The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach’s alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.
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Creation and Validation of the Self-Efficacy Instrument for Physical Education Teacher Education Majors Toward Inclusion
Martin E. Block, Yeshayahu Hutzler, Sharon Barak, and Aija Klavina
Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum
Andrea R. Taliaferro, Lindsay Hammond, and Kristi Wyant
The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.
Transgender Inclusion in Sport
George B. Cunningham, Risa Isard, and E. Nicole Melton
. Though the transgender community has seen many successes, setbacks are all too common, and questions about their place in sport persist. In this paper, we focus on transgender inclusion in sport. To do so, we first present a case for why transgender individuals should be included in sport, and then
Catalyzing Inclusive Excellence: Transformative Practices of Auburn University’s School of Kinesiology
Matthew W. Miller, Christopher M. Wilburn, Harsimran S. Baweja, Mary E. Rudisill, and Jared A. Russell
Staff, 2021 ; Auburn University Office of Institutional Research, 2022 ). The success of the 10-in-10 strategic initiative is just one of AU KINE’s many examples of diversity and inclusion achievements that resulted in being awarded the 2024 American Kinesiology Association’s (AKA) Inclusive Excellence
Inclusive Spaces and Locker Rooms for Transgender Athletes
George B. Cunningham, Erin Buzuvis, and Chris Mosier
meaningfully affect their health and overall well-being—a point to which we return in subsequent sections. These data collectively highlight the need for a strong commitment to transgender inclusion in sport and physical activity, including in locker rooms and other team spaces. The purpose of this position
Hope for a Better Future in an Uncertain Present: A Social Justice Reflection in Sport Psychology
Bernadette “Bernie” Compton
experiencing discrimination need to get “thicker skin,” we limit the individual’s humanity ( Abrams & Moio, 2013 ). Although the Association for Applied Sport Psychology (AASP) acknowledges the need to incorporate diversity and inclusion into professional training and research, there remains a glaring lack of
Creating an Institutional Environment That Leads to an Inclusive Culture of Belonging: Kinesiology’s “Impoverishing Errand”
Ketra L. Armstrong
acceptance and inclusion in the workplace ( Komisarof, 2022 ). Belonging enables people to: (a) see the diverse contributions and opportunities for learning from and growing with others, (b) obtain a broader perspective of what is and what can be, and (c) better appreciate the value of relationships ( Bryer
Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments
Justin A. Haegele, Samuel R. Hodge, Xihe Zhu, Steven K. Holland, and Wesley J. Wilson
practices deemed to be “inclusive,” as education professionals have become comfortable with the belief that inclusion is successful ( Atkins, 2016 ). Consequently, educators may engender practices that, however well intentioned, have the potential for unintended and often unnoticed consequences for the
Amplifying Student Viewpoints on Inclusive Student Experiences for Inclusive Excellence in Kinesiology
DeAnne Davis Brooks, Helen Yolisa Duley, Laura M. Pipe, Carla C. Fullwood, and Christopher A. Aiken
Many higher education institutions have justice, equity, diversity, and inclusion as a primary focus and strive to implement strategies to ensure student success. The American Kinesiology Association (AKA) is committed to promoting Inclusive Excellence, and annually recognizes an exemplary member
Inclusive Excellence in Kinesiology Units in Higher Education
Matthew T. Mahar, Harsimran Baweja, Matthew Atencio, Harald Barkhoff, Helen Yolisa Duley, Gail Makuakāne-Lundin, ZáNean D. McClain, Misty Pacheco, E. Missy Wright, and Jared A. Russell
activity, in all its varied forms. Students who understand and value inclusive excellence and the principles of justice, equity, diversity, and inclusion (JEDI) will thrive. Students will be better prepared to study and promote physical activity and wellness in an ever-changing world. For students to
