Scholarly Work – Multi-Institution Mentorship Consortium (MAMC)

MAMC Scholarly Work

Research Related to Individuals with Visual Impairment
Adapted Physical Education, Pedagogy, Teacher Education
Research Related to Inclusion
Research Related to Individuals with Developmental Disabilities
Research Related to Physical Activity, Sport, and Others
Research Related to Individuals with Physical Impairment

Research Related to Individuals with Visual Impairment

Ruin, S., Giese, M., & Haegele, J.A. (2021). Fear of freedom? Visually impaired students’ ambivalent perspectives on physical education. British Journal of Visual Impairment, 39(1), 20-30. doi:10.1177/0264619620961813

Abstract

With a growing interest in sport, fitness, and a healthy lifestyle, bodily practices are increasing in importance in our society. In the school context, physical education (PE) is the subject where these practices play a central role. But, the German language discourse shows in an exemplary manner that inherent body-related social normality requirements are articulated in didactic traditions and curricular requirements and that these normality requirements have the exclusionary potential for those students who do not fit into the norms. Against this background, this article seeks to understand children with visual impairments’ (CWVI’s) individual constructions of PE in a school specialized for CWVI in Germany. This interview study with eight CWVI focused on individual opportunities and challenges concerning central aspects in PE. The findings show that the CWVI draws ambivalent perspectives on PE that range from existential fears (e.g., fears of heights) to feeling free in working off energy. These aspects especially gain importance in connection to the body, when the general wish to learn and experience with the body seems to be disturbed by normality requirements – like doing certain movements in a pre-defined way – which lead to existential challenges for the CWVI. Further, the relationship between blind and visually impaired students in PE seems ambivalent. Within this special school setting, the segregation according to the external differentiation in “handicapped” and “non-handicapped” somehow leads to a kind of sub-segregation at the blind and visually impaired school.

†Buckley, M., Haegele, J.A., Zhu, X., & Bobzien, J. (2021). Experiences in physical education and sport: Reflections of female athletes with visual impairments. Curriculum Studies in Health & Physical Education, 12(1), 67-79. doi:10.1080/25742981.2020.1846996

Abstract

The purpose of this study was to understand how individuals identifying as female, an athlete, and having a visual impairment experience physical education, and sport experiences. An interpretative phenomenological analysis research approach was adopted, and four female athletes with visual impairments aged 23–28-years-old acted as participants. The study utilized two sources of data: semi-structured, audio-taped, telephone/video call interviews and reflective interview notes. Data were analyzed thematically using a three-step process and two themes were constructed (a) Physical education was ‘just a credit’ and (b) ‘If you enjoy this, we will drive you. The participants reported that they did not have meaningful physical education experiences. Interestingly, however, the participants noted that these poor experiences were not critical to them, as they had developed a sense of athletic identity in others, outside of school physical activity opportunities supported by family.

†Kirk, T.N., & Haegele, J.A. (2021). Expectancy-value beliefs, identity, and physical activity among adults with visual impairments. Disability & Rehabilitation, 43(4), 516-524. doi:10.1080/09638288.2019.1631395

Abstract

Purpose

Physical activity plays a key role in health promotion and disease prevention, yet individuals with visual impairments do not generally engage insufficient physical activity. The purpose of this study was to explore the expectancy-value beliefs, identity beliefs, and physical activity engagement among individuals with visual impairments.

Method

This investigation utilized a qualitative descriptive approach and was situated within the framework of the expectancy-value theory. Eight adults (aged 21–34; five women and three men) participated in semi-structured, audio-recorded interviews. Transcribed interviews and associated interview notes were thematically analyzed using a five-step process.

Results

Three interrelated themes emerged from the data: (a) “I feel better. I feel healthier”: The importance of physical activity and sport, (b) “Maybe I will make a goal, maybe I won’t”: Perceived confidence in physical activity, and (c) “I have to decide if it’s really worth it”: Barriers to participation. Interpreted through the lens of expectancy-value theory, the themes reflect the complex relationship between participants’ feelings of identity and ability, their perceived value of physical activity and sport, and the drawbacks to participation.

Conclusion

Further examination using the expectancy-value model is necessary to better understand and support the physical activity needs of this population.

Implications for rehabilitation

Results of the study indicated that adults with visual impairments believed that physical activity was important for health and enjoyment, but reported experiencing barriers to physical activity participation.
Adults with visual impairments reported varying levels of confidence in their ability to be successful at physical activity and sport across different activity contexts and at different periods in their lives.
Accessible equipment and facilities are needed to alleviate barriers to physical activity experienced by adults with visual impairments.
Rehabilitation professionals should design appropriate, community-based programming to better include individuals with visual impairments in physical activity and exercise settings.

Haegele, J.A., & Zhu, X. (2021). Physical activity, self-efficacy, and health-related quality of life among adults with visual impairments. Disability & Rehabilitation, 43(4), 530-536. doi:10.1080/09638288.2019.1631397

Abstract

Materials and methods: Adults with visual impairments were invited via email through two visual impairment organizations in the United States to complete four questionnaires: (a) the international physical activity questionnaire-short form, (b) the self-efficacy to exercise behaviors scale, (c) the medical outcomes study short form health survey, and (d) a demographic questionnaire. One hundred fifty-nine participants (Mage = 44.77) provided complete surveys for analyses. Data were analyzed using three components: (a) a descriptive analysis, (b) a confirmatory factor analysis, and (c) a test of a hypothesized structural model.

Results: Both self-efficacy and HRQoL were tenable among this population with two item removals. Self-efficacy had a direct association (β = 0.26), and an indirect association (β = 0.17) with HRQoL which was mediated by participants’ moderate-to-vigorous physical activity (MVPA). MVPA was positively associated with psychological health (β = 0.17), but not with physical health.

Conclusions: The findings of this study suggest that self-efficacy can both directly and indirectly, through MVPA, influence HRQoL among adults with visual impairments. This study supports the utilization of self-efficacy based interventions to promote physical activity and thus impact HRQoL among adults with visual impairments. IMPLICATIONS FOR REHABILITATIONAdults with visual impairments tend to report lower health-related quality of life than peers without visual impairments. In this study, physical activity shows promise as an effective means to improving psychological health-related quality of life for adults with visual impairments. In this study, self-efficacy directly and indirectly, through physical activity, influences health-related quality of life for adults with visual impairments. Results support the utilization of self-efficacy based physical activity interventions to enhance physical activity and health-related quality of life among adults with visual impairments.

Haegele, J.A., Zhu, X., & ғKirk, T.N. (2021). Physical activity among children with visual impairments, siblings, and parents: Exploring familial factors. Maternal & Child Health Journal, 25(3), 471-478. doi:10.1007/s10995-020-03080-5

Abstract

Moderate to vigorous physical activity (MVPA) is associated with positive physical and psychological health outcomes, yet youth with visual impairments tend not to engage in sufficient MVPA. The purposes of this study were to (a) examine how familial factors were associated with MVPA among youth with visual impairments, their siblings, and parents and (b) examine the daily MVPA correlation among these family members.

ғKirk, T.N., Haegele, J.A., & Zhu, X. (2021). Barriers, expectancy-value beliefs, and physical activity engagement among adults with visual impairments. Adapted Physical Activity Quarterly, 38(2), 286-306. doi:10.1123/apaq.2019-0196

Abstract

The purpose of this inquiry was to examine the relationship between barriers to physical activity, expectancy-value variables, and physical activity engagement among adults with visual impairments. Using a descriptive correlational approach, a sample of 214 adults with visual impairments (Mage = 43.14, SD = 13.67) completed questionnaires pertaining to barriers to physical activity, expectancy-value beliefs about physical activity, and physical activity engagement. Data were analyzed via correlation and hierarchical regression. The final regression model explained 20.30% of the variance in physical activity (p < .001). Intrinsic value (β = 0.26, p = .01) and expectancy beliefs (β = 0.33, p < .001) each emerged as significant predictors of physical activity engagement, which suggests that expectancy-value theory may have some utility for investigating the physical activity engagement of individuals with visual impairments. However, the lack of significant contribution of other variables such as attainment and utility values, as well as barriers factors, underscores the need for additional research in this area.

Haegele, J.A., Zhu, X., Wilson, P.B., †Kirk, T.N., & †Davis, S. (2021). Physical activity, nutrition, and psychological well-being among youth with visual impairments and their siblings. Disability & Rehabilitation, 43(10), 1420-1428. doi:10.1080/09638288.2019.1666926

Abstract

Purpose

The primary purpose of this study was to examine physical activity, nutritional intake, and psychological well-being differences between youth with visual impairments and their siblings residing in the same household. A secondary purpose was to examine the relationship between physical activity behavior and psychological well-being among youth with visual impairments.

Materials and Methods

A sample of 22 dyads of youth with visual impairments and siblings completed this study. Data were collected through parent-reported demographic and psychological well-being questionnaires, nutritional intake questionnaires, and accelerometry. Data were analyzed descriptively and inferentially, examining proportion difference using McNemar’s z-test, and mean differences using multivariate analyses of variance.

Results

Siblings without visual impairments had higher but not significantly higher daily average moderate-to-vigorous physical activity (d = 0.46), significantly higher prosocial score (d = 0.63), and lower but not significantly lower difficulty scores (d = 0.39), than youth with visual impairments. Small, not statistically significant, nutritional intake differences between siblings were found.

Conclusions

Differences in physical activity and nutritional habits between those with visual impairments and their siblings were not significant, supporting the environmentally driven nature of these variables. Associations between physical activity and well-being were not apparent in this study but may be partially explained by low participant physical activity.

Implications for Rehabilitation

Youth with visual impairments and their siblings may be influenced by the same familial factors and molded in a similar fashion by parenting behaviors regarding health-related behaviors.
In this study, youth with visual impairments engaged in similar physical activity and nutritional behaviors to their siblings without visual impairments.
Efforts to improve health-related behaviors among those with visual impairments may be most effective at the family level.
Small subsets of youth with visual impairments gain mental health benefits from physical activity engagement.

Wilson, W.J., Haegele, J.A., †Holland, S.K., & Richards, K.A.R. (2021). Co-curricular service-learning through a camp for athletes with visual impairments. Journal of Teaching in Physical Education, 40(2), 190-198. doi:10.1123/jtpe.2019-0109

Abstract

Service-learning (SL) has become popular as part of the formal curriculum and as co-curricular experience for college students. Some SL programs serve individuals with disabilities, but their influence on college volunteers is not well understood. The purpose of this study was to understand the experiences and perspectives of preprofessional college students who volunteered at a cocurricular, SL-based sports camp for youth with visual impairments. Participants included nine (five males and four females) preservice professionals who taught youth with visual impairments during the week-long sports camp. Data were collected using semistructured and conversational interviews, reflective journaling, and participatory observations. Four themes were constructed: (a) camp experience elicited a strong emotional response, (b) fostering professional growth and development, (c) doing too much and expecting too little, and (d) developing close bonds with the athletes. This study highlights the benefits of developing cocurricular SL programs for college students across a variety of fields.

Buckley, M., Haegele, J.A., Zhu, X., & Bobzien, J. (2021). Experiences in physical education and sport: Reflections of female athletes with visual impairments. Curriculum Studies in Health & Physical Education, 12(1), 67-79. doi:10.1080/25742981.2020.1846996

The purpose of this study was to understand how individuals identifying as female, an athlete and having a visual impairment experience physical education and sport experiences. An interpretative phenomenological analysis research approach was adopted, and four female athletes with visual impairments aged 23–28-years-old acted as participants. The study utilised two sources of data: semi-structured, audio-taped, telephone/video call interviews and reflective interview notes. Data were analysed thematically using a three-step process and two themes were constructed (a) Physical education was ‘just a credit’ and (b) ‘If you enjoy this, we will drive you’. The participants reported that they did not have meaningful physical education experiences. Interestingly, however, the participants noted that these poor experiences were not critical to them, as they had developed a sense of athletic identity in others, outside of school physical activity opportunities supported by family.

Ruin, S., Giese, M., & Haegele, J.A. (2021). Fear or freedom? Visually impaired students’ ambivalent perspectives on physical education. British Journal of Visual Impairment, 39(1), 20-30. doi:10.1177/0264619620961813

With a growing interest in sport, fitness, and a healthy lifestyle, bodily practices are increasing in importance in our society. In the school context, physical education (PE) is the subject where these practices play a central role. But, the German language discourse shows in an exemplary manner that inherent body-related social normality requirements are articulated in didactic traditions and curricular requirements, and that these normality requirements have exclusionary potential for those students who do not fit into the norms. Against this background, this article seeks to understand children with visual impairments’ (CWVI’s) individual constructions of PE in a school specialized for CWVI in Germany. This interview study with eight CWVI focused on individual opportunities and challenges concerning central aspects in PE. The findings show that the CWVI draw ambivalent perspectives on PE that range from existential fears (e.g., fears of heights) to feeling free in working off energy. These aspects especially gain importance in connection to the body, when the general wish to learn and experience with the body seems to be disturbed by normality requirements – like doing certain movements in a pre-defined way – which lead to existential challenges for the CWVI. Further, the relationship between blind and visually impaired students in PE seems ambivalent. Within this special school setting, the segregation according to the external differentiation in “handicapped” and “non-handicapped” somehow leads to a kind of subsegregation at the blind and visually impaired school.

Haegele, J.A., & Zhu, X. (2021). Physical activity, self-efficacy, and health-related quality of life among adults with visual impairments. Disability & Rehabilitation, 43(4), 530-536. doi:10.1080/09638288.2019.1631397

Purpose: The purpose of this study was to examine the relations between self-efficacy for exercise, physical activity, and health-related quality of life (HRQoL) in adults with visual impairments. Materials and Methods: Adults with visual impairments were invited via email through two visual impairment organizations in the United States to complete four questionnaires: (a) the international physical activity questionnaire-short form, (b) the self-efficacy to exercise behaviors scale, (c) the medical outcomes study short form health survey, and (d) a demographic questionnaire. One hundred fifty-nine participants (Mage = 44.77) provided complete surveys for analyses. Data were analyzed using three components: (a) a descriptive analysis, (b) a confirmatory factor analysis, and (c) a test of a hypothesized structural model. Results: Both self-efficacy and HRQoL were tenable among this population with two item removals. Self-efficacy had a direct association (β = 0.26), and an indirect association (β = 0.17) with HRQoL which was mediated by participants’ moderate-to-vigorous physical activity (MVPA). MVPA was positively associated with psychological health (β = 0.17), but not with physical health. Conclusions: The findings of this study suggest that self-efficacy can both directly and indirectly, through MVPA, influence HRQoL among adults with visual impairments. This study supports the utilization of self-efficacy based interventions to promote physical activity and thus impact HRQoL among adults with visual impairments. Implications for rehabilitation

· Adults with visual impairments tend to report lower health-related quality of life than peers without visual impairments.

· In this study, physical activity shows promise as an effective means to improving psychological health-related quality of life for adults with visual impairments.

· In this study, self-efficacy directly and indirectly, through physical activity, influences health-related quality of life for adults with visual impairments.

· Results support the utilization of self-efficacy based physical activity interventions to enhance physical activity and health-related quality of life among adults with visual impairments.

Haegele, J., Xihe, Z., & Healy, S. (in press). Behavioral correlates of depression among adults with visual impairments. Journal of Visual Impairment & Blindness
Kirk, T.N., & Haegele, J.A. (2021). Expectancy-value beliefs, identity, and physical activity among adults with visual impairments. Disability & Rehabilitation, 43(4), 516-524. doi:10.1080/09638288.2019.1631395

Purpose: Physical activity plays a key role in health promotion and disease prevention, yet individuals with visual impairments do not generally engage in sufficient physical activity. The purpose of this study was to explore the expectancy-value beliefs, identity beliefs, and physical activity engagement among individuals with visual impairments. Method: This investigation utilized a qualitative descriptive approach and was situated within the framework of expectancy-value theory. Eight adults (aged 21–34; five women and three men) participated in semi-structured, audio recorded interviews. Transcribed interviews and associated interview notes were thematically analyzed using a five-step process. Results: Three interrelated themes emerged from the data: (a) “I feel better. I feel healthier”: The importance of physical activity and sport, (b) “Maybe I will make a goal, maybe I won’t”: Perceived confidence in physical activity, and (c) “I have to decide if it’s really worth it”: Barriers to participation. Interpreted through the lens of expectancy-value theory, the themes reflect the complex relationship between participants’ feelings of identity and ability, their perceived value of physical activity and sport, and the drawbacks to participation. Conclusion: Further examination using the expectancy-value model is necessary to better understand and support the physical activity needs of this population. Implications for rehabilitation

· Results of the study indicated that adults with visual impairments believed that physical activity was important for health and enjoyment, but reported experiencing barriers to physical activity participation.

· Adults with visual impairments reported varying levels of confidence in their ability to be successful at physical activity and sport across different activity contexts and at different periods in their lives.

· Accessible equipment and facilities are needed to alleviate barriers to physical activity experienced by adults with visual impairments.

· Rehabilitation professionals should design appropriate, community-based programing to better include individuals with visual impairments in physical activity and exercise settings.

Haegele, J.A., Hodge, S.R., Zhu, X., Holland, S.K., & Wilson, W.J. (2020). Understanding the inclusiveness of integrated physical education from the perspectives of adults with visual impairments. Adapted Physical Activity Quarterly, 37(2), 141-159. doi:10.1123/apaq.2019-0094

The purpose of this study was to examine the perspectives of individuals with visual impairment toward inclusion and the inclusiveness of their integrated physical education experiences. A retrospective, qualitative-description research approach was used, and 10 adults (age 20–35 years) with visual impairments acted as the participants. The data sources included one-on-one telephone interviews and reflective interview notes. A theoretical thematic analysis approach was used to analyze the data. Three interrelated themes were identified: “I always felt like a misfit”: a missing sense of belonging, acceptance, and value; “I felt very excluded, very pushed to the side”: lack of access to activity participation; and “Even though it sucked, I do agree with it”: preference for integrated settings. Collectively, the participants recalled that experiencing feelings of inclusion during physical education were rare. Despite this, they expressed a perceived importance of being integrated in contexts with their peers.

Haegele, J.A., Zhu, X., & Holland, S.K. (2020). School-based bullying experiences as reflected by adults with visual impairments. Psychology in the Schools, 57(2), 296-309. doi:10.1002/pits.22314

The purpose of this study was to describe the reflections of adults with visual impairments regarding bullying experiences during their school‐based education. An interpretative phenomenological analysis research approach was used and 11 participants (aged 20–35 years; seven women, four men) participated in this study. The sources of data were semi‐ structured audiotaped telephone interviews and reflective field notes. Thematic development was undertaken utilizing a three‐step analytical process guided by the research approach. Based on the data analysis, three interrelated themes were constructed: (a) “It would be when they knew there weren’t teachers watching”: bullying experiences in unowned and unstructured spaces; (b) “Going through the motions”: feelings about verbal, social, and physical victimization; and (c) “They had their own insecurities”: understanding the bullies and bystanders. The emerged themes provide a unique insight into the way in which those with visual impairments experienced bullying in schools and the meaning they ascribed to those experiences.

Holland, K., Haegele, J.A., Zhu, X., & Brady, E. (2020). Experiences in physical education with Bardet-Biedl Syndrome: An interpretative phenomenological analysis case study. Journal of Blindness Innovation and Research, 10(2), doi:10.5241/10-185

The purpose of this study was to examine physical education (PE) experiences from the perspective of an adult with Bardet-Biedl syndrome. An interpretative phenomenological analysis (IPA) research approach was used, and one male (age 32) with Bardet-Biedl syndrome acted as the participant. Sources of data included a semi-structured, audiotaped telephone interview and reflective interview notes. The interview was transcribed verbatim and data were analyzed thematically using a two-step approach informed by the IPA. Three themes emerged from the data: (a) “We were pretty much good friends”: The teacher’s influence, (b) “You’re different, must destroy”: Bullying and negative peer interactions, and (c) “I could never see the damn thing coming”: Inappropriate and inaccessible activities. These themes provide unique insights into how an individual with Bardet-Biedl syndrome experienced PE. Generally, the participant recalled negative experiences with regards to peer interaction and an inability to participate, but positive memories of one physical educator.

Coffey, R., Haegele, J.A., Zhu, X., & Bobzien, J. (2020). Examining physical education experiences at integrated and residential schools for students with visual impairments. British Journal of Visual Impairment, 38(3), 312-323. doi:10.1177/0264619620911445

This study examined how individuals who experienced physical education in both integrated and residential school settings viewed their physical education experiences. A retrospective interpretative phenomenological approach (IPA) was used, and five adults with visual impairments (aged 20–35 years; three males, two females) were enrolled in this study. Data collection included semi-structured telephone interviews and reflective interview notes, which were analyzed thematically using a three-step process. Two interrelated themes emerged from the data. In the first theme – feelings about being included and excluded – participants described that across school settings, inclusivity and exclusivity were central to how they understood their physical education experiences.

The second theme – support needs met at residential schools – described how perceived teacher support and feelings of relatedness with peers were identified as important factors related to their willingness to explore the environment and engage in physical education curricula.

Fines, A., & Block, M.E. (2020). Building collegiate adapted sports: Goalball case study. Sport, Education and Society, 26(3), 326-338.

DOI: 10.1080/13573322.2020.1729113

Campus Recreation should be providing sport and recreation opportunities to students of all social identity groups. This includes students with physical and sensory disabilities. In fact, federal law mandates that equal opportunity and access to extracurricular athletics should exist for this population. Despite evident personal and social benefits to participation in campus recreation, an in-depth understanding of how programs and initiatives are being developed to meet the various needs and preferences of students is missing from the literature. Therefore, the purpose of this study was to examine program development of collegiate adapted sports. After initially interviewing thirteen leaders from six collegiate goalball, we decided to focus on the intrinsic case of LU goalball in order to tell its narrative with rich detail from beginning to end. The voices recounting the process of creating LU goalball are three of its foundational leaders: a student, a coach and an assistant director of campus recreation. We contextualized their lived accounts using three of four components of the change process identified by the theory and practice of multicultural organization development: identification of change agents, organization readiness and planning and implementation. As a whole, findings demonstrate the process undertaken by one collegiate goalball program as well as the impact it had at an individual and institutional level.

Haegele, J.A., Zhu, X., Healy, S., & Patterson, F. (2020). Proportions of youth with visual impairments meeting 24-hour movement guidelines. Child: Care, Health & Development, 46(3), 345-351. doi:10.1111/cch.12747

Background: Recent movement behaviour guidelines prescribe the optimal time spent in physical activity, screen time, and sleep across a 24‐hr period. The proportion of youth with visual impairments meeting 0, 1, 2, or all 3 of these 24 movement guidelines is unknown. The primary purpose of this observational, cross‐sectional analysis was to examine the proportions of youth with visual impairments in the United States who partially or fully meet the physical activity, screen time, and sleep duration guidelines. A secondary purpose of this analysis was to examine whether demographic variables were associated with the odds of youth with visual impairments meeting these guidelines.

Methods: This study included 561 youth with visual impairments from the 2016 to 2017 National Survey of Children’s Health (NSCH). Accounting for the NSCH sampling plan, Complex Samples was used to estimate the prevalence of meeting 24‐hr movement guidelines, and a multinomial logistic regression analysis was conducted to examine the odds ratio of guidelines met across different demographic factors.

Results: Of the participants in this study, 18.7%, 50.7%, and 73.2% met physical activity, sleep, and screen time guidelines, respectively. Just 5.8% of the sample met all three of the 24‐hr movement guidelines, whereas 10.6% did not meet any of the three guidelines.

Conclusions: The proportion of the sample meeting of all three guidelines was low, thus depriving the majority of this population of the physiological and psychological health benefits of meeting each guideline. Moreover, the study identifies physical inactivity as a key risk factor that requires attention in this population.

Holland, K., Haegele, J.A., & Zhu, X. (2020). “My eyes have nothing to do with how my legs move”: Individuals with visual impairments’ experiences with learning to run. Adapted Physical Activity Quarterly, 37(3), 253-259. doi:10.1123/apaq.2019-0098

The purpose of this study was to describe the reflections of adults with visual impairments about learning to run during K–12 physical education. An interpretative phenomenological analysis research approach was used, and eight adults (age 22–35 years) with visual impairments served as participants. Primary data sources were semistructured, audiotaped telephone interviews and reflective interview notes. Based on a thematic data analysis process, two themes were developed: (a) “I wouldn’t expect anything better from you”: running instruction in physical education and (b) “You look like the guy in the crosswalk signal”: making up for the shortcomings of physical education. The narratives portraying these themes highlight the lack of instruction that took place in physical education, and the fact that no running instruction occurred at all. These findings indicate that professionals working with individuals with visual impairments should use instructional strategies that will allow for maximum access to learning fundamental movement skills such as running.

Kirk, T.N., Haegele, J.A., & Zhu, X. (2020). Performance calibration among youth with visual impairments on a six-minute endurance run test. British Journal of Visual Impairment, 38(3), 324-332. doi:10.1177/0264619620912768

Physical activity and fitness have long been associated with health, yet youth with visual impairments tend to be less active and less fit than their sighted peers. Performance calibration (i.e., the degree to which predictions about performance reflect actual performance) may be a useful conceptual framework to investigate the relationships between perceptions of health-related fitness and measured fitness performance among youth with visual impairments. The purpose of this study was to examine the predictive and postdictive performance calibration of youth with visual impairments on a test of cardiovascular fitness. Twenty-five participants (12 female, 13 male, aged 10–17 years) completed a 6-min endurance run test. Before and after the test, participants estimated how far they would run. Based on these data, performance calibration scores were calculated, and variables were correlated. Gender and visual impairment level-based differences were compared using t tests. Participants were generally overconfident in their predicted run scores but underconfident in their postdictions. Results of the present study suggest that youth with visual impairments are generally poorly calibrated with regard to cardiovascular fitness.

Haegele, J.A., Li, C., & Wilson, W.J. (2020). Mindfulness, contact anxiety, and attitudes toward students with visual impairments among certified adapted physical educators. Adapted Physical Activity Quarterly, 37(4), 498-507. doi:10.1123/apaq.2019-0194.

The purpose of this study was to examine the relationship between interpersonal/ intrapersonal mindfulness, contact anxiety, and attitudes toward students with visual impairments among certified adapted physical educators. Participants included 115 certified adapted physical educators who completed a 31-item online survey, composed of a 10-item demographic questionnaire, a 14-item mind fulness in teaching scale, a four-item intergroup anxiety scale, and a three-item attitude scale. Hierarchical multiple regression analyses revealed that intrapersonal mindfulness was a negative predictor of contact anxiety (β = −0.26, p = .007) and contact anxiety negatively predicted attitudes (β = −0.22, p = .02). A mediation analysis revealed that intrapersonal mindfulness had an indirect effect on attitudes through contact anxiety, b = 0.09, SE = 0.05, 95% confidence interval [0.006, 0.22]. Collectively, both intrapersonal and interpersonal mind fulness appear to be responsible for the formation of attitudes, but with different underlying processes involved.

Haegele, J.A., Zhu, X., & Holland, K. (2020). Fitness testing experiences in integrated physical education as reflected by adults with visual impairments. European Physical Education Review, 26(4), 747-763. doi:10.1177/1356336X19882057

The purpose of this study was to describe the experiences of adults with visual impairments regarding fitness testing during their integrated physical education experiences. An interpretative phenomenological analysis research approach was used and 11 adults (ages 20–35 years) with visual impairments acted as participants. The primary sources of data were semi structured audiotaped telephone interviews and reflective interview notes. Thematic development was undertaken using a three-step analytical process. Based on the data analysis, the following three interrelated themes were constructed from the data: (a) ‘decent at sit-ups, but the others were embarrassing’: mixed feelings about performance; (b) ‘I couldn’t reach my full potential’: forced exclusion/inclusion; and (c) ‘I felt like a museum exhibit’: navigating unwanted social attention. These themes extend the current literature by describing salient features of fitness testing that influence the meaning that individuals with visual impairments place on those experiences.

Columna, L., Streete, D., A., Rocco-Dillon, S., Hodge, S. R., Prieto, L., Myers, B., Barreira, T., V., & Heffernan, K., S. (2020). Parents’ intentions toward including their children with visual impairments in physical activities. Disability and Rehabilitation, 42(5), 667-678. DOI: 10.1080/09638288.2018.1505969

Purpose: Physical activity participation is essential for the healthy development of basic locomotor skills and for the overall wellbeing of children. Unfortunately, for children with visual impairments the opportunities to engage in physical activity are limited compared with their peers without disabilities. The purpose of this study was to determine and analyze the intentions of parents to include their children with visual impairments, as well as their entire family in physical activities after participating in a physical activity intervention. Methods: This descriptive-qualitative study was situated in the theory of planned behavior. On completion of a series of workshops, 10 parents took part in individual semi-structured interviews that were subsequently transcribed and analyzed using a thematic line-by-line analysis. Results: Through the data analysis three major themes emerged: (a) increased confidence, (b) influence on future intentions, and (c) conditional intentions. Conclusions: Results revealed that the physical activity intervention provided parents with an opportunity to engage their child in physical activities and to gain a deeper understanding of their child’s disability. Consequently, the intervention enhanced parent’s perceived teaching abilities and skills regarding physical activity. Implications for rehabilitation

· Results of this study demonstrated that a physical activity intervention have the potential to enhance intentions to engage in physical activity among children with visual impairments and their parents.

· As a result of this study, parents acquired the skills necessary to confidently engage their children in physical activity.

· The current physical activity intervention provided parents with an opportunity to engage their child in physical activities and to gain a deeper understanding of their child’s disability.

· Physical activity interventions targeting children with visual impairments and their parents should consider the inclusion of oral presentations combined with written supplements or written manuals, and physical activity equipment.

Adapted Physical Education, Pedagogy, Teacher Education

†Holland, K., & Haegele, J.A. (2021). Perspectives of students with disabilities toward physical education: A review update 2014-2019. Kinesiology Review, 10(1), 78-87. doi:10.1123/kr.2020-0002

Abstract

The purpose of this article is to review qualitative inquiries examining the perspectives of students with disabilities toward physical education (PE) published from 2014 to 2019, as an update to the 2015 review by Haegele and Sutherland. Keyword searches were used to identify articles from nine electronic databases, and seven articles met all inclusion criteria. The seven selected articles were subjected to narrative analysis, and three thematic clusters emerged: (a) an “inconvenience”: the PE teacher’s influence on the quality of experience, (b) “we play together and I like it”: friendships central to the quality of PE experience, and (c) “no lift access to the gym”: barriers to successful participation. Findings from this review support the notion that students with disabilities may have positive experiences in PE if they are offered appropriate modifications and accommodations and are provided with increased kind and supportive interactions with staff and peers.

Haegele, J.A., Wilson, W.J., Zhu, X., †Bueche, J.J., †Brady, E., & Li, C. (2021). Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives. European Physical Education Review, 27(2), 297-311. doi:10.1177/1356336X20944429

Abstract

While the movement toward the education of students with disabilities in integrated physical education has now become common internationally, it is not without concerns. Notably, scholars have questioned whether instruction in integrated physical education settings provides inclusive experiences for students with disabilities. The purpose of this exploratory study was to explore certified adapted physical educators’ (CAPEs’) perspectives on barriers and facilitators to students with disabilities experiencing inclusion in integrated physical education. A sample of 99 CAPEs (74.7% female) across the United States provided valid responses to an online survey form. Guided by the established two-step coding protocol, two independent reviewers coded the responses to open-ended questions. In total, 460 barriers and 473 facilitators that fell into seven categories were identified. Among these, both teacher-related barriers and facilitators were more commonly reported than other factors, such as environmental and policy barriers/facilitators. As such, it appears that the participants placed the onus on ensuring the inclusiveness of integrated physical education classes largely on the shoulders of the teachers. In addition, codes related to programmatic or equipment-related factors were underreported, suggesting that even in integrated physical education classes where adapted equipment (i.e. equipment facilitator) and personnel support (i.e. programmatic facilitator) are available, inclusive experience may not be. These findings suggest inclusiveness of integrated physical education is complex and influenced by numerous factors.

Wilson, W.J., †Holland, S.K., Haegele, J.A., & Richards, K.A.R. (2021). Workplace experiences adapted physical educators: A comparison of educators with and without national certification. Journal of Teaching in Physical Education, 40(2), 267-275. doi:10.1123/jtpe.2019-0239

Abstract

To better understand the workplace experiences of adapted physical education teachers with particular attention given to differences between those with and without Adapted Physical Education National Standards certification. Role socialization theory was used as the theoretical framework to explore how teachers navigate the contexts of their work environment. Methods: The participants included a total of 233 adapted physical education teachers, 131 with certification and 102 without it. The participants completed an online survey examining marginalization and isolation, perceived mattering, role stress, resilience, job satisfaction, perceived organizational support, and emotional exhaustion. Results: Certified adapted physical educators perceived less marginalization and role ambiguity and more perceived mattering than their noncertified counterparts. Discussion/Conclusion: These findings are consistent with other research suggesting the positive association between workplace experiences and advanced certifications. As the requirements for certification continue to advance and change, this study highlights the need for the continued study of advanced certification.

Strehli, I., Burns R.D., Bai, Y., Ziegenfuss, D., Ryan D. Burns, Yang Bai, Donna Ziegenfuss, Block, M.E., &  Brusseau, T.A. (2021). Mind-body physical activity interventions and stress-related physiological markers in educational settings: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health. 18, 224. https://doi.org/10.3390/ijerph18010224.

Abstract

Mind-Body Physical Activity (MBPA) in educational settings is one possible preventive strategy for ameliorating stress-related physiological health parameters. The objectives of this study were to conduct a systematic review of the literature with meta-analyses on the effects of MBPA on stress-related physiological health markers in primary, secondary, and higher education students. In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, the search for peer-reviewed articles published in English was conducted in PubMed, EBSCOhost, PsychInfo, Scopus, and Cochrane Library databases. Criteria for inclusion consisted of empirical studies targeting the student population (primary, secondary, higher education), studies examining the effectiveness of an MBPA intervention, studies including a control or comparison group (pre-test/post-test studies excluded), studies targeting physiological marker outcomes such as heart rate, blood glucose, cortisol, and blood pressure, and finally, studies examining interventions implemented within educational settings. Twenty-six interventions were eligible for the review and quantitative synthesis, which comprised a total of 1625 participants, with 783 students serving within the control/comparison group. There were statistically significant and large pooled effects for MBPA effectiveness for lowering heart rate (Hedges’ g = −1.71, 95% Confidence Interval (CI): −2.43, −0.98), cortisol (Hedges’ g = −1.32, 95% CI: −2.50, −0.16), and systolic and diastolic blood pressure (Hedges’ g = −1.04, 95% CI: −1.53, −0.58). These effects tended to be stronger in older students compared to younger students. Most analyses were characterized as having high heterogeneity and only 10 of the 26 studies were characterized as good quality (38.4%). MBPA interventions may have a positive impact on specific physiological health markers in students, especially in students within higher education. However, higher-quality research is needed in this area.

Block, M.E. Haegele, J., Kelly, L. & Obrusnikova, I. (2021) Exploring future research in adapted physical education, Research Quarterly for Exercise and Sport, 92(3), 429-442.https://doi.org/10.1080/02701367.2020.1741500

Abstract

Quality physical education can play a critical role in helping students become more active, physically literate, and develop the skills and interests to remain physically active throughout their lives. The healthy, physically active student is more likely to be academically motivated, alert, and successful in school. Unfortunately, findings from multiple studies interviewing students with disabilities suggest that students with disabilities are often less active and feel more socially separated from the class compared to their classmates without disabilities in general physical education. Clearly, more research is needed to identify best practices or strategies for creating a positive learning environment in physical education for all students. This paper examines future research considerations based on what we currently know about the physical education experiences and concerns of students with disabilities as well as concerns voiced by general physical educators. Considerations include: (1) What evidence do we have and what evidence do we need to show students with 3 disabilities are receiving appropriate physical education whether included or in a separate setting? (2) What evidence do we have and what evidence do we need to show that physical educators are properly trained and qualified to provide physical education to students with disabilities? (3) What evidence do we have and what evidence do we need to show that particular curricular and teaching models are effective when including students with disabilities in general physical education and when working in small groups or one-on-one? (4) What evidence do we have and what evidence do we need to show that students with disabilities are socially part of the class and not simply physically present.

Holland, K.,& Haegele, J.A. (2021). Perspectives of students with disabilities toward physical education: A review update 2014-2019. Kinesiology Review, 10(1), 78-87. doi:10.1123/kr.2020-0002

The purpose of this article is to review qualitative inquiries examining the perspectives of students with disabilities toward physical education (PE) published from 2014 to 2019, as an update to the 2015 review by Haegele and Sutherland. Keyword searches were used to identify articles from nine electronic databases, and seven articles met all inclusion criteria. The seven selected articles were subjected to a narrative analysis, and three thematic clusters emerged: (a) an “inconvenience”: the PE teacher’s influence on quality of experience, (b) “we play together and I like it”: friendships central to the quality of PE experience, and (c) “no lift access to the gym”: barriers to successful participation. Findings from this review support the notion that students with disabilities may have positive experiences in PE if they are offered appropriate modifications and accommodations and are provided with increased kind and supportive interactions with staff and peers.

Bulger, S., Elliott, E., Machamer, A.,& Taliaferro, A.(2020). Teachers’ perceptions of professional learning to increase classroom physical activity: Supporting school policy implementation. Excellence in Education Journal, 9(1), 32-56.

http://www.excellenceineducationjournal.org/uploads/EEJ_Winter_2020_final_pdf.pdf

The purpose of this study was to examine the effects of sport participation on locus of control and academic performance among eighth-grade students. In the analysis, particular attention was placed on the differential effects of sport participation of racial and linguistic minority groups who often times lag behind. Participants were eighth graders from the Early Childhood Longitudinal Study–Kindergarten Cohort (2006). Data were analyzed by employing path analysis with partial least square estimation and group analyses. Results showed the positive effects of sport participation on locus of control and reading and math performance among white and Hispanic groups while the effect was not significant for black and non-English-speaking students.

Richards, K.A.R., Wilson, W.J.,^†Holland, S.K., & Haegele, J.A. (2020). The relationships among perceived organizational support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in adapted physical educators. Adapted Physical Activity Quarterly, 37(1), 90-111. doi:10.1123/apaq.2019-0053

Although much has been learned about the workplace experiences of physical education teachers, less is known about the unique experiences of adapted physical educators (APEs). Grounded in role socialization theory, the purpose of this study was to understand the relationships among perceived organizational support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in APEs. The participants included 237 APEs from the United States, who completed an online survey. The primary data analyses included confirmatory factor analysis and structural equation modeling. The final structural model was a good fit for the data, χ²(199) = 327.25, p <.001, χ²/df = 1.64; root-mean-square error of approximation =.052 (90% confidence interval [.042,.062], p =.354); standardized root-mean-square residual =.050; nonnormed fit index =.959; comparative-fit index =.964. The results of this study highlight the importance of developing a workplace environment in which APEs feel supported in developing perceptions of matter, reducing emotional exhaustion, and improving job satisfaction.

Taliaferro, A. R., & Bulger, S. (2020). A Delphi study of effective adapted physical education practicum experiences. Adapted Physical Activity Quarterly, 37(1), 20-40. DOI: https://doi.org/10.1123/apaq.2018-0199

The purpose of this study was to determine expert consensus regarding the essential characteristics of adapted physical education practicum experiences for preservice physical educators. Researchers used a 3-round Delphi procedure involving the repeated circulation of an online questionnaire to a panel of content experts (N = 24). During Round 1, panelists generated 70 items in response to an open-ended prompt. Then, panelists rated these recommendations on importance and feasibility in the following rounds. After the third round, 23 items were eliminated for failing to reach consensus. Of the remaining 47 items, 24 were both very important and feasible (both means >6), 21 were very important (mean ≥ 6) and probably feasible (mean ≥ 5), and 2 were feasible (mean ≥ 6) and moderately important (mean ≥ 5). Four major themes were identified through a post hoc qualitative cluster analysis: program context, teaching and learning activities, outcomes/soft skills, and evaluation of instructor performance.

Wilson, W., Haegele, J.A., & Kelly, L. (2020). Revisiting the narrative about least restrictive environment in physical education.Quest, 72(1), 19-32. doi:10.1080/00336297.2019.1602063

Since 1975, the implementation of the Least Restrictive Environment, a federal mandate of Public Law 94–142, has been historically challenging for physical educators and adapted physical educators. Confusion and misinterpretation of the law’s intent, as well as competing ideologies, have perpetuated failed Least Restrictive Environment (LRE) practice in the United States. The purpose of this essay is to revisit the conversation about LRE in PE and to provide direction for higher education’s role in addressing the issues. In doing so, a detailed historical context of the LRE is provided, followed by a discussion of the issues associated with the law that have emerged in the literature. Finally, future research directions to address these contemporary issues are presented to the readers.

McKay, C., Haegele, J.A., & McMahon, J. (2020). Utilizing documentary file as a pedagogical methodology: Exploring the student experience through writing to learn after viewingThe Rebound: A Wheelchair Basketball Story. The Physical Educator, 77(2), 271-293. doi:10.18666/TPE-V77-I2-9569

This study explored the effect of a documentary film on college students through the write-to-learn (WTL) process, including how students experience the film, their feelings about the experience, and the manner in which the film informed perceptions of or actions toward inclusion and disability sport. A convenience sample of 204 undergraduate students enrolled in a general education lifetime fitness and wellness kinesiology course (Mage = 19.89; 55.4% female, 81.8% Caucasian) completed a short questionnaire. After data collection was complete, long-format responses were compiled into a spreadsheet and open coded by the first and third authors independently. In total, participants’ responses were coded into 332, 258, and 240 codes for the first, second, and third long-format questions, respectively. The most common response categories were gained new knowledge, inspirational, power of personal stories, emotional, I learned a lot, and people with disabilities are able. Disability sport experiences, including the viewing of a disability-focused documentary film, can offer a platform from which students can examine dispositions toward disability, evaluate the effect of their dispositions on other people, and potentially experience a change in perspective.

Sato, T., Tsuda, E., Ellison, D., & Hodge, S. R. (2020). Japanese elementary teachers’ professional development experiences in physical education lesson studies. Physical Education and Sport Pedagogy, 25(2), 137-153. https://doi.org/10.1080/17408989.2019.1692808.

Background: Formal and informal professional development has played a central role in teachers’ growth in Japan for many decades [Collinson, V., and Y. Ono. 2001. “The Professional Development of Teachers in the United States and Japan.” European Journal of Teacher Education 24 (2): 223–248]. This is especially true for elementary school teachers, who are not licensed in a specific subject area. In Japan, teachers are trained for each school level separately, including kindergarten, elementary, secondary schools, and special needs education [Ministry of Education, Culture, Sport, Science, and Technology [MEXT]. 2018. “Principles Guide Japan’s Educational System.” Accessed August 6, 2018. http:// www.mext.go.jp/en/policy/education/overview/index.htm.]. The lack of in-depth subject-specific training is a challenge for elementary school teachers, who are responsible for teaching all subject areas. For many decades, school districts have used a lesson study approach. In Japan, lesson study (emerged in the 1920s as professional development opportunities for in-service teachers) helps various types of knowledge become more visible for teachers, which might include colleagues’ and mentors’ feedback and suggestions about pedagogy and students’ reflective and critical thinking. This also allows teachers to encounter new or different ideas and to refine their knowledge [Lewis, C. C., R. R. Perry, and J. Hurd. 2009. “Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case.” Journal of Mathematics Teacher Education 12: 285–304]. The purpose of this study was to investigate Japanese elementary teachers’ professional development (lesson study) experiences using the conceptions of andragogy in physical education (PE) in a metropolitan school district.

Participants and setting: Six participants were selected from one elementary school located in a metropolitan city in Japan. There were (a) 2 lesson study presenters, (b) 1 mentor, (c) 1 professional development coordinator, (d) 1 school principal, and (e) 1 school district PE coordinator. Approximately 600 children were enrolled in the school, and there was a total of 33,506 elementary children in the school district.

Research design: The research method was descriptive-qualitative, using an in-depth, semi-structured interviewing approach [Seidman, I. 1998. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. 2nd ed. New York: Teacher College Press]. Data analysis: A thematic analysis method [Fereday, J., and E. Muir-Cochrane. 2006. “Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development.” International Journal of Qualitative Methods 5 (1): 80–92] was used to explore, describe, and interpret the data. This allowed the researchers to uncover emergent themes in the data. In the conceptions of andragogy, through thematic analysis, the researchers searched for key or meaningful phrases or words that expose the characteristics of in-service teachers.

Findings: Explainable by the conceptions of andragogy, three major interrelated and complex themes emerged from the data analysis: (a) challenges, (b) vitalness of a mentor’s role, and (c) self-directed learner. The lesson study approach is an effective way for teachers to reflect on their instruction and promote instructional change. To continue to support teachers to improve their quality of instruction, there is an ongoing need to heighten awareness among teachers, administrators, and researchers to ensure that attention is directed to the learning outcomes of children.

Haegele, J.A., Yun, J., & McCubbin, J. (2020). The need for preparing highly qualified faculty in adapted physical activity.Palaestra, 34(3), 16-20.

The purpose of this paper is to present an updated examination of the need for higher education personnel in adapted physical activity (APA) in the United States. First, we conducted an analysis of faculty advertisements in two online job search engines on the number of advertised positions from 2008-2019. Second, we analyzed the annual number of doctoral-level graduates in APA by conducting an online search of Dissertation Abstracts from 2009-2018. This analysis demonstrated that there is, and likely will continue to be, a shortage of qualified doctoral-level APA personnel. Recommendations for future doctoral training conclude this article.

Holland, S.K., & Haegele, J.A. (2020). Socialization experiences of first-year adapted physical education teachers with a master’s degree. Adapted Physical Activity Quarterly, 37(3), 304-323. doi:10.1123/apaq.2019-0126

The purpose of this study was to examine the meaning that first-year adapted physical education teachers with a master’s degree ascribed to their occupational socialization experiences. An interpretative phenomenological analysis research approach was used, and occupational socialization theory was adopted as the theoretical framework. Five teachers participated in this study. The sources of data were a semistructured focus group interview, semistructured one-to-one interviews, and reflective interview notes. Thematic development involved a three-step analysis process informed by the research approach. Three themes were constructed: (a) interactions with individuals with disabilities and activity experiences, (b) recruitment of adapted physical education teacher education students, and (c) graduate training and initial workplace experiences. The constructed themes provide unique insight into how teachers are socialized into adapted physical education and the meaning they ascribe to various socialization experiences, such as the limited impact that interactions with individuals with disabilities had on the decision to pursue this career.

Prieto, L.A., Haegele, J.A., & Columna, L. (2020). Dance programs for school-age individuals with disabilities: A systematic review.Adapted Physical Activity Quarterly, 37(3), 349-376. doi:10.1123/apaq.2019-0117

The purpose of this systematic review was to examine published research literature pertaining to dance programs for school-age individuals with disabilities by describing study characteristics and major findings. Electronic database searches were conducted to identify relevant articles published between January 2008 and August 2018. Sixteen articles met all inclusion criteria, and extracted data from the articles included major findings, study design characteristics (e.g., sample size), and dance program characteristics (e.g., location of the program). The methodological quality of each study was assessed using the Crowe Critical Appraisal Tool. Major findings expand on previous reviews on dance by including school-age individuals with disabilities. The critical appraisal of the articles demonstrates a gap in study design rigor between studies. Future research should aim to specify sampling strategies, use theories to frame the impact of dance programs and provide a thorough description of ethical processes and dance classes.

Wilson, W.J., Theriot, E.A., & Haegele, J.A. (2020). Attempting inclusive practice: Perspectives of physical educators and adapted physical educators. Curriculum Studies in Health & Physical Education, 11(3), 187-203.doi:10.1080/25742981.2020.1806721

Inclusive education has become a global area of study, yet research has highlighted challenges with inclusive practices among teachers in integrated physical education contexts. The purpose of this study was to examine physical education and adapt physical education teachers’ perspectives on how they attempt inclusive practice in integrated physical education. Using a qualitative descriptive design, 78 teachers (30 physical education, 48 adapted physical education) responded to an open-ended survey item related to their inclusive practice. While the teachers believed that they did the best they could with their inclusive practices, which often relied on collaborative efforts to meet students’ needs, they highlighted challenges of inadequate support, unqualified staff, and integrating students with severe disabilities. To mitigate these challenges, teacher education can better prepare preservice PE and APE teachers to navigate the sociopolitics of working in public schools and to collaborate effectively with other personnel to meet the needs of students.

Healy, S. Block, M.E., & Kelly, L.E. (2020). The impact of online professional development on physical educators’ knowledge and implementation of peer tutoring. International Journal of Disability, Development, and Education, 67(4), 424-463. DOI: https://doi.org/1080/1034912X.2019.1599099

Physical Educators face significant challenges in including students with disabilities. To address this issue, appropriate professional development must be provided. Traditional professional development is limited by barriers such as cost, time, location, and availability. The purpose of this randomized experimental design study was to determine the effectiveness of an Online Professional Development (OPD) course, built upon Adult Learning Theory and Mayer’s principles, to provide physical educators with increased knowledge about, and motivation to implement, a peer tutoring program. Results revealed that (a) participation in an OPD course resulted in a significant increase in knowledge related to peer tutoring for physical educators who participated in the OPD course, and (b) participation in the OPD course resulted in over 70% (n = 15) of teachers applying lessons learned from the course to their PE classes. The discussion involves an interpretation of findings and an analysis of issues relating to OPD including the application of OPD lessons to the class, dropout, and future considerations for OPD and inclusive physical education.

Wilson, W.J., Kelly, L.E., & Haegele, J.A. (2020). Least restrictive environment decision-making in physical education.Journal of Teaching in Physical Education, 39(4), 536-544. doi:10.1123/jtpe.2019-0161

Purpose: To examine how physical educators and adapted physical educators make decisions regarding the implementation of the least restrictive environment law and what factors influence those practices. Methods: This study utilized a descriptive survey design through an online platform. Participants included 78 teachers (30 physical educators and 48 adapted physical educators). Descriptive statistics and group comparisons through a multivariate analysis of variance were conducted. Results: A significant difference in the implementation of the law between physical educators and adapted physical educators was detected, F(44, 33) = 2.60, p = .003; Wilk’s Λ = .224, η²_p= .78. Adapted physical educators were more involved in making decisions regarding the individualized education program process and student placement. Access to qualified staff was reported as a major barrier to implementation. Discussion/ Conclusion: The implementation of the least restrictive environment law and its barriers are discussed.

Wang,Y-S., Liu, L., Wei, X-W., & Block, M.E. (2020). Self-efficacy of pre-service physical education teachers in disabilities education in China. Sustainability, 12(8), 1-11. https://doi.org/10.3390/su12187283

The adapted physical education (APE) field is developing vigorously in China, and an increasing number of students with the physical education (PE) as their major will encounter students with disabilities in their future teaching careers. This study thus surveyed PE major students from eight Chinese sports colleges and universities in order to explore how perceived social support could affect the self-efficacy of PE major students who are expected to face students with different types of disabilities; furthermore, it aimed to demonstrate the regulating effect of APE studies and internships. The survey found that (1) perceived social support positively affected self-efficacy among Chinese PE majors who would be facing students with different types of disabilities; (2) APE studies and internships positively affected self-efficacy among Chinese PE majors who would be facing students with different types of disabilities, and; (3) APE studies and internships strengthened perceived social support’s effects on self-efficacy among Chinese PE majors who would be facing students with different types of disabilities

Bogart, K. R., Bonnett, A. K., Logan, S. W., Kallem, C. (2020). Intervening on disability attitudes through disability models and contact in psychology education. Scholarship of Teaching and Learning in Psychology. Advance online publication.

DOI: https://doi.apa.org/doi/10.1037/stl0000194

Emerging evidence suggests medical and social models of disability, or sets of assumptions regarding the cause and treatment of disability, and contact with people with disabilities, influence attitudes about people with disabilities. This study tests disability models and contact as an avenue for disability attitude intervention. Three psychology undergraduate classes were examined. Education + contact focused on the social construction of disability, challenged the medical model, and was taught by an instructor with a disability (n = 52). The contact did not include disability content but was taught by an instructor with a disability (n = 45). Control did not include disability content and was taught by an instructor without a disability (n = 53). Participants completed measures of disability models and attitudes at the beginning and end of each 10-week course. Results showed medical model beliefs were associated with negative attitudes while social model beliefs were associated with positive attitudes. Participants in the education + contact group reported greater increases in positive attitudes and social model beliefs, and greater reductions in medical model beliefs at posttest than participants in the contact or control groups. The contact group also showed greater increases in positive attitudes and social model beliefs and greater reductions in medical model beliefs compared to the control group. Change in medical model beliefs mediated the relationship between course and attitude change. This is the first study to demonstrate that disability models can be intervened upon and can explain disability attitude change. Such interventions may prepare psychology students to interact with this large minority group.

Case, L., Schram, B., Jung, J., Leung, W., & Yun, J. (2020). A meta-analysis of the effect of adapted physical activity service-learning programs on college student attitudes toward people with disabilities. Disability and Rehabilitation, 1-13.

Aim: The purposes of this study were to examine the effect of service learning on changes in college student attitudes toward disability and identify potential factors to improve the quality of service learning using meta-analysis. Method: A total of 1984 potential studies were identified through 6 different databases and 14 studies met the necessary criteria for quantitative analysis. Effect sizes were estimated as Hedges’ g using random effects, and heterogeneity among effect sizes was assessed with Q and I2 statistics. Results: The overall effect size was positive but small (d..41, SE..05, 95% CI [.33, .50], p<0.05). Additionally, the results confirmed that different programs have different levels of impact on the student attitudes toward disability (Q.25.71, p<0.05, I2.45.54). Service-learning programs that were part of a course requirement, on-campus, included a lecture component and emphasized teacher-centered goals had smaller impacts than programs that were voluntary, off-campus, did not include lecture and emphasized the achievement of common goals. Conclusion: The present analysis suggests that different service-learning programs have different effects, and factors like requirement status and type of involvement may lead to greater changes in attitudes toward disability.

Haegele, J.A., Giese, M., Wilson, W.J., & Oldorp, F. (2020). Bruchlinien der Inklusion. Forschungsprogrammatische Überlegungen zu einer international sichtbaren sportpädagogische Inklusionsforschung [English Translation: Problematizing integrated physical education: A call for research attention].Sportwissenschaft [German Journal of Exercise and Sport Research], 50, 417-425. doi:10.1007/s12662-020-00663-w
Hodge, S. R. (2020, July). Tips for doctoral students. Newsletter. North American Federation of Adapted Physical Activity, Issue 8, 1-9.
McNamara, S., Trujillo-Jenks, L., Dillion, S., Healy, S., Becker, K. (2020). Special education administrators’ knowledge of adapted physical education: A pilot study. International Journal of Disability, Development and Education. 1-12. https://doi.org/10.1080/1034912X.2020.1776850

Special education administrators have an influence over adapted physical education (APE) services, however little research to date has assessed special education administrators’ knowledge of APE services. Thus, the purpose of this study was to determine special education administrators’ knowledge of APE services. Fifty-one special education administrators completed a 21-question content knowledge test about key areas within the field of APE. A series of exploratory t-tests were used to determine whether their overall test scores differed significantly by a variety of demographic variables (e.g., gender, prior APE training). In addition, a repeated measures ANOVA was used to determine whether there were any significant differences between the three subsections of the test. Participants’ overall test scores were approximately 40% (M = 8.41, SD = 2.28), which was similar to all three sub-sections within the test (‘federal laws and APE’ = 43%, M = 3.04, SD = 1.34; ‘best teaching practices in APE’ = 38%, M = 2.76, SD = 1.29; ‘inclusion and least restrictive environment and APE’ = 39%, M = 2.63, SD = 1.06). Test scores did not significantly differ by any of the demographic variables, p >.05. Recommendations for future research and professional development are discussed.

McNamara, S. Dillion, S., & Healy, S. (2020). The impact of podcasts on special education administrators’ knowledge of adapted physical education. International Journal of Disability, Development and Education. 1-17. https://doi.org/10.1080/1034912X.2020.1731437

Special education administrators need an understanding of adapted physical education (APE) educational service delivery in order to properly supervise APE service delivery to students with disabilities. However, some preliminary research has suggested that special education administrators have a general lack of knowledge related to APE. Content acquisition podcasts (CAPs) may provide them with the knowledge needed to effectively supervise APE services. The purposes of this study were to examine the impact of CAPs on special education administrators’ knowledge specific to APE and determine how special education administrators perceived CAPs as a form of professional development. Qualitative analyses, t-tests, and a repeated measures ANOVA were used to determine CAPs’ impact on 29 participants. Results revealed that the participants had a low understanding of APE; however, the CAPs were found to increase the participants’ knowledge. In addition, the participants had positive perceptions towards the CAPs as a form of professional development.

Research Related to Inclusion

McNamara, S., & Haegele, J.A. (2021). Undergraduate students’ experiences with educational podcasts to learn about inclusive and integrated physical education. European Physical Education Review, 27(1), 185-202. doi:10.1177/1356336X209325998

Abstract

Currently, there is a dearth of research that has examined how podcasts influence kinesiology students’ learning experience. More specifically, research is needed to better understand how different types of podcasts (e.g. open-access podcasts) influence students’ perceptions toward topics that are complex and contextual. One such complex topic that has particular meaning to the fields of physical education and adapted physical education is inclusion. As such, the purpose of this investigation was to explore the way in which listening to a podcast influences how undergraduate students understand inclusion and integration within a physical education setting. Written reflections were collected from 19 undergraduate students and focus group interviews were conducted with 14 undergraduate students. An interpretive research paradigm was adopted, and a qualitative description approach was utilized to construct three interrelated themes. The first theme, ‘This podcast was very effective’, demonstrated that the participants had generally favorable views towards the effectiveness of the podcast. The second theme, ‘I really didn’t know the difference’, described how the podcast provided new information to the participants concerning inclusion and integration in a physical education setting. The third theme, ‘Creating an inclusive environment for children with disabilities will be a challenge’, portrays participants recognizing barriers to providing an inclusive environment, and whether questioning integrated settings are always the preferred setting. These findings suggest that open-access podcasts are a viable tool to teach complex issues to preservice physical educators.

Block, M.E., Haegele, J.A., Kelly, L., & Obrusnikova, I. (2021). Exploring future research in adapted physical education. Research Quarterly for Exercise and Sport, 92(3), 429-442. doi:10.1080/02701367.2020.1741500

Abstract

McNamara, S., Healy, S., & Haegele, J.A. (2021). Use of social media for professional development by physical educators who teach students with disabilities. International Journal of Disability, Development, and Education, 68(5), 690-701. doi:10.1080/1034912X.2019.1699649

Abstract

Faced with a lack of formal professional development, physical educators are turning to social media networks (SMN) to access professional communities and informal professional development. Yet, to what extent physical educators who teach students with disabilities are using SMNs for PD purposes is currently unknown. Thus, the purpose of this study was to explore how physical educators who teach students with disabilities are using SMNs for professional development purposes. Online survey data was collected from 94 participants. Descriptive statistics were reported and SMN usage patterns were examined by age, gender, and previous professional development experience. Results showed that a variety of SMN platforms were used by participants to receive information on a range of topics (e.g., instruction, equipment). The potential of SMN for professional development in the field of adapted physical education and future research recommendations are discussed.

McNamara, S., Healy, S., & Haegele, J.A. (2021). Use of social media for professional development by physical educators who teach students with disabilities. International Journal of Disability, Development, and Education, 68(5), 690-701. doi:10.1080/1034912X.2019.1699649

Abstract

Faced with a lack of formal professional development, physical educators are turning to social media networks (SMN) to access professional communities and informal professional development. Yet, to what extent physical educators who teach students with disabilities are using SMNs for PD purposes is currently unknown. Thus, the purpose of this study was to explore how physical educators who teach students with disabilities are using SMNs for professional development purposes. Online survey data were collected from 94 participants. Descriptive statistics were reported and SMN usage patterns were examined by age, gender, and previous professional development experience. Results showed that a variety of SMN platforms were used by participants to receive information on a range of topics (e.g., instruction, equipment). The potential of SMN for professional development in the field of adapted physical education and future research recommendations are discussed.

McKay, C., Park, J.Y., & Block, M.E. (2021). Exploring the variables associated with student attitudes toward inclusion in physical education after taking part in the Paralympic School Day program. The International Journal of Inclusive Education, (25)3, 329-347. DOI: 10.1177/1356336X18768038

Abstract

The purpose of this study was to examine the variables associated with the attitudes of students without disabilities toward the inclusion of students with disabilities in the physical education setting as a result of taking part in the Paralympic School Day (PSD) program. Participants were 143 sixth-grade students, divided into 2 groups (experimental n = 71, control n = 72), with the experimental group receiving the PSD treatment, and the control group taking part in regularly scheduled classes. Participants responded twice to Siperstein’s Adjective Checklist and Block’s Children’s Attitudes Toward Integrated Physical Education-Revised (CAIPE-R) Questionnaire. Four forward stepwise regression analyses were conducted. It was found that the PSD treatment had a significant effect in all four analyses. Results also indicate that competitiveness was associated with attitude scores on the Inclusion subscale of the CAIPE-R (B = −0.85, t(139) = −2.25, p = .026, η² = 0.02). In addition, contact at home (B = −1.07, t(138) = −2.42, p = .017, η² = 0.02) and contact in general education (B = −1.03, t(138) = −2.31, p = .022, η² = 0.02) was associated with attitude scores on the Sport Modification subscale of the CAIPE-R. Attitude is considered one of the keys to changing behaviors towards people who are different, and understanding the variables that are associated with attitude is paramount. Gender, competitiveness and contact should continue to be explored.

McCarty, K. (2021, August 25). The fight isn’t over, keep going: practicing disability justice in an under-vaccinated nation. Visibility Magazine. https://visiblemagazine.com/the-fight-isnt-over-keep-going-practicing-disability-justice-in-an-under-vaccinated-nation/

Abstract

“Everyone should get it for herd immunity.” “Masks don’t really work, they just make people feel better.” “I believe the scientists who disagree.” I feel my face getting hot just recalling the things I’ve heard surrounding the current global pandemic recently. Talking with covid impact deniers and people hesitant about the vaccine is taxing. But there is still a disparity among adults with disabilities having lower vaccination rates and people are dying at alarming rates so we must keep up the fight. And by ‘fight’ I don’t mean needless arguing with contrarians and trolls who are only there to produce chaos. I mean really listening to our friends, relatives, and others regarding their questions and concerns over vaccines and continued public health efforts. One of the biggest things we’re seeing is people misinterpreting the scientific process. Of course, there are issues where scientists disagree. The jury is still out on whether Pluto is a planet. But in the case of covid, while there may have been some disagreement from the beginning, if you look through the now thousands of articles on the subject, there is consensus: masks work. Vaccines work. We’ve seen this kind of misunderstanding happen with the science around vaccinations before. Amidst the years of study on the safety of vaccines, there was a single study that was thought to have shone a new light and uncovered the ‘truth’ behind vaccines and their link to Autism. Though that study has since been debunked and even its authors rescinded the findings later, the damage had already been done. That one, now disproved study is still the basis for many arguments because those who wanted to believe in the link failed to continue to engage with the science. Not to mention their own biases about Autism and disability stigma. So what can we do? We need to keep talking to dispel ableism in the conversation. 

McKay, C., Park, J.Y., & Block, M.E. (2021). Exploring the variables associated with student attitudes toward inclusion in physical education after taking part in the Paralympic School Day program. The International Journal of Inclusive Education, (25)3, 329-347. DOI: 10.1177/1356336X18768038

The purpose of this study was to seek to understand and describe the experiences of sixth grade students, ages 11 and 12, taking part in the published Paralympic School Day (PSD) program in relation to shaping attitudes and perceptions of disability and disability sport. This qualitative study utilized a phenomenological approach. Fifty-two students were purposively sampled, after taking part in a PSD event. Data from reflective writing responses were collected and analyzed inductively using a three-step approach. The analysis revealed three interrelated themes: (a) ‘just like the rest of us’: participants’ new relatedness to those with disabilities; (b) ‘what it means to be normal’: challenging the idealized notion of normal; and (c) ‘PSD changed my view of disabled people: a shift in paradigm. As the participants interacted with and learned from athletes with disabilities in a purposeful manner, they came to understand that disability was not synonymous with otherness. This study provided new depth to our understanding of how participants experience PSD programs, including profundities related to paradigm shifts, aha moments, and the meaning of normal.

Wilson, W., Haegele, J.A., & Kelly, L. (2020). Revisiting the narrative about the least restrictive environment in physical education. Quest, 72(1), 19-32. doi:10.1080/00336297.2019.1602063

Haegele, J.A., Hodge, S.R., Zhu, X.,Holland, S.K., & Wilson, W.J. (2020). Understanding the inclusiveness of integrated physical education from the perspectives of adults with visual impairments. Adapted Physical Activity Quarterly, 37(2), 141-159. doi:10.1123/apaq.2019-0094

The purpose of this study was to examine the perspectives of individuals with visual impairment toward inclusion and the inclusiveness of their integrated physical education experiences. A retrospective, qualitative-description research approach was used, and 10 adults (age 20–35 years) with visual impairments acted as the participants. The data sources included one-on-one telephone interviews and reflective interview notes. A theoretical thematic analysis approach was used to analyze the data. Three interrelated themes were identified: “I always felt like a misfit”: a missing sense of belonging, acceptance, and value; “I felt very excluded, very pushed to the side”: lack of access to activity participation; and “Even though it sucked, I do agree with it”: preference for integrated settings. Collectively, the participants recalled that experiencing feelings of inclusion during physical education was rare. Despite this, they expressed the perceived importance of being integrated into contexts with their peers.

McKay, C., Haegele, J.A., & McMahon, J. (2020). Utilizing documentary file as a pedagogical methodology: Exploring the student experience through writing to learn after viewing the Rebound: A Wheelchair Basketball Story. The Physical Educator, 77(2), 271-293. doi:10.18666/TPE-V77-I2-9569

This study explored the effect of a documentary film on college students through the write-to-learn (WTL) process, including how students experience the film, their feelings about the experience, and the manner in which the film informed perceptions of or actions toward inclusion and disability sport. A convenience sample of 204 undergraduate students enrolled in a general education lifetime fitness and wellness kinesiology course (Mage = 19.89; 55.4% female, 81.8% Caucasian) completed a short questionnaire. After data collection was complete, long-format responses were compiled into a spreadsheet and open coded by the first and third authors independently. In total, participants’ responses were coded into 332, 258, and 240 codes for the first, second, and third long-format questions, respectively. The most common response categories were gaining new knowledge, inspiration, power of personal stories, emotional, I learned a lot, and people with disabilities are able. Disability sports experiences, including the viewing of a disability-focused documentary film, can offer a platform from which students can examine dispositions toward disability, evaluate the effectiveness of their dispositions on other people, and potentially experience a change in perspective.

Wilson, W.J., Theriot, E.A., & Haegele, J.A. (2020). Attempting inclusive practice: Perspectives of physical educators and adapted physical educators. Curriculum Studies in Health & Physical Education, 11(3), 187-203. doi:10.1080/25742981.2020.1806721

Haegele, J.A., Zhu, X., & Holland, K. (2020). Fitness testing experiences in integrated physical education as reflected by adults with visual impairments. European Physical Education Review, 26(4), 747-763. doi:10.1177/1356336X19882057

The purpose of this study was to describe the experiences of adults with visual impairments regarding fitness testing during their integrated physical education experiences. An interpretative phenomenological analysis research approach was used and 11 adults (ages 20–35 years) with visual impairments acted as participants. The primary sources of data were semi-structured audiotaped telephone interviews and reflective interview notes. Thematic development was undertaken using a three-step analytical process. Based on the data analysis, the following three interrelated themes were constructed from the data: (a) ‘decent at sit-ups, but the others were embarrassing’: mixed feelings about performance; (b) ‘I couldn’t reach my full potential: forced exclusion/inclusion; and (c) ‘I felt like a museum exhibit’: navigating unwanted social attention. These themes extend the current literature by describing salient features of fitness testing that influence the meaning that individuals with visual impairments place on those experiences.

Wilson, W.J., Kelly, L.E., & Haegele, J.A. (2020). Least restrictive environment decision making in physical education.Journal of Teaching in Physical Education, 39(4), 536-544. doi:10.1123/jtpe.2019-0161

Columna, L., Streete, D., A., Rocco-Dillon, S., Hodge, S. R., Prieto, L., Myers, B., Barreira, T., V., & Heffernan, K., S.(2020). Parents’ intentions toward including their children with visual impairments in physical activities. Disability and Rehabilitation, 42(5), 667-678. DOI: 1080/09638288.2018.1505969

Purpose: Physical activity participation is essential for the healthy development of basic locomotor skills and for the overall wellbeing of children. Unfortunately, for children with visual impairments the opportunities to engage in physical activity are limited compared with their peers without disabilities. The purpose of this study was to determine and analyze the intentions of parents to include their children with visual impairments, as well as their entire family in physical activities after participating in a physical activity intervention. Methods: This descriptive qualitative study was situated in the theory of planned behavior. On completion of a series of workshops, 10 parents took part in individual semi-structured interviews that were subsequently transcribed and analyzed using thematic line-by-line analysis. Results: Through the data analysis three major themes emerged: (a) increased confidence, (b) influence on future intentions, and (c) conditional intentions. Conclusions: Results revealed that the physical activity intervention provided parents with an opportunity to engage their child in physical activities and to gain a deeper understanding of their child’s disability. Consequently, the intervention enhanced parents’ perceived teaching abilities and skills regarding physical activity. Implications for rehabilitation:

Results of this study demonstrated that a physical activity intervention has the potential to enhance intentions to engage in physical activity among children with visual impairments and their parents.
As a result of this study, parents acquired the skills necessary to confidently engage their children in physical activity.
The current physical activity intervention provided parents with an opportunity to engage their child in physical activities and to gain a deeper understanding of their child’s disability.
Physical activity interventions targeting children with visual impairments and their parents should consider the inclusion of oral presentations combined with written supplements or written manuals, and physical activity equipment.
Tanure Alves, M.L., Grenier, M., Haegele, J.A., & Duarte, E. (2020). “I didn’t do anything, I just watched”: Perspectives of Brazilian students with physical disabilities toward physical education. International Journal of Inclusive Education, 24(10), 1129-1142. doi:10.1080/13603116.2018.1511760

Teachers in physical education (PE) classes continue to face problems promoting the effective participation of students with disabilities. To better comprehend these issues, we need to advance discussions on PE programming and curricula, as well as the values about ability and performance that are communicated through these mediums. Difficulties with inclusion in this specific educational context are associated with more than simply a lack of adaptations in activities, but with values embedded in practices associated with disability. The purpose of this study was to analyze the inclusion of students with physical disabilities in PE classes through cultural analysis of curriculum, disability, and PE. Data were collected through semi-structured face-to-face interviews and reflective field notes. Seven students with physical disabilities enrolled in different schools in urban regions of a Brazilian city participated in this study. The interviews were examined through content analysis technique by two researchers, with categorization into thematic categories. Findings include enacted values of sports practices where performance and ability are prioritized. A lack of participation was associated with curricular choices and values presented by PE teachers. The effectiveness of the inclusion process in PE class is discussed.

Research Related to Individuals with Developmental Disabilities

Li, C., Haegele, J.A., & Wang, L. (2021). Moderate-to-vigorous physical activity and behavioral outcomes in adolescents with attention deficit and hyperactivity disorder: The role of sleep. Disability & Health Journal, 14(1), 100970. doi:10.1016/j.dhjo.2020.100970

Abstract

Objective: This cross-sectional survey aims to investigate the relationships between moderate-to-vigorous physical activity (MVPA), sleep, bullying, and school engagement in adolescents with ADHD.

Methods: Data were obtained from the 2011-2012 National Survey of Children’s Health. A subsample (n = 272) that fit the inclusion criteria was included. Path analysis was used to test the hypothesized model (i.e., MVPA → sleep → bullying/school engagement).

Results: The proposed model fits the data well. MVPA was found to be associated with sleep, bullying, and school engagement. In addition, sleep mediated the relationship between MVPA and bullying/school engagement.

Conclusions: MVPA and sleep play an important role in understanding behavioral outcomes in adolescents with ADHD. Longitudinal or intervention studies are needed to support the present findings.

Bennett, H.J., Ringleb, S., Bobzien, J., & Haegele, J.A. (2021). Lower extremity biomechanics of adolescents with autism spectrum disorder during walking. Journal of Biomechanics, 119 (2021), 110332. doi:10.1016/j.jbiomech.2021.110332

Abstract

Although the literature indicates children with autism spectrum disorder (ASD) walk at slower speeds and altered kinematics compared to neurotypical controls, no research has examined walking at matched speeds. This study examined biomechanical differences between adolescents with ASD and matched (age, sex, and body mass index) neurotypical controls. Lower extremity biomechanics of seventeen adolescents with ASD and seventeen controls were compared at matched speeds: self-selected and a standardized 1.3 m/s. Controls exhibited greater eversion angles and hip abduction moments compared to those with ASD. This study found adolescents, which may have a more mature gait than young children, walk with a similar pattern in the propulsive plane (i.e. sagittal) as neurotypical controls, but with alterations in the supportive plane (i.e. frontal).

Haegele, J.A., Aigner, C., & Healy, S. (2021). Impact of weight and disability status on bullying victimization and perpetration among youth. Journal of Paediatrics and Child Health, 57(3), 383-387. doi:10.1111/jpc.15230

Abstract

Aim

The purpose of this analysis was to examine the influence of weight and disability status on rates of bullying victimization and perpetration among youth.

Methods

Data from the 2016 National Survey of Children’s Health, which included 2716 youth (aged 10–17) with and 23 195 without disabilities in the USA were utilized. Parent-reported measures of height and weight, bullying perpetration and victimization, and demographic covariates were analyzed. Descriptive statistics, and multivariable logistic regressions with outcomes of bullying perpetration and victimization, were generated.

Results

In the multivariate analysis, overweight (adjusted odds ratio (aOR) = 1.26, 95% confidence interval (CI) 1.04–1.52), obesity (aOR = 2.25, 95% CI 1.83–2.77) and having a disability (aOR = 3.25, 95% CI 2.69–3.92) were related to greater odds of bully victimisation. Both obesity (aOR = 1.62, 95% CI 1.10–2.74) and disability (aOR = 2.74, 95% CI 2.00–3.75) were also related to greater odds of bully perpetration in the multivariate model; overweight status was not related to bullying perpetration.

Conclusions

Weight status was identified as a characteristic that may increase the risk of bullying victimization, above and beyond disability. This analysis helps identify that youth with disabilities who are overweight or obese have greater risk factors for bullying and are in need of interventions to ameliorate bullying.

Zhang, L., Zhu, X., Haegele, J.A., Yang, D., & Wu, X. (2021). Effects of a one-year physical activity intervention on fundamental motor skills of boys with severe intellectual disabilities. Research in Developmental Disabilities, 114(2021), 103980. doi:10.1016/j.ridd.2021.103980

Abstract

Background

Little is known about the effectiveness of using physical activity-based interventions to improve fundamental movement skills (FMS) of children with severe intellectual disabilities (ID).

Aims

The purpose of this study was to examine the effect of a one-year physical activity intervention on FMS among boys with severe ID.

Methods and procedures

Forty-two boys with severe ID (Mage= 9.6 years) were randomized into experimental and control groups. The experimental group participated in a semi-structured physical activity intervention, while the control group engaged in a supervised free play program, for 60 min per meeting, five times per week, over 12 months. Participants’ FMS were assessed for pretest, 6-month midterm, and posttest; their age, body mass index (BMI) were also collected.

Outcomes and results

Controlling for participants’ BMI and pretest scores, the intervention significantly improved posttest FMS in the experimental group compared to the comparison group. No significant improvement was found from midterm to posttest for the comparison group. No significant improvement was found from pretest to midterm FMS performance for both groups.

Conclusions and implications

The results suggest that the fundamental movement skill performance of children with severe ID can be improved, although the significant effects may only be evident after long (1 year), rather than short-term (6 months), time periods.

Dahlgren, J., Healy, S., MacDonald, M., Geldhof, J., Palmiere, K., & Haegele, J.A. (2021). Physical activity and screen-time among youth with autism: A longitudinal analysis from 9 to 18 years. Autism: International Journal of Research & Practice, 25(4), 1090-1099. doi:10.1177/1362361320981314

Abstract

To date, studies using cross-sectional methodologies make up a majority of the literature surrounding children with autism spectrum disorders and participation in physical activity and screen time. Longitudinal studies are needed to examine how physical activity and screen time behaviors co-develop for children with and without an autism spectrum disorder. To address this research gap, this study compared how physical activity and screen time levels changed over time (9 to 18 years of age) between youth with autism spectrum disorder and youth with neurotypical development. Data on the levels of moderate-to-vigorous physical activity, light physical activity, television-, and video game-based screen time, collected as a part of the “Growing up in Ireland” study, were compared between youth with autism spectrum disorder and a propensity-matched sample of youth with neurotypical development (n = 88 per group; 176 in total). Robust regression analyses indicated that children with autism spectrum disorder became less active over time compared to children with neurotypical development and that video game screen time also differed significantly between the groups when children were 9 years old. These findings elucidate important disparities present between these groups of children during pivotal developmental times.

Haegele, J.A., Zhu, X., & Bennett, H.J. (2021). Reactivity to accelerometer measurement among adolescents with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 51, 2996-3000. doi:10.1007/s10803-020-04724-7

Abstract

The purpose of this study was to examine reactivity to accelerometer measurement among adolescents with autism spectrum disorder (ASD). A sample of 23 adolescents with ASD (aged 15.00 ± 1.57 years old; 17 boys) wore triaxial accelerometers for at least 8 h per day for seven consecutive days. Descriptive statistics, including arithmetic means and standard deviations, as well as analysis of covariances with repeated measures (ANCOVAs), were conducted, controlling for participant body mass index and gender. While differences were not statistically significant, they exceed reactivity-based recommendations and have implications for future research with adolescents with ASD. The inverse reactivity pattern among adolescents with ASD is a unique finding that has important implications for research in this area.

Bennett, H.J., & Haegele, J.A. (2021). Running biomechanics of adolescents with an autism spectrum disorder. Journal of Biomedical Engineering, 143(11), 111005. doi:10.1115/1.4051346

Abstract

Research examining gait biomechanics of persons with autism spectrum disorder (ASD) has grown significantly in recent years and has demonstrated that persons with ASD walk at slower self-selected speeds and with shorter strides, wider step widths, and reduced lower extremity range of motion and moments compared to neurotypical controls. In contrast to walking, running has yet to be examined in persons with ASD. The purpose of this study was to examine lower extremity running biomechanics in adolescents (13–18-year-olds) with ASD and matched (age, sex, and body mass index (BMI)) neurotypical controls. Three-dimensional kinematics and ground reaction forces (GRFs) were recorded while participants ran at two matched speeds: self-selected speed of adolescents with ASD and at 3.0 m/s. Sagittal and frontal plane lower extremity biomechanics and vertical GRF waveforms were compared using two-way analyses of variances (ANOVAs) via statistical parametric mapping (SPM). Adolescents with ASD ran with reduced stride length at self-selected speed (0.29 m) and reduced vertical displacement (2.1 cm), loading-propulsion GRFs (by 14.5%), propulsion plantarflexion moments (18.5%), loading-propulsion hip abduction moments (44.4%), and loading knee abduction moments (69.4%) at both speeds. Running at 3.0 m/s increased sagittal plane hip and knee moments surrounding initial contact (both 10.4%) and frontal plane knee angles during midstance (2.9 deg) and propulsion (2.8 deg) compared to self-selected speeds. Reduced contributions from primarily the ankle plantarflexion but also knee abduction and hip abduction moments likely reduced the vertical GRF and displacement. As differences favored reduced loading, youth with ASD can safely be encouraged to engage in running as physical activity.

Haegele, J.A., Zhu, X., & Bennett, H.J. (2021). The accelerometer measured physical activity among youth with autism and age, sex, and body mass index-matched peers: A preliminary study. Disability & Health Journal, 14(3), 101102. doi:10.1016/j.dhjo.2021.101102

Background: While research has examined physical activity differences between youth with autism spectrum disorder (ASD) and neurotypical peers, they largely do not consider demographic or anthropomorphic variables when recruiting comparison group participants.

Objective: The purpose of this preliminary study was to compare light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA) between youth with ASD and age, sex, and body mass index (BMI) matched neurotypical peers from the same geographic region.

Method: A sample of 36 participants, including a youth aged 13-17 with ASD and age, sex, and BMI-matched neurotypical youth recruited from the same geographic location. Demographic information was obtained via parent report, and physical activity was measured using the ActiGraph GT3x accelerometer. Participants wore monitors for seven consecutive days during waking hours. Descriptive analyses were conducted for participant demographics, LPA, and MVPA, and paired-sample t-tests were employed to examine differences in LPA and MVPA between youth with ASD and age, sex, and BMI-matched neurotypical peers.

Results: Youth with ASD and their age, BMI, and sex-matched neurotypical peers demonstrated no significant difference in average daily LPA (201.36 ± 63.50 v. 172.30 ± 54.98) or MVPA (33.54 ± 17.07 v. 37.63 ± 19.94).

Conclusions: Results indicate that youth with ASD did not engage in significantly less MVPA than age, sex, and BMI-matched peers from the same geographic location. Not finding clear distinctions between youth with ASD and neurotypical peers in this study suggest that variability in other social or environmental factors may play a larger role in influencing MVPA than ASD itself.

Sur, M., & Jung, J., Shapiro, D. R. (2021). Theory of planned behavior to promote physical activity of adults with physical disabilities: Meta-analytic structural equation modeling. Disability and Health Journal. https://doi.org/10.1016/j.dhjo.2021.101199

Background: Adults with physical disabilities experience lower physical activity (PA) engagement. The theory of planned behavior (TPB) has been one of the dominant theories in understanding and promoting PA. There is no previous meta-analysis examining the use of the TPB on PA of adults with physical disabilities. Objective: The purposes of this review were 1) to conduct a meta-analysis to examine predictive effects of TPB on PA behavior of adults with physical disabilities and 2) to investigate a possible moderator among components of TPB. Methods: One-stage meta-analytic structural equation modeling was used to conduct a meta-analysis. Type of physical disability was examined as a moderator. Results: Intention had moderate effect on PA (β = 0.37, p < .001), attitude had a moderate effect on intention (β = 0.30, p < .001), SN had a non-significant effect on intention (β = 0.03, p = .75), and PBC had a moderate effect on intention (b ¼ 0.43, p < .001) and a non-significant direct effect on PA (β = 0.09, p =.18). The studies conducted with only participants with SCI lowered the predictive effect (β = 0.12, p = .02) of PBC on PA. Conclusions: Predictive effects of components of TPB were slightly different from those of individuals without disabilities. Type of physical disability can be a critical factor determining the impact of perceived control on PA behavior. Attitude and PBC can be targets for promoting PA of adults with physical disabilities.

Li, C., Haegele, J.A., & Wang, L. (2021). Moderate-to-vigorous physical activity and behavioral outcomes in adolescents with attention deficit and hyperactivity disorder: The role of sleep. Disability & Health Journal, 14(1), 100970. doi:10.1016/j.dhjo.2020.100970

Background: Attention deficit and hyperactivity disorder (ADHD) is a neurodevelopmental disorder that has a worldwide prevalence of 7.2%. Individuals with ADHD often have sleep and behavioral problems. Objective: This cross-sectional survey aims to investigate the relationships between moderate-to-vigorous physical activity (MVPA), sleep, bullying, and school engagement in adolescents with ADHD. Methods: Data were obtained from the 2011–2012 National Survey of Children’s Health. A subsample (n = 272) that fit the inclusion criteria was included. Path analysis was used to test the hypothesized model (i.e., MVPA → sleep → bullying/school engagement). Results: The proposed model fits the data well. MVPA was found to be associated with sleep, bullying, and school engagement. In addition, sleep mediated the relationship between MVPA and bullying/school engagement. Conclusions: MVPA and sleep play an important role in understanding behavioral outcomes in adolescents with ADHD. Longitudinal or intervention studies are needed to support the present findings.

Knott, F., Carey, M., Healy, S., Kinsella, S. (in press). The nature of physical activity programming in schools for children with an autism spectrum disorder. Palaestra
Young, A., Healy, S., Silliman-French, L., & Brian, A. (in press). A pilot study of a parent-mediated, web-based motor skill intervention for children with down syndrome: Project SKIP. Adapted Physical Activity Quarterly
Healy, S., Obrusnikova, I., & Getchell, N. (2021). fundamental motor skill interventions in children with autism spectrum disorder: A systematic review of the literature including a methodological quality assessment. Research in Autism Spectrum Disorders, 81(1). https://doi.org/10.1016/j.rasd.2020.101717

Background: The presence of FMS delays in children with ASD is well established. To inform the development of evidence-based FMS interventions and provide directions for future research, this systematic review described the characteristics and evaluated the methodological quality of peer-reviewed FMS intervention studies involving children with ASD (aged 0-21 years). Method: Following the PRISMA guidelines, a systematic search of peer-reviewed literature was conducted across seven databases. From an initial screening of 852 records, 22 studies were included for full-text review. Data were extracted from each study relating to study characteristics, intervention characteristics, and sample characteristics. Methodological quality was evaluated by two independent reviewers using quality indicators relevant to the type of study design. Results: Twenty-two articles were included. The reviewed studies used experimental, quasi-experimental, pre-experimental, single-subject, and case study designs. Of the 22 studies, 19 reported significant intervention effects for at least one FMS. Conclusions: The large variation among the samples, FMS interventions, and research designs limited conclusions about the causal processes for achieving FMS improvements in children with ASD from the reviewed literature. Other limiting factors were related to the measurement of FMS (e.g. a lack of descriptions of testing protocols), a lack of validation of the participant ASD diagnosis, reliance on pre-and quasi-experimental research designs, and a lack of theoretical underpinning of the FMS interventions. Moreover, when instructional strategies were specified, the fidelity of implementation was rarely evaluated.

Highlights:

Delays in fundamental motor skills (FMS) are prevalent in children with ASD.
This review described fundamental motor skill interventions in children with ASD.
Included studies were experimental (3), quasi-experimental (8), pre-experimental (5), single-subject (3), and case study design (3).
Large variation exists among the samples, interventions, and research designs.
Issues related to FMS measurement and reliance on pre-and quasi-experimental designs.
Blagrave, J., Colombo-Dougovito, A., & Healy, S. (2021) “Just invite us”: Autistic adults’ recommendations for developing more accessible physical activity opportunities. Autism in Adulthood.

Background: Autistic adults engage in lower levels of physical activity (PA) than their nonautistic peers, and over 60% do not meet national guidelines for PA. In addition, autistic adults face myriad barriers to PA participation that can make accessing activities challenging. To support the inclusion of autistic adults in PA, this study sought to explore first-hand recommendations for PA participation from autistic adults’ perspectives. Methods: We interviewed 23 autistic adults aged 18 to 75 years about their PA experiences across their lifespan, including querying the participants’ recommendations for supporting autistic adults in PA. A qualitative descriptive design with a constructivist lens guided the thematic analysis. Results: The analysis resulted in two overarching themes: (1) It’s helpful to have someone there to support; and (2) It’s that sensory thing, it always is. Each theme includes participant-provided recommendations to guide professionals in the field of PA. Conclusions: The autistic adult voice, long absent from conversations about PA, is a valuable and needed addition to understanding how to improve PA experiences for this population. Recommendations from this study include (1) listening to the perspectives and insight of autistic adults, (2) consideration of sensory stimulus when planning for PA participation, and (3) encouraging and providing social supports for PA participation.

Dahlgren, J., Healy, S., MacDonald, M., Geldhof, G. Palmiere, K., & Haegele, J. (2021). Physical activity and screen-time among youth with autism: A longitudinal analysis from 9 to 18 years.

To date, studies using cross-sectional methodologies make up a majority of the literature surrounding children with autism spectrum disorders and participation in physical activity and screen time. Longitudinal studies are needed to examine how physical activity and screen time behaviors co-develop for children with and without an autism spectrum disorder. To address this research gap, this study compared how physical activity and screen time levels changed over time (9 to 18 years of age) between youth with autism spectrum disorder and youth with neurotypical development. Data on the levels of moderate-to-vigorous physical activity, light physical activity, television-, and video game-based screen time, collected as a part of the “Growing up in Ireland” study, were compared between youth with autism spectrum disorder and a propensity-matched sample of youth with neurotypical development (n = 88 per group; 176 in total). Robust regression analyses indicated that children with autism spectrum disorder became less active over time compared to children with neurotypical development and that video game screen time also differed significantly between the groups when children were 9 years old. These findings elucidate important disparities present between these groups of children during pivotal developmental times.

Powers, B., Patterson, F., Palmiere, K., & Healy, S. (2021). “I sit all of the time”: Health-related time-use among adults with intellectual disabilities. Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2020.103817

Background: Adults diagnosed with intellectual disabilities (ID) are more likely to have cardiometabolic risk factors, including low physical activity (PA), high sedentary behavior (SB), and poor sleep. While these behaviors have typically been studied in isolation, emerging frameworks propose a more integrated approach to the study of these behaviors, asserting that the relative proportion of time spent in each of the health-related time-use behaviors (i.e. PA, SB, and sleep) across the 24 -h period is a more powerful determinant of the incidence and progression of the disease. This approach has yet to be considered for adults with ID. The purpose of this study was to explore how adults with ID and their formal caregivers (i.e. employed caregivers) perceived their health-related time-use, including the factors that influence their time-use.

Method: Five focus groups were conducted with twelve adults with ID and ten formal caregivers. Consistent with an interpretive paradigm, this study employed an interpretative phenomenological analysis (IPA) methodology.

Results: Three interrelated themes were identified: (1) Caregivers as gatekeepers to healthy time-use; (2) Places to move; and (3) Daily movement. The themes captured the participants’ perspectives of interpersonal and environmental factors that influence health-related time-use, and how these factors were common to engage in at least health-related time-use behavior.

Conclusions: Interpersonal factors, including caregiver’s support and modeling behaviors, and community factors, in the form of local, accessible, affordable spaces to be active, were identified as the most pertinent factors in determining PA, SB, and sleep behaviors. Moreover, adults with ID and caregivers perceived health-related time-use behaviors to be interrelated. Further investigation in this area will ultimately inform the development of pilot interventions that support caregivers as gatekeepers and provide access to health-promoting environments to engage adults with ID in healthy levels of PA, SB, and sleep.

Leung, W., Schuna Jr, J. M., & Yun, J. Comparison of uniaxial and triaxial accelerometer outputs among individuals with and without Down syndrome. Journal of Intellectual Disability Research, 65(1): 77-85.

Background: Using the uniaxial accelerometry approach in measuring physical activity levels of individuals with Down syndrome (DS) might underestimate their energy expenditure due to the unique mediolateral walking pattern. Therefore, the purpose of this study was to examine and compare the relationship between two types of accelerometer outputs, uniaxial and triaxial, and energy expenditure in individuals with and without DS. Methods: Eighteen participants with DS and 19 participants without DS wore a GT3X+ accelerometer and a portable metabolic system in three different walking conditions. Results: Correlations between VO2 and each of the two accelerometer outputs (uniaxial: r = 0.75, triaxial: r = 0.75) were not significantly different among individuals without DS (z = 0.14, P = 0.89); however, significant differences in the relationship between VO2 and accelerometer outputs (uniaxial: r = 0.53, triaxial: r = 0.64) were observed among individuals with DS (z = 1.72, P < 0.046). Conclusions: The findings suggest that when using accelerometers to measure physical activity levels for individuals with DS, triaxial outputs may better predict physical activity levels.

Shim, A., Newman, D., Haegele, J.A., & Varnado, K. (2020). The effects of a pedal-less bicycle intervention on stability scores among children with autism spectrum disorder.Advances in Neurodevelopmental Disorders, 4(1), 20-26. doi:10.1007/s41252-019-00131-z

Objectives: The purpose of this preliminary investigation was to determine if a program using pedal-less bicycles could improve stability scores among children with ASD.

Methods: A sample of eight children with ASD (average age, 7 ± 1.15) were recruited. The investigators tested each participant on a posturography plate for five consecutive weeks. The group used pedal-less bicycles, three times per week for five consecutive weeks. A MANOVA: determined if the center of pressure (CoP) or limit of stability (LoS) scores improved within the group. Results: LoS anterior, LoS posterior, right sagittal, and left sagittal indicated statistically significant improvements over time; the greatest improvement was seen in left sagittal assessments which improved from an average of 1.75 during baseline to an average of 3.03 at week 5. Conclusions: There was evidence of a significant association between pedal-less bicycles and mean LoS scores among children with ASD. This investigation determined the use of pedal-less bicycles can improve stability scores among children with ASD within a 5-week session if performed at least three times per week.

Yessick, A.B., Haegele, J.A., Zhu, X., & Bobzien, J. (2020). Experiences of children with ASD in self-contained physical education: An electronic-scrapbooking study.Advances in Neurodevelopmental Disorders, 4(1), 51-58. doi:10.1007/s41252-019-00139-5

Objectives: The purpose of this study was to explore the meaning that students with autism spectrum disorder (ASD) ascribed to their experiences in self-contained physical education (PE) classes.

Methods: Four participants with a primary diagnosis of ASD who attended a self-contained PE class in a separate public day school were purposively selected for this study. Data were collected through semi-structured interviews, observational field notes, and reflective notes. Methodological triangulation, researcher reflexivity, and peer debriefing were utilized to foster trustworthiness. After interview transcription, thematic development was conducted using a three-step analytic process.

Results: Overall, the participants’ experiences in PE were positive and meaningful, and four interrelated themes emerged from the data: “they care about my feelings”—teachers’ attitudes in PE; “my friends make it more meaningful”—the importance of positive peer interactions; “we’d be all over the place”—the value of structured environments; and “oh, but the noise”—sensory considerations. The first theme highlighted participants’ descriptions of how their physical educators played a critical role in shaping their experiences. The second theme revealed the significance the participants ascribed to participating in PE with their peers. The third theme described accommodations within PE the participants attributed to a more enjoyable and successful PE experience. Finally, the fourth theme described the importance of considerations regarding sensory input for the participants.

Conclusions: The themes highlight several contributing factors influencing participants’ positive PE experiences which should be considered by PE teachers to enhance the quality of education for students with ASD.

Block, M.E., Nichols, C., & Bishop, J. (2020). An affinity-based approach to physical activity in children with ASD. Palaestra. 34(2), 32-36.

Children with autism spectrum disorder (ASD) present unique characteristics that include a strong interest in objects or things. This strong interest is often viewed negatively as something that needs to be controlled or even targeted for elimination. In contrast, an affinity-based approach views these strong interests in a positive light–viewed as affinities, aptitudes, unique skills–that should not only be allowed but also encouraged. More importantly, the affinity-based approach employs the child’s affinities to communicate and understand the child and to expand the child’s repertoire of skills. This paper presents the affinity-based approach with application to promoting physical activity. Specific examples are presented that include using affinities to help children with ASD learn new skills such as using weight machines and cardio machines, practicing and becoming more independent with an exercise routine, and ultimately enjoying and becoming a habitual exerciser.

Case, L., Ross, S.M.,& Yun, J. (2020). Physical activity guideline compliance among a national sample of children with various developmental disabilities. Disability and Health Journal. 13(2).doi:10.1016/j.dhjo.2019.100881

Background: Researchers have reported relatively low estimates of physical activity among children with various developmental disabilities. However, there are inconsistencies within these reports due to methodological issues.

Objective: The goals of this study were to estimate the prevalence of meeting national physical activity guidelines among children with various developmental disabilities and examine the relative influence of different disability descriptors on meeting the guidelines.

Methods: A sample of 3,010 U.S. children between the ages of 6 and 17 years with parent-reported diagnoses of autism spectrum disorder, cerebral palsy, Down syndrome, developmental disability, and/or intellectual disability was drawn from the combined 2016 and 2017 datasets of the National Survey of Children’s Health. Multivariate logistic regression analyses explored the unique contributions of multiple child characteristics and disability descriptors, such as diagnosis type, severity, complexity, and functionality, toward meeting physical activity guidelines and compared the likelihood of meeting guidelines between children with these diagnoses. Results: The results of this study reveal that the majority of children with developmental disabilities are not achieving adequate levels of daily physical activity, with only 19% of the study sample engaging in 60 min of physical activity daily. Child age and functionality were significant predictors of meeting physical activity guidelines among children within the sample.

Conclusions: The findings of this study highlight the potentially limiting view of physical activity participation when diagnosis type is considered alone and demonstrate the importance of considering the function and other individual factors as significant predictors of physical activity among children with disabilities.

Healy, S., Garcia, J., & Haegele, J.A. (2020). Environmental factors associated with physical activity and screen time among children with and without autism spectrum disorder.Journal of Autism & Developmental Disorders, 50(2), 1572-1579. doi:10.1007/s10803-018-3818-0

This study aimed to examine how environmental factors are associated with physical activity (PA) and screen-time (ST) among children with and without ASD (n = 1380 and 1411, respectively). For TD children, the absence of a bedroom television and neighborhood support were associated with PA. For children with ASD, no environmental factors were associated with PA. Regarding ST, the presence of a bedroom television, absence of limits on ST, lack of neighborhood amenities and support, and adverse neighborhood factors were all associated with ST among TD children. For children with ASD, the presence of a bedroom television and the absence of limits on ST were associated with ST. Potential explanations for this dichotomy and suggestions for future research are discussed.

Healy, S. & Marchand, G. (2020). The feasibility of Project CHASE: A Facebook-delivered, parent-mediated physical activity intervention for children with Autism. International Journal of Disability, Development, and Education, 67(2). 225-242. DOI: https://doi.org/10.1080/1034912X.2019.1597968

To effectively combat high levels of inactivity among children with autism spectrum disorder (ASD), scalable and sustainable methods of intervention are required. The purpose of this study was to examine the feasibility of a web-based, parent-mediated physical activity intervention for thirteen children with ASD. The intervention, Project CHASE, involved parents joining a private Facebook group where they were exposed to five intervention components, based on the social cognitive theory. The primary outcome of interest was the feasibility and perceived effectiveness of, and engagement with, the intervention, as measured by a parent-completed questionnaire and activity within the Facebook group. The analysis focused on descriptive statistics, rather than inferential statistics. Participants reported Project CHASE to be a feasible means of supporting their child’s physical activity, with all participants reporting being satisfied or very satisfied with their ‘overall experience’, and finding the content interesting and useful. Over 75% of the sample reported the weekly goals, physical activity reporting, information on physical activity opportunities and ideas, and posting/viewing pictures of children being active to be effective or very effective components. Suggestions are provided for the refinement of Project CHASE, and how the results can inform future web-based physical activity interventions for youth with ASD.

Healy, S. Patterson, F., Williams, E., Lozano AJ., Hanlon, A.L. & Obrusnikova, I. (2020). A brief report: Rethinking daily movement behaviors of children with autism spectrum disorder; meeting the 24-hour movement guidelines. European Journal of Adapted Physical Activity. 13(2). DOI https://doi.org/10.5507/euj.2020.006

In an effort to promote optimal health in all children, 24-hour movement guidelines that provide specific recommendations for physical activity, screen-time, and sleep have been developed (≥ 1 hour of physical activity, ≤ 2 hours of screen-time, 9-11 hours of sleep). Children who meet the recommendations for these health behaviors are less likely to be obese than those who do not meet them. This study compared the degree to which children with autism spectrum disorder (ASD) and typically developing (TD) children met the newly developed 24-hour movement guidelines. A propensity-score matched sample of 72 children (36 children with ASD, 36 TD children) from the “Growing Up in Ireland” study was included in the analysis. Based on parents’ completion of time-use diaries, fewer children with ASD, compared to TD children, met the recommendations for screen-time (58.3% vs. 80.6%, p=0.07, V=0.24) and physical activity (41.7% vs. 69.4%, p=0.03, V=0.28). Children with ASD were most likely to meet two guidelines (44.4%), whereas TD children most commonly met all three guidelines (55.6%). The findings highlight the breadth of health behaviors that require intervention among children with ASD. The current study suggests that examining the movement behaviors that constitute a 24-hour period for children with ASD may be useful to inform interventions to reduce their risk for sub-optimal health.

Zhang, L., Zhu, X., Haegele, J.A., Wang, D., & Wu, X. (2020). Health and fitness indicators of individuals with intellectual disabilities in China: Performance differences among disability levels. Journal of Intellectual & Developmental Disability 45(2), 155-158. doi:10.3109/13668250.2019.1591942

Background: Limited research has examined health and fitness indicators among individuals with different categories of intellectual disabilities (ID). The purpose of this brief report was to examine differences in health and physical fitness indicators among individuals with different levels of ID. Method: Individuals (n = 203) with mild, moderate, and severe ID completed a health and fitness screening. The health screening included blood pressure and lung capacity. Fitness measures were body composition, balance, and strength. We conducted a multivariate analysis of covariance (MANCOVA) to examine level differences, controlling for age and gender. Results: Individuals with severe ID had significantly lower lung capacity than those with moderate ID, who had lower than those with mild ID. Individuals with mild ID had significantly higher handgrip strength than those with moderate ID, who had higher strength than those with severe ID. Conclusions: Lung capacity and handgrip strengths are sensitive health and physical fitness risk markers for ID levels in China.

Colombo-Dougovito, A., Block, M.E., Zhang, X., & Strehli, I. (2020). Modifications to standardized assessments are commonly used with children with autism spectrum. Autism: International Journal of Research and Practice, 24(3). 693-706.

The purpose of this study is to understand the common accommodations used during standardized motor assessment of children on the autism spectrum. This study was completed in three parts: (1) a narrative review of the literature; (2) an open-ended survey sent to the first authors of the identified articles; and (3) a descriptive analysis of responses. Results revealed that 56.7% of the identified articles did not report enough information on assessment procedures, 18.9% followed the assessment manual, 16.9% provided accommodations on a needs basis, and 7.5% used a consistent modified protocol. Individual responses showed that extra demonstrations (n = 5) were the most frequent accommodation, followed by extra breaks (n = 3), picture cards (n = 2), and hand-over-hand assistance (n = 1); some respondents stated that they did not provide accommodations. The findings indicate that a clear set of accommodations for motor skill assessments does not exist, though some commonalities were reported. Further research is necessary to understand the impact of accommodations in the assessment process, as well as which accommodations are needed and/or effective.

Haegele, J.A., Foley, J.T., Healy, S., & Paller, A. (2020). Prevalence of overweight among children with chronic conditions in the United States: An updated from the 2016 National Survey of Children’s Health.Pediatric Obesity, 15(4), e12595. doi:10.1111/iljpo.12595

Background: Surveillance of overweight trends among youth with chronic conditions can inform the prioritization of funding, research, and intervention. Objectives: The primary objective of this study was to utilize the 2016 National Survey of Children’s Health (NSCH) data to provide current estimates of the prevalence of overweight among US youth with common chronic conditions. A secondary purpose was to examine parental concern about weight status among youth with chronic conditions who were overweight. Methods: This study included children aged 10 to 17 years with (n=10 997) and with-out (n=13 408) chronic conditions from the 2016 NSCH. Estimates of overweight, and parental concern for weight status, were compared among youth with 19 com-mon chronic conditions and youth without chronic conditions. Results: Overall, youth with chronic conditions were significantly more likely to be overweight compared with youth without chronic conditions (35.4% vs 27.8%). Overweight was most prevalent among youth with diabetes (56.4%), intellectual disabilities (53.6%), and hearing impairments (46.1%). Parents of youth with chronic conditions who were overweight were significantly more concerned that their child’s weight was too high than those without chronic conditions. Conclusions: This study identifies youth with chronic conditions, particularly those with certain conditions, as being in need of prioritization of funding, research, and intervention

19. Healy, S., Foley, J.T., Haegele, J.A., & Patterson, F. (2020). Physical activity, screen-time, and sleep duration among youth with chronic health conditions in the United States.American Journal of Health Promotion, 34(5), 505-511. doi:10.1177/0890117120915687

Purpose: To compare the degree to which youth with and without chronic conditions in the United States met physical activity (PA), screen time, and sleep duration guidelines.

Design: A cross-sectional study using data from the 2016 National Survey of Children’s Health.

Participants: A total of 24 405 youth (aged 10-17 years) with and without 1 of 19 prevalent chronic health conditions who participated in the 2016 National Survey of Children’s Health.

Measures: Parents reported on the time spent by their children in PA, screen time, and sleep.

Analysis: Descriptive and bivariate analyses were conducted to estimate and compare health behavior guideline adherence rates among children with and without chronic conditions.

Results: Overall, 18.7% of children with chronic conditions did not meet any health behavior guidelines compared to 15.6% of children without chronic conditions. Children with hearing impairments, diabetes, and depression were most likely to not meet any health behavior guidelines (27.9%, 25.4%, and 21.7%, respectively). Of the 3 guidelines, children with and without chronic conditions were least likely to meet the PA guideline (18.6% and 21%, respectively).

Conclusions: This study identifies specific groups of children with chronic conditions that are most at risk of not meeting health behavior guidelines. The findings highlight specific behaviors in most need of intervention for children with chronic conditions; PA was identified as the most frequently unmet guideline. Overall findings suggest a need for a more integrated, holistic view of health promotion for children with chronic conditions.

Zhu, X., Haegele, J.A., Wang, D., Zhang, L., & Wu, X. (2020). Reactivity to accelerometer measurement of youth with moderate and severe intellectual disabilities.Journal of Intellectual Disability Research, 64(9), 667-672. doi:10.1111/jir12757

Background: Reactivity occurs when research participants alter their behaviors due to the awareness of being monitored, which is a concern with using wearable devices to measure physical activity. The purpose of this study was to examine reactivity to accelerometer measurement among youth with moderate and severe intellectual disabilities (ID).

Methods: A sample of 175 youth with ID (108 with moderate and 67 with severe ID) was recruited from residential centers in China. Demographic data were measured using a parent-reported questionnaire, and light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA) were measured using the ActiGraph GT3X accelerometers. Data were analyzed using an analysis of covariances where Day 1 LPA/MVPA, Day 2–6 LPA/MVPA, and Day 7 LPA/MVPA were repeated measures.

Results: Youth with moderate ID had significantly higher LPA (8.01%) and MVPA (10.30%) on Day 1 than Day 2–6. Similarly, youth with severe ID had significantly higher LPA (21.69%) and MVPA (19.48%) on Day 1 than Day 2–6. An inverse reactivity was also found on Day 7 among youth with severe ID for LPA ( 10.65%) and MVPA ( 14.82%).

Conclusions: Reactivity to accelerometer measurement was found for youth with moderate and severe ID. Findings support the utilization of a 1-day familiarisation period, as well as discounting the final day of measurement when examining physical activity behaviors among youth with moderate and severe ID.

Armitano, C., Bennett, H.J., Haegele, J.A., & Morrison, S. (2020). Gait related acceleration patterns are altered in adults with autism spectrum disorder.Gait & Posture, 75, 155-162. doi:10.1016/j.gaitpost.2019.09.002

Individuals with autism spectrum disorder (ASD) can exhibit a range of movement issues, which are often characterized by a general slowing of movement responses that can extend to walking speed. The current study was designed to examine the Spatio-temporal features and pattern of acceleration for the trunk, neck, and head during walking for a cohort of adults with ASD compared to neurotypical individuals. Twenty young adults with ASD and 20 age-matched neurotypical adults participated in this study. Participants performed five walking trials across a 20ft Protokinetics pressure sensitive surface at their preferred walking speed. Accelerations were collected using three triaxial accelerometers affixed to the head, neck, and lower trunk. Comparisons of acceleration amplitude (i.e., RMS), frequency, segmental gain, and regularity (i.e., SampEn) during the walking tasks were performed. Results revealed that the adults with ASD walked slower than the neurotypical persons with a greater proportion of time spent in double stance. Despite walking at a slower pace overall, the adults with ASD exhibited a decreased ability to attenuate gait-related oscillations from the trunk to the head. Overall, these findings suggest that adults with ASD exhibited a decreased ability to accommodate and dampen those accelerations related to walking. As declines in gait speed are often linked with loss of head control, one suggestion is that the inability to appropriately compensate for gait-related oscillations may, in part, explain why persons with ASD walk slower.

Colombo-Dougovito, A., Blagrave, J., & Healy, S. (2020). A new grounded theory of physical activity participation of autistic adults. DOI: https://doi.org/10.1177/1362361320932444

Background: Although a growing body of literature has explored the physical activity experiences from the perspective of children on the autism spectrum, the perspective of autistic adults remains largely unheard of. Due to this absence of perspective, there exists limited knowledge of the appropriateness and generalizability of current models and theories of physical activity for this population. Methods: A constructivist grounded theory study was conducted to explore the experiences of adoption and maintenance of physical activity from the direct perspective of autistic adults. Autistic adults (n = 23) from the United States and the United Kingdom were recruited. Results: A total of 29 codes emerged from the coding process. These codes were formed into four broad categories: (1) individual attributes; (2) environmental factors; (3) social relationships; and (4) social experiences. The interconnectedness of these four categories was explored. Conclusions: The findings and presented model highlight the importance of building successful experiences for young children on the autism spectrum, so that they are more likely to continue physical activity into their adult life. Furthermore, findings emphasize the importance of creating non-competitive, sensory-friendly physical activity experiences for autistic adults that offer flexibility in social engagement.

Healy, S., Garcia, J., Brewer, B., & Patterson, F. (2020). Short report: Sweat, sit, sleep: a compositional analysis of 24-hour movement behaviors and body mass index among children with autism spectrum disorder. Autism Research.

This study (a) examined the daily composition of 24‐hr movement behaviors in children with ASD using objective measures, and (b) applied compositional analysis to examine the associations of the time spent in moderate‐vigorous physical activity (MVPA), light physical activity (LPA), sedentary behavior (SB), and sleep duration (SD) with body mass index (BMI), relative to the time spent in the other movement behaviors in a sample of children (aged 7–19 years) with ASD. Time spent in MVPA, LPA, SB, and SD were measured using accelerometers over a 7‐day period. BMI was calculated from measured height and weight. Participants (n = 46) spent 40% of time in LPA (M = 9.6 hr), 30.6% (M = 7.34 hr) in SB, 24.9% (M = 5.98 hr) asleep, and 4.5% (M = 64.8 min) in MVPA. Reallocating 30 min from LPA to SD decreased BMI by 0.471 kg/m2 (P = 0.003). Reallocating 30 min from MVPA to SD decreased BMI by 0.658 kg/m2 (P = 0.051). Reallocation of 60 min in equal proportions from SB, MVPA, and SD to LPA increased BMI by 0.418 kg/m2 (P = 0.021), and reallocation of 60 min in equal proportions from LPA, MVPA, and SD to SB increased BMI by 0.295 kg/m2 (P = 0.052). Finally, reallocation of 60 min in equal proportions from SB, LPA, and MVPA to SD decreased BMI by −0.845 kg/m2 (P = 0.001).

McNamara, S., Bittner, M., & Healy, S. (2020). Online training for physical activity practitioners on evidence-based practices for clients with autism. Advances in Autism.

Purpose: Physical activity professionals often lack the experience and knowledge to implement the pedagogical and behavioral strategies required to successfully work with people with autism spectrum disorder (ASD). To enable individuals with ASD to achieve the benefits of exercise, physical activity professionals must be knowledgeable and skilled in relation to delivering evidence-based practices (EBP). The recent worldwide coronavirus disease pandemic highlights the value and necessity of effective online learning. Recent research has suggested that online settings are a viable setting for professional learning. Therefore, the purpose of this paper is to assess an online course’s impact on physical activity professionals’ frequency of use and self-efficacy toward using EBPs with individuals with ASD.

Design/methodology/approach: The online program was developed to provide training for a wide range of professionals interested in working with people with ASD. A survey was administered to participants prior to and after completion of the online course to collect data on sample demographics, and the participants’ perceived frequency and self‐efficacy in using EBPs. Eighty-six physical activity professionals participated in the study.

Findings: Overall, their self-efficacy toward EBPs and frequency at which participants reported to use EBPs increased significantly from pretest to posttest (p < 0.05). The participants also reported using three of the nine covered EBPs more frequently at post-course completion. In addition, participants’ self-efficacy toward eight of the EBPs was significantly higher post-intervention.

Originality/value: Findings from this study suggest that a well-structured online intervention has promise for preparing physical activity professionals to work with people with ASD.

Hospodar, C. M., Sabet, A., Logan, S. W., Catena, M. A., & Galloway, J. C. (2020). Exploratory analysis of a developmentally progressive modified ride-on car intervention for young children with Down syndrome. Disability & Rehabilitation: Assistive Technology. 1-9. DOI:https://doi.org/10.1080/17483107.2019.1710773

Background: Children with Down syndrome (DS) may have limited opportunities to engage in self-directed mobility and play due to motor delays. A recent modified ride-on car innovation is the sit-to-stand (STS) model, which incorporates functional standing and walking training with the experience of powered mobility. Aims: This study aimed to: (1) describe total dosage and daily usage of three modified ride-on car modes (seated, standing, and power-push) by young children with DS; (2) examine the ability of young children with DS to independently activate the modified ride-on car in seated and standing modes; (3) describe the age of onset of selected motor milestones of the sample in comparison to DS norms. Materials and Methods: Eight young children with DS (8.6 ± 2.0 months) used three modes of the modified ride-on car over a 9-month intervention. Results: All eight children independently activated the modified ride-on car in seated and standing modes. Most motor milestones were achieved earlier in this sample than expected for DS norms, including the onset of independent walking. Conclusions and Implications: The developmentally progressive nature of the intervention and high dosage may have been instrumental in encouraging the onset of independent activation and earlier motor milestones.

Jin, J., Agiovlasitis, S., & Yun, J. (2020). Predictors of perceived health in adults with an intellectual disability. Research in Developmental Disabilities, 101, 103642.

Background: The effects of Intellectual disability (ID) levels, body mass index (BMI) categories, and other factors on the perceived health status of adults with ID are not well-known.

Aims: We aimed to examine: (a) the relationship between perceived health and level of intellectual function; (b) the influence of different BMI categories on perceived health; and (c) the effect of the modifiable behavioral factors on perceived health. Methods and procedures: We examined the aims using data from the 2013-2014 Adult Consumer Survey of the National Core Indicator. We extracted demographic (e.g. age, BMI) and modifiable behavior-related variables (e.g. physical activity participation, having a job) and used logistic regression models to analyze the relationships. Outcomes and results: Logistic regressions showed that a more severe ID level is associated with worse perceived health, but when other variables related to personal and behavioral characteristics were accounted for, this relationship was no longer significant. Obese adults with ID had worse perceived health than those with normal weight; this effect remained significant even after considering other variables. Those in the overweight category did not differ in perceived health status from those of normal weight. The effects of all modifiable behaviors on perceived health were significant. Conclusions and implications: Health promotion programs for adults with ID may benefit by consideration of modifiable behaviors.

Lee, S. H., Hodge, S. R., Dillon, S. R., Stewart, M. A., Picariello, M. (2020). Korean immigrant parents of children with autism and physical education. International Journal of Disability, Development, and Education, 1-19. DOI: 10.1080/1034912X.2020.1737318

The purpose of the study was to analyze South Korean (SK) immigrant parents’ positioning (i.e. roles, responsibilities, and obligations) as experienced with regard to physical education for their children with autism spectrum disorder (ASD) in the United States (U.S.). The theoretical framework was positioning theory. The participants were five SK immigrant parents of children with ASD. The research design was a phenomenological inquiry and the data sources were interviews, educational documents, and the researcher’s field notes. The data were analyzed using a thematic analysis approach and exposed four themes, which were: (a) my role as a parent, (b) cross-cultural educational contexts, (c) the supportive roles of the church, and (e) underdeveloped partnerships. The parents experienced cultural and language differences when working with school personnel and the Korean church community was the primary support space and resource to overcome these barriers. Further, the parents shared a lack of knowledge about physical education programming, as well as, a lack of collaboration with the adapted and general physical education teachers.

Research Related to Physical Activity, Sport, and Others

Zhang, J, Gu, X., Zhang, X., Lee, J., Chang, M., & Zhang, T. (2021). Longitudinal effects of motivation and physical activity on depressive symptoms among college students. International Journal of Environmental Research and Public Health. 18(10), 5121. https://doi.org/10.3390/ijerph18105121

Abstract

High prevalence of depression and physical inactivity have been consistently reported among college students, especially in females. Guided by Lubans et al.’s conceptual framework, the primary purpose of this study was to examine the longitudinal relationships of PA motivation with leisure-time PA and depressive symptoms among college students over one academic year. Employing a longitudinal repeated measure design, 1004 college students in China were recruited in this study (28.3% males and 71.7% females; M age = 18.93 ± 0.64 years; 18–22 years old). Participants completed previously validated questionnaires assessing PA motivation (perceived competence beliefs and task values toward PA), leisure-time PA participation, and depressive symptoms in Fall 2016 (Time 1) and Fall 2017 (Time 2). Both male and female college students showed a significant increase of depressive symptoms from freshmen to sophomores (p < 0.05). The regression models indicated that perceived competence beliefs and task values toward PA were significant predictors of depressive symptoms at Time 2 (p < 0.05) after controlling for Time 1 measures in males and females, respectively. Physically active college students consistently demonstrated higher PA motivation, and they displayed fewer depressive symptoms compared to inactive peers over time (p < 0.05). The findings suggest sex-specified motivational intervention strategies and PA promotion programs/opportunities are needed to reduce depression symptoms among college students over time.

Zhang, X., & Gu, X. (2021). Adherence of the 24-hour movement behavior guidelines and associations with depression among young adults. The International Journal of Kinesiology in Higher Education. 1-13. https://doi.org/10.1080/24711616.2021.1921637

Abstract

Engaging in healthy daily 24-h movement behaviors (e.g., moderate-to-vigorous physical activity [MVPA] ≥ 60 minutes, screen time <2 hours, and sleep ≥ 7 hours) is suggested to be associated with favorable mental health outcomes (e.g., less depressive symptoms and higher quality of life). Given the high prevalence of depressive symptoms among young adults worldwide, the primary purpose of this study was to examine the effects of sociodemographic factors, weight status, and adherence to the 24-h movement behavior guidelines on depressive symptoms among college students. A total of 278 college students (187 women; Mage  = 22.38, SD = 3.91) completed the validated depressive symptom survey and wore the accelerometers (GT9X ActiGraph) objectively assessing their light PA [LPA], moderate-to-vigorous PA [MVPA], sedentary behavior, and sleep duration. Significant associations of sociodemographic factors (sex, academic level, race) and weight status with the prevalence of depressive symptoms were observed (p < .05), but not with adherence to the 24-h movement behavior guidelines. No significant associations were found between adherence to the 24-h movement behavior guidelines and the likelihood of depressive symptoms (odds ratios ranged from 0.56 to 1.85; p > .05). Adherence to the 24-h movement behavior guidelines was associated with the prevalence of depressive symptoms among college students. Higher education institutions should focus on depression screening and prevention among college students who are women, minority, and in an overweight/obese weight status.

Zhang, X., Gu, X., Chen, S., Keller, J., & Lee, J. (accepted). The roles of sex and minority status in children’s motivation and psychomotor learning. Perceptual and Motor Skills.

Abstract

In this study, we had two inter-related goals: (a) to examine sex and minority status differences on children’s motivation for physical education (PE; i.e., their expectancy beliefs, subjective task values, and situational interest) and their psychomotor learning outcomes (i.e., motor competence, cardiorespiratory fitness, and in-class physical activity); and (b) to examine the relationships between children’s motivation and their psychomotor learning outcomes while testing the moderation effects of sex and minority status. We recruited 195 fourth and fifth-grade students (101 boys; 94 girls; Mage = 10.7, SD = 0.7 years) from three elementary schools in North Texas. Using multivariate analysis of variance, we identified a significant sex difference that favored boys in motivation and psychomotor learning outcomes, with no significant minority status difference in relation to these variables. Regression analysis revealed that children’s expectancy beliefs were significantly associated with both motor competence (R2 = 11%) and cardiorespiratory fitness (R2 = 16%), while both situational interest and sex were associated with in-class physical activity (R2 = 18%). Thus, improving children’s expectancy beliefs may be a means of enhancing psychomotor learning outcomes in PE, especially for girls. Enhancing children’s beliefs in their own ability and offering diversified PE content so as to generate greater interest may facilitate psychomotor learning.

†Davis, S., Zhu, X., & Haegele, J.A. (2021). High school student fitness test attributions: Does BMI or performance matter? Journal of Teaching in Physical Education, 40(1), 49-57. doi:10.1123/jtpe.2019-0123

Abstract

To examine differences in fitness test performance and the attributions made for the performances between high school students of different weight statuses. Methods: High school students (n = 185) completed the Progressive Aerobic Cardiovascular Endurance Run and the push-up fitness tests and then completed the modified Causal Dimension Scale to assess their attributions for their performances. Results: Students of a healthy weight performed higher than overweight/obese students on both fitness tests. There were no significant differences in attribution dimension scores for either test between healthy weight and overweight/obese students. Student performance played a significant role in the attribution dimension scores for both tests. Students primarily attributed their push-up and Progressive Aerobic Cardiovascular Endurance Run performance to ability. Conclusion: As student performance is significantly associated with attribution dimension scores, improving fitness test performance should subsequently foster adaptive attributions, creating a high expectancy for future success.

ғKirk, T.N., Haegele, J.A., & McKay, C. (2021). Exploring dignity among elite athletes with disabilities during a sport-focused disability awareness program. Sport, Education & Society, 26(2), 148-160. doi:10.1080/13573322.2020.1713078

Abstract

The purpose of this phenomenological study was to explore the meaning that elite athletes with disabilities ascribe to their participation in a sport-focused disability awareness program intended for undergraduate kinesiology majors. Dignity, which is generally understood to relate to self-esteem, worth, autonomy, and respect from others, was used as a conceptual framework to guide this inquiry. Participants were four elite athletes, three men, and one woman, with physical disabilities who had served as Paralympic sports presenters and instructors during the disability awareness program. The primary sources of data for this project were semi-structured telephone interviews and associated interview notes. Transcribed interviews and notes were thematically analyzed using a five-step process. Data analysis revealed three themes which were presented as results. The first theme, ‘show us off’: showcasing elite Paralympic athletes, related to participants’ feelings of being showcased as elite athletes with skills and abilities during the program. The second theme, ‘treating us as people’: value and individuality in the disability awareness program, pertaining to participants’ perceptions that they were viewed as unique individuals by program attendees. The final theme, ‘comes with the territory’: self-worth and self-advocacy, concerned participants’ perceived feelings of self-worth and autonomy as advocates for the Paralympic movement. Overall, participants described their experiences during the program as being dignity-supportive and did not report experiencing any forms of indignity throughout their involvement. While the majority of prior research into the area of disability awareness programs has focused on the benefits of such events for attendees without disabilities, this finding offers insight on their meaning for individuals with physical disabilities acting as experts or presenters.

Zhu, X., Haegele, J.A., Liu, H., & Yu, F. (2021). Academic stress, physical activity, sleep, and mental health among Chinese adolescents. International Journal of Environmental Research & Public Health, 18, 7257. doi:10.3390/ijerph18147257

Abstract

The purpose of this study was to examine the impacts of academic stress on physical activity and sleep, and subsequently their impacts on anxiety and depression. Methods: This cross-sectional study collected data from a convenience sample of 1533 adolescents in an eastern province in China. Surveys were used to collect data on academic stress, anxiety, depression, sleep, physical activity, and demographics. Descriptive statistics, correlation analysis, and path analysis were used to analyze data. Results: The participants reported about 6.77 ± 0.89 h of sleep per day and 1.62 ± 1.79 days of 60 min of physical activity each week. Academic stress was positively correlated with anxiety and depression, which were negatively correlated with physical activity and sleep. The path analysis showed that academic stress directly predicted anxiety (β = 0.54) and depression (β = 0.55), and hours of sleep (β = 0.024) and the number of days of 60 min physical activity (β = 0.014) mediated the relation. Conclusion: The results largely supported our hypotheses and supported the need to lessen academic stress experienced by Chinese adolescents, in an effort to enhance mental health indices directly, and by allowing for engagement in health-related behaviors such as physical activity and sleep. 

Haegele, J.A., Zhu, X., Healy, S., & Patterson, F. (2021). The 24-hour movement guidelines and body composition among youth receiving special education services in the United States. Journal of Physical Activity & Health, 18(7), 838-843. doi:10.1123/jpah-2019-0665

Abstract

The purposes of this study were to examine the proportions of youth receiving special education services in the United States who individually and jointly met physical activity, screen time, and sleep duration guidelines, and to examine the impact of meeting none, one, two, and three of the guidelines on overweight and obesity. Methods: This cross-sectional analysis utilized data from the 2016 to 2017 National Survey for Children’s Health data set on 3582 youth aged 10–17 years who received special education services. The frequency of the participant’s compliance with the 24-hour movement guidelines and body weight status (based on the age- and sex-specific percentile cutoffs) were estimated. Meeting guidelines were defined as 9–11 hours/night (5–13 y) or 8–10 hours/night (14–17 y) of sleep, ≤120 minutes per day of screen time, and ≥60 minutes per day of moderate to vigorous physical activity. A multinomial logistic regression analysis was conducted to estimate the impact of meeting none, one, two, or three guidelines on body weight status, adjusted for potential confounders. Results: Overall, 8.1% of youth met all three guidelines, 42.0% met two guidelines, 38.0% met one guideline, and 11.9% did not meet any guideline. Meeting all three guidelines was associated with an approximately 50% decreased likelihood of being overweight than meeting no guideline, or sleep or screen time guidelines independently. Conclusions: This study extends the 24-hour movement framework to children receiving special education services and should prompt the continued study of its utility for understanding health disparities experienced by this population.

Ross, S. M., Smit, E., Yun, J., Bogart, K. R., Hatfield, B. E., & Logan, S. W. (2021). Physical activity, medical home, and health behavior counseling among adolescents with special health care needs: NSCH 2016-2017. Maternal and Child Health Journal, 25, 542-553.

DOI: https://doi.org/10.1007/s10995-020-03089-w

Abstract

Aim 1 was to establish updated prevalence estimates for meeting national physical activity (PA) guidelines among adolescents with and without special healthcare needs (SHCN), 12–17 years old. To identify at-risk subgroups, our sub-aim was to compare the distribution of prevalence estimates across PA levels by SHCN subtypes, and in reference to peers without SHCN. Aim 2 was to examine the association between meeting PA guidelines, having a medical home, and receiving positive health behavior counseling in this population.

Logan, S.W. (2021). Reference accuracy in Research Quarterly for Exercise and Sport: A 30-year follow-up to Stull et al. (1991). Research Quarterly for Exercise and Sport.

DOI: https://doi.org/10.1080/02701367.2020.1853019

Purpose: The purpose of this study was to determine the reference accuracy of articles from a random sample of issues from 1999, 2009, and 2019 of the Research Quarterly for Exercise and Sport (RQES). Methods: Up to two issues each of RQES published in 1999, 2009, and 2019 were randomly sampled, and references for articles were verified for accuracy. A total of 1,341 references from 50 articles were verified: 1999 (439 references), 2009 (396 references), and 2019 (506 references). Results: The overall error rate was 40% across the three years (i.e., number of references with at least one error divided by the total number of references and multiplied by 100). Chi-square analyses indicated no significant differences between years for the overall error rate (p > .05): 44% (1999), 38% (2009), and 39% (2019). Chi-square analyses indicated significant differences between years for at least one reference with an error related to author(s) names (p > .05). Chi-square analyses indicated significant differences between years for at least one reference with an error related to the article title. Conclusions: In the author’s opinion, an overall error rate of 40% across the three years for RQES is simply too high. Ultimately, it is the authors’ responsibility to ensure reference accuracy. However, given the unacceptable error rates across fields of study, journals, and publication years, it may be prudent to explore supplemental options to increase reference accuracy in peer-reviewed articles. Reference accuracy is an important issue for authors, editorial offices of journals, and the scientific community.

Kennedy, W., Fruin, R., Lue, A., & Logan, S. W. (2021). Using ecological models of health behavior to promote health care access and physical activity engagement for persons with disabilities. Journal of Patient Experience, 8, 1-3.

DOI: https://dx.doi.org/10.1177%2F23743735211034031

Abstract

In 2015, federal health care costs reached $3.2 trillion, making it a major contributor to the national debt (1). With such a high cost, the nation’s health is expected to be among the best in the world; however, health care–induced spending, when combined with ongoing systemic challenges in the industry, is not improving the overall life expectancy of the US population (1). Further, the US health care system is not adequately coordinating care for patients with complex conditions, including people with disabilities (PWD), which may contribute to health disparities within this population (2). People with disabilities receive fewer treatment services than persons without disabilities, including preventative care such as screenings, vaccinations, and promotion of physical activity (PA) from health care professionals (HCPs) (3). Health care professionals serve as gatekeepers to general health needs, including opportunities for PA. Health care professionals are involved with health care access and PA promotion and may be able to decrease health disparities that exist for PWD through the implementation of the ecological model of health behavior (EMHB) in clinical practice. The EMHB is a framework that emphasizes multiple levels of behavior that can be systematically addressed at each level to develop comprehensive health behavior interventions (4). The EMHB is used by public health professionals to address behavior change for communities they serve; however, health behavior interventions can be a low-cost initiative that HCPs can implement into their practice (5). The purposes of this article are (1) to explore the empirical experience of PWD within health care and PA arenas and (2) to provide future care implementation strategies for HCPs as informed by the EMHB.

Ross, S.M., Smit, E., Yun, J., Bogart, K., Hatfield, B., & Logan, S.W. (2021) Exploring the intersection of disability status and childhood predictors of physical activity and sports participation: A CHAID decision tree analysis. Adapted Physical Activity Quarterly, 38 (2): 248-267. doi: 10.1123/apaq.2020-0027

Abstract

Secondary data analysis of 33,093 children and adolescents age 6–17 years (12% with disabilities) from a 2016–2017 National Survey of Children’s Health non-representative sample aimed to identify (a) unique clusters of sociodemographic characteristics and (b) the relative importance of disability status in predicting participation in daily physical activity (PA) and sports. Exploratory classification tree analyses identified hierarchical predictors of daily PA and sport participation separately. Disability status was not a primary predictor of daily PA. Instead, it emerged in the fifth level after age, sex, body mass index, and income, highlighting the dynamic intersection of disability with sociodemographic factors influencing PA levels. In comparison, disability status was a second-level predictor for sports participation, suggesting that unique factors influencing PA level are likely experienced by disabled children and adolescents. The authors employ an intersectionality lens to critically discuss implications for research in adapted PA.

Ross, S.M., Bogart, K.R., Smit, E., Hatfield, B., Yun, J., & Logan, S.W. (2021) Physical Activity, Medical Home, and Health Behavior Counseling among Adolescents with Special Health Care Need NSCH 2016-2017. Maternal and Child Health Journal, 25(4): 542-553. doi:10.1007/s10995-020-03089-w.

Abstract

Objectives: Aim 1 was to establish updated prevalence estimates for meeting national physical activity (PA) guidelines among adolescents with and without special healthcare needs (SHCN), 12-17 years old. To identify at-risk subgroups, our sub-aim was to compare the distribution of prevalence estimates across PA levels by SHCN subtypes, and in reference to peers without SHCN. Aim 2 was to examine the association between meeting PA guidelines, having a medical home, and receiving positive health behavior counseling in this population.

Methods: Weighted prevalence estimates for meeting the 2018 National PA Guidelines (inactive, insufficiently active, sufficiently active: guidelines met) were calculated from a secondary analysis of the National Survey of Children’s Health 2016-2017 ( n = 16,171, 27% SHCN). Adjusted odds ratios and 95% CIs were estimated from logistic regression models to measure the association between PA, medical home, and positive health behavior counseling.

Results: Of adolescents with SHCN, 15% were reported to be meeting PA guidelines compared to 19% of peers without SHCN peers. Among adolescents with a medical home, regardless of SHCN status, those receiving positive health behavior counseling had 1.70 times the adjusted odds of meeting PA guidelines compared to peers without counseling.

Conclusions for practice: Adolescents with and without SHCN were more likely to meet PA guidelines if they had a medical home and received positive health behavior counseling, highlighting the value of comprehensive healthcare practices for PA promotion.

Ross, S.M., McCarty, K, Schram, B.M., & Case, L. (2021). Critical Research in Sport, Health and Physical Education: How to Make a Difference. Adapted Physical Activity Quarterly. Advance online publication. https://doi.org/10.1123/apaq.2021-0056.

Abstract

Critical Research in Sport, Health and Physical Educationist an honest, reflective, emotional discussion of health and physical education (HPE) and sports scholarship, curricula, and community practice. This is a timely discussion of critical research—broadly defined as an inquiry into the ways of knowing and the role of power and social positioning in determining what forms of knowledge are privileged within spaces (Carspecken, 2008; see also Bain, 1989for a brief introduction to interpretive and critical research in sport and physical education). This collection of essays amplifies the voices of “researchers who accept that the social world is fundamentally unfair and correspondingly use research as a tool to challenge inequities, inequalities and injustices”(Chapter 1, p. 1). This book is unique in offering tools and application examples of critical theory in HPE and sport contexts. The reflective discourse invites readers to consider the extent to which HPE and sport teaching and health promotion practices have effectively impacted health and why our intended and actual outcomes may differ.

Kirk, T.N., Haegele, J.A., & McKay, C. (2021). Exploring dignity among elite athletes with disabilities during a sport-focused disability awareness program. Sport, Education & Society, 26(2), 148-160. doi:10.1080/13573322.2020.1713078

Logan, S.W.(2021). Reference accuracy in Research Quarterly for Exercise and Sport: A 30-year follow-up to Stull et al. (1991). Research Quarterly for Exercise and Sport.

DOI: 10.1080/02701367.2020.1853019

Ross, S.M., Smit, E., Yun, J., Bogart, K., Hatfield, B., & Logan, S.W. (2021) Exploring the intersection of disability status and childhood predictors of physical activity and sports participation: A CHAID decision tree analysis. Adapted Physical Activity Quarterly. 1-20.

Secondary data analysis of 33,093 children and adolescents age 6–17 years (12% with disabilities) from a 2016–2017 National Survey of Children’s Health nonrepresentative sample aimed to identify (a) unique clusters of sociodemographic characteristics and (b) the relative importance of disability status in predicting participation in daily physical activity (PA) and sports. Exploratory classification tree analyses identified hierarchical predictors of daily PA and sport participation separately. Disability status was not a primary predictor of daily PA. Instead, it emerged in the fifth level after age, sex, body mass index, and income, highlighting the dynamic intersection of disability with sociodemographic factors influencing PA levels. In comparison, disability status was a second-level predictor for sports participation, suggesting that unique factors influencing PA level are likely experienced by disabled children and adolescents. The authors employ an intersectionality lens to critically discuss implications for research in adapted PA.

Strehli, I., Burns R.D., Bai, Y., Ziegenfuss, D., Ryan D. Burns, Yang Bai, Donna Ziegenfuss, Block, M.E., & Brusseau, T.A. (2021). Mind-body physical activity interventions and stress-related physiological markers in educational settings: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health. 18, 224. https://doi.org/10.3390/ijerph18010224.

Shapiro, D. R.& Barfield, A., (2020) Wheelchair basketball exercise intensity in youth. Journal of Physical Activity Research, 5(1) 49-55. DOI:10.12691/jpar-5-1-10.

Children and youth with physical disabilities are at the greatest risk for inactivity, emphasizing the need for evidence-based activity options in recreation, rehabilitation, and post-rehabilitation settings. To determine if a wheelchair sport enabled youth participants to sustain moderate to vigorous physical activity (MVPA), the primary purpose of this study was to document the exercise intensity of wheelchair basketball (WBB) among youth. The secondary purpose was to examine the influence of age, disability type, and training condition on intensity. Thirty-four youth with physical disabilities (MAge = 15.73 ± 2.57 yrs; MPlaying Experience = 4.32 ± 2.77 yrs) participated in three wheelchair basketball training sessions that included tactical drills (M = 113 min), and scrimmage (M = 57 min) training conditions. Percentage of maximum heart rate (HRMax), mean accelerometer vector counts per minute, and rate of perceived exertion (RPE) were assessed across 3 practices and collapsed into one training intensity score for each variable. Mean HRMax was 66±8% and mean accelerator vector counts were 6,055±1439 per minute, indicating that participants sustained MVPA during WBB training. The perceived effort, however, was distinct from the actual physical demand as the mean RPE was 3.1±1.5. Age did not influence intensity scores but players who had a congenital or acquired spinal cord injury and were participating in scrimmage activity demonstrated higher exercise intensity. These findings support the ability of youth WBB players to sustain MVPA. This activity can be recommended as an evidence-based initiative in sport, rehabilitation, or post-rehabilitation settings.

Fraina, M., & Hodge, S. R. (2020). Mentoring relationships among athletes, coaches, and athletic administrators: A literature review. Journal for the Study of Sports and Athletes in Education. 14(2), 140-164. https://doi.org/10.1080/19357397.2020.1768033

The purpose of this comprehensive review of the literature was to synthesize research findings regarding structures and outcomes of mentoring relationships among athletes, coaches, and athletic administrators. Data-based studies involving mentoring in sport contexts were located, retrieved, reviewed, and analyzed. The primary search criteria for this literature review were data-based, peer-reviewed articles published between the years 2005–2016 involving the salient keywords mentoring and sport, which yielded 18 peer-reviewed articles for inclusion in this review. In this review, each study’s purpose(s), theoretical framework(s), data collection strategies, data analysis procedures, and results are presented. Emergent themes included: (a) mentoring of vulnerable populations, (b) attributes of mentors, and (c) outcomes of mentoring relationships. Lastly, practical implications based on the findings are discussed. Five strategies are developed as a measure to improve mentoring relationships.

Fines, A., & Block, M.E. (2020). Building collegiate adapted sports: Goalball case study. Sport, Education, and Society. 26(3), 326-338. DOI: 10.1080/13573322.2020.1729113

Campus Recreation should be providing sport and recreation opportunities to students of all social identity groups. This includes students with physical and sensory disabilities. In fact, federal law mandates that equal opportunity and access to extracurricular athletics should exist for this population. Despite evident personal and social benefits to participation in campus recreation, an in-depth understanding of how programs and initiatives are being developed to meet the various needs and preferences of students is missing from the literature. Therefore, the purpose of this study was to examine the program development of collegiate adapted sports. After initially interviewing thirteen leaders from six collegiate goalball, we decided to focus on the intrinsic case of LU goalball in order to tell its narrative with rich detail from beginning to end. The voices recounting the process of creating LU goalball are three of its foundational leaders: a student, a coach, and an assistant director of campus recreation. We contextualized their lived accounts using three of four components of the change process identified by the theory and practice of multicultural organization development: identification of change agents, organization readiness, and planning and implementation. As a whole, findings demonstrate the process undertaken by one collegiate goalball program as well as the impact it had at an individual and institutional level.

Haegele, J.A., Aigner, C., & Healy, S. (2020). Extracurricular activities and bullying among children and adolescents with disabilities.Maternal & Child Health Journal, 24(3), 310-318. doi:10.1007/s10995-019-02866-6

Objectives: The purpose of this study was to examine the relationship between participation in extracurricular activities and bullying perpetration and victimization among children and adolescents with disabilities. Methods: A nationally representative sample of 1906 children with and 15,901 children without disabilities and 1782 adolescents with and 15,885 adolescents without disabilities from the 2016 National Survey of Children’s Health was utilized. Parent-reported responses pertaining to bullying perpetration and victimization and extracurricular engagement were analyzed. Separate multilevel logistic regression analyses were conducted for children and adolescents, and separate analyses were conducted with a full sample of children as well as with a subset of children with disabilities. Results: A nationally representative sample of 1906 children with and 15,901 children without disabilities and 1782 adolescents with and 15,885 adolescents without disabilities from the 2016 National Survey of Children’s Health was utilized. Parent-reported responses pertaining to bullying perpetration and victimization and extracurricular engagement were analyzed. Results indicated that extracurricular engagement can reduce the likelihood of experiencing bullying victimization among adolescences with disabilities. However, extracurricular engagement was not associated with lower odds of bullying perpetration. Conclusions for Practice: These findings contribute to our understanding of the role extracurricular engagement can play in bullying behaviors among youth with disabilities. Similar to children without disabilities, it appears that engagement in extracurricular activities is significantly associated with lower odds of experiencing bullying victimization among those with disabilities. Conversely, the positive effects of extracurricular involvement on bullying perpetration risk were not evident in this current study.

Ross, S.M.,Smit, E., Yun, J., Bogart, K., Hatfield, B., & Logan, S.W. (2020). Updated national estimates of disparities in physical activity and sports participation experienced by children with disabilities: NSCH 2016-2017. Journal of Physical Activity and Health. 17(4), 443-455. doi: 10.1123/jpah.2019-0421.

Background: Children and adolescents with disabilities often report low levels of physical activity (PA). Estimating the magnitude of PA disparities has been previously challenged by underreporting and variability in the subsampling of disability. Using the National Survey of Children’s Health, this study estimated the population-level PA disparities experienced and the association between disability status and PA engagement. Methods: Weighted prevalence of PA engagement (National Physical Activity Guidelines for Americans (2nd edition) and sports participation) was compared across disability groups for children (n = 20,867, 6-11 y) and adolescents (n = 28,651, 12-17 y) and found to be 12%. Age-stratified multivariable logistic regressions estimated the likelihood of PA engagement as a function of disability status and type, after adjusting for child and household factors. Results: Children, but not adolescents, with disabilities had significantly lower odds of being sufficiently active compared with peers without disabilities (adjusted odds ratio = 0.75; 95% confidence interval, 0.60-0.94). Across age groups, the lowest prevalence rates were observed among those experiencing function and mobility disabilities. Children and adolescents were significantly less likely to participate in sports compared with peers. Conclusion: Children with function and mobility disabilities were identified as priority subpopulations least likely to be sufficiently active. The disparity in sports participation highlights a critical intervention point for increasing PA among children with disabilities.

Nicolai, A. H., Okely, A. D., Logan, S. W., da Silva, L. M., Cattuzzo, M. T., & Stodden, D. F. (2020). Relationship between meeting physical activity guidelines and motor competence among low-income school youth. Journal of Science and Medicine in Sport, 23(6), 591-595. DOI: https://doi.org/10.1016/j.jsams.2019.12.014

Objectives: Global health guidelines suggest that youth should accumulate at least 60 min of daily, moderate-to-vigorous-intensity physical activity (MVPA). The relationship between meeting physical activity (PA) guidelines and motor competence (MC) in youth are relatively unknown. This study assessed levels of MVPA and MC among socially vulnerable youth and determined if meeting the PA guidelines was associated with MC. Design: Cross-sectional. Methods: A total of 1017 youths aged 3–14 years from three schools participated in the study. Participants wore accelerometers for seven consecutive days to assess PA. Motor competence was assessed using the Test of Gross Motor Development, 2nd Edition, and the Körperkoordinations test für Kinder. MVPA and MC were compared by sex and school levels (preschool, elementary school, and middle school). Binary logistic regression models examined the predictive power of meeting PA guidelines and age on MC. Results: The prevalence of meeting PA guidelines declined across school levels among both girls (72%in preschool to 21% in middle school, p < 0.001) and boys (84% in preschool to 57% in middle school, p < 0.001). MC levels were low and also declined across age in both sexes (p < 0.001). During preschool age (older) was a consistent predictor of low MC, independently of meeting PA guidelines. Conclusions: Except for adolescent boys, meeting PA guidelines was not associated with higher MC. Public health policies should focus on the quantity and quality of MVPA within schools and on alleviating the decline in PA and MC across childhood and adolescence, with special attention to girls and disadvantaged families.

Bogart, K. R., Bonnett, A. K., Logan, S. W., Kallem, C. (2020). Intervening on disability attitudes through disability models and contact in psychology education. Scholarship of Teaching and Learning in Psychology. Advance online publication. DOI: https://doi.apa.org/doi/10.1037/stl0000194

Columna, L., Prieto, L., Elias-Revolledo, G., & Haegele, J.A. (2020). The perspectives of parents of youth with disabilities toward physical activity: A systematic review.Disability & Health Journal, 13, doi:10.1016/j.dhjo.2019.100851

Background Parents’ perceptions of physical activity (PA), in particular, are critically important because children with disabilities are often dependent on their families to be able to engage in physical activities. Thus, adapted physical activity scholars have acknowledged the need for research addressing the perceptions of parents of youth with disabilities regarding their child’s PA engagement. Purpose The purpose of this review was to examine published research literature pertaining to parents’ perspectives toward the physical activity of youth with disabilities by describing study characteristics and major findings. Methods Electronic database searches were conducted to identify relevant articles published between January 2007 and January 2018. Results Thirty-two articles met all inclusion criteria, and relevant data such as participant characteristics, theories, measurements, and dependent variables were extracted from them. Of the 32 studies, 26 were descriptive, and six were correlational. Seventeen studies explicitly stated a theoretical or conceptual framework. Conclusions Major findings suggest that parents have reported multiple motives to engage their children with disabilities in physical activity. However, numerous barriers (e.g., lack of a program, lack of time, children’s disability) were reported that negatively impact physical activity participation. As such, parents are calling for the need for training provided by qualified professionals to enhance participation for their children with disabilities.

Hernandez, D.J., Healy, S., Mona L., & Young K.S., (2020). Effect of rest interval duration on the volume completed during a high-intensity bench press exercise. The Journal of Strength and Conditioning Research. DOI: https://doi.org/10.1519/JSC.0000000000003477

Between-set rest intervals (RIs) are one of the most important variables in resistance training; however, no known research has investigated the effects of RIs greater than 5 minutes during high-intensity strength training. The purpose of this research was to examine the effects of 3 different RIs on repetition sustainability and training volume (sets × reps × resistance) during a high-intensity bench press exercise. Fifteen resistance-trained male subjects (mean ± SD, age = 25.5 ± 4.5 years, and bench press 1 repetition maximum [1RM] ratio [1RM/body mass] = 1.39 ± 0.1) completed 3 experimental sessions, during which 4 sets of the bench press were performed with 85% of 1RM load. Subjects performed the bench press using 3 different RIs in a random counterbalanced design. Data were analyzed using both a one- and two-way analysis of variance with repeated measures. As sets progressed, repetitions were significantly different (p < 0.05) between all RIs, and only the 8-minute RI (p < 0.05) allowed for the complete sustainability of repetitions over 4 consecutive sets. Subjects attained the greatest training volume (p < 0.05) using an 8-minute RI between sets compared with a 2- or 5-minute RI. Similarly, a significantly greater training volume was achieved using the 5-minute RI compared with the 2-minute RI. Resistance-trained men, with the goal of greater volume during strength training, would benefit from longer RIs, specifically using an 8-minute RI between 4 consecutive sets of a bench press exercise.

Logan, S.W., Ross, S.M.,Bogart, K.R., Feldner, H.A., Kenyon, L.K., & Woekel, E. (2020). Item development, internal consistency, and known-groups validity of the self-directed mobility scale. Disability and Rehabilitation: Assistive Technology. 1-7. DOI: https://doi.org/10.1080/17483107.2020.1782489

Purpose: The aims of the current study include to (1) describe the item development; and (2) begin the process of establishing the internal consistency and known-groups validity of the Self-Directed Mobility Scale. The purpose of the scale is to assess pediatric physical and occupational therapists’ views towards self-directed mobility and their perceived ability and intentions to advocate for children’s access to self-directed mobility. Methods: Three individuals with expertise in kinesiology, psychology, pediatric rehabilitation, and disability studies served as the expert panel for item development. Four samples were included to determine internal consistency and known-group validity: 350 physical therapists, 89 occupational therapists, 279 kinesiology undergraduate students, and 528 health and wellness undergraduate students. Results: The internal consistency was above the acceptable level of 0.70 (range = 0.72–0.77) for all samples when two items regarding promoting other motor skills prior to powered mobility use and the temporary use of a mobility device were removed. Known-groups validity was established between all samples. Conclusions: The Self-Directed Mobility Scale appears to be a valid tool for assessing views of self-directed mobility and mobility advocacy intentions in pediatric physical and occupational therapists, as well as undergraduate students. Future work should examine the internal consistency based on the study sample to ensure the (> 0.70) acceptable Cronbach’s alpha level is met.

Implications for rehabilitation

The Self-Directed Mobility Scale is a viable measurement tool to assess views of self-directed mobility and mobility advocacy intentions of pediatric physical and occupational therapists. In combination with other measures, the Self-Directed Mobility Scale may be used in future rehabilitation research to evaluate factors associated with the provision of mobility technology to children with disabilities.

Ying, L., Zhu, X., Haegele, J.A., & Wen, Y. (2020). Movement guideline in high school: Proportion of Chinese adolescents meeting 24-hour movement guidelines.International Journal of Environmental Research & Public Health, 17, doi:10.3390/ijerph17072395

The purposes of this study were (a) to examine the proportions of adolescents in China who partially or fully meet three 24-h movement guidelines on physical activity, screen-time, and sleep duration and (b) to examine whether there were gender differences in the proportion of boys and girls meeting these guidelines. The sample was made up of high school adolescents from an eastern province of China (N = 1338). The participants completed a self-reported survey on demographic variables and weekly health behaviors including physical activity, screen-time, and sleep duration. A frequency analysis was conducted to summarize the number of 24-h movement guidelines met of the total sample and by gender; chi-squared tests were used to examine the gender differences in the proportion of students meeting different guidelines, independently and jointly. A high proportion of adolescents did not meet physical activity (97.2%, 95% CI = 96.2–98.0%), or sleep (92.1%, 95% CI = 90.6–93.5%) guidelines, but met screen-time (93.6%, 95% CI = 92.4–94.7%) guidelines. Overall, only 0.3% (95%CI = 0.1–0.6%) of the sample met all three guidelines, 8.8% (95%CI = 7.5–10.2%) met two, 85.8%% (95%CI = 84.0–87.4%) met one, and 5.1% (95%CI = 4.0–6.4%) met none. There were no statistically significant percentage difference between female and male participants in meeting physical activity, screen-time viewing, or sleep duration guidelines, independently or jointly (p values > 0.05). These figures of participants meeting all three guidelines or physical activity and sleep independently are much lower than many estimates in prior research internationally. Considerations to improve adherence to physical activity and sleep guidelines are critical in this population

Zhu, X., Healy, S., Haegele, J.A., & Patterson, F. (2020). 24-hour movement guidelines and body weight in youth.Journal of Pediatrics, 218, 204-209. doi:10.1016/j.peds.2019.11.031

Objective To examine the prevalence of youth meeting the 24-hour healthy movement guidelines (ie,60 minutes of moderate-to-vigorous physical activity, 2 hours of screen time, age-appropriate sleep duration), and which combination of meeting these guidelines was most associated with bodyweight status, in a nationally representative US sample.

Study design Cross-sectional data from the 2016-2017 National Survey of Children’s Health were used. A multinomial regression model of body weight status was generated (underweight, overweight, obese vs healthy weight) and then stratified by sex. Analyses were adjusted for potential confounders.

Results The sample (n = 30 478) was 50.4% female, 52.4% white, and the mean age was 13.85 2.28 years; 15% percent were obese and 15.2% were overweight. Overall, 9.4% met all 3 of the 24-hour healthy movement guidelines, 43.6% met 2, 37.9% met 1, and 9.1% met none. Meeting zero guidelines (vs 3) was associated with the greatest likelihood of overweight (aOR, 1.85; 95% CI, 1.31-2.61), and obesity (aOR, 4.25; 95% CI, 2.87-6.31). Females (aOR, 4.97; 95% CI, 2.59-9.53) had higher odds of obesity than males (aOR, 3.99; 95% CI, 2.49-6.40) when zero (vs 3) guidelines were met. Meeting the moderate-to-vigorous physical activity guideline, either alone or in combination with screen time or sleep duration (vs all 3), was associated with the lowest odds for overweight and obesity in the full sample.

Conclusion Meeting all movement guidelines was associated with the lowest risk for obesity, particularly in females. Meeting the moderate-to-vigorous physical activity guideline may be a priority to prevent overweight and obesity in youth.

Research Related to Individuals with Physical Impairment

Plummer, T., Logan, S. W., & Morress, C. (2021). Explorer Mini: Infants’ initial experience with a novel pediatric powered mobility device. Physical & Occupational Therapy in Pediatrics, 41(2), 192-208.

DOI: https://doi.org/10.1080/01942638.2020.1819935

Abstract

The purpose of this study is to describe the driving experience and emotional responses of young children who experience mobility limitations during initial use of the Explorer Mini, a new pediatric powered mobility device.

Methods

The current study utilized a descriptive, cross-sectional, and mixed-method approach. Thirty-three young children between 6 and 36 months of age who experience mobility limitations participated in this study and were provided up to two, 15-minute driving sessions with the Explorer Mini. Researchers completed an observation form that included field notes (qualitative data) and answers to yes/no questions to generate percentages of observed behaviors (quantitative data) regarding young children’s driving experience and emotional responses while using the Explorer Mini.

Results

Thematic analysis from field notes (i.e., qualitative data) revealed two inter-related themes: 1) I can move, 2) I think I like it- don’t I? Ninety four percent (i.e., quantitative data) of young children were able to move the Explorer Mini to explore their environment.

Conclusions

Young children demonstrated self-initiated mobility with a powered mobility device using the midline joystick. The results support the notion that infants 6–36 months can effectively use the Explorer Mini. The device received Food and Drug Administration 510k clearance in February 2020.

Vinoo, A., Case, L., Zott, G. R., Vora, J. R., Helmi, A., Logan, S. W., & Fitter, N. T. (in press). Design of an assistive robot for infant mobility interventions. Proceedings of 2021 IEEE International Conference on Robot and Human Interactive Communication (RO-MAN).  Peer-reviewed, 6-page paper published in proceedings of an engineering conference.

Abstract

Childhood ambulatory disabilities detract from not only the physical development but also the social engagement of young children. Commercial mobility aids can help improve the autonomy of children with disabilities, but affordability issues, policy challenges, and uncertainty about training standards limit the early use of these devices. In this paper, we build on affordable research-grade mobility aids for young children and consider how to design and evaluate an assistive robot that can support the use of these devices. With young children’s contingency learning abilities in mind, we designed an assistive mobile robot capable of supplying age-appropriate light, sound, and bubble rewards. We conducted a first evaluation of the robot’s ability to support driving practice with N = 5 typically developing infants. The results indicate the mixed success of the robot rewards; driving distances uniformly tended to fall over the course of the study, but children did tend to look at the robot. In a second exploratory study involving N = 6 children in free ambulatory play, we see clearer differences in gaze and behavior from the introduction of an assistive robot. Generally, this research can inform others interested in assistive robotic interventions for young children.

McCarty, K., Kennedy, W., Logan, S., & Levy, S. (2021). Examining the relationship between falls self-efficacy and postural sway in community-dwelling older adults. Journal of Kinesiology & Wellness, 10(1), 21-30. Retrieved from https://jkw.wskw.org/index.php/jkw/article/view/85

Abstract

The most common cause for both fatal and nonfatal injuries for older adults in the U.S. is experiencing a fall. Researchers are interested in identifying variables which may help predict a person’s likelihood of falling to create targeted, preventative initiatives. Previous research has explored the relationship between psychosocial and biophysical fall predictors on fall outcomes but rarely explores the ontological lens which surrounds how these finding are interpreted. The purpose of this study was to further examine the relationship between falls self-efficacy and postural sway, in community-dwelling, aging adults (N=107, mean age 73.8, + 7.95, female 80) to bring a more robust understanding of fall risk assessment using a Biopsychosocial (BPS) perspective through the International Classification of Functioning model (ICF). The Modified Falls Efficacy Scale measured fall self-efficacy and the BTrackS balance assessment system measured postural sway. A moderate negative correlation was found between falls self-efficacy and eyes open postural sway (r = -.403, p < .001.), indicating that as a person’s self-efficacy score increases, their sway decreases, in line with previous studies. Participants experienced overall high self-efficacy, stellar balance performance for their age group, and low self-reported falls, leading one to wonder what variables cause the decline in performance and competence and/or contribute to a fall in such a group. Using a BPS perspective through the ICF, researchers suggest further exploration into the role that ableism and fear of disability play in the decline, and the responsibility of clinicians to disrupt anti-ableist narratives within rehabilitation and research.

Plummer, T., Logan, S. W., & Morress, C. (2021). Explorer Mini: Infants’ initial experience with a novel pediatric powered mobility device. Physical & Occupational Therapy in Pediatrics. 1-17.

DOI: 10.1080/01942638.2020.1819935

Aims: The purpose of this study is to describe the driving experience and emotional responses of young children who experience mobility limitations during initial use of the Explorer Mini, a new pediatric powered mobility device. Methods: The current study utilized a descriptive, cross-sectional, and mixed-method approach. Thirty-three young children between 6 and 36 months of age who experience mobility limitations participated in this study and were provided up to two, 15-minute driving sessions with the Explorer Mini. Researchers completed an observation form that included field notes (qualitative data) and answers to yes/no questions to generate percentages of observed behaviors (quantitative data) regarding young children’s driving experience and emotional responses while using the Explorer Mini. Results: Thematic analysis from field notes (i.e., qualitative data) revealed two inter-related themes: 1) I can move, 2) I think I like it- don’t I? Ninety four percent (i.e., quantitative data) of young children were able to move the Explorer Mini to explore their environment. Conclusions: Young children demonstrated self-initiated mobility with a powered mobility device using the midline joystick. The results support the notion that infants 6-36 months can effectively use the Explorer Mini. The device received Food and Drug Administration 510k clearance in February 2020.

Shapiro, D. R.& Barfield, A., (2020) Wheelchair basketball exercise intensity in youth. Journal of Physical Activity Research, 5(1) 49-55 DOI:10.12691/jpar-5-1-10.

Logan, S. W., Feldner, H. A., Bogart, K. R., Catena, M. A., Hospodar, C .M., Raja Vora, J., Smart, W. D., & Massey, W. V. (2020). Perceived barriers of modified ride-on car use of young children with disabilities: A content analysis. Pediatric Physical Therapy, 32(2), 129-135.DOI: https://doi.org/10.1097/pep.0000000000000690

Purpose: Modified ride-on cars have emerged as an early powered mobility option for young children with disabilities. The purpose of this study was to identify, extract, and synthesize perceived barriers of modified ride-on car use reported in previous studies.

Methods: This study was descriptive using a qualitative content analysis of previously published studies identified from a systematic literature search.

Results: Categories of perceived barriers were identified: device, environmental, child-related perceived barriers regarding health, tolerance, and abilities, and caregiver-related perceived barriers regarding physical requirements, time, and motivation. Device and environmental perceived barriers were the most reported.

Conclusions: Pediatric physical therapists play a critical role in working with families to promote their self-efficacy for using the modified ride-on car and their capacity for overcoming the inherent difficulties associated with use. Most of the reported perceived barriers are modifiable, at least to some degree, with likely effects on modified ride-on car use.

Shapiro, D.R., Pate, J., & Cottingham, M. (2020). A multi-institutional review of college campus adapted intramural sports programming for college students with and without a disability. Recreational Sports Journal, 44(2),109-125. org/10.1177/1558866120952093

This study examined factors surrounding the development and advancement of campus intramural programming for college students with physical disabilities. Campus recreation staff from 164 universities completed a survey examining campus programming for students with and without physical disabilities, marketing, modifications, barriers, needs, and strategies for developing adapted and inclusive intramural sports programming. Weight training, cardiovascular training, and personal training were among the most reported programming designed to include students with physical disabilities. Wheelchair basketball is among the longest-running intramural programs with sitting volleyball, goalball, and beep baseball increasing in popularity. Environmental and equipment accessibility was a predominant strategy and accommodation to facilitate inclusive programming, with the primary reason for not including adapted or inclusive intramural programming attributed to lack of request or too few students with physical disabilities on campus. Additional results and discussion address best practices and recommendations to initiate and improve programming for students with physical disabilities.

Logan, S. W., Feldner, H. A., Bogart, K. R., Catena, M. A., Hospodar, C. M., Raja Vora, J., Smart, W. D., & Massey, W. V. (2020). Perceived barriers before and after a 3-month period of modified ride-on car use. Pediatric Physical Therapy, 32(3), 243-248. DOI: 10.1097/PEP.0000000000000711

Purpose: The purpose of the study is to examine how perceived barriers change before and after a 3-month period of modified ride-on car use. Methods: This study used a qualitative content analysis of perceived barriers. Fourteen caregivers (13 mothers; 1 grandmother) responded to a single question, free-response survey before and after a 3-month period of modified ride-on car use. Results: A total of 11 and 20 perceived barriers were reported before and after the 3-month period. Environmental barriers were the most frequently reported before and after the 3-month period. Conclusions: Pediatric physical therapists need to be aware of the potential perceived barriers that families may experience in regard to young children with disabilities using modified ride-on cars and determine strategies to support families on an individual basis.

Tanure Alves, M.L., Grenier, M., Haegele, J.A., & Duarte, E. (2020). “I didn’t do anything, I just watched”: Perspectives of Brazilian students with physical disabilities toward physical education. International Journal of Inclusive Education, 24(10), 1129-1142. doi:10.1080/13603116.2018.1511760

Longo, E., De Campos, A.C., Barreto, A.S., Coutinho, D.L.L.N., Coelho, M.L.G., Corsi, C., Monteiro, K.S., & Logan, S.W. (2020). Go Zika Go: A feasibility protocol of a modified ride-on car intervention for children with congenital zika syndrome in Brazil. International Journal of Environmental Research and Public Health, 17, DOI: http://dx.doi.org/10.3390/ijerph17186875

Children with congenital Zika syndrome (CZS) present severe motor disability and can benefit from early powered mobility. The Go Zika Go project uses modified ride-on toy cars, which may advance the body functions, activities, and participation of children. This paper describes the study protocol aiming to assess the feasibility of a modified ride-on car intervention for children with CZS in Brazil. A mixed-methods design with multiple 1-week baselines, 3-month intervention, and 1-month follow-up will be implemented. Modified ride-on car training sessions will be conducted three times a week at the participants’ homes or in the clinic. The primary outcome will be a narrative description of study feasibility (photovoice method, focus groups, parent feasibility questionnaire, and assessment of learning-powered mobility). Secondary outcomes will be switch activation, driving sessions journal, social-cognitive interactions, mobility (pediatric evaluation of disability inventory computer adaptive test), goal attainment scaling (GAS), and participation (young children’s participation and environment measure). Go Zika Go is expected to be viable and to improve function, activity, and participation of children with CZS, providing a low-cost, evidence-based rehabilitation option that will be relevant to early child development from a global perspective.

Shapiro, D. R. (2020).a preliminary look at a collegiate intramural wheelchair basketball season on beliefs, attitudes, and behaviors of participants without disabilities. Journal of Hospitality, Leisure, Sport and Tourism Education, 26, https://doi.org/10.1016/j.jhlste.2019.100231.

The purpose of this study was to explore how social support, career beliefs, and career self-efficacy contribute to college athletes’ career development.551 college athletes were recruited as participants in the study. The data were statistically analyzed using structural equation modeling. The results indicated that career beliefs positively contributed to the prediction of career self-efficacy and career development. Social support positively contributed to the prediction of career beliefs and career self-efficacy. Career self-efficacy positively contributed to the prediction of career development. Furthermore, social support positively contributed to the prediction of career development through career beliefs and career self-efficacy.

Logan, S. W., & Bogart, K. R. (2020). The effect of an intervention on college students’ attitudes towards people with disabilities and self-directed mobility. International Journal of Disability, Development, and Education. 1-15. DOI: https://doi.org/10.1080/1034912X.2020.1738011

This study delivered an intervention that included education, contact by video, an environmental assessment and reflection activity, and hands-on experiences via a university course that centered on the Go Baby Go program. Go Baby Go involves modifying off-the-shelf, battery-operated, ride-on cars for young children with disabilities to use for self-directed mobility. The purpose of this study was to determine the effect of a 10-week course on college students’ attitudes towards people with disabilities and self-directed mobility. Participants included 78 college students enrolled in an Honours College course related to disability (intervention group: n = 40) or unrelated to disability (control group: n = 38) and completed the Attitudes towards People with Disabilities Scale and Self-directed Mobility Scale before and after a 10-week course. The intervention included education, contact by video, an environmental assessment and reflection activity, and hands-on experiences. Participants in the intervention group displayed more favorable attitudes towards people with disabilities (p < .01) and self-directed mobility (p < .001) compared to the control group, following the intervention. Attitude interventions that include education, contact by video, an environmental assessment and reflection activity, and hands-on experiences may be a viable pedological strategy for promoting favorable attitudes towards people with disabilities and self-directed mobility.