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Physical educators generally understand the importance of the affective domain for student growth and development. However, many teachers struggle with assessing affective behaviors in a way that can be documented and reported. The five-step process outlined in this article can assist teachers in developing an effective way to assess the affective domain. Examples of common affective assessment tools are provided, along with a description of each instrument.

Purpose: The purpose of this study was to systematically develop and validate an instrument to assess parental perceptions toward adapted physical education (APE) teachers, who work with children with autism. Methods: Participants included two expert panels and parents of children and youth with autism. The survey used a Likert-scale design where parents rated their level of satisfaction regarding communication with, qualifications of, and rapport with the APE teachers. Results: Based on a coefficients for each of the three subscales, it was concluded that the survey had high internal validity. Split-half reliability determined by the Spearman Brown Prophecy coefficient indicated high reliability. Conclusion: Preliminary evidence demonstrated that the survey may be a useful tool in assessing parental perceptions of their child's APE teacher.

The inclusion of athletes with and without disabilities in disability sport, known as reverse integration, has received limited attention in the literature. The purpose of this study was to understand players' experiences in collegiate goalball. One-on-one semistructured interviews were conducted with two males (one with visual impairment, one without impairment) and four females (one with visual impairment, three without impairment) who participated in collegiate goalball programs. Interpretative thematic analysis helped uncover the meaning in participants' goalball experiences. Reverse integration was used as a conceptual framework to guide the interpretation of participant experiences. Four main themes were extracted from the data: (a) the disability advantage, (b) the building of team cohesion, (c) the disappearing disability, and (d) enjoyment and pride. Participation in collegiate goalball allowed students to see disability as an asset and question assumptions regarding teammates' abilities. This study highlights the potential value of providing opportunities for people with and without a disability to participate in sport together. [ABSTRACT FROM AUTHOR]

Sport Education and Disability Though much has been written on sport education (SE) as it relates to more traditional invasion games like basketball, rugby, and ultimate disc (Browne, Carlson, & [...], Though much has been written on sport education (SE) as it relates to more traditional invasion games such as basketball rugby, and ultimate disc, little work has been carried out on its use with disability sport or children with disabilities in general. As such, the purpose of this project was to determine the effect sport education roles had on athletes with visual impairments and blindness during a 3-day goalball experience. Findings suggest that both athletes and their coaches had a deeper understanding and more positive view of sport having participated in these roles. Keywords: sport education, disability sport, visual impairment/blindness, instructional models

This study examined the relationship between energy expenditure and wrist accelerometer output during walking in persons with and without Down syndrome (DS). Energy expenditure in metabolic equivalent units (METs) and activity-count rate were respectively measured with portable spirometry and a uniaxial wrist accelerometer in 17 persons with DS (age: 24.7 [plus or minus] 6.9 years; 9 women) and 21 persons without DS (age: 26.3 [plus or minus] 5.2 years; 12 women) during six over-ground walking trials. Combined groups regression showed that the relationship between METs and activity-count rate differed between groups (p less than 0.001). Separate models for each group included activity-count rate and squared activity-count rate as significant predictors of METs (p [less than or equal to] 0.005). Prediction of METs appeared accurate based on Bland-Altman plots and the lack of between-group difference in mean absolute prediction error (DS: 17.07%; Non-DS: 18.74%).Although persons with DS show altered METs to activity-count rate relationship during walking, prediction of their energy expenditure from wrist accelerometry appears feasible. (Contains 3 tables and 2 figures.)

The purpose of this study was to describe the BMI status of children and youth with intellectual disabilities by world region, gender and age. A total of 9678 children and youth records were available from the Special Olympics International Health Promotion database after data cleaning (6084 boys and 3594 girls). Children were defined as 8-11 year olds (n = 2035), and youth were defined as 12-18 year olds (n = 7643). BMI prevalence rates were computed using the International Obesity Task Force (IOTF) cut-points, and logistic regression was used to determine if either age or gender was associated with being overweight or obese. Approximately 30% of the sample was overweight or obese; however, the prevalence rates in North America were much higher, particularly among girls. Fifty-four percent of girls (95% confidence interval [CI], 51.4-57.2%) were overweight or obese. Logistic regression revealed that both age and gender were significant predictors in North America; however this pattern was not consistent throughout the world regions. BMI status is a significant indicator of health, and these findings suggest that overweight and obesity are significant health concerns for children and youth with intellectual disabilities around the world. Obesity rates in this population are particularly high in North America, and the odds of becoming overweight or obese increased with age in North America. It is critical that health professionals increase Health Promotion efforts, including physical activity and healthy eating behaviors for children and youth with intellectual disabilities. (Contains 2 tables.)

The main goals of the sport education model (SEM) are to help students become competent, literate, and enthusiastic sportspersons by offering learning opportunities through contextualized sport experiences within the physical education setting. While various resources recommend suitable and easy-to-use assessment tools for physical education teachers who use the SEM in their classes, those assessment tools are not always appropriate for assessing students with disabilities who participate in sport education. The purpose of this article is to present ways in which to modify or "re-think" both the assessment tools and the overall assessment environment for students with disabilities in a sport education curriculum. (Contains 1 figure and 2 tables.)

The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433)were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the "Pluralism and Diversity Attitude Assessment" survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women's attitude scores were significantly higher than men's. Further Friedman's ANOVA test showed statistical differences on the survey's constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, "Value Cultural Pluralism than Implement Cultural Pluralism". This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence. (Contains 4 tables and 2 figures.)

Background: The purpose of this study was both to investigate if children with intellectual disability (ID) spend more time watching television and on the computer than their peers without disabilities and if total screen time correlates with physical activity in these same children. Methods: Participants were 9 children with ID matched with 9 children without ID, aged 7-12 years. Participants were matched by gender, age, and body mass index (BMI). Parents logged after-school television and computer time. Physical activity was recorded with accelerometers. Results: Mann-Whitney tests revealed no difference between television or computer time between the groups. Correlations between physical activity and screen time revealed that children without ID had a low relationship between physical activity and screen time ([tau] = -0.11, p = 0.64). Conversely, children with ID had a moderate relationship between physical activity and screen time ([tau] = 0.56, p = 0.04). Conclusions: These results suggest that there might be different patterns of sedentary behaviours between children with and without ID, indicating that unique interventions may be needed for individuals with ID. (Contains 1 table.)

The purpose of this study was to examine the following: (a) the relationships among the latent constructs of fundamental motor skills (FMS), health-related physical fitness (HRF), and observed body fatness in South Korean adolescents with mental retardation (MR); (b) the indirect effect of fundamental motor skills on body fatness when mediated by health-related fitness; and (c) whether the degree of MR and gender affects these relationships. Students ages 13 to 18 years (287 boys and 134 girls) were recruited for the study. Separate structural equation models were estimated based on gender and the level of disability: mild or moderate MR. Group differences in the model structure were not found, so the data were combined and a single model estimated. The results showed that FMS significantly contributed to HRF (standardized effects beta = 0.53), p less than 0.01 and indirectly contributed to decreased body fatness mediated by HRF (-0.27), p less than 0.01. HRF directly contributed to decreased fatness (-0.50), p less than 0.01. The results from this study support the importance of both increased FMS and increased HRF in relation to decreased body fatness. (Contains 4 tables and 2 figures.)

The authors suggest incorporating pedometers into the physical education curricula for schoolchildren, especially children with visual impairment, as a way to combat childhood obesity. The authors offer activity ideas to incorporate pedometers into physical education classes and to encourage children with visual impairment to participate more fully in the classes. They also urge physical education teachers to promote physical activity outside the school.

WebTOP is a three-dimensional, Web-based, interactive computer graphics system that helps instructors teach and students learn about waves and optics. Current subject areas include waves, geometrical optics, reflection and refraction, polarization, interference, diffraction, lasers, and scattering. Some of the topics covered are suited for introductory level physics students while others are suited for intermediate optics students. WebTOP is developed with a flexible interface to suit the various needs of instructors and students. Many of the features lend themselves to classroom use or self-guided study. WebTOP is implemented using VRML, Java, JavaScript, and VRML's Java EAI.

Thirty-five youth with visual impairments (13.5 plus or minus 2.1 yrs, 13 girls and 22 boys) walked four 100-meter distances while wearing two units (right and left placement) of three brands of voice-announcement (VA) pedometers (Centrios[TM] Talking Pedometer, TALKiNG Pedometer, and Sportline Talking Calorie Pedometer 343) and a reference pedometer (NL2000). Registered pedometer steps for each trial were recorded, compared to actual steps assessed via digital video. Inter-unit agreement between right and left VA pedometer placement was low (ICC range 0.37 to 0.76). A systematic error was observed for the VA pedometers on the left placement (error range 5.6% to 12.2%), while right placement VA pedometers were at or below plus or minus 3% from actual steps (range 2.1% to 3.3%). The reference pedometer was unaffected by placement (ICC 0.98, error approximately 1.4%). Overall, VA pedometers demonstrated acceptable accuracy for the right placement, suggesting this position is necessary for youth with visual impairments. (Contains 3 tables and 2 figures.)

The purpose of this study was to examine the immediate and post effects of a parent‐mediated physical activity intervention on the fundamental motor skills of autistic children. We randomly assigned parent‐child dyads (n = 31) of autistic children aged 4–11 years into three groups (workshop, an online, or control group). Each dyad participated in a 12‐week intervention and was given adapted physical activity equipment and over 200 activities via a mobile application. Children were tested at the start and end of the intervention. The effect size (Cohen's d) of the control group for pre‐post locomotor and ball skill scores were 0.12 and 0.06, respectively, indicating small effect size. The effect size of the online group for pre‐post locomotor and ball skill scores were 49 and 0.26, respectively, indicating medium and small effect sizes. The effect size of the in‐person group for pre‐post locomotor and ball skill scores were 1.18 and 0.82, respectively, indicating large effect sizes. The outcomes of this physical activity intervention suggest that parents may facilitate the acquisition of fundamental motor skills of their autistic children. Although these results are positive, there is a need to further identify effective interventions for fundamental motor skill development in autistic children. Clinical Trials ID: NCT05159102. Lay Summary: Autistic children can benefit a lot from regular physical activity. Some of these benefits include being healthy and meeting new friends. Regular physical activity can also lead to being on sports teams. But most people agree that you need to be good at activities, like throwing, kicking, Parents can help their autistic children learn activities like throwing, kicking, and running, which are also known as fundamental motor skills. In this study, 31 families were randomly assigned to one group. Each family participated in either the workshop, the online, or the control group. Families in the workshop and online groups completed a 12‐week physical activity program. Each participant received adapted physical activity equipment. They also received a mobile application with over 200 activities. The workshop group also attended four in‐person workshops. The workshops focused on the needs of autistic children and their parents. The online group attended the workshops via Zoom. We tested children on their fundamental motor skills before and after the program. Parents of autistic children are their children's first teachers. Yet, they may not have the skills to teach their children how to do physical activity. So, our purpose was to focus on teaching parents of autistic children. As a result, children in this study improved their fundamental motor skills. This finding can help inform future programs for parents of autistic children. [ABSTRACT FROM AUTHOR]