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Strengths-based media coverage of people with disability challenges deficits-based perceptions of impairment that are elicited through a traditional, medical model. As an evaluation of strengths-based media coverage, we examined the impact of viewing Paralympic media coverage on explicit attitudes toward people with disability. University students (N = 135, M _age = 20.2 years) were assigned to a 12-day experimental condition of viewing either (a) Paralympic events (n = 47), (b) Olympic events (n = 48), or (c) no media coverage (n = 40). Attitudes toward disability were assessed pre- and postintervention using the Attitudes to Disability Scale. Repeated-measures profile analysis with a doubly multivariate design did not reveal improved attitudes toward disability after viewing Paralympic media coverage. Supporting previous work that questioned the ability of the Paralympic Games to alter perceptions of disability, these results suggest that the International Paralympic Committee is not achieving their intended legacy of inclusion.

This study investigated how jogai frequency influences referee decisions and match outcomes in judo athletes with visual impairment during official competitions. Video analysis of 268 matches revealed 1,395 instances of jogai, with 211 matches experiencing jogai and 57 without. Associations were carried out between jogai occurrences and match duration, sport classes, sexes, weight categories, and referee decisions post-jogai using chi-square tests (p < .05). Significant associations were found between jogai and match duration (χ² = 39.08, p < .001) and competition phase (χ² = 29.43, p = .043), particularly with frequent match stoppages (mate) within the first minute across all phases. These findings suggest a need for further research and potential adjustments in judo rules, informed by the new evidence-based classification, to enhance the equity and safety of matches for athletes with visual impairments.

Adapted physical activity has been critiqued for its lack of attention to assumptions underlying both research and practice. In response to these critiques, the purpose of this paper was to perform a secondary analysis of a recent systematic literature review to examine the axiological and ethical assumptions of physical activity intervention research involving adults with Down syndrome since 1990 in light of the possibilities of critical disability studies. Findings revealed the dominance of normative movement ideologies and a focus on physical activity performance. Participants were not afforded research roles beyond that of subjects, and there was no evidence of results being communicated to them. In future, we hope scholars will consider the use of emancipatory frameworks where power is situated within the community involved and more inquiry that expands our understanding of the benefits of physical activity for individuals with intellectual impairment that decenters the focus on normative ways of being.

The purpose of this study was to investigate the experiences of athletes in a competitive military sports recovery program with a specific focus on the extent to which coaches supported, or frustrated, athletes’ basic psychological needs. Eight military veteran athletes competing in parasport took part in semistructured interviews. The accounts of their experiences of working with coaches in this context and their influence on their psychological needs and well-being were thematically analyzed. Results demonstrated that coaches’ behaviors that support basic psychological needs can have positive effects on athletes’ well-being and support their wider rehabilitation. Furthermore, frustration of these needs through controlling behaviors contributed to psychological ill-being. Findings suggest practical implications to help inform coaching practice to support optimal recovery and an environment that promotes well-being.

This study investigated the use of recommended practices in university-based experiential learning associated with adapted physical activity and education (APA/E) undergraduate courses. Participants (N = 165) were instructors of APA/E courses with an experiential-learning component and/or professionals involved in APA/E experiential-learning programs at their university. Participants completed an online questionnaire designed to describe program characteristics and evaluate the use of two sets of practices, including those recommended for involving students and people with disabilities. Findings highlight low proportions of the use of practices recommended for people with disabilities and indicate that significantly more practices recommended for students were implemented (Z = −10.45, p < .001). Findings from this study have several implications for evaluation and intervention in APA/E experiential learning, such as including the disability community in planning and designing programming to benefit both students and people with disabilities. Instructors should aim to increase their implementation of practices recommended for involving people with disabilities.

This study investigated the effects of two physical exercise programs for adults with intellectual and developmental disabilities. Twenty-one participants were assigned to an indoor group (IG, n = 7; 24-week gym intervention with machine), an outdoor group (OG, n = 7; 24-week outdoor intervention with low-cost materials) or a control group. The outcomes assessed included quality of life, dementia, and functional capacity. The IG significantly improved physical well-being compared with the control group (p = .017). There were no significant differences in dementia score between groups and moments. Postintervention, the IG showed improvements compared with the control group for the 30-s sit-to-stand test (p = .03), timed up-and-go (p = .00), and 6-min-walk test (p = .033) and between moments in the IG for 30-s sit-to-stand test (pre ≠ post; p = .007) and 6-min-walk test (pre ≠ post; p = .007). Outdoor interventions appeared effective for physical well-being, while indoor interventions using weight-training machines benefited functional capacity. No significant effects were observed for dementia/cognitive decline.

This study examined doctoral students’ occupational socialization experiences in U.S. adapted physical activity doctoral programs. Twenty-eight doctoral students were recruited and participated in semistructured, in-depth interviews. Interview transcripts were analyzed through a collaborative qualitative analysis, which resulted in the construction of four themes: (a) early socialization experiences foster a positive, but limited impression of physical education and physical activity; (b) doctoral education is pursued to have a greater impact on the disability community; (c) relationships with socializing agents provide support during doctoral education; and (d) coursework and learning in the community facilitate preparation for faculty roles. The findings indicate that there are several similarities between doctoral students and their peers in other doctoral degree programs. Some of these similarities point to issues that may concern prospective doctoral students and faculty members in adapted physical activity terminal degree programs.