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Laura A. Prieto, Justin A. Haegele and Luis Columna

. Overall, studies demonstrated a general improvement in social interactions among students. Regardless, two studies including children with physical disabilities mentioned negative experiences associated with peers without disabilities judging the children with disabilities’ appearance and unwanted support

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Paige M. Watkins, Elissa Burton and Anne-Marie Hill

deemed the pain a normal result of exercises), and (c) promoting social interactions in the community. The peers demonstrated a desire to help others by sharing the positive health changes and knowledge they had gained in their own RT training and emphasizing the importance of community involvement

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Justin A. Haegele and T. Nicole Kirk

able than he was ( Haegele et al., 2017a ). Second, because those with visual impairments tend to be viewed as unable, it is not surprising that instances of negative social interactions, such as bullying, are abundantly described in the extant literature ( de Schipper et al., 2017 ; Haegele & Zhu

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Shelby Waldron, J.D. DeFreese, Brian Pietrosimone, Johna Register-Mihalik and Nikki Barczak

of environmental factors (e.g., coach/parent pressure, limited social interaction, and decreased deliberate play) on athlete’s perceptions of autonomy (feelings of personal choice and control), competence (feelings of effectiveness within one’s environment), and relatedness (feelings of belonging and

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Sabrine N. Costa, Edgar R. Vieira and Paulo C. B. Bento

; Tarazona-Santabalbina et al., 2016 ), and reverse frailty ( Cesari et al., 2016 ; Tarazona-Santabalbina et al., 2016 ). Differently from HB programs, CB programs involve cognitive challenges given the need to plan transportation, travel time, and social interaction with other participants ( Stathi

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Tamara May, Nicole Rinehart, Lisa Barnett, Trina Hinkley, Jane McGillivray, Helen Skouteris, Delwyne Stephens and Debra Goldfinch

children with ASD due to some children displaying disruptive behaviors and violating the rules of social interactions ( Gray, 1993 ). More recently, Thomson and Emira ( 2011 ) identified parent reported barriers to participating in leisure activities that included safety concerns such as children running

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J.D. DeFreese, Michael J. Baum, Julianne D. Schmidt, Benjamin M. Goerger, Nikki Barczak, Kevin M. Guskiewicz and Jason P. Mihalik

descriptors represent unique study delimitations. Some of our participants may have personality traits (ie, high trait optimism, low trait negative affect) or external resources (eg, social support, positive social interactions) that allow them to cope with stressors in a more adaptive manner than others. 43

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Tamara Vehige Calise, William DeJong, Timothy Heren, Chloe Wingerter and Harold W. Kohl III

impact physical activity. The targeted community offered neighborhood characteristics positively associated with recreational physical activity including aesthetics and social interaction opportunities, 15 – 17 safety, 18 , 19 and access to outdoor recreational facilities, including trails. 15 , 20

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Mark A. Tully, Ilona I. McMullan, Nicole E. Blackburn, Jason J. Wilson, Laura Coll-Planas, Manuela Deidda, Paolo Caserotti, Dietrich Rothenbacher and on behalf of the SITLESS group

-being ( Cohen & Wills, 1985 ; Newall et al., 2013 ), as well as a sense of identification and social attraction to others engaged in the same activities ( Henry, Arrow, & Carini, 1999 ), which removes the barriers to social interaction and reduces loneliness ( Milligan et al., 2013 ). However, evidence

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Chunxiao Li, Lijuan Wang, Martin E. Block, Raymond K.W. Sum and Yandan Wu

autism who are included in my general physical education classes. 为融合体育课堂中的自闭症学生创造一个安全的环境。 為融合體育課堂中的自閉症學生創造一個安全的環境。 4 Promote social interactions with peers for students with autism who are included in my general physical education classes. 促进融合体育课堂中的自闭症学生与其他同学之间的互动。 促進融合體育課堂中自閉症學生與其他同學之間的互動。 5 Manage