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Abby L. Cheng, John A. Merlo, Devyani Hunt, Ted Yemm, Robert H. Brophy and Heidi Prather

achieving a full recovery. Because the majority of these athletes specialize in soccer at a young age and have goals to play college and potentially even professional soccer, an incomplete recovery from injury can drastically change their social interactions, sense of identity, and long-term academic and

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Ran Zheng, Ilana D. Naiman, Jessica Skultety, Steven R. Passmore, Jim Lyons and Cheryl M. Glazebrook

Autism spectrum disorder (ASD) is defined clinically by impairments in communication, social interaction, and behavioral flexibility ( American Psychiatric Association, 2013 ). According to Autism Speaks Inc. ( 2018 ), autism affects one in 59 children, specifically one in 37 boys. Prevalence rates

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J.D. DeFreese, Travis E. Dorsch and Travis A. Flitton

interactions (e.g.,  Goodger, Gorely, Lavallee, & Harwood, 2007 ; DeFreese & Smith, 2014 ). In contrast, sport-based engagement has been shown to be positively associated with more optimal constellations of psychosocial outcomes (e.g.,  DeFreese & Smith, 2013a ). Cumulatively, more adaptive social

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Justin A. Haegele, Takahiro Sato, Xihe Zhu and T. Nicole Kirk

addition, instances of negative social interactions, such as bullying, are commonly described in the extant literature ( de Schipper et al., 2017 ; Haegele & Kirk, 2018 ; Lieberman et al., 2006 ). These instances can be exacerbated when physical education teachers’ negative perceptions of the abilities

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Ralph Appleby, Paul Davis, Louise Davis and Henrik Gustafsson

will naturally empathize with their teammates and reflect commonly held team-based beliefs ( Shearer, Holmes, & Mellalieu, 2009 ). Athletes’ social interactions can influence how they cope with the physical and mental demands of participating in sport ( Gustafsson et al., 2011 ; Smith, 1986 ; Udry

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Melissa Bittner

and therapists alike ( Horvat, Block, Kelly, & Croce, 2019 ). Chapter 10 reviews common assessment tools and practices used to measure students’ behaviors, social skills, self-concept, play, and attitudes. Too often, many referrals for APE are based on behavior or social interaction challenges

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Kelly P. Arbour-Nicitopoulos, Viviane Grassmann, Krystn Orr, Amy C. McPherson, Guy E. Faulkner and F. Virginia Wright

disabilities into the same activities; promoting social interactions and play (opportunities for fostering friendships and social acceptance) PedsQL 4.0 (Health-related Quality of life); Piers-Harris 2 Children’s Self Concept Scale (self-concept); Peer Sociometric Nomination Assessment (peer acceptance

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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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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