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This study examined the occupational socialisation of physical education teacher candidates specific to their experiences with students with disabilities (SWD) prior to and during their Physical Education Teacher Education (PETE) programme, and how these experiences influenced their early teaching practices. Participants were teacher candidates (N = 12) from a PETE programme in the northeastern United States. This study was situated in descriptive-qualitative methodology using a multisite interview approach. Data were collected via personal data sheets, field notes, artefacts, and semi-structured interviews. Four themes emerged from the thematic line-by-line analysis: (1) professional attractors and facilitators; (2) unpreparedness, self-doubt, and frustration; (3) conflicting expectations; and (4) fears of challenging status quo. The teacher candidates experienced challenges unique to teaching SWD in the PK-12 setting during their occupational socialisation. Participants shared the experiences they most valued in their process of learning to teach SWD, including authentic teaching experiences.

Body image is an ever-changing phenomenon that has a profound effect on women's quality of life. Research related to body image is expansive, but few researchers have focused on how outdoor education may influence body image. This study examines predictors of change in body image of female participants of an outdoor education program. Twenty-eight females were surveyed using the Multidimensional Body-Self Relations Questionnaire before and after participation in an outdoor education program to determine change in body image. A multiple regression was used to determine if body valuation was a predictor of change in body image during an outdoor education program. A positive change in body image was associated with lower scores in body valuation prior to intervention. The results indicate that outdoor education programs may have a positive effect on how females perceive their body image when a negative body image exists prior to intervention.

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 purpose of this study was to characterize the expectations of parents of children with disabilities regarding adapted physical education services. Participants ("N" = 10) were parents of children with disabilities. Parents participated in one-on-one semistructured interviews. Transcripts were analyzed through a constant comparative method. Three parental themes emerged from the analysis: (a) importance placed on physical activities, (b) ongoing and frequent communication and collaboration, and (c) teachers' attributes. The results of this study demonstrated that parents wanted more communication with the adapted physical education teacher, a collaborative working relationship, attendance of the adapted physical education teacher at Individual Education Program meetings, and normalcy for their child.

If students in high school are to participate in sports, teachers at the upper elementary and middle school levels need to help these students establish a strong base of skills and tactical awareness in all classifications. It is only when students in the lower grades begin to work on these skills in an integrated curriculum that they will complete their education with the preparation they need to become lifelong participants in physical activity. In this article, the authors discuss the importance of developing a strong skill base, game sense, and tactical awareness at the elementary and middle school levels. The authors use the National Association for Sport and Physical Education's national standard and the sport education model as a basis for this article. (Contains 2 tables and 1 diagram.)

Quality physical education promotes small-sided activities that can provide a high rate of participation opportunities and skill practice. Because rundowns involve game skills, a small number of participants, and require decision-making, they can be a valuable learning activity in physical education. But what approach should be used to teach this activity? This article discusses the use of tactical approach in teaching sport concepts and skills. (Contains 1 figure.)