of what it is like to live with dementia, creating and lobbying for opportunities for individuals to be active citizens accessing the services and support they need ( British Standards Institution, 2015 ; Heward et al., 2017 ). As part of promoting inclusion and participation, there is a case for
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Physical Activity Inclusion in Dementia-Friendly Communities: A Mixed Methods Study
Rebecca Hadley, Elspeth Mathie, Elizabeth Pike, and Claire Goodman
Taking Care of Toxicity: Challenges and Strategies for Inclusion in U.S. Collegiate Esports Programs
Amanda C. Cote, Andrew Wilson, Jared Hansen, Brandon C. Harris, Md Waseq Ur Rahman, Onder Can, Tara Fickle, and Maxwell Foxman
diversity, equity, and inclusion into their programs as much of broader game culture is structured in exclusionary ways. This paper specifically focuses on the question of toxicity—which we define as excessive harassment, “trash talking,” or identity-based negativity—to explore how players interpret toxic
“It’s Like Being on an Island by Yourself”: Diversity, Equity, and Inclusion Administrators’ Perceptions of Barriers to Diversity, Equity, and Inclusion Work in Intercollegiate Athletics
Yannick Kluch, Raquel Wright-Mair, Nicholas Swim, and Robert Turick
In January 2020, the three Divisions of the National Collegiate Athletic Association (NCAA) passed legislation that required every member institution to appoint an Athletics Diversity and Inclusion Designee (ADID) to serve as a primary point of contact for Diversity, Equity, and Inclusion (DEI
Physical Educators’ Perceptions and Experiences of Teaching Students With Mobility Disabilities
Jacob Benzinger, Jeff R. Crane, Angela M. Coppola, and David J. Hancock
. Specifically, if adapted PE specialists are not available, there should be training plans for both preservice and in-service educators to accommodate each student’s need for equitable PE services. The role of the teacher, and specifically their attitudes and perceptions toward inclusion in PE, can
Let us Dance Around the World! Toward More Diversity, Equity, and Inclusion in Research
Mai ChinAPaw and Manou Anselma
Imagine a world where every person has optimal chances to live a healthy and happy life, where one feels included and valued. Vernā Myers introduced a well-known quote: “Diversity is being asked to the party, inclusion is being asked to dance” ( Myers, 2015 ) that many others have built on for
Physical Educators’ Attitudes Toward Teaching Students With Disabilities After a Paralympic School Day Professional Development Program
Marie Leake, Martin E. Block, Abby Fines, and Cathy McKay
factors to whether inclusion within PE will be effective ( Block et al., 2016 ; Özer et al., 2013 ; Reina et al., 2019 ). Inclusion is defined as a student’s subjective experience of belonging, acceptance, and value within an educational setting ( Spencer-Cavaliere & Watkinson, 2010 ). PE teachers who
“They’re Either Going to Find Ways to Include You or They’re Just Kind of Not”: Experiences of Students With Orthopedic Impairments in Integrated Physical Education
Katherine Holland, Justin A. Haegele, Xihe Zhu, and Jonna Bobzien
the use of the term integrated, rather than inclusive, has conceptual and practical meaning as it allows us to extend the meaning of inclusion beyond one’s quantifiable existence within a physical space (integration) to consider one’s subjective experience within that space ( Richardson & Motl
Preparing Future Change Agents: A Commitment to Social Justice
Shawn Ladda
framework of inclusive excellence is designed to incorporate diversity, equity, and inclusion that leads to organizational excellence—thus a narrative of moral imperative toward social justice. Our institutions of higher learning striving to organizational excellence must provide students opportunities for
A Scoping Review of Inclusive Out-of-School Time Physical Activity Programs for Children and Youth With Physical Disabilities
Kelly P. Arbour-Nicitopoulos, Viviane Grassmann, Krystn Orr, Amy C. McPherson, Guy E. Faulkner, and F. Virginia Wright
Inclusion is a process that encourages individuals with a wide range of abilities to engage together in meaningful participation in an environment that fosters a sense of belongingness and autonomy ( DePauw & Doll-Tepper, 2000 ; Goodwin, 2003 ; Grenier, 2011 ). Inclusive physical activity (PA
Creating Weight-Inclusive Climates in Fitness Spaces
Luciana Zuest, Saemi Lee, Juliana Leedeman, and Dawn E. Clifford
inclusion. After conducting interviews with nine different leaders and instructors in body-affirming yoga spaces, the authors outlined the following ways in which those spaces fostered weight inclusivity: cultural commitment to inclusion, authentic leadership, language, sense of community, advocacy, and
