Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Tiffanye M. Vargas, Robbi Beyer, Melissa Bittner, Margaret M. Flores Abstract: Within the United States, millions of youth participate in recreational athletics, and approximately 7%–10% will have some type of hidden disability (HD), such as attention deficit hyperactivity disorder, specific learning disability, or autism spectrum. Youth athletes with HD, and youth without a diagnosed disability, also may exhibit characteristics of these disabilities that can impact their behavior. This study investigated recreational leaders (RLs’) perceptions of athletes exhibiting challenging behaviors in a youth sport setting. Specifically, this study explored (a) RLs’ perceptions of athletes’ challenging behaviors, (b) RL’s proposed actions in addressing these difficulties, and (c) RL’s efficacy toward effectively managing challenging behavior. Forty- three RLs reviewed four videos, described athletes’ behaviors, and proposed behavior management solutions. Results indicated RLs tended to blame athletes when instructions were not followed, or when athletes were not on task, rather than consider their own role in delivering appropriate instruction or practice. Consequently, a need exists for improved recreation youth coaching training regarding HD and pedagogical techniques, specifically through the integration of research- validated strategies used within the academic and physical activity setting such as Universal Design for Learning (UDL; Meyer et al., 2014). Teaching RLs how to understand and use UDL may help provide RLs with the necessary skills to individualize feedback and better incorporate strategies for learning sport skills. PubDate: 2023-03-20 Issue No:Vol. 37, No. 1 (2023)
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Authors:Amy Chaffee, Cathy MacDonald, Rebecca Bryan, John Foley Abstract: Individuals with an intellectual disability residing in group homes tend to be inactive and staff often do not monitor physical activity. The purpose of the study was to determine which states, if any, have policies or recommendations regarding physical activity or recreation for individuals with intellectual disability residing in group homes. A 4-step process was used to collect information regarding policies or recommendations for physical activity and recreation in group homes. State offices of developmental disability services for all 50 states were contacted. Of the 30 responses from state representatives, none indicated clear policies or recommendations, but some shared individual service plans outlining requirements for physical activity or recreation. The findings demonstrate the need for policies and recommendations for physical activity and recreation for individuals with an intellectual disability residing in group homes. Specifically, aligning to the World Health Organization Physical Activity Guidelines. PubDate: 2023-03-20 Issue No:Vol. 37, No. 1 (2023)
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Authors:Jason Rich, Lauren J. Lieberman, Wendy Gutcher Abstract: Participation on any level of the sport of rowing provides rowers with physical, psychological, and social benefits. The unique demands of the sport allow it to be accessible for athletes who are Deaf or hard of hearing (D/HOH). Inclusive participation in rowing allows rowers who are D/HOH to experience similar benefits to their teammates who hear. However, to achieve an inclusive team environment, coaches, coxswains, and teammates need to understand and accommodate the communication needs of rowers who are D/HOH. Many of these accommodations stem from collaborating on the timing and medium of feedback and instruction, how best to utilize an interpreter, and the creation of one-handed signals to be used on the water. The purpose of this article is to outline the needs of rowers who are D/HOH, the benefits of promoting accessibility and inclusion for these athletes, and provide recommendations and strategies for coaches, coxswains, and teammates to facilitate that accessibility and inclusion in and out of the boat. PubDate: 2023-03-20 Issue No:Vol. 37, No. 1 (2023)
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Authors:Lindsey Nowland, Candace Brink, Martin E. Block Abstract: Most children with disabilities are included in general physical education (Snyder, de Brey & Dillow, 2016). Unfortunately, interviews with students with disabilities suggest that they often do not feel they have been properly accommodated and welcomed by their physical education teacher (Lieberman & Block, 2017). Additionally, physical educators consistently report not feeling adequately prepared for inclusion (Obrusnikova & Block, 2016). It is well known that most physical education teacher education programs only require one course in adapted physical education, and information in these courses tend to focus on disabilities, legal requirements, and general strategies for modifications (Kwon, 2018; Piletic & Davis, 2010). Placing a child with a disability in general physical education without support may not meet the intent of inclusion. Perhaps adding a rationale for inclusion and for accommodating and welcoming students with disabilities could be presented through a social justice lens. The purpose of this paper is to present the use of social justice in introductory adapted physical education courses as a means of changing future physical educators’ attitudes toward working with students with disabilities. The paper will begin with an introduction of ableism and an ablelistic mindset that can lead to stereotypes and prejudice. This will be followed by a definition of social justice and presentation of the three key principles of social justice (equality, equity, and participation) with application to training future physical educators. PubDate: 2023-03-20 Issue No:Vol. 37, No. 1 (2023)
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Authors:Adam S. Forbes, Matthew J. Barker Abstract: The COVID-19 pandemic has changed education in how learning occurs such as utilizing technological supports. Specific to adapted physical education (APE), the pandemic affected APE teachers’ abilities to support their students’ physical activity (PA) needs, which produced barriers but also successes in the form of collaboration among APE professionals and increased knowledge, confidence, and use of technology. However, a question remains on what lasting impacts the COVID-19 pandemic will have on education and APE. As such, APE teachers should be prepared to support students in any educational setting and utilize the available resources regarding technology. Additionally, they should have the opportunity to explore different technology approaches to develop competence and determine what aspects can support their students and themselves. Therefore, the purpose of this article is to provide information about two technology resources—Google Sites and Google Forms—that APE teachers can use to support their teaching responsibilities and students. Information about how to utilize both resources are provided as well as suggestions for future use. PubDate: 2023-03-20 Issue No:Vol. 37, No. 1 (2023)
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Authors:Kimberly Elizabeth Ona Ayala, Yetsa A. Tuakli-Wosornu, Cathy McKay, George Raum, Katie Wang Abstract: Adaptive sports, including Paralympic sports, have been positioned as antidotes to disability stigma. We examined the impact of athlete status on general public perceptions of a person with visual impairment faced with subtle and hostile discrimination. An online survey asked 206 American adults to respond to a vignette where a woman with blindness labeled either as a secretary or a Paralympian asks for bystander assistance. The perceived appropriateness of the bystander’s reaction, as well as the protagonist’s reaction to bystander hostility, did not differ based on athlete status. Though the Paralympic and similar sports movements envision transforming ableist attitudes through sport, athlete status– which is a signal of participation–may not be enough to shift perceptions in the general public. Significant expansion, integration, and multi-scale mainstreaming of adaptive sports is needed to more reliably reduce disability stigma through sport. PubDate: 2023-03-20 Issue No:Vol. 37, No. 1 (2023)
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Authors:Angela J. Wozencroft, Jodi Anderson, Carlie Long, Dawn P. Coe Abstract: The purpose of the study was to examine the feasibility of translating the FunDoRoo™ mobile device application, a parental home-based physical activity (PA) intervention, for youth with disabilities in five special education classrooms (elementary through high school). A supervisor’s fidelity checklist on the FunDo-Roo™ protocol, along with narrative comments, was completed after each session. The fidelity checklist was designed to assess the implementation and facilitation of the FunDoRoo™ sessions. FunDoRoo™ included Get Ready exercises, Get Strong exercises, and Games. Fidelity checklist data were not reported in this study. Qualitative analysis on implementation and facilitation was conducted on the narrative comment data from the fidelity checklists from 31 different FunDoRoo™ sessions across the five classrooms. Five themes were identified using an inductive approach: equipment modification, exercise/movement adaptation, location/space, challenges with group setting, and time constraints. Based on the thematic analysis, facilitators need to be cognizant of students’ ability levels as these abilities will inform equipment modification and adaptations to the activities/exercises in the FunDoRoo™ application. Results from this study indicate that with these considerations, the FunDo- Roo™ application curriculum can feasibly be translated for use in special education classrooms, as a fun, interactive way to reach the educational goals of students with disabilities. PubDate: 2023-03-20 Issue No:Vol. 37, No. 1 (2023)
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Authors:Gülsüm Hatipoğlu Özcan, Dilara Özer, Salih Pınar Abstract: The aim of this study is to examine the motor skill levels of children aged 3-6 years with Autism spectrum disorder (ASD) in comparison with their typically developing (TD) peers and to reveal their needs for motor support programs. The research group consisted of 88 participants aged 3-6 years, including 43 children (40 boys and 3 girls) diagnosed with ASD attending special education and rehabilitation institutions, and 45 TD children (23 boys and 22 girls) receiving pre-school education in a private institution (ASD=57.4 months, ±9.32 – TD=59.06 months, ±8.61). The Peabody Developmental Motor Scale-2 (PDMS-2) and the Turkish Version of the Gilliam Autism Rating Scale-2 (GARS-2-TV) were used as data-collection tools in the study. The Mann-Whitney U test was used for the two-group comparisons of the parameters that did not exhibit normal distribution in the analysis of the data. The Spearman correlation analysis was applied to determine the relationship between the variables. The significance was evaluated at the p<0.05 level. As a result of the research, the balance, locomotor and manipulative skills and total gross motor scores of the children with ASD were found to be lower than those of the TD children (p<0.05). In addition, it was observed that there was a significant correlation between GARS-2- TV scores and PDMS-2 scores of the children with ASD (p<0.05). PubDate: 2023-03-20 Issue No:Vol. 37, No. 1 (2023)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
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