Association (NCAA), over 45% of student-athletes identified as a race/ethnicity other than White ( NCAA, 2018 ). However, the importance of diversity has traditionally been ignored in sport and exercise psychology (SEP), both in research and in practice. Only 10.5% of abstracts submitted to the AASP annual
Zachary McCarver, Shelby Anderson, Justine Vosloo, and Sebastian Harenberg
Corina van Doodewaard
Teachers are continually pressured to professionalize and to adopt measures that enhance inclusion and diversity. Approaches to inclusion are, however, strongly infused by various conceptualizations of professionalism. The purpose of this paper is to explore how preservice teachers (PTs) in
Carl Gabbard and Glenn Miller
A survey was conducted of 163 colleges and universities to determine course offerings and diversity related to physical education for children. Information was derived from each institution through an analysis of the course description section of the institution’s latest catalog, or related materials. Data were collected through library (microfiche), interuniversity loan systems, or direct mail. Data collection and analyses included course title, description, and units of credit hours. The characteristics of each course were determined and categorized into one of the following areas: elementary physical education methods, motor development, games/sport, dance/rhythms, gymnastics, and other. Analyses related to each category and the total were reported. In summary, 63% of the sample offered a basic elementary methods class while 72% provided at least 2 credit hours of related course work. The average total credit hours offered was 6.3 units, with a range of 0 to 32. When the analyses included only those institutions offering related course work, the average was 8.9 units (which was interpreted as three or perhaps four courses). The diversity of course titles other than those generally recognized was also reported.
Anthony P. Kontos and Alfiee M. Breland-Noble
This article examines from a theoretical perspective the most pertinent issues related to providing sport psychology consulting to athletes of color. A review of multicultural concepts including identity, acculturation/enculturation, generalizations, and stereotyping is presented. These concepts provide a framework within which to address issues and examples pertinent to African American, Latino, Asian American, and American Indian athletes. A multicultural sport psychology approach incorporating worldview and integrative theory is examined. Finally, future issues in multicultural sport psychology including changes in the population, female athletes of color, and the need for sport psychologists of color are discussed.
Barrie Gordon and Sylvie Beaudoin
. This increased understanding will help practitioners with their day-to-day practice of TPSR leading to better outcomes for youth participants—an outcome at the very heart of Don’s philosophy. In examining the diversity of programs and implementations that are occurring throughout the world, the two
Carlos Capella-Peris, Jesús Gil-Gómez, and Òscar Chiva-Bartoll
children with motor functional diversity. This condition was due to autism spectrum disorder, down syndrome, cerebral palsy, attention deficit and hyperactivity disorder, and Rett’s syndrome. The term motor functional diversity is an umbrella concept used to describe any alteration of motor behavior
Fiona Pelly and Susie Parker Simmons
particularly in less developed countries. Historically, the food program at the Olympic Games has evolved considerably since the advent of a unified menu in 1972 ( Pelly et al., 2011 ), but it appears that the capacity to cater for the expanding cultural and sporting diversity and the growing evidence around
Risto Marttinen, Dillon Landi, Dario Novak, and Stephen Silverman
activity could have been influenced by the quantity of manuscripts from the United States, which has several proponents suggesting that PE programs adopt a public health model ( Sallis et al., 2012 ). One last result to consider is the overall increase of focus on equity and diversity. Yet, much of this
Luis Columna, John T. Foley, and Rebecca K. Lytle
The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women’s attitude scores were significantly higher than men’s. Further Friedman’s ANOVA test showed statistical differences on the survey’s constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, Value Cultural Pluralism than Implement Cultural Pluralism. This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence.