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athletes and experience these approaches. To begin to understand this phenomenon, we decided to explore the development experiences of para athletes in a sport that utilizes an athlete development model based on the Canadian LTAD. Understanding the developmental experience of para athletes remains limited

The significance of adapted physical education (APE) practicum experiences in undergraduate physical education teacher education (PETE) programs is well documented. Researchers have described these hands-on service-learning opportunities as an essential and integral component of introductory APE

For several decades, occupational socialization theory has been used to examine the recruitment, training, and workplace experiences of physical education (PE) teachers ( Lawson, 1983a , 1983b ; Richards, Pennington, & Sinelnikov, 2019 ; Richards, Templin, & Graber, 2014 ; Templin, Padaruth

, 2020 ) experience barriers to sport access and participation, including a lack of accessible facilities, limited availability of inclusive programs, insufficiently trained instructors, and negative attitudes and stereotypes of persons with disabilities ( McGarty & Melville, 2018 ). Accordingly, sport

Approximately 5–6% of school-age children are diagnosed with developmental coordination disorder (DCD; American Psychiatric Association [APA], 2013 ). They experience substantial and persistent difficulties in learning and performing coordinated motor skills starting in early childhood, which

People experiencing disability 1 compose a large proportion of the world’s population. Nearly 19% of the population in the United States, or about 57 million people, report living with a disability ( Brault, 2012 ). People living with disability experience health disparities ( Krahn & Fox, 2014

complex construct that can be broadly defined as optimal experience and functioning ( Ryan & Deci, 2001 ), and thus, represents more than absence of illness. Two approaches have been used to define well-being. The hedonistic approach, underpinning subjective well-being ( Diener, 2000 ), defines well

Attention-deficit/hyperactivity disorder (ADHD) is a cognitive difference characterized by inattention, impulsivity, and hyperactivity ( American Psychiatric Association, 2013 ; Bertilsdotter Rosqvist et al., 2023 ). People with ADHD can experience negative life outcomes, such as lower

classification experience. After being called over by a classifier to demonstrate gait pattern in a gymnasium following a wheelchair basketball game, Peers recounted, “I feel awkward, almost naked, under her gaze, yet I am strangely eager to comply . . . she is in a position to try to get me classified . . .” (p

began playing tennis from a WC ( Reina et al., 2004 , 2007 ; Reina, Moreno, Sanz, Damas, & Luis, 2010 ) and had no experience in playing tennis as a biped. Furthermore, there are no findings to date that have compared expert WC tennis players who have previous biped experience (WC with biped [WCB