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Mallory Mann and Vikki Krane

be themselves. In women’s college sport today, many athletes are involved in ally programs (e.g.,  You Can Play , SportSafe, It Gets Better ) in which individual teams or whole athletic departments promote queer inclusion. At the same time, we still hear of places where being openly lesbian or

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Andrea R. Taliaferro, Lindsay Hammond and Kristi Wyant

The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.

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Martin E. Block, Yeshayahu Hutzler, Sharon Barak and Aija Klavina

The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach’s alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.

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Terese Wilhelmsen, Marit Sørensen and Ørnulf N. Seippel

What does it take to support inclusion in physical education (PE)? This is an important question given the globalization of the inclusive PE ideology, yet it has received scant attention in previous literature ( Wilhelmsen & Sørensen, 2017 , with the exceptions of Dunn & Dunn, 2006 ; Obrusnikova

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George B. Cunningham, Erin Buzuvis and Chris Mosier

meaningfully affect their health and overall well-being—a point to which we return in subsequent sections. These data collectively highlight the need for a strong commitment to transgender inclusion in sport and physical activity, including in locker rooms and other team spaces. The purpose of this position

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Justin A. Haegele, Samuel R. Hodge, Xihe Zhu, Steven K. Holland and Wesley J. Wilson

practices deemed to be “inclusive,” as education professionals have become comfortable with the belief that inclusion is successful ( Atkins, 2016 ). Consequently, educators may engender practices that, however well intentioned, have the potential for unintended and often unnoticed consequences for the

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Donna L. Goodwin and Amanda Ebert

family life where teller and listener can come together to unpack, retell, and relive stories ( Goodley & Runswick-Cole, 2011 ; Nelson, 1995 ). Mitchell and Snyder ( 2015 ) coined the term inclusionism to describe parents’ unexamined assumption of needing to decrease demands on existing nonreflective

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Andrew Hammond, Ruth Jeanes, Dawn Penney and Deana Leahy

This paper explores the effects of “neoliberal-able rationality” sport policy and swimming coaches’ understandings of inclusion and disability. Recent research has highlighted how economic policies underpinned by neoliberal rationalities of government often see sport as a tool that can be used to

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Lauren Handler, Emily M. Tennant, Guy Faulkner and Amy E. Latimer-Cheung

no significant variance in data between telephone interviews and in-person interviews ( Kazmer & Xie, 2008 ; Sturges & Hanrahan, 2004 ; Trier-Bieniek, 2012 ). Upon expression of interest, participants were screened using the inclusion and exclusion criteria. If they were eligible, parents were

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Raul Reina, Yeshayahu Hutzler, María C. Iniguez-Santiago and Juan A. Moreno-Murcia

Inclusion of students with disability in physical education (PE) classes as a part of an educational inclusion approach has been recommended by the Committee of Ministers of the European Union to member states regarding children and young people ( Council of Europe, 2013 ). During the last decade