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Self-determination is a vital skill for individuals with disabilities and provides significant benefits, like more positive adult outcomes and greater qualities of life. Recreational sports participation is another fundamental aspect of life for individuals with disabilities, as it leads to increased physical activity, enhanced self-esteem, and improved peer acceptance. Despite these benefits, few studies examine the relationship between self-determination and recreational sports participation for individuals with disabilities. This study used questionnaires, interviews, and observations to provide a preliminary exploration of intersections of self-determination and recreational sports participation for adolescents with disabilities. The descriptive analyses supported the categories and themes derived from qualitative analyses indicating self-determination coaching combined with action plans improved student self-determination. Future research should seek to enhance the present study's generalisability and expand the findings to provide models for infusing self-determined learning opportunities within recreational sports for adolescents with disabilities.

Multisensory instruction is a mode of instruction for children to learn. This instruction utilizes visual, verbal, and kinesthetic methods. There is little known about teaching motor skills through multisensory instruction through live or video modeling. The purposes of this preliminary study were: (1) to pilot the use of multisensory instruction to teach a gross motor skill to children with language disorders and (2) to determine the feasibility of implementing multisensory instruction through the use of video modeling. Results support the use of video modeling to teach a gross motor skill using multisensory instruction. Future research should further investigate multisensory instruction through the use of video modeling for special populations, such as children with language disorders, while keeping prompts, modifications, and video consistency in mind. Keywords: Video modeling, language disorders, verbal rehearsal, Introduction Children learn fundamental motor skills in physical education through observing the teacher demonstration, listening to the verbal direction, and practicing kinesthetically. However, around 9.6% of male children and 5.7% [...]

The purpose of this systematic review was to examine the literature on video modeling to support physical activity in children with autism spectrum disorder (ASD). Specific aims were to (1) identify the targeted skills and behaviors of interest, (2) identify the type of video modeling procedure implemented, and (3) examine the effects of video modeling. This review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Search procedures, eligibility criteria, and data extraction were defined a priori to the study protocol. Results indicated the most widely used modeling procedure was basic video modeling. Targeted skills and behaviors included aquatics, dance, motor skills, video gaming, physiological responses, and verbal complimenting. This systematic review found video modeling to be a promising intervention to support physical activity in children with ASD. However, it is suggested for future research to provide even more consistency, clarity, and rigor in the design, implementation, and monitoring of the intervention.

Forstudents with disabilities, participation in recreational sports could provide opportunities for them to be physically active while practicing self-determination skills. Although research has linked self-determination to improved quality of life for individuals with disabilities, limited research exists exploring the intersection of recreational sports and self-determination. The purpose of this paper is to provide practical ways to improve self-determination through recreational sports for adolescent students with disabilities. This paper highlights how adults can support adolescents in developing self-determination skills through strategies such as (a) setting goals, (b) helping them develop an action plan, (c) self-monitoring their progress, (d) adjusting their goals, and (e) advocating for themselves. Examples are provided for each of these self-determination strategies, and additional selfdetermination resources are provided. Keywords: Adolescents, self-determination, recreational sports, Daniel, a fifth grade student with a mild intellectual disability, enjoyed playing basketball but had never enrolled in a recreational sport. Daniel's physical education teacher, Mr. Lee, felt it would [...]

According to Albert Bandura's Social Cognitive Theory and the four subprocesses of observational learning (Bandura, 1986), a variety of targeted skills and behaviors can be acquired through modeling. One evidence-based practice shown to be effective in teaching skills and behaviors to children with autism spectrum disorder (ASD) is video modeling (Wong et al., 2014). As studies have found motor deficits and delays in children with ASD (Downey & Rapport, 2012; Fournier et al., 2010; Van Damme et al., 2015), it is believed that video modeling could be used to support physical activity with this population. This article provides an overview of video modeling, explores the theoretical framework of observational learning, and includes examples on how video modeling could be used to support physical activity in children with ASD. Keywords: Autism spectrum disorder, ASD, video modeling, physical activity, Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social communication and interaction as well as restricted and repetitive patterns of behavior and interests (Diagnostic and Statistical [...]

We examined whether a group contingency increased engagement during elementary school physical education sessions. The intervention employed procedures (explicit instruction, goal setting, and reinforcement) drawn from the first tier of classwide function-related intervention teams (CW-FIT; Wills et al., 2009). Results showed salutary increases in engagement that corresponded with the teacher's implementation.

For many students with autism spectrum disorder, physical education is the responsibility of an adapted physical education specialist. In this study, we examined the training focused on teaching students with autism spectrum disorder received by a sample of 106 adapted physical education specialists. Competencies necessary on a course to train adapted physical education specialists to work with students with autism spectrum disorder were also defined using a two-step process. First, a group of physical education and special education experts generated a provisional list of competencies that they saw as necessary. Participants in this study then provided their opinions on the validity of this list. Additional suggestions for future training were also sought from participants., Certified adapted physical education specialists (CAPEs) are a select group of teachers who have specific training in physical education (PE) for students with disabilities. The competencies necessary to be a [...]

Abstract This Practical Pointer describes how Microsoft® PowerPoint Software can be used to create an 'Adapted DANCE Simulator.' This innovative idea was originally designed as a lead up intervention to [...]

Abstract Identifying practical strategies to increase the level of physical activity for students with autism can be quite challenging for some physical educators. The purpose of this study was to [...]

This Practical Pointer describes how Microsoft® PowerPoint Software can be used to create an "Adapted DANCE Simulator." This innovative idea was originally designed as a lead up intervention to assist students with autism in learning the traditional Dance Dance Revolution activity. [ABSTRACT FROM AUTHOR]