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Approximately twice as many self-identified LGBTQ high school students report being bullied on school property than their heterosexual peers (Centers for Disease Control and Prevention, 2019). Unfortunately, students who experience peer harassment are at an increased risk of depression and anxiety. Given that physical education is a context in which students should feel safe to explore health-enhancing behaviors, it is important to examine how LGBTQ students perceive this unique environment. Therefore, the purpose of this investigation was to qualitatively explore LGBTQ college students' perceptions of high school physical education. Six undergraduate students identifying as LGBTQ consented to participate in the IRB-approved study. Participants were formally interviewed for 30 to 60 minutes using a semi-structured interview guide grounded in a social-ecological framework (Espelage & Swearer, 2004). Results indicate that participants remembered high school physical education as a toxic setting in which peer harassment was the norm. Participants also described that physical education teachers were ill equipped to address homophobic bullying, often ignoring its occurrence in both the gym and the locker room. The results of this investigation will hopefully illuminate the unique social-ecological reality that LGBTQ students face in the physical education setting., Introduction Scholars have a good understanding of homophobic bullying within general school contexts (Crothers et al., 2017; Kosciw et al., 2020; Pollitt et al., 2018). Unfortunately, LGBTQ students experience more [...]

Purpose: The aim of this study was to assess the interaction of kinematic, kinetic, and energetic variables as speed predictors in adolescent swimmers in the front-crawl stroke. Design: Ten boys (mean age [SD] = 16.4 [0.7] y) and 13 girls (mean age [SD] = 14.9 [0.9] y) were assessed. Methods: The swimming performance indicator was a 25-m sprint. A set of kinematic, kinetic (hydrodynamic and propulsion), and energetic variables was established as a key predictor of swimming performance. Multilevel software was used to model the maximum swimming speed. Results: The final model identified time (estimate = −0.008, P =.044), stroke frequency (estimate = 0.718, P <.001), active drag coefficient (estimate = −0.330, P =.004), lactate concentration (estimate = 0.019, P <.001), and critical speed (estimate = −0.150, P =.035) as significant predictors. Therefore, the interaction of kinematic, hydrodynamic, and energetic variables seems to be the main predictor of speed in adolescent swimmers. Conclusions: Coaches and practitioners should be aware that improvements in isolated variables may not translate into faster swimming speed. A multilevel evaluation may be required for a more effective assessment of the prediction of swimming speed based on several key variables rather than a single analysis. [ABSTRACT FROM AUTHOR]

Purpose: This study seeks to describe the perspective of students with attention-deficit hyperactivity disorder (ADHD) and physical education (PE) teachers concerning physical activity practice in high school. Methods: A qualitative descriptive study based on an interpretative framework was conducted with secondary school students with ADHD, and their teachers of physical education. In-depth interviews and researchers' field notes were used to collect the data. Purposive sampling and inductive thematic analysis were applied. Results: Results show that ADHD is not experienced as limiting the practice of PA and PE by students, except in motor activities that require concentration such as tactical games. On the contrary, PA and PE helps them feel better. Teachers have not had to make extensive methodological modifications in their teaching styles with students with ADHD in relation to other situations or incidents. Conclusions: Students with ADHD do not seem to show significant difficulties in PE lessons or in the practice of extracurricular PA. PE teachers do not need to make significant adaptations with these students. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The first objective is to examine the age-related trajectory of competitive performance and the age at peak competitive performance in wheelchair rugby players at the Paralympic Games. Another objective is to verify age correlations with performance over the years for each class. Design: This is a retrospective cohort study. Results: Data were collected from the official results books of the Paralympic games. The mean age (SD) of the 267 players and 448 analyzed data from all Paralympic games (from Sidney 2004 to Tokyo 2020) across all classeswas 32.8 (6.4) yrs, and the age at peak competitive performance was 30.6 (7.4) yrs. Each class had no statistical difference in age at peak competitive performance. In addition, there was no significant correlation between age and performancewithin classes or across all Paralympic games. Conclusions: The findings indicate that wheelchair rugby players' age at peak competitive performance is 30.6 yrs, which remains consistent across all classes. There is no statistical correlation between age and performance in wheelchair rugby. These findings significantly affect effective talent identification and athlete development programs. This impact ensures that athletes receive the necessary support to reach their maximum potential while avoiding the pitfalls of underestimating or overestimating their stages of development. [ABSTRACT FROM AUTHOR]

Improvements in race times for male and female Para canoe athletes across different sports classes have led to a reduction in relative differences between classes over time. However, there is a lack of research examining the comparative developmental trajectories between high-performance Paralympic (PCS) and Olympic (OCS) canoe sprint. In this study, we compared the developmental trajectories of 200-meter kayak performances among PCS and OCS athletes. In total, we analyzed 628 race results obtained from public online databases, for nine competitions between 2015 and 2023. Race times were reduced over the years except in specific sports classes (KL3-M, K1-M, and K1-F; KL: Kayak Level, M: male, F: female), with a poor positive correlation (r = 0.17 to 0.33) between time and the years. For the remaining sports classes, these correlations ranged from poor to fair (r = −0.58 to −0.13). OCS K1 athletes outperformed their Paralympic counterparts. Among Paralympic classes, KL1 had slower times than KL2 and KL3 (p ≤.05), with KL2 times significantly lower than KL3 in the female category. OCS athletes exhibited less variability in race times compared to PCS athletes. In the male category, there were no significant differences in the coefficients of variation (CV) and amplitude of race times between sport classes, except for KL1-M, which had a larger CV than K1 (p ≤.05). In the female category, the CV and amplitude of race times were significantly higher in KL1-F compared to KL3-F and K1-F. OCS times remained stable from 2015, with KL3-M following a similar trend. PCS displayed greater race time variability, particularly in higher impairment classes, notably KL1. This underscores the existence of distinct developmental stages within the canoe sprint modality, particularly emphasizing the early developmental phase of KL1. It also provides valuable insights for coaches and sports selection, especially concerning athletes with more severe impairments, including those in Rehabilitation Centers and during athlete recruitment. [ABSTRACT FROM AUTHOR]

Chronic illnesses are conditions that last one year or more and require ongoing medical attention, limit activities of daily living, or both (Raghupathi & Raghupathi, 2018). Over 40% of school-aged children have at least one chronic health condition (Centers for Disease Control and Prevention, 2021). Children with chronic illnesses may need accommodations to their learning environment and can be protected by the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act. Some of the most common chronic illnesses impacting students include respiratory disorders, bleeding disorders, sickle cell anemia, and diabetes. The purpose of this article is to discuss common chronic health conditions and how physical educators and coaches can provide an environment in which children with chronic illnesses are safe and successful while participating in physical activity. Keywords: Chronic illness, physical education, sport, IDEA, Section 504, Over 40% of school-aged children have at least one chronic health condition, including chronic illness, obesity, and severe allergies (Centers for Disease Control and Prevention [CDC], 2021). These conditions can [...]

Many physical education teachers and teachers of students with visual impairments have difficulty including children with visual impairment and additional disabilities. The lack of appropriate opportunities by teachers places this burden on parents to be more involved in their child's physical education programming. Parents can be key stakeholders in helping their children know the solutions to the barriers to involvement in physical activity and sports. As a result of parental involvement in their child's physical education, the child's motor competence may improve. Therefore, the purpose of this study was to determine the perceptions of parents with children with visual impairments and additional disabilities regarding their child's physical education. A survey was developed and validated by experts in the field. The analyses of this mixed methods survey included frequency analyses of the quantitative data and themes from the open-ended questions. Seventy-four parents/guardians with children with visual impairment including moderate to severe disabilities participated. Parental responses indicated that most children were provided physical education services; however, only 50% are satisfied with their child's physical education experiences. While most parents indicated they were actively involved with their child's programming, many barriers and support needs indicated a dire need for more training to support both parents and educators of youth with visual impairments and additional disabilities. Keywords: Parent perception, physical education, visual impairment, Nearly half a million youth in the United States have vision difficulty according to the 2019 American Community Survey including 276,322 males and 270,761 females under the age of 18 [...]

This article presents a cooperative learning unit that could be beneficial for students with and without disabilities in general physical education settings. A description of this unit, helpful resources, and recommendations are provided for planning and implementing this unit. Keywords: Cooperative learning, physical education, disabilities, In physical education (PE) programs around the world, students with disabilities are commonly educated in general settings alongside their peers without disabilities (Haegele et al., 2017). Many students with disabilities [...]

The purpose of this study was to connect with adapted physical education (APE) teachers in PK-12 programs to explore service delivery practices and the impact COVID-19 had on those practices and gather teacher suggestions for APE teacher preparation programs. Seventeen teachers with comprehensive APE experiences were interviewed. Questions included a combination of general service delivery questions, how COVID-19 impacted the education environment, and suggestions to improve teacher preparation programs. Three interrelated themes emerged: (1) collaboration and communication, (2) special education process and legal knowledge, and (3) remote instruction and assessment. Participants provided a range of suggestions for teacher preparation programs to include as learning outcomes for preservice teachers. Findings suggest APE teacher preparation programs need to prepare students to work in an interdisciplinary school setting and be adaptable in an ever-changing environment., In the United States, the Individuals With Disabilities Education Improvement Act (IDEA, 2004) states that public schools are required to provide students with disabilities (SWD), ages 3-21, a free appropriate [...]

The Basic Psychological Needs in Physical Education Scale (BPNPE; Vlachopoulos et al., 2011) measures the basic psychological needs for autonomy, competence, and relatedness. The BPNPE has yet to be vetted for use with students with visual impairments. The purpose of this study was to begin the vetting process of the BPNPE, with content and face validity screening, for use with students with visual impairments via the Delphi method. A panel of 15 experts rated the quality, importance, relation to self-determination for each item and provided wording suggestions and comments. On the basis of the feedback, items were revised and presented back to the experts until consensus was reached. Three rounds of obtaining feedback were necessary for the panel to reach consensus for the BPNPE. This instrument can be used to quantify the basic psychological needs satisfaction of students with visual impairments during physical education and to aid in curriculum improvements that encourage autonomy, competence, and relatedness., When an individual has their basic psychological needs met, they feel as though they are in control of their actions, or self-determined, and experience greater motivation and well-being (Ryan & [...]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background The aim of our study was to evaluate the impact of the ActTeens Program on physical activity and health-related physical fitness among adolescents in Brazil. Methods The “ActTeens Program” was conducted using a cluster-randomized controlled trial during 24-week school term. The sample consisted of 317 adolescents (52.7% girls; 13.61 ± 0.70 years) from four secondary schools that were randomly assigned to intervention group (N = 169) or control group (N = 148). This school-based physical activity (PA) intervention involved two components: (i) structured physical activity sessions delivered within physical education (PE) and (ii) healthy lifestyle guidance (mHealth). The primary outcome was PA assessed using Physical Activity Questionnaire for Adolescents (PAQ-A); secondary outcomes included muscular (MF) and cardiorespiratory fitness (CRF) assessed using 90-push-up, handgrip dynamometer, standing long jump, and 20 m PACER shuttle run test. Assessments were conducted at baseline, 12- and 24-week. Intervention effects were assessed using linear mixed models (LMM). Results For the primary outcome (PA), no significant group-by-time effects were observed for physical education based-PA (0.3 score; 95%CI: -0.1; 0.6; and − 0.01 score; 95%CI: -0.03; 0.03, at 12-wk and 24-wk respectively) and total PA (-0.02 score; 95%CI: -0.2; 0.2; and − 0.01score; 95%CI: -0.2; 0.2, at 12 and 24 weeks respectively). After 24 weeks, we observed a significant group by time effects for lower body muscular fitness (12.9 cm; 95%CI, 3.2 to 22.2). Conclusion The implementation of aerobic and muscle-strengthening exercises used in the ActTeens intervention did not lead to improvements in physical activity. The intervention resulted in improved lower body muscular fitness, however, we found no significant differences for upper body muscular and cardiorespiratory fitness.

Despite the health importance of identifying correlates of physical fitness in youth, no investigation to date has explored the influence of behavioral, health-related, and contextual correlates simultaneously. We investigated the hierarchical relationship of multiple modifiable correlates favoring or diminishing cardiorespiratory and muscular fitness in youth. Cross-sectional investigation. In a sample of 5174 children and adolescents, 31 correlates were hierarchized according to their impact on cardiorespiratory and muscular fitness assessed using the FITESCOLA® fitness battery. A Chi-squared Automatic Interaction Detection approach was employed and measures of correlation and association were used to investigate the relationship between physical fitness and correlates. In children, body mass index was the most relevant factor to discriminate between high and low cardiorespiratory and muscular fitness of the upper, middle, and lower body. While body mass index was more important than any other correlate to differentiate levels of upper and lower body muscular fitness during adolescence, specific characteristics of sports participation emerged as key factors to discriminate between high and low cardiorespiratory fitness and middle body muscular fitness. Other correlates, including the self-report of active recess time, active commuting to school, favorable neighborhood conditions, and limited time on screens and cellphones, were demonstrative of favorable physical fitness levels. Both body composition and sports-related characteristics emerged as the two most relevant factors of physical fitness in youth. Additional health benefits may be obtained from building supportive environments for sports and healthy exercise habits within the household and at different school education levels. [ABSTRACT FROM AUTHOR]

(1) Background: The growing prevalence of obesity, diabetes, hypertension, and declining physical fitness among children and adolescents due to sedentary lifestyles has increased attention toward preventive intervention to tackle this issue. This study investigated the age-related effects of high-intensity functional training (HIFT), based on bodyweight resistance exercises conducted during physical education lessons, on muscle mass and strength improvement. (2) Methods: Adolescent males (n = 116) were allocated to four HIFT experimental groups (EGs) and four standard physical education program control groups (CGs) according to age (15, 16, 17, and 18 years [y]). The changes in muscle mass (absolute and relative to height [SMI]), hand–grip strength (HGS), sit-ups (SUs), and standing broad jump (SBJ) were analyzed using two-way analysis of variance (ANOVA) with Bonferroni tests. (3) Results: HIFT significantly increased muscle mass and scores in all strength tests (p < 0.01), while chronological age was significant for HGS (p < 0.01). Interactions between HIFT and chronological age categories were observed for HGS (p = 0.01) and SBJ (p < 0.03). Detailed post hoc tests revealed improvement in muscle mass across all chronological age categories for both approaches (p < 0.05). The 18y-EG group improved HGS over their control peers (p < 0.01), the EG groups significantly improved their SU results (p < 0.01), and SBJ improved in the 15y-EG and 18y-EG groups compared to their control (p < 0.01). (4) Conclusions: This research highlights the effectiveness of a school-based HIFT program in promoting muscle mass gains and enhancing muscle strength among adolescents. The findings offer valuable insights for implementing bodyweight exercises during physical education classes. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic caused significant changes in society's dynamics, particularly affecting the landscape of education. Research in several areas may have been affected during periods of social restrictions. This study analyzed the curricula of 558 researchers across 27 graduate programs in physical education in Brazil to investigate the potential impact of the COVID-19 pandemic on scientific publications. Researchers' production from 2018 to 2022 underwent a comprehensive analysis, considering the total number of publications, Qualis rank, and journal impact factor. Data were analyzed using chi-squared and Kruskal-Wallis tests. Significance was set at 5%. Overall, the analyzed researchers published a total of 17,932 manuscripts from 2018 to 2022. During the COVID-19 pandemic, there was a decline of 16.4% in the number of articles published (p = 0.001). This decline was similar between men and women (p = 0.603) and was associated with a worsening in Qualis rank (p = 0.001). The number of studies published in journals with impact factors was also affected (p = 0.001). The findings suggest a potential impact of the COVID-19 pandemic on the scientific production of Brazilian researchers in the field of physical education. Funding agencies should consider the challenges associated with the COVID-19 pandemic before evaluating researchers and programs. [ABSTRACT FROM AUTHOR]

Objective: The aim of the study is to verify the performance trajectory related to age, classification (KL: kayak level; M: male; F: female), and sex of elite kayak Para canoe athletes. Design: This is a retrospective cohort study. Results: Race results and athletes' data were retrieved from publicly available online databases for 17 competitions and 102 finals between 2015 and 2022. Race time reduced over the years except for KL3-M class. There was a reduction in the relative difference between KL2-M and KL3-M over the years (r = -0.83, 95% confidence interval = -0.34 to -0.97, P = 0.05). In addition, no significant differences were found in race times relative differences between KL2-F and KL3-F over the years. Although the correlation between age and performance was only found to be statistically significant in the KL3-F class, the ages of all classes (35.2, 32.6, 29.5, 34.6, 37.6, and 30.6 yrs for males and females KL1, KL2, and KL3, respectively) were higher than those in Olympic canoeing (27.8 yrs). Conclusions: Race times have improved overall since 2015, but not for the KL3-M class. Nevertheless, because of the stochastic ages of the finalist athletes, it was not possible to determine the age at which peak performance is achieved in all classes. Kayak Para canoe classes should be monitored in the coming years to determine whether interventions are necessary to improve differentiation. [ABSTRACT FROM AUTHOR]

BackgroundTo address low state physical education (PE) quantity and quality law implementation in elementary schools, the New York City Department of Education (NYCDOE) delivered a multilevel intervention (PE Works; 2015-2019), which included a district-led audit of school PE-law implementation, feedback, and coaching with principals. Using the Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) implementation science framework, we assessed the primary multilevel drivers of success for this approach in increasing adherence to PE quantity and quality law.MethodsWe conducted in-depth, semi-structured interviews with district-level personnel (n=17), elementary school administrators (n=18), and PE teachers (n=6) in 2020-21.ResultsInterview results suggested several key RE-AIM drivers of successful PE law implementation. Reach: Ensure higher-need schools receive the necessary initial support to improve PE and later focus on lower-need schools.EffectivenessProvide support tailored to school needs, not penalties, to improve PE. Adoption: Increase the priority of PE at both district and school levels (e.g., audit and feedback, themselves, appear to elevate PE's priority). Streamline data collection and feedback reports; collecting/reporting too much information is burdensome and leads to lack of focus. Involve qualified (i.e., skilled in both school administration and PE programming/pedagogy) district-level personnel to work collaboratively with schools.ImplementationBuild strong, trusting district-school relationships. Maintenance: Provide ongoing district-level support to schools and involve parents to advocate for quality PE.ConclusionsPE audits, feedback, and coaching (PEAFC) can guide schools in establishing long-term plans for successfully implementing PE-related law. Future research should examine the impact of PEAFC elsewhere (e.g., secondary schools, other districts).

Compared to elementary physical education, high school physical education has historically lacked quality. Students struggle to find relevance in the subject, team sports dominate the curriculum, and teachers generally do not actively teach to the extent of their elementary counterparts. Though the need for change has long been acknowledged, substantive change has failed to permeate practice. Indeed, the same issues that plagued high school physical education 30 years ago continue to do so today. This article presents a splintered identity, misaligned curriculum, and a negligible commitment to teaching as fundamental issues that should be addressed if high school physical education is to successfully enhance its status in the eyes of key stakeholders, including students, other teachers, administrators, parents, and policy makers., I remember entering physical education teacher education (PETE) with the mindset to assist in efforts that bring positive change to high school physical education (HSPE). Such changes are necessary when [...]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This mixed-method study examined the impact of combining virtual reality (VR) and gamification (GAM) with the practice teaching style (PTS) on students' motor skills and perceived effort in physical education. Participants (n = 75) were divided into three groups: PTS (control), PTS + GAM and PTS + GAM + VR. Each group had two one-hour sessions per week for six weeks. Participants' motor skills and perceived effort were evaluated quantitatively and qualitatively using tests such as the SportComp Motor, flamingo and plate-tapping tests, as well as the handgrip strength test and the Pictorical Children's Effort Rating Table. The results indicate that the PTS group reported a higher perceived effort compared to the other groups (p < 0.001). All study groups exhibited improvements in the handgrip strength (p < 0.001) and flamingo (p < 0.05) tests, while lateral jump test improvements were observed only in the two GAM groups (p < 0.001). The VR group showed an improvement in the plate-tapping tests (p < 0.001), while the PTS group exhibited a decline in the displacement with support test (p < 0.05). Participant perceptions suggest that the activity nature, motivation from competition and rewards influenced the perceived effort and motor skills. In conclusion, GAM techniques are effective in reducing perceived effort in physical education programs, and combining GAM with VR enhances improvements in motor skills. [ABSTRACT FROM AUTHOR]

In Chile, over the past 8 years, significant strides have been made in public policies regarding the inclusion of children with disabilities (CWD) in the education sector, aligning with the objectives of sustainable development by 2030 and the "Education for All" agreement from Kazan 2015. Particularly in physical education, these policies draw heavily from the principles outlined in the 2023 Baku agreement on "Quality Physical Education," which underscores the multifaceted benefits of physical activity on social, cognitive, and educational levels. Consequently, there is a need to develop training programs for physical education teachers (PET) to facilitate the inclusion process. The objectives of the study were to identify the levels of self-efficacy of Physical Education Teachers in Chile to include children with disabilities in the school and analyze the variables of training in inclusion (PT) and previous contact (PC) in the modification of the perception of self-efficacy. A total of 559 teachers of the Chile participated, and the Self-Efficacy Scale for Physical Education Teachers towards Students with Disabilities was applied. The results for self-efficacy were median and high confidence, indicating differences in favor of PC in Women p<.001, η²=.06, Men p<.001, η²=.02, and Overall p<.001, η²=.03 and PT in Women p<.001, η²=.05, Men p<.001, η²=.05, and Overall p<.001, η²=.05. It is also observed It is also observed that there is better self-efficacy for those who had PC and PT p<.001 η²=.12 in Overall. It can be concluded that PT and PC influence the self-efficacy perception of physical education teachers. [ABSTRACT FROM AUTHOR]

Copyright of Actividad Fisica & Deporte is the property of Universidad de Ciencias Aplicadas & Ambientales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte is the property of Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many physical educators will work with a child with bipolar disorder daily. This manuscript addresses the definition, common characteristics, including distinct periods, prevalence of students with BD, and legal educational implications of the disorder. In addition, the manuscript will include possible characteristics of children with BD in general physical education, a discussion of possible solutions to these challenges, and the use of the Constraint Model in making modifications for the children with BD. Keywords: Bipolar, mental health, physical education, children, Introduction Bipolar disorder (BD) is typically diagnosed during late adolescence (teen years) or early adulthood. However, bipolar symptoms can appear in children. Bipolar disorder occurs in 1%-3% of youth (mostly [...]

Adopting the Cognitive Load Theory (CLT) as a framework, the objective of this article is to share information and strategies for assisting students with learning disabilities to be successful in integrated physical education (IPE) settings. The Cognitive Load Theory (CLT) premise is to foster learning by ensuring optimal cognitive loads within the instructional approach (Sweller, 1988). This manuscript presents three Cognitive Load principles: worked example effect, split-attention effect, and human movement effect along with specific implementation examples of these principles within APE settings. Keywords: Cognitive load theory, strategies, extraneous load, intrinsic load, germane load, working memory, long-term memory, learning disabilities, physical education, Scenario Antonio has learning disabilities and attends Mr. Batista's eighth grade physical education class on a regular basis. Mr. Batista plans his lessons so that Antonio may participate in activities [...]