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According to the Centers for Disease Control and Prevention (CDC), it has been determined that approximately one in 36 children have been diagnosed with autism spectrum disorder (ASD). Children on the autism spectrum often seek inclusive recreational opportunities, particularly in sports. Golf can be a suitable activity for children on the autism spectrum because it can be played individually and has significant structure and rules. The purpose of this paper is to describe Newell's constraint model and then provide an overview of the design of an adapted golf program for children on the autism spectrum using this approach. This paper will also highlight the individual constraints that need to be considered in the instructional process, the types of manipulation of environmental constraints, and the kinds of developmentally appropriate golf tasks that will enhance children's learning of golf skills. The paper is tailored for physical education teachers incorporating or considering golf programs as a part of their curriculum. Keywords: Autism spectrum disorder, golf, constraints model, motor skills, Introduction Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication, and behavioral challenges (Centers for Disease Control and Prevention [CDC], 2021). According to the CDC [...]

In this article, five different traditional activities from Chile, Japan, Mexico, Puerto Rico, and South Korea will be shared. For each traditional activity, the following four questions will be addressed: (1) What is the culture and language background of the activity? (2) How is it played? (3) What modifications can be made to be inclusive of all learners? and (4) What are the main benefits of the activity for students' holistic development? These traditional activities from around the world can be incorporated easily into any PE program. They all can be adapted according to students' diverse abilities, and none require expensive materials or equipment. They each have relatively simple instructions, and the tasks can be made more challenging or simplified according to each student's needs. Overall, they create opportunities for all students to experience new cultures together and learn from one another, while promoting physical activity. It is hoped that this article will lead to further investigation and inclusion of traditional activities from around the world.

This study aimed to explore in-service and pre-service teachers' experiences of conducting an online international collaboration unit, called CULTURE (the Culture Unit of Learning to Understand, Respect, and Empathize) in elementary school physical education in the U.S. and Japan. The study used a narrative research design using semi-structured interviews. The participants were 10 in-service and pre-service teachers from the two countries. A constant comparative method was used to interpret the data. Five emerged themes were: (a) Promoting cultural awareness and appreciation, (b) developing communication skills, (c) producing positive experiences for all, (d) project facilitators and barriers, and (e) applying to future professions. The CULTURE could be one of the approaches to facilitate the development of intercultural competence over time.

Currently, schools in the United States are highly diversified and integrated. In other words, the integration of students representing multiple identities and positionalities existing in the same educational spaces is much more common. The purpose of this study was to examine elementary school principals' perspectives on inclusive education. Grounded in social constructionism, the research design was a descriptive case study positioned using qualitative methodology. The primary data sources were semi‐structured one‐on‐one Zoom interviews with four elementary school principals from the Midwestern region of the United States; and researchers' reflexive notes in order to understand how principals understand and deploy inclusion within their respective schools. Based on thematic analysis, in this paper, we constructed the following interrelated themes: (a) building discourses around inclusion from prior educational experiences; (b) culturally responsive leadership as a practice to inclusion; (c) collective feelings of safety, comfort and harmony and (d) the negotiation of privilege. These themes highlighted that the conceptualization and implementation of inclusion heavily prioritize the perspectives of professionals within schools rather than those of the individuals being included. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore women physical education teacher education faculty's experiences in Japan and the United States, using an exploratory descriptive case study design. The conceptual framework of the faculty's job satisfaction underpinned the study. A criterion sampling approach was employed to recruit participants. In total, seven Japanese and eight U.S. women faculty members took part in the study. Data were collected from a survey and a semistructured interview. The semistructured interviews served as the primary source of data. The survey data were analyzed using descriptive statistics, and the frequency of the responses was calculated. An inductive thematic analysis was employed to analyze the interview responses. Triangulation, member checking, and peer debriefing ensured the trustworthiness of the data. Relative to overall job satisfaction, the U.S. faculty tend to have higher satisfaction levels in teaching achievement, research expectations, and research productivity compared to Japanese faculty. Four themes were identified from the interview responses: (a) persisting social norms and stereotypes toward women, (b) women's representation matters, (c) juggling dual roles of being faculty and a mother, and (d) lack of support for mothers at work. This study provided the first evidence of women faculty members' experiences and perspectives in the field of physical education teacher education in Japan and the United States. Continuous discussion and effort are crucial to creating a more inclusive and supportive environment for all. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine how preservice teachers (PSTs) adapted their lesson planning components over time. We were particularly interested in the quality of adaptations that were made by PSTs in a practice-based teacher education (PBTE) program. A descriptive analytic design was used to examine the lesson plans of nine PSTs who were peer teaching for 10-weeks. The context for teaching became incrementally more complex in terms of core practices of instructional and managerial skills as the semester progressed. Three PBTE pedagogical strategies were integrated throughout the peer teaching across five phases: rehearsals, repeated teaching, and approximations of contexts. A descriptive analysis of lesson components (e.g., instruction, management, and closure) was conducted, with further examination in three quality indicators: alignment to the lesson, preciseness of the task statements, and the content appropriateness of the lesson plan. Almost three quarters of adaptations were made in instructional statements and content development. Improvements in alignment to the lesson were made faster than improvement in preciseness and content. Approximately 80% of improved adaptations were maintained by PSTs across different lessons over time. The findings in this study suggest that PBTE pedagogical strategies support PSTs' development of adaptive competence in lesson planning and improve PSTs' adaptation in quality indicators as well. [ABSTRACT FROM AUTHOR]