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Justin A. Haegele, Chunxiao Li and Wesley J. Wilson

Physical educators’ attitudes toward teaching students with visual impairments (VIs) play a critical role in the success of such students in physical education (PE; Haegele & Zhu, 2017 ). An attitude has been described as an individual’s tendency to favor or disfavor while assessing a particular

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K. Andrew R. Richards, Karen Lux Gaudreault and Amelia Mays Woods

forced to defend their subject and negotiate social role definitions with those around them ( Armour & Jones, 1998 ; Kougioumtzis, Patriksson, & Stråhlman, 2011 ). In contrast, when role sets embrace the discipline as a meaningful part of the school curriculum, physical educators are likely to feel

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Jeffrey P. Carpenter and Stephen Harvey

users. An expanding body of research has focused on the potential for social media to enhance educator PDL ( Greenhow, Galvin, & Staudt Willet, 2019 ). This is important, given that the complex and evolving nature of the profession means physical educators must develop their knowledge and skills

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Stephen Harvey and Jeffrey P. Carpenter

different patterns of social media engagement, with varied outcomes. However, to date, there have been limited investigations into why educators, and specifically physical educators, start to use social media and how their use changes over time. The purpose of this descriptive study was to investigate the

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K. Andrew R. Richards, Nicholas Washburn and Ye Hoon Lee

intentional display of positive emotions. The positive student–teacher relationship may contribute to greater student learning outcomes ( Lémonie, Light, & Sarremejane, 2016 ). Emotional labor can, however, be a taxing process, and the extent to which physical educators experience positive or negative

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Wesley J. Wilson, Steven K. Holland, Justin A. Haegele and K. Andrew R. Richards

teacher. Furthermore, teachers could become recognized as certified adapted physical educators (CAPEs) by achieving the four criteria recommended by American Association for Physical Activity and Recreation and the National Consortium for Physical Education and Recreation for Individuals with Disabilities

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Chunxiao Li, Lijuan Wang, Martin E. Block, Raymond K.W. Sum and Yandan Wu

successfully in their programs (e.g., inadequate preparation, lack of in-service training, and inadequate support; Obrusnikova, 2008 ; Qi & Ha, 2012 ). Perhaps, one of the most important factors in successful inclusion in GPE is the perceived confidence of physical educators ( Block & Obrusnikova, 2007

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Janice C. Wendt and Linda L. Bain

Physical educators’ perceptions of stressful teaching events do not change over a period of 1 to 5 years of teaching experience. Although there was a trend for priority and teaching function perceptions to be rated lower, no significant differences were found when using a MANOVA. Notification of unsatisfactory performance and being involuntarily transferred were rated the most stressful by both groups. Rated least stressful by both student and novice teachers was attendance at inservice meetings.

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Janice C. Wendt and Linda L. Bain

Concerns of preservice and inservice physical educators differ in the area of concerns for self and concerns for impact, which are lower in each instance when looked at in cross-sectional data. Longitudinal data only give evidence of lower self-concerns over time. Fuller’s prediction of higher concern for impact is not realized with this sample. It may be that Fuller’s scale is valuable only in predicting self-concerns.

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Stephen Harvey, Jeffrey P. Carpenter and Brendon P. Hyndman

, 2017 ). The aim of this monograph is, therefore, to present key issues, relevant literature, new findings, and generative discussion pertaining to social media use by physical educators and sport coaches for PDL. This is achieved by applying a variety of theoretical frameworks and research methods to