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Donna L. Goodwin and Brenda Rossow-Kimball

There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or infringing on rights. The aim of this paper is to open a dialogue on what constitutes ethical practice in adapted physical activity. Ethical theories including principlism, virtue ethics, ethics of care, and relational ethics provide a platform for addressing questions of right and good and wrong and bad in the field of adapted physical activity. Unpacking of stories of professional practice (including sacred, secret, and cover stories) against the lived experiences of persons experiencing disability will create a knowledge landscape in adapted physical activity that is sensitive to ethical reflection.

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Phillip Ward, Yaohui He, Xiaozan Wang and Weidong Li

teachers, as part of their teacher education training and professional development. Ball et al. ( 2008 ) and Ward ( 2009 ) also hypothesized that SCK would typically not be acquired in the same way as CCK, because it represented a special form of knowledge that only needed to be known if one was an

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Meredith Rocchi and Luc G. Pelletier

positions, it can have a positive impact on employees’ psychological health ( Probst, 2003 ). Stebbings, Taylor, Spray, and Ntoumanis ( 2012 ) discovered there was a positive relationship between coaches’ perceptions of job security and need satisfaction. (c)  Professional development : Formalized coach

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Insook Kim, Phillip Ward, Oleg Sinelnikov, Bomna Ko, Peter Iserbyt, Weidong Li and Matthew Curtner-Smith

teacher makes are grounded in the assumption that they work ( What Works Clearinghouse, 2014 ). Those responsible for teacher preparation and professional development should, in turn, focus on providing prospective and in-service teachers with knowledge that has already been proven to be useful ( Darling

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Jun-Hyung Baek, Emily Jones, Sean Bulger and Andrea Taliaferro

of developing quality PETE and professional development programs (PDP) to better equip pre- and in-service PE teachers with skills and knowledge to integrate technology, there has been limited empirical evidence, to date, of programs’ efficacy and effectiveness to achieve the stated objectives. With

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Tammy Sheehy, Sam Zizzi, Kristen Dieffenbach and Lee-Ann Sharp

initiated recognition of coaches’ need for professional development to perform optimally ( Mallett, Rynne, & Dickens, 2013 ). These advancements have been most notable in the establishment of international coaching organizations dedicated to the enhancement of high-quality coach education programs

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Catherine P. Abel-Berei, Grace Goc Karp, Marcis Fennell, Elisa Drake and Simon Olsen

healthy and active lifestyle; developing positive social and cooperative skills through PA; and professional development (PD) opportunities related to physical fitness, PE, and PA ( U.S. Department of Education, 2016 ). Through the assistance of a PEP grant, schools were able to purchase a number of

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Ali Brian, Adam Pennell, Ryan Sacko and Michaela Schenkelburg

preschool teachers’ readiness and professional development training in PE/PA ( Martyniuk & Tucker, 2014 ; McWilliams et al., 2009 ). Martyniuk and Tucker ( 2014 ) found that 802 of 1,113 (72.1%) of preservice early childhood educators attending college had not completed PE/PA-specific coursework in the

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Stephanie Mazzucca, Cody Neshteruk, Regan Burney, Amber E. Vaughn, Derek Hales, Truls Østbye and Dianne Ward

and professional development, PA policy, outdoor playtime provided, outdoor play environment, ST, ST practices, and ST policy. Subscores are then summed to determine the overall PA environment score, with potential scores ranging from 0 to 30. Higher subscores and overall score indicate better

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Collin A. Webster, Diana Mindrila, Chanta Moore, Gregory Stewart, Karie Orendorff and Sally Taunton

CSPAP. This information can be used to direct teacher professional development initiatives so that they are tailored to meet the needs of physical education teachers with different degrees of DSI. Our second aim was to examine associations between physical education teachers’ DSI, perceived school