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Erratum for the article by Haegele et al in APAQ 32(3)

Justin A. Haegele, Jihyun Lee, and David L. Porretta

In the article by Haegele, J.A., Lee, L., and Porretta, D.L., “Research trends in Adapted Physical Activity Quarterly from 2004 to 2013”, in Adapted Physical Activity Quarterly, 32(3), 187–205, an incorrect DOI was printed. The correct DOI for that article is http://dx.doi.org/10.1123/APAQ.2014-0232.

Cover Adapted Physical Activity Quarterly

In Adapted Physical Activity Quarterly Volume 33 (2016): Issue 1 (Jan 2016)

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APAQ at Thirty

Yeshayahu Hutzler

Cover Adapted Physical Activity Quarterly

In Adapted Physical Activity Quarterly Volume 32 (2015): Issue 3 (Jul 2015)

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Erratum: Jeong, Kim, and Lee (2015)

In the article by Jeong, M., Kim, S-Y., & Lee, E., “Parents’ beliefs and intentions toward supporting physical activity participation for their children with disabilities,” in Adapted Physical Activity Quarterly, 32(2), 93–105, the third author’s name was misspelled in the print version. It was printed as Euikyung Lee, but the correct spelling is Eunkyung Lee.

Cover Adapted Physical Activity Quarterly

In Adapted Physical Activity Quarterly Volume 32 (2015): Issue 3 (Jul 2015)

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Reporting Guidelines

Yeshayahu Hutzler

Cover Adapted Physical Activity Quarterly

In Adapted Physical Activity Quarterly Volume 31 (2014): Issue 4 (Oct 2014)

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Farewell Editorial

Marcel Bouffard

Cover Adapted Physical Activity Quarterly

In Adapted Physical Activity Quarterly Volume 31 (2014): Issue 1 (Jan 2014)

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25 Candles

Terry L. Rizzo

Cover Adapted Physical Activity Quarterly

In Adapted Physical Activity Quarterly Volume 26 (2009): Issue 2 (Apr 2009)

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Beginning a Third Decade

Edited by David L. Porretta

Cover Adapted Physical Activity Quarterly

In Adapted Physical Activity Quarterly Volume 21 (2004): Issue 1 (Jan 2004)

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Guidelines for Improving Adapted Physical Activity Research

Claudine Sherrill and John O’Connor

Cover Adapted Physical Activity Quarterly

In Adapted Physical Activity Quarterly Volume 16 (1999): Issue 1 (Jan 1999)

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Inclusion Practices of Effective Elementary Specialists

Kathryn LaMasfer, Gary Kinchin, Kimerly Gall, and Daryl Siedentop

Full inclusion refers to educational practices where all students with disabilities are educated in regular classes along with nondisabled peers. Six elementary physical education specialists (5 females, 1 male) were studied to obtain their views of inclusion practices and perceived outcomes. Teacher interviews and observations revealed four main themes: (a) multiple teaching styles, (b) student outcomes, (c) teacher frustrations, and (d) differences in inclusion practices. Results indicated that schools provided little support, and teachers reported that they were inadequately prepared to teach effectively with inclusive classes. These teachers had strong feelings of guilt and inadequacy as they continued to try to be effective for all children.

Cover Adapted Physical Activity Quarterly

In Adapted Physical Activity Quarterly Volume 15 (1998): Issue 1 (Jan 1998)

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Past, Present, Future

Edited by Claudine Sherrill

Cover Adapted Physical Activity Quarterly

In Adapted Physical Activity Quarterly Volume 14 (1997): Issue 1 (Jan 1997)