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Paraskevi Giagazoglou, Athanasios Katis, Eleftherios Kellis, and Christos Natsikas

The purpose of the current study was to examine the kinematic differences during instep soccer kicks between players who were blind and sighted controls. Eleven male soccer players who were blind and nine male sighted performed instep kicks under static and dynamic conditions. The results indicated significantly higher (p < .05) ball speed velocities (20.81m/sec) and ball/foot speed ratio values (1.35) for soccer players who were blind during the static kick compared with sighted players (16.16m/sec and 1.23, respectively). Significant group effect on shank and foot angular velocity was observed during the static kicking condition (p < .05), while no differences were found during the dynamic kicking condition (p > .05). Despite the absence of vision, systematic training could have beneficial effects on technical skills, allowing athletes who are blind to develop skill levels comparable to sighted athletes.

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Luis Columna, Iva Obrusnikova, Phil Esposito, and Aaron Moffett

Edited by ZáNean McClain

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Yeshayahu Shayke Hutzler

Evidence-based practice (EBP) is a growing movement in the health and educational disciplines that recommends emphasis on research outcomes during decision making in practice. EBP is made possible through evidence based research (EBR), which attempts to synthesize the volume and scientific rigor of intervention effectiveness. With the purpose of assessing the impact of this movement on adapted physical activity, this article (a) describes EBP/EBR and outlines its methodological development, (b) provides an historical perspective of EBP/EBR in APA, (c) examines EBR quality indicators in the review literature published in Adapted Physical Activity Quarterly, (d) identifies and synthesizes thematic domains appearing in these review articles, and (e) discusses practical examples of professional issues in APA arising from a lack of EBR.

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Rebecca R. Bryan

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Lee Nolan, Benjamin L. Patritti, Laura Stana, and Sean M. Tweedy

The purpose of this study was to evaluate the extent to which residual shank length affects long jump performance of elite athletes with a unilateral transtibial amputation. Sixteen elite, male, long jumpers with a transtibial amputation were videoed while competing in major championships (World Championships 1998, 2002 and Paralympic Games, 2004). The approach, take-off, and landing of each athlete’s best jump was digitized to determine residual and intact shank lengths, jump distance, and horizontal and vertical velocity of center of mass at touchdown. Residual shank length ranged from 15 cm to 38 cm. There were weak, nonsignificant relationships between residual shank length and (a) distance jumped (r = 0.30), (b) horizontal velocity (r = 0.31), and vertical velocity (r = 0.05). Based on these results, residual shank length is not an important determinant of long jump performance, and it is therefore appropriate that all long jumpers with transtibial amputation compete in the same class. The relationship between residual shank length and key performance variables was stronger among athletes that jumped off their prosthetic leg (N = 5), and although this result must be interpreted cautiously, it indicates the need for further research.

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Megan A. Kirk and Ryan E. Rhodes

Preschoolers with developmental delay (DD) are at risk for poor fundamental movement skills (FMS), but a paucity of early FMS interventions exist. The purpose of this review was to critically appraise the existing interventions to establish direction for future trials targeting preschoolers with DD. A total of 11 studies met the inclusion criteria. Major findings were summarized based on common subtopics of overall intervention effect, locomotor skill outcomes, object-control outcomes, and gender differences. Trials ranged from 8 to 24 weeks and offered 540–1700 min of instruction. The majority of trials (n = 9) significantly improved FMS of preschoolers with DD, with a large intervention effect (η2 = 0.57–0.85). This review supports the utility of interventions to improve FMS of preschoolers with DD. Future researchers are encouraged to include more robust designs, a theoretical framework, and involvement of parents and teachers in the delivery of the intervention.

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Stamatis Agiovlasitis

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Iva Obrusnikova and Suzanna R. Dillon

As the first step of an instrument development, teaching challenges that occur when students with autism spectrum disorders are educated in general physical education were elicited using Goldfried and D’Zurilla’s (1969) behavioral-analytic model. Data were collected from a convenience sample of 43 certified physical educators (29 women and 14 men) using a demographic questionnaire and an elicitation questionnaire. Participants listed 225 teaching challenges, 46% related to cooperative, 31% to competitive, and 24% to individualistic learning situations. Teaching challenges were categorized into nine themes: inattentive and hyperactive behaviors, social impairment, emotional regulation difficulties, difficulties understanding and performing tasks, narrow focus and inflexible adherence to routines and structure, isolation by classmates, negative effects on classmates’ learning, and need for support.

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Michelle A. Grenier

Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers’ coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.

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Daniel W. Tindall, K.M. Casebolt, ZáNean McClain, Aaron Moffett, and Iva Obrusnikova