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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, Risa Isard, and E. Nicole Melton

. Though the transgender community has seen many successes, setbacks are all too common, and questions about their place in sport persist. In this paper, we focus on transgender inclusion in sport. To do so, we first present a case for why transgender individuals should be included in sport, and then

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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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Bernadette “Bernie” Compton

experiencing discrimination need to get “thicker skin,” we limit the individual’s humanity ( Abrams & Moio, 2013 ). Although the Association for Applied Sport Psychology (AASP) acknowledges the need to incorporate diversity and inclusion into professional training and research, there remains a glaring lack of

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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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Michael A. Odio, Joshua R. Pate, and Thomas J. Aicher

for issues of access and inclusion. Scholars have repeatedly identified issues of access and inclusion related to race, gender, disability, and other forms of diversity within the sport industry (e.g.,  Cunningham, 2009 ; Fink, 2016 ; Lastuka & Cottingham, 2016 ; McGarry, 2020 ; Shim et al., 2020

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Brenda G. Pitts, Deborah R. Shapiro, Cindy K. Piletic, and Jennifer Zdroik

The social, physical, health, and economic impact and benefits of sport at the individual, local, state, national, and global levels make sport a unique context through which to break down barriers and facilitate inclusion of people with disabilities ( Di Palma et al., 2016 ; Lastuka & Cottingham