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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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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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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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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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Jaime R. DeLuca, Michael Mudrick, Molly Hayes Sauder, and Elizabeth A. Taylor

reflect this idea as sport is used as a platform for activism around social justice issues both sport and nonsport related ( Zaru, 2017 ). Players, coaches, and sport organizations are demonstrating support for diversity and inclusion via advocacy efforts. This is ironic, however, as the sport industry

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Enid K. Selkirk, Cheryl Missiuna, Sandra Moll, Peter Rosenbaum, and Wenonah Campbell

across settings and context ( Krischler et al., 2019 ). Finkelstein et al. ( 2019 ) describe inclusive education as “contextually-bound”: what represents inclusive education is dependent “on the context and specific needs of stakeholders” (p. 3). Thus, what inclusion “looks-like” can be different across

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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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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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Matthew T. Mahar, Harsimran Baweja, Matthew Atencio, Harald Barkhoff, Helen Yolisa Duley, Gail Makuakāne-Lundin, ZáNean D. McClain, Misty Pacheco, E. Missy Wright, and Jared Russell

activity, in all its varied forms. Students who understand and value inclusive excellence and the principles of justice, equity, diversity, and inclusion (JEDI) will thrive. Students will be better prepared to study and promote physical activity and wellness in an ever-changing world. For students to

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Michele Verdonck, Jacquie Ripat, Peita-Maree Clark, Florin Oprescu, Marion Gray, Lisa Chaffey, and Bridie Kean

time (e.g., coach athletes/athletes who are also team managers). Semistructured Interviews The research team developed the semistructured interview question guide that progressed from general questions about WCBB and inclusion to more specific questions about participants’ understanding and experience