The purpose of this study was to describe and examine the occupational socialization of nine adapted physical educators (APEs). The questions we attempted to answer were (a) What were the perspectives and practices of the APEs? and (b) What factors influenced these perspectives and practices? Data were collected through six qualitative techniques and analyzed by using analytic induction and constant comparison. At the time the study was conducted, the APEs possessed traditional or progressive teaching orientations. They had been attracted to a career as an APE through their participation in sport and physical activity and interactions with persons with disabilities. The quality of adapted physical education teacher education the APEs received varied, but high-quality adapted physical education teacher education appeared to exert a powerful influence on their values and pedagogies. The school cultures and conditions in which the APEs worked on entry into the workforce either served to support or negate their programs. We conclude the paper by providing several hypotheses regarding the influences of occupational socialization on in-service APEs’ teaching.
Chan Woong Park and Matthew D. Curtner-Smith
Chunxiao Li, Lijuan Wang, Martin E. Block, Raymond K.W. Sum and Yandan Wu
Teachers’ self-efficacy is a critical predictor for successful inclusive physical education. However, little is known about preservice physical educators’ self-efficacy toward teaching students with autism spectrum disorders in China. A sound instrument is necessary to measure their self-efficacy level. This validation study examined the psychometric properties of the Chinese version of the Physical Educators’ Self-Efficacy Toward Including Students with Disabilities—Autism. A multisection survey form was administered to preservice physical educators in Mainland China (n = 205) and Hong Kong (n = 227). The results of confirmatory factor analysis confirmed the one-factor model of the scale in the total sample and each of the two samples. Invariance tests across the two samples supported configural and metric invariance but not scalar invariance. The scale scores showed good internal reliability and were correlated with theoretically relevant constructs (i.e., burnout and life satisfaction) in the total sample and subsamples. These findings generally support the utility of the scale for use among Chinese preservice physical educators.
Ali Brian, Sally Taunton, Lauren J. Lieberman, Pamela Haibach-Beach, John Foley and Sara Santarossa
Results of the Test of Gross Motor Development-2 (TGMD-2) consistently show acceptable validity and reliability for children/adolescents who are sighted and those who have visual impairments. Results of the Test of Gross Motor Development-3 (TGMD-3) are often valid and reliable for children who are sighted, but its psychometric properties are unknown for children with visual impairments. Participants (N = 66; Mage = 12.93, SD = 2.40) with visual impairments completed the TGMD-2 and TGMD-3. The TGMD-3 results from this sample revealed high internal consistency (ω = .89–.95), strong interrater reliability (ICC = .91–.92), convergence with the TGMD-2 (r = .96), and good model fit, χ2(63) = 80.10, p = .072, χ2/df ratio = 1.27, RMSEA = .06, CFI = .97. Researchers and practitioners can use the TGMD-3 to assess the motor skill performance for children/adolescents with visual impairments and most likely produce results that are valid and reliable.
Karin Lobenius-Palmér, Birgitta Sjöqvist, Anita Hurtig-Wennlöf and Lars-Olov Lundqvist
This study compared accelerometer-assessed habitual physical activity (PA), sedentary time, and meeting PA recommendations among 102 youth with disabilities (7–20 years) in four subgroups—physical/visual impairments, intellectual disability, autism spectrum disorders, and hearing impairment—and 800 youth with typical development (8–16 years). Low proportions of youth with disabilities met PA recommendations, and they generally were less physically active and more sedentary than youth with typical development. The hearing impairment and autism spectrum disorder groups were the most and least physically active, respectively. Older age and to some extent female sex were related to less PA and more sedentary time. Considering the suboptimal levels of PA in youth with disabilities, effective interventions directed at factors associated with PA among them are needed.
Scott Douglas, William R. Falcão and Gordon A. Bloom
The purpose of this study was to gain an understanding of the career development and learning pathways of Paralympic head coaches who previously competed as Paralympic athletes. Each coach participated in a semistructured interview. A thematic analysis of the data revealed three higher order themes, which were called becoming a coach, learning to coach, and lifelong learning and teaching. Across these themes, participants discussed interactions with other coaches and athletes with a disability, learning from mentors and coaching clinics, as well as limited formal educational opportunities they experienced transitioning from athlete to head coach. The findings revealed that they acquired most of their knowledge from a combination of knowledge gained as athletes and informal sources, including trial and error. They also stressed the need for enhanced recruiting of parasport coaches and parasport coach education opportunities that would enhance programs for athletes with physical disabilities, from grassroots to Paralympic levels.
Mário A.M. Simim, Gustavo R. da Mota, Moacir Marocolo, Bruno V.C. da Silva, Marco Túlio de Mello and Paul S. Bradley
We investigated the match demands (distances covered and acute physiological responses) of amputee soccer and its impact on muscular endurance and power. Measures such as heart rate, blood lactate concentration, subjective rating of perceived exertion, and time-motion characteristics were recorded in 16 Brazilian amputee soccer players during matches. Before and after matches, players completed a battery of tests: push-ups, countermovement vertical jump performance, and medicine ball throwing. Small differences were found between the first and second half for the distance covered in total and across various speed categories. Heart rate responses, blood lactate concentrations, and peak speed did not differ between halves, and all neuromuscular performance measures decreased after the match particularly after push-ups, although the rating of perceived exertion increased markedly compared with prematches. Although match physical performances were consistent across halves, the overall demands impaired test performance, especially for upper limb and closed kinetic chain exercise.
ZáNean McClain, E. Andrew Pitchford, E. Kipling Webster, Michaela A. Schenkelberg and Jill Pawlowski
Jennifer K. Sansom and Beverly D. Ulrich
Due to increased metabolic demands during walking, ∼50% of children with myelomeningocele transition to wheelchair use during adolescence/early adulthood. The purpose of our pilot study involving children with myelomeningocele was to determine: (a) energy expenditure needs during acute use of common assistive devices and (b) if walking poles are a feasible assistive device. Oxygen uptake was recorded for eight (5–12 years old) children in four conditions: independent, walker, crutches, and poles. Acute pole use did not significantly differ from independent walking net energy consumption or cost. Participants consumed more energy while walking with the walker than independently. Our pilot results suggest that (a) acute use of common assistive devices while walking increases energy consumption and cost versus independent and (b) poles are feasible assistive devices, resulting in slightly increased energy requirements. Poles may have provided “just enough” support with minimal change in energy requirements for our participants and, with practice, may enable children with myelomeningocele to remain community ambulators.
Krystn Orr, Katherine A. Tamminen, Shane N. Sweet, Jennifer R. Tomasone and Kelly P. Arbour-Nicitopoulos
This study was guided by self-determination theory to explore the sport experiences of youth with a physical disability and the role of peers within this context. Interviews were conducted with eight youths using a relational mapping technique and analyzed using a deductive thematic approach. Sport peers were broadly defined by the youth as individuals from a large age range and of all abilities. Youth perceived their sport peers to have dynamic roles throughout their participation in sport. The perceived roles of these sport peers included supporting and thwarting basic psychological needs, and influencing the youths’ processing of sport internalization. Findings focus on the complexity of peer need-thwarting and need-supporting interactions in sport for youth with physical disabilities. Overall, peers have a multifaceted role in the sport experiences of youth identifying with a physical disability and may, in some cases, thwart youths’ basic psychological needs.