There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or infringing on rights. The aim of this paper is to open a dialogue on what constitutes ethical practice in adapted physical activity. Ethical theories including principlism, virtue ethics, ethics of care, and relational ethics provide a platform for addressing questions of right and good and wrong and bad in the field of adapted physical activity. Unpacking of stories of professional practice (including sacred, secret, and cover stories) against the lived experiences of persons experiencing disability will create a knowledge landscape in adapted physical activity that is sensitive to ethical reflection.
Donna L. Goodwin and Brenda Rossow-Kimball
Hilda F. Mulligan, Leigh A. Hale, Lisa Whitehead, and G. David Baxter
People with disability are insufficiently physically active for health. This study identified the volume, quality, and findings of research that exposes environmental and personal barriers of physical activity participation for people with neurological conditions. CINAHL, Sport Discus, EMBASE, Medline, and AMED were systematically searched between 1999 and week one 2010 for peer reviewed studies that fit the aim of the review. Identified barriers to physical activity participation were categorized into the World Health Organization’s ICF framework of domains. Of the 2,061 studies uncovered in the search, 29 met inclusion criteria and 28 met quality appraisal. Findings showed that barriers to physical activity participation arise from personal factors that, coupled with lack of motivational support from the environment, challenge perceptions of safety and confidence to exercise.
Alison J. Jonzon and Donna L. Goodwin
The play experiences of daughters who were caregivers to their mothers with multiple sclerosis were described. The experiences of four Caucasian women aged 19–26 years were captured using the interpretive phenomenological methods of interviews, field notes, and artifacts. Family systems theory provided the conceptual framework for the study and facilitated the interpretation of the findings. The thematic analysis revealed three themes: (a) being a good daughter, (b) blurred relationship boundaries, and (c) encumbered play. Being a good daughter encompassed personal caregiving for their mothers. The associated guilt and worry was perceived to mature the participants beyond their years. Excessive caregiving exacerbated by limited social networks contributed to the blurring of mother-daughter relationships. Play, although restricted, provided a welcomed escape from caregiving responsibilities. Impoverished play experiences as caregivers were reported to negatively impact adult physical activity and recreation pursuits.
Kevin M. Casebolt, Iva Obrusnikova, ZáNean McClain, Phil Esposito, and Luis Columna
Edited by Kristi Sayers Menear
Peter R. Giacobbi Jr., Frederick Dietrich, Rebecca Larson, and Lesley J. White
The purpose of this study was to evaluate perceptions of quality of life after a 4-month progressive resistance training program for individuals with multiple sclerosis (MS). A second purpose was to examine participants’ views about factors that facilitated or impeded exercise behavior. Qualitative interviews were conducted with eight females (Mage = 49.86, SD = 6.94) with relapsing remitting MS. Audio-tape recorded interviews were transcribed verbatim and coded. Walking performance improved (M = 13.08%, SD = 7.11). All participants perceived improvements in muscular strength and endurance while six indicated improvements in walking endurance and performance in tasks of daily living. Social benefits of participation were discussed by seven participants including interactions in the exercise environment. We concluded that supervised resistance training may promote improvements in QOL for women with relapsing remitting MS.
Chantale Ferland, Hélène Moffet, and Désirée B. Maltais
Ambulatory children and youth with cerebral palsy have limitations in locomotor capacities and in community mobility. The ability of three locomotor tests to predict community mobility in this population (N = 49, 27 boys, 6–16 years old) was examined. The tests were a level ground walking test, the 6-min-Walk-Test (6MWT), and two tests of advanced locomotor capacities, the 10-meter-Shuttle-Run-Test (10mSRT) and the Timed-Up-and-Down-Stairs-Test (TUDS). Community mobility was measured with the Assessment of Life Habits mobility category. After age and height were controlled, regression analysis identified 10mSRT and TUDS values as significant predictors of community mobility. They explained about 40% of the variance in the Life Habits mobility category scores. The 10mSRT was the strongest predictor (standardized Beta coefficient = 0.48, p = 0.002). The 6MWT was not a significant predictor. Thus, advanced locomotor capacity tests may be better predictors of community mobility in this population than level ground walking tests.
Greg Reid, Marcel Bouffard, and Catherine MacDonald
Professional practice guided by the best research evidence is a usually referred to as evidence-based practice. The aim of the present paper is to describe five fundamental beliefs of adapted physical activity practices that should be considered in an 8-step research model to create evidence-based research in adapted physical activity. The five beliefs are individualization, critical thinking, self-determination, program effectiveness, and multifactor complexity. The research model includes conceptualize the problem, conduct research on the process of the problem, conceptualize and specify the intervention, evaluate intervention outcomes, evaluate intervention processes, determine person-by-treatment interactions, determine context-dependent limitations, and investigate factors related to intervention adoption maintenance. The eight steps are explained with reference to two research programs that used a randomized control group design.