of children and adolescents with disabilities. Adapted Physical Activity Quarterly . Published online February 20, 2023. https://doi.org/10.1123/apaq.2022-0093 Only two of José Francisco López-Gil’s three institutional affiliations were listed under the byline. The article was corrected March 1
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Adapted Physical Activity Quarterly
Adapted Physical Activity Quarterly
children and adolescents with disabilities? A SWOT-oriented synthesis of Para Report Cards. Adapted Physical Activity Quarterly . Published online February 20, 2023. https://doi.org/10.1123/apaq.2022-0123 Only one of José Francisco López-Gil’s three institutional affiliations was listed under the byline
Adapted Physical Activity Quarterly
., & Reilly, J.J. (2023). Global Matrix of Para Report Cards on physical activity of children and adolescents with disabilities. Adapted Physical Activity Quarterly . Published online March 24, 2023. https://doi.org/10.1123/apaq.2022-0111 Only two of author José Francisco López-Gil’s three institutional
Adapted Physical Activity Quarterly
February 1, 2023]. Adapted Physical Activity Quarterly . https://doi.org/10.1123/apaq.2022-0102 In Table 1 Section (a), the quality score for Carmeli et al. (2002) was listed as .00, whereas it is 1.00. In addition, the departmental affiliation for the authors at Mississippi State University (Brantley K
Minhyun Kim, José A. Santiago, Chan Woong Park, and Emily A. Roper
.g., age, gender, years of experience) were found to have little impact on the satisfaction of PE teachers ( Richards et al., 2017 ). Job Satisfaction in Adapted Physical Education Teachers Little is known about adapted physical education (APE) teachers’ job satisfaction. Ješinová et al. ( 2014 ) found that
Kevin Andrew Richards, Scott McNamara, Alyssa M. Trad, Lauren Hill, and Sarena Abdallah
administrators who are responsible for guiding the overall direction of schools ( McNamara, Townsley, et al., 2021 ), is critical to the efforts aimed at advocating for physical education ( Richards, Gaudreault, et al., 2018 ). Compared to physical educators, less is known about the socialization of adapted
Xiuye Xie, Phillip Ward, Daekyun Oh, Yilin Li, Obidiah Atkinson, Kyuil Cho, and Mijoo Kim
, 2015 ). Shulman ( 1987 , p. 8) described PCK as “an understanding of how particular topics, problems, or issues are organized, presented, and adapted to the diverse interests and abilities of learners, and presented for instruction.” If a key element of PCK is the teacher’s ability to adapt instruction
Katherine Holland and Justin A. Haegele
process. Both the first (female) and second (male) authors identify as White able-bodied individuals with experience teaching adapted PE in K–12 settings prior to joining academia. Both authors have conducted research on the experiences of youth with disabilities in PE and physical activity contexts and
Wesley J. Wilson and K. Andrew R. Richards
discipline ( Laureano et al., 2014 ; Richards, Gaudreault, Starck, & Woods, 2018 ). The socialization of adapted PE (APE) teachers, however, has only recently garnered attention ( Wilson, Richards, & Kelly, 2017 ). While some of the experiences of PE and APE teachers are similar, there are also notable
Danielle Peers
ethically be fixed ( Hobbs & Rice, 2013 ). In short, “The Heterosexual Questionnaire” was an axiological intervention. In this article, I am attempting to make a similar axiological intervention within the context of adapted physical activity (APA): one that renders noticeable the tacit values, and ethical
