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experiences with students with disabilities ( Reina et al., 2019 ). Female peers tend to have more favorable perceptions toward the education of students with disabilities in integrated PE classes, and students of both genders who reported having previously participated in integrated physical activity

reliability have been developed ( Hardy, Hall, & Hardy, 2005 ), but the ability of questionnaires to provide accounts of actual inner experience has been questioned ( Hurlburt & Heavey, 2015 ), and the correspondence of questionnaire self-talk such as that measured by the Automatic Self-Talk Questionnaire for

–student research partnerships have potential extrinsic (eg, acceleration in research productivity 5 – 7 ) and intrinsic (eg, motivation and enjoyment 6 , 8 ) benefits for staff and institutions, this study will focus on the experiences of students in such partnerships. Several frameworks have presented the ways in

Volunteers have been recognized as indispensable resources for the survival and success of sport events ( Bang & Chelladurai, 2009 ). To date, current research on volunteers in sport events has examined the volunteer experience in relation to constructs, which include, but is not limited to

with a prevention orientation would be vigilant not to miss exercise sessions due to fear of the risks associated with a lack of exercise (e.g., protecting against heart and lung disease). People tend to experience one regulatory focus, known as chronic focus , but a particular focus can be

exposed to certain physical activities ( Centers for Disease Control and Prevention, 2013 ). While several activities can be offered in physical education classes, competitive activities and sport encompass many of the activities that students experience. How these competitive activities and sport are

investigate the state of leadership development within the highly competitive Australian sport industry, with a specific focus on experience-based leadership development. Using a multicase study approach, this research examined the processes currently implemented within three of Australia’s leading

right (e.g.,  Thelwell et al., 2008 ), as failure to cope effectively with the demands they experience can lead to detrimental implications for their performance and how they function in their wider lives. It is with the knowledge of such stress-related outcomes that a range of empirical studies have

counterparts ( Laureano et al., 2014 ), often experience marginalization ( Wilson & Richards, 2020 ), which can include large caseloads, limited equipment and facilities, and an unsupportive school culture ( Hodge & Akuffo, 2007 ; Holland & Haegele, 2020 ; Obrusnikova & Kelly, 2009 ). Furthermore, general