupled with appealing and therapeutically relevant content. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine barriers perceived by teachers when including students with visual impairments in general physical education. Teachers (52 males, 96 females) who had children with visual impairments in their physical education classes were surveyed prior to in-service workshop participation. The most prevalent barriers were professional preparation, equipment, programming, and time. A logistic regression analysis, regressing gender, in-service training, number of students with visual impairments taught, masters degree attained, masters hours spent on visual impairments (yes or no), undergraduate hours spent on visual impairments (yes or no), and years of experience failed to indicate significant predictors of professional preparation as a barrier, Model X² (6, n = 148) = 4.48, p > .05. [ABSTRACT FROM AUTHOR]

The purpose was to study expectations, persistence, and posttask attributions in 33 children (ages 9 to 15 years) with mental retardation (MR) and 40 children (ages 10 to 13 years) without disabilities during integrated physical education classes. Each of the participants (34 male and 39 females) viewed a video of another child successfully completing a game, responded to a question about expectations, and engaged in this same game alongside a peer. Results indicated that expectations did not differ between children with and without MR, χ²(1) = .35, p > .05. Following each child's request to stop playing, a video of individual performance was displayed and an interview was conducted to determine posttask attributions. Learners with MR were less persistent than peers without disabilities, F(1, 68) = 4.60, p < .5, η2 = .06. Although less persistent, children with MR did not differ on posttask attributions from peers without disabilities, χ²(2) = 3.64, p > .05; χ²(2) = 1.74, p > .05. [ABSTRACT FROM AUTHOR]

The purpose was to explore the personal experiences of children with physical disabilities in physical education (PE) and to identify supporting and limiting mechanisms to their inclusion and empowerment. A computerized analysis of individual profiles was performed based on in-depth interviews with 8 females and 2 males, ages 9 to 15, who were included in regular PE classes. Two individual profiles served as examples for situations faced during inclusive settings and typical reaction patterns. A comparative qualitative analysis of interview themes generated five main categories of themes: assistive devices, physical activity, peers, important adults, and self. Experiences during physical activity were identified as supporting or limiting empowerment within each category, based on selected criteria. An almost equal distribution of supporting and limiting factors was observed. [ABSTRACT FROM AUTHOR]

Focuses the role of paraprofessional in assisting children with disabilities in physical education setting. Details on the goals and objectives of paraprofessionals in physical education; Preparation of paraprofessional in physical education setting; Emphasis on the situational assistance during skill and work activity.

Presents several abstracts on physical education for handicapped persons. 'Preservice Teacher's Perceptions of Summarizing Assessment Information,' by J.H. Downing and J. Rebollo; 'Learning Disabilities Affect Classroom Behavior,' by R.M. Allinder and E. Siegel; 'Teaching Students With Mental Disabilities to Resist Peer Pressure,' by B.C. Hall.

The purpose of this study was to measure the impact of including three 6th-grade students with severe disabilities who were given support services into a regular physical education class. Basketball skill improvement in passing, shooting, and dribbling during a 3-½-week basketball unit and attitudes toward students with disabilities were compared between a 6th-grade class that included 3 students with severe disabilities (C1) and a 6th-grade class in the same school that did not have any students with disabilities (C2). Results from the nonparametric Mann — Whitney U test indicated no differences in skill improvement between the two groups except in dribbling, which favored C2. C1 showed significantly greater pretest scores in general and sport-specific attitudes compared to C2, but there were no differences in gain scores for either general or sport-specific attitude. It was argued that, with proper support services, students with severe disabilities can be included in regular physical education without negatively affecting the program for students without disabilities. [ABSTRACT FROM AUTHOR]