Research suggests children with neurodevelopmental disabilities (NDDs) engage in less physical activity (PA) than their typically developing peers, despite the known benefits of PA for this population. This paper describes our Movin’ & Groovin’ (M&G) program for children with NDDs, in addition to new programming elements (online programming - free and easily accessible at home via YouTube; large photos of children being active at M&G – role models for other children with NDDs). It would be worthwhile for other programs for children with NDDs to consider implementing similar elements as M&G to help increase the number of inclusive, accessible, PA programs available to children with NDDs and facilitate PA participation at home.
Children with autism spectrum disorder (ASD) frequently encounter barriers to participating in inclusive physical activity. This qualitative case study, grounded in interpretive phenomenology, explored the lived experience of a child with ASD engaged in Movin’ and Groovin,’ an adaptive physical activity program designed for children with neurodevelopmental disabilities. One-on-one semi-structured interviews and background questionnaires were analyzed using reflexive thematic analysis to capture diverse perspectives. Three key themes emerged: (1) “She has just come out of her shell so much,” (2) Reciprocity: “Just treating everyone like family,” and (3) “M&G lets me do my own thing.” These insights contribute to understanding how inclusive physical activity programs can create empowering environments that support holistic development in children with ASD and other neurodevelopmental challenges, informing best practices for program design and implementation.
Adapted physical education (APE) teachers play a vital role in ensuring equitable access to quality physical education for students with disabilities, yet many leave the profession due to low job satisfaction and limited support. The purpose of this investigation was to interview 12 early career and veteran adapted physical education teachers to explore how social agents, assigned roles and responsibilities, and working conditions influence APE teachers’ job satisfaction. Twelve interviewees participated in semi-structured Zoom interviews and were purposefully divided into early-career (≤3 years) and veteran (≥10 years) subgroups. The 40-minute interviews focused on the three aspects of job satisfaction outlined in the purpose statement.Thematic analysis was used to compare the results between early-career and veteran teachers, aiming to identify, organize, describe, and report recurring patterns that influence satisfaction in APE contexts.
This study examines the reasons why visually impaired Turkish athletes start sports, their motivation to continue and the effects of sports on their lives. Thirteen national athletes in goalball and judo participated in the phenomenological study. The data were collected through semi-structured interviews and analyzed with the Atlas.ti program. The reasons for starting sports were determined as guidance, curiosity and discovery; the motivations for continuing were determined as success, support, fun, career and socialization. The effects of sport include self-confidence, socialization, physical and academic benefits, financial gain and self-discovery. It is emphasized that sport increases social participation.
Adapted physical education (APE) specialists, as with others in the education ranks, become connected to the students on our caseloads, our sports teams, and in our classrooms. The tragic event of a student’s passing can be difficult to navigate for the educator and those who knew the student. The purpose of this article is to share our collective lived experiences as described through the vignettes of two of our students’ passings. Our experiences, advice, and resources are provided to assist others in facilitating their own path through the experience of the loss of a student.
This study investigated the impact of interprofessional education (IPE) and interprofessional practice (IPP) between pre-service adapted physical education (APE) teachers and undergraduate speech-language pathology (SLP) students at a summer camp for children and young adults with and without disabilities. The goal of this study was to promote collaboration and establish knowledge between pre-service APE teachers and undergraduate SLP students in structured physical activities. Participants included 19 undergraduate and graduate students studying APE or SLP. Participants received training on collaboration prior to the start of camp via Zoom and participated in a face-to-face check-in during camp. A mixed methods approach was utilized to analyze the results, which included a retrospective pretest-posttest survey, as well as open ended questions. Quantitative data was analyzed using descriptive statistics, specifically Likert scales. Qualitative data was analyzed through a thematic analysis.
Leisure, as the pursuit of activities we choose to engage in during our free time, holds immense potential for enriching our lives. However, individuals with disabilities often face barriers that hinder their ability to participate fully in leisure activities. The delivery of leisure education to students in Special Education is of paramount importance in promoting independence and quality of life. This exploratory study investigates the delivery of leisure education to students in transition programs, aiming to understand current practices. In addition, this paper makes an argument for the inclusion of recreational therapists in the transition setting and encourages guardians to request recreational therapy as a related service on their child’s Individual Education Plan (IEP).
The introduction to adapted physical education (APE) course is essential for preparing future physical education teachers. Given the expanding scope of required content, there is a growing need for physical educators who are prepared to foster inclusive environments. However, the limited hours of a single APE course often leads to challenges in providing comprehensive instruction. To address this issue, the infusion model offers a potential solution by integrating APE content across various physical education teacher education (PETE) courses. This model promotes a more holistic approach by distributing essential topics over multiple courses, allowing for greater depth and interdisciplinary connections. This article proposes strategies for distributing APE content across PETE courses and highlights the importance of collaboration in ensuring comprehensive preparation for teachers in physical education. These efforts are crucial for developing future teachers that can meet the diverse needs of all students and to ensure an inclusive physical educational environment.
Wheelchair tennis is an important sport that enables people with physical disabilities to participate actively in competitive sport. However, research focusing on the sporting character and moral attitudes of wheelchair tennis players remains limited. In this context, with the increasing prevalence of wheelchair tennis, assessing key concepts such as sporting character and morality among wheelchair tennis players is a crucial step in understanding and improving their behaviour. The aim of this study is to investigate the effects of an 8-week training programme on the sporting character and moral attitudes of wheelchair tennis players. In line with this aim, the study aims to highlight the importance of sporting character and moral values displayed by wheelchair tennis players during sporting activities. The research was conducted using a single group pretest-posttest experimental design with no control group. The research group consisted of 23 wheelchair tennis players. Data were collected using a personal information form, the Sport Character Scale and the Sport Morale Scale. The athletes received 60-minute training sessions for 8 weeks and data were collected using pre-and post-test methods. The results of the study show a significant improvement in the sporting character and moral attitudes of wheelchair tennis athletes. Significant differences were found between the athletes' pre-and post-test scores. Furthermore, regression analysis revealed that sportsmanship, disability type, and disability level significantly predicted the moral attitudes of the athletes. The results of the study suggest that training programmes forwheelchair tennis players have positive effects on their sporting character and moral attitudes. Therefore, it is recommended that similar training programmes aimed at improving the sporting character and moral attitudes of wheelchair tennis players should be widely implemented. Furthermore, it would be beneficial to develop policy recommendations that would encourage the participation of athletes with disabilities in general sports activities.
A pilot study was conducted to explore the impact that participating in a single session of adapted fishing (AF) would have on self-perceived health-quality of life (HQOL) and well-being among clients, volunteers, and family/caregivers living with physical disabilities, mental health conditions, and/or substance use disorders. The study included 10 adults aged 26-72 years (M = 39, SD = 14.6). Using the World Health Organization Quality of Life Brief-26 (WHOQOL-BREF-26) and the Warwick Edinburgh Mental Well-being Scale (WEMWBS), pre-and post-session scores were compared through Wilcoxon Signed Ranks testing, and qualitative feedback surveys were thematically analyzed. Data were collected in summer 2022. It was predicted that self-perceived HQOL and well-being would improve following participation, and results suggested positive changes for most participants, with notable improvements across physical, psychological, and environmental domains. These findings offered promising implications for AF, outdoor recreation, and the ecological approach to therapeutic recreation.
This study presents a 35-week training and assessment program designed to enhance the physical fitness, strength, and endurance of adult female goalball athletes with visual impairments. Recognizing the unique demands of physical training for athletes with disabilities, particularly those with visual impairments, the program was developed to support their preparation for the Goalball World Championship (GWCC). The training program included 2-3 weekly physical fitness sessions. Assessments were conducted at weeks 1, 22, and 31 to objectively evaluate strength, using three 10RM exercises (i.e., the maximum resistance that the athlete can perform with correct technique for 10 repetitions), and aerobic fitness, measured through running on a treadmill or cycling on a stationary bicycle. Significant and consistent improvements were observed in body weight and BMI, 10RM strength, and aerobic fitness over the 35-week period. These enhancements in physical fitness underscore the effectiveness of the training program. The training and assessment program presented in this study is designed for female adult athletes with visual impairments of all degrees, with general adjustments made to each exercise and personalized modifications tailored to each athlete. While the program is specifically focused on athletes with visual impairments, the principles and methods may also be applicable to other populations with specific needs, though further research is required to determine its broader applicability. This program provides a structured approach to improving physical fitness among visually impaired athletes, with measurable outcomes in strength and aerobic fitness. Practitioners can adapt the methods and assessments described to suit individual needs and ensure a safe and effective training environment that supports athletic performance.
This study examined physical educators' self-efficacy (SE) when teaching students with disabilities in general physical education (PE) after participating in a Paralympic School Day professional development program (PSD-PDP). Thirty-six PE teachers participated in the PSD-PDP. A mixed-method approach with unequal weighting was used. Data were collected through administration of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D) and written reflections. A one-group pretest-posttest design was used when analyzing the quantitative data. Qualitative data were analyzed deductively by characteristics of Sensemaking Theory followed by inductive coding. Results indicate a statistically significant increase in SE scores following the PSD-PDP at all levels. Written reflections revealed themes related to challenging prior assumptions and a greater understanding about the ease of implementing inclusive teaching strategies. These themes illustrated the effectiveness of the PSD-PDP in improving PE teachers' SE when teaching students with disabilities in the general PE setting.
Camp ASCCA, Alabama's Special Camp for Children and Adults, is a magical place that allows children and adults with disabilities to increase their confidence, improve their physical skills, and foster social skills in a fun environment. With more than 60 different activities from which to choose, Camp ASCCA is an exciting place. Each activity area offers a unique experience and allows the camper to succeed on his or her own, as well as in an environment of peer support. Programs include summer resident and off-season resident camping experiences allowing Camp ASCCA to serve a greater number and wider variety of disabled consumers.
Individuals with disabilities (IWD) participate in community-based exercise programs at lower rates than non-disabled individuals, partly due to a lack of trained wellness instructors. The Strategies of Success (SOS) online modules were developed to address knowledge and self-efficacy gaps in inclusive programming. This study examined their impact on 830 wellness instructors, educators, and professionals. Results showed significant knowledge improvement (Cohen’s d > 1.4), with 72% reporting increased self-efficacy. Online training is a cost-effective way to enhance instructor preparedness, though organizational support remains crucial. SOS modules serve as a valuable professional development tool for promoting inclusive physical activity programs.
Adults with intellectual disabilities have low physical activity levels, increasing chronic health risks. Special Olympics promotes health through education and programming. This project evaluated the Road to the USA Games Step Challenge, a 20-week nationwide program aiming for 1,000,000 steps using Fitbit™ monitors and the SO FitNow app. The app tracked progress, provided education, fostered social support, and facilitated goal setting. Athletes from all 50 states participated; 36.1% achieved the goal, with males outperforming females in step count (p = 0.019). Median daily steps increased significantly, though participation declined to 60.8% by Week 20 (p < 0.001). This large-scale program demonstrated feasibility through engagement across all 50 states, significant step count improvements, and successful goal achievement for many participants, offering insights for future programming.
The Expanded Core Curriculum (ECC) is a list of nine components that visually impaired youth need to master to become independent adults. These components are skills that are needed for the success of students but are typically acquired in school and at home through visual observation. Since visually impaired people cannot observe the same things as their sighted peers, these ECC components need to be specifically taught to them whether it is embedded or separate from the general curriculum. A summer sports camp has shown to promote all components of the ECC. It is not currently known if the components of the ECC can be acquired while learning the sports of SUP and kayaking for visually impaired youth. The purpose of this study was to learn the ECC skills acquired through SUP and kayaking. In this study, interviews with athletes, a focus group with coaches and observations were conducted to examine ECC related components. Findings revealed all of the nine components were experienced throughout the week. Athletes and coaches found strong connections to self-determination and independence. Findings revealed that visually impaired students can gain experience in most of the components of the ECC engaging in kayaking or SUP.
Adolescents with intellectual disabilities (ID) often struggle with maintaining healthy body composition and physical fitness. This randomized controlled trial (RCT) aimed to assess the effects of an 8-week aquatic activity (AA) program on body composition and physical fitness in adolescents with mild ID. A total of 19 adolescents with mild ID (16.10 ± 0.7 years in the aquatic activity group [AAG], 15.55 ± 1.1 years in the control group [CG]) were randomly assigned to either the AAG (n = 10) or CG (n = 9). The AAG participated in aquatic activity three times a week for 60 minutes, incorporating resistance exercises in addition to the natural resistence created by physical activity in water. The CG maintained their usual routine. Body composition (weight, BMI, body fat percentage) and physical fitness were assessed before and after the intervention. The AAG showed significant improvements in physical fitness, body weight, and BMI compared to the CG (p < 0.05). However, no significant changes were observed in body fat percentage. These results suggest that aquatic activity may be beneficial for improving body composition and physical fitness in adolescents with ID. Aquatic activity can enhance body composition and physical fitness in adolescents with ID. Future research should explore the combined effects of exercise and diet on physical fitness and body composition in this population.
Goalball is sport that has the high potential to positively influence the lives of visually impaired people. This research used Bibliometrix, an R package for bibliometric analysis. Bibliometric studies are used in many global studies and analysis of research trends. A database search was conducted on the Web of Science (WoS) to identify articles related to Goalball. This study provides a comprehensive bibliometric analysis of Goalball research from 2004 to 2024 to chart key developments and trends in the field. According to the most important keywords in this area, it has focused on concepts such as Goalball, visually impaired people, and Paralympic Games. Also, motor themes like performance analysis, match analysis, and Paralympics sport are among the prominent findings of this section, highlight their pivotal role in advancing theoretical understanding and practical applications in the field. These results help to strengthen the scientific understanding and practical applications of Goalball. Data analysis related to global trends, leading authors, and institutions in this field indicates increased scientific attention to the Paralympic sport of Goalball.
Over the years there have been several models of Paralympic Sport programming and Disabilities awareness program within Physical Education contexts for a variety of age levels. These include the Paralympic Sports Day (PSD) for youth in K-12 settings, the Paralympic Sports Lab (PSL) for college students, and Inclusive Sports at School (ISS) for college students. Mainly, the programs aim to develop knowledge of Paralympic sports and change the attitudes of people without disabilities towards Paralympic athletes and sports through an immersive experience. Since the first guidelines published in 2006 by the International Paralympic Committee, several studies have highlighted the attitude change of the participants who engaged in these Paralympic experiences. The purpose of this article is to provide another option for a Paralympic sports program that trains future teachers to lead. The purpose, process, and specific program structure are provided so the reader can replicate this innovative program.
The purpose of this study was to determine the motivation of disabled athletes in our Turkey to participate in sports, the relationship of participation in sport with their life satisfaction, and the relationship of perceived life satisfaction with their lives. In addition, it was aimed to reveal how important it is for disabled athletes to participate in sports and be social for their life satisfaction level. According to the theory developed by Ryan and Deci (2000); when individuals’ intrinsic and extrinsic motivation needs are met, they participate in sports more willingly and this increases their life satisfaction. In the approach of Weiss and Hale (1996); sports provide not only physical but also psychological and social benefits such as increased self-confidence and stress management for disabled individuals. The current study, which examines the motivations of disabled individuals to participate in sports and its effects on life satisfaction, is based on these two approaches. Results found that, while a moderate positive significant relationship was found between the life satisfaction sub-dimension of disabled athletes and the intrinsic and extrinsic motivation sub-dimension, a moderate negative relationship was found with the amotivation sub-dimension. In addition, no significant difference was found between the life satisfaction level of disabled athletes and gender, disability status, education levels and marital status. A significant difference was found between the motivation to participate in sports in athletes and education level, age, marital status, disability status and type of disability.
