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Julian North, David Piggott, Alexandra Rankin-Wright, and Michael Ashford

mixed-ability groups (including special educational needs and disability); participant progression and transition (to the “next level”); and dealing with health issues and physiological/psychological/social problems (e.g., injury, eating disorders, and mental health). Not being fully confident in my

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Justin A. Haegele, Samuel R. Hodge, Xihe Zhu, Steven K. Holland, and Wesley J. Wilson

being active: The experienced difficulties in PE when having a disability . Adapted Physical Activity Quarterly, 30, 40 – 58 . doi:10.1123/apaq.30.1.40 10.1123/apaq.30.1.40 Coates , J. ( 2011 ). Physically fit or physically literate? How children with special educational needs understand

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Minhyun Kim, José A. Santiago, Chan Woong Park, and Emily A. Roper

engaging students with disabilities . Journal of Research in Special Educational Needs, 19 ( 1 ), 68 – 76 . doi. https://doi.org/10.1111/1471-3802.12425 10.1111/1471-3802.12425 Skaalvik , E.M. , & Skaalvik , S. ( 2009 ). Does school context matter? Relations with teacher burnout and job

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Kyle Pushkarenko, Janice Causgrove Dunn, and Donna L. Goodwin

). Developmental disabilities . http://www.cdc.gov/ncbddd/developmentaldisabilities/facts.html Coates , J. ( 2011 ). Physically fit or physically literate? How children with special educational needs understand physical education . European Physical Education Review, 17 ( 2 ), 167 – 181 . https