component (66% and 71% agreement, respectively). However, after the results of the second session were disseminated, an additional online discussion was held, suggesting the inclusion of the indicators of overall PA and sedentary behavior within the participation ICF component. Utilizing supporting
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“WOT” Do We Know and Do About Physical Activity of Children and Adolescents With Disabilities? A SWOT-Oriented Synthesis of Para Report Cards
Yeshayahu Hutzler, Sharon Barak, Salomé Aubert, Kelly Arbour-Nicitopoulos, Riki Tesler, Cindy Sit, Diego Augusto Santos Silva, Piritta Asunta, Jurate Pozeriene, José Francisco López-Gil, and Kwok Ng
Navigating a White, Male Space: The Lived Experiences of Black, Female Ice Hockey Fans
Andre M. Andrijiw and F. Michelle Richardson
Despite significant growth in the female fan bases of many a sport, issues relating to diversity and inclusion continue to be underexamined in consumer behavior research ( Delia et al., 2022 ; Pope, 2017 ; Toffoletti, 2017 ). In fact, with few exceptions (e.g., Armstrong, 2002a , 2002b , 2008
Kinesiology’s Social Justice Imperative
Bradley J. Cardinal
(FNAK Number 479) presented on “Female Testosterone: Contested Terrain,” which was followed by George B. Cunningham (FNAK Number 558), who presented on “Transgender Inclusion in Sport.” Their session was moderated by Mary E. Rudisill (FNAK Number 564) and supported by Auburn University in honor of NAK
Decolonizing Sports Sociology is a “Verb not a Noun”: Indigenizing Our Way to Reconciliation and Inclusion in the 21st Century? Alan Ingham Memorial Lecture
Paul Whitinui
specifically, decision-making power. Arguing for the inclusion of a decolonizing theory to coexist alongside other social theories, we consider of importance within and across the discipline of sports sociology is also part and parcel of raising the level of critical and cultural consciousness about a host of
Effect of Yoga on the Motor Proficiency of Children with Autism Spectrum Disorder and the Feasibility of its Inclusion in Special School Environments
Sindhu Shanker and Balaram Pradhan
learning different skills. Inclusion of yoga as a daily program in a special school environment can be implemented in a group setting for children with ASD using structured lessons adapted and designed to their learning preferences ( Koenig et al., 2012 ). Yoga that is designed for inclusion in teaching
Aquatic Instructors’ Beliefs Toward Inclusion: The Theory of Planned Behavior
Phillip Conatser, Martin Block, and Bruce Gansneder
The purpose was to (a) examine aquatic instructors’ beliefs (female, n = 82; male, n = 29) about teaching swimming to individuals with disabilities in inclusive settings and (b) test the theory of planned behavior model (Ajzen, 1985, 1988, 2001). Aquatic instructors from 25 states representing 122 cities across the U.S. participated in this study. The instrument, named Aquatic Instructors’ Beliefs Toward Inclusion (AIBTI), was an extended version of the Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities— Swim (Conatser, Block, & Lepore, 2000). A correlated t test showed aquatic instructors’ beliefs (attitudes toward the behavior, normative beliefs, perceived behavioral control, intention, behavior) were significantly more favorable toward teaching aquatics to individuals with mild disabilities than individuals with severe disabilities. Stepwise multiple regression showed perceived behavioral control and attitude significantly predicted intention, and intention predicted instructors’ inclusive behavior for both disability groups. Further, results indicated the theory of planned behavior predicts aquatic instructors’ behavior better than the theory of reasoned action.
Reconceptualizing Inclusion: The Politics of University Sports and Recreation Programs for Students with Mobility Impairments
David Promis, Nirmala Erevelles, and Jerry Matthews
In this essay, we explore and expand the meaning of “inclusion,” as it relates specifically to the sports and recreation programs that are made available to students with mobility impairments enrolled at colleges and universities. In the first part of the essay we examine how the two disciplinary areas of disability sport and disability studies address the politics of inclusion. In the second section of the paper, we will use one public university. South State (a pseudonym), as an example to demonstrate how certain social institutions interpret the concept of inclusion. Finally, we expand this discussion to offer an alternative theorization of the concept of inclusion that will impact not only students with disabilities but also students marked by race, class, gender, and sexuality who are also excluded despite the university’s espousal of the popular rhetoric of “inclusion.”
Volume 16 (2022): Issue 1 (Apr 2022): Special Issue: Diversity and Inclusion in Sport Management Education
SMEJ Sport Management Education Journal 1938-6974 2163-2367 1 04 2022 16 1 10.1123/smej.2022.16.issue-1 Special Issue: Diversity and Inclusion in Sport Management Education Guest Editors: Jacqueline McDowell, Andrew C. Pickett, and Brenda G. Pitts INTRODUCTION 10.1123/smej.2022-0006 ARTICLES 10
Physical Educators’ Judgments About Inclusion: A New Instrument for Preservice Teachers
Samuel R. Hodge, Nathan M. Murata, and Francis M. Kozub
The purpose was to develop an instrument for use in physical education teacher education (PETE) programs that would yield valid evidence of the judgments of PETE preservice teachers toward the inclusion of students with disabilities into general physical education classes. Both the conceptualization that judgments represent the cognitive expressions of attitudes (Ajzen, 2001; Sherif & Hovland, 1961) and focus group discussions were used to create the Physical Educators’ Judgments About Inclusion (PEJI) instrument. Following content validation procedures, we administered PEJI to 272 PETE preservice teachers. Subsequent principal component analysis to generate construct validity evidence indicated 15 items should be retained; they collectively explained 53% of the variance using a three-component model. Dimensions of the PEJI pertained to judgments about inclusion, acceptance, and perceived training needs. Alpha coefficients for the three subscales ranged from .64 to .88.
Expanding Social Inclusion in Community Sports Organizations: Evidence from Rural Australian Football Clubs
Lionel Frost, Margaret Lightbody, and Abdel K. Halabi
Australian Football clubs have traditionally been seen as contributing social benefits to the rural communities in which they are embedded. Declining numbers of participants, both players and volunteers, suggest that this role may not be as strong today. Critical explorations of the extent to which football has driven social inclusion and exclusion in such environments emphasizes a historic masculine culture of drinking and violence that segregates and marginalizes women and children. Less is known about the contemporary strategic efforts of clubs to use social capital to support their activities, and whether the resources they generate have positive impacts on social inclusion in the wider community. We use evidence from the Parliament of Victoria’s Inquiry into Country Football (2004) to explore the current focus of rural Australian Football clubs regarding social inclusion, in light of changes occurring in society and rural towns in the 21st century.
