examine the procedure of data analysis and the potential bias of the lead researcher because of her nationality (i.e., Korean) and advocacy for inclusion. Fourth, the researchers provided a thick-rich description of each participant (e.g., background, the level of disability, and family history) and the
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Experiences and Perspectives of College Students With Disabilities Toward Integrated Physical Education in South Korea
Seo Hee Lee and Samuel R. Hodge
Physical Education Teachers’ Embracement of Alternative Environment Activities
Nathan Hall, Brent Bradford, José da Costa, and Daniel B. Robinson
climates to make these activities more accessible year-round (e.g., swimming pools, skating rinks, rock climbing walls). The formal inclusion of AEAs has been common within many PE programs since the 1970s ( Sutherland & Legge, 2016 ). Indeed, many PE curriculum documents that have been developed in the
Developing a Universal Design for Learning Pedagogy: Perspectives of Students With and Without Disabilities
Lauren J. Lieberman, Lauren Bean, and Michelle Grenier
pedagogies, including UDL, when developing lessons in PE. Methods Voices of students with and without disabilities were utilized in their inclusion experiences that express feelings of belonging, acceptance, and value. Students’ voices were taken directly from current research (2009–2022) related to their
Content Acquisition Podcasts and Preservice Physical Educators’ Knowledge and Self-Efficacy Toward Teaching Students With Visual Impairments
Scott W.T. McNamara, Ali Brian, and Melissa Bittner
experiences should never occur, warranting the need for improving preservice education of PE teachers regarding the inclusion (i.e., the guiding philosophy to create an atmosphere that promotes a sense of belonging, acceptance, and a sense of value within a group; Stainback & Stainback, 1992 ) of youth with
Youth Basketball Coaches’ Perceptions and Implementation of Fundamental Movement Skills Training: Toward a Realist Evaluation
Mark David Williams, Andrew M. Hammond, and Jason Moran
indicate which athletic movement patterns they included from the choices provided, the number of responses for the inclusion of the squat were 70 (89%), 74 (94%) for the lunge, 56 (71%) for landing technique, 43 (54%) for pushing patterns, 41 (52%) for the hip hinge, 39 (49%) for bridging or plank
Physical Education Teachers’ Use of Digital Game Design Principles
Shane Pill, Brendon Hyndman, Brendan SueSee, and John Williams
& Hyndman, 2018 ), rather than focusing on a specific way of moving (e.g., technique). Pedagogical lens—spectrum of teaching styles Cases 1 and 2 frequently speak of “levels” for the students to interact with which is akin to Inclusion Style-E and some aspects of SDT. Inclusion Style-E requires learners
Experiences, Attitudes, and Perceived Competence Regarding Sustainable Development Among Physical Education and Health Teachers in Sweden
Petter Wiklander, Andreas Fröberg, and Suzanne Lundvall
competences to make informed decisions and take responsible actions. Sport and physical activity (PA) have also been defined as having emancipatory potential to contribute to the sustainability challenges, serving as a catalyst for achieving SDGs related to health, democracy, inclusion, integration, and
Higher-Order Factors and Measurement Equivalence of the Spectrum of Teaching Styles’ Questionnaire Across Two Cultures
Ioannis Syrmpas, Athanasios Papaioannou, Nikolaos Digelidis, Gokce Erturan, and Mark Byra
teaching styles in which decisions shift between teacher and student. These teaching styles are the command (A), practice (B), reciprocal (C), self-check (D), inclusion (E), guided discovery (F), convergent discovery (G), divergent discovery (H), learner’s individual designed program (I), learner
Least Restrictive Environment Decision Making in Physical Education
Wesley J. Wilson, Luke E. Kelly, and Justin A. Haegele
this study) and qualitative data (analyzed in a separate study). Participants In the interest of collecting comprehensive information on issues of LRE implementation, participants were individuals who met one of the following two inclusion criteria: (a) currently licensed PE teachers in Virginia or (b
Student Voice in Primary Physical Education: A 30-Year Scoping Review of Literature
Cassandra Iannucci and Melissa Parker
using student voice first began to appear (with any consistency). For this reason, research published prior to January 1990 was not included in the review. Inclusion Criteria Consistent with the protocol for completing a scoping review, a key feature to any systematic review is that the review process