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Articles 1 - 5 of 5
Full-Text Articles in Education
Meeting The 24-Hour Movement Guidelines And Outcomes In Adolescents With Adhd: A Cross-Sectional Observational Study, Wei Wang, Justin A. Haegele, Yandan Wu, Chunxiao Li
Meeting The 24-Hour Movement Guidelines And Outcomes In Adolescents With Adhd: A Cross-Sectional Observational Study, Wei Wang, Justin A. Haegele, Yandan Wu, Chunxiao Li
Human Movement Sciences & Special Education Faculty Publications
According to the 24-Hour Movement Guidelines, meeting daily recommendations for physical activity, sleep, and screen time is important for obtaining optimal health benefits. This cross-sectional observational study aimed to examine (a) the prevalence of meeting the movement guidelines; and (b) the associations between meeting the guidelines and selected outcomes in adolescents with attention-deficit/hyperactivity disorder (ADHD). Data from the 2018–2019 National Survey for Children’s Health dataset was used. Participants were adolescents (10–17 years) with ADHD and without other chronic conditions. Outcomes were flourishing, school engagement, and body weight status. Exposures of interest were adherence to the movement guidelines. The frequency of …
"Everybody Wants To Be Included": Experiences With 'Inclusive' Strategies In Physical Education, Katherine Holland, Justin A. Haegele, Xihe Zhu, Jonna Bobzien
"Everybody Wants To Be Included": Experiences With 'Inclusive' Strategies In Physical Education, Katherine Holland, Justin A. Haegele, Xihe Zhu, Jonna Bobzien
Human Movement Sciences & Special Education Faculty Publications
This study examined how students with orthopedic impairments experienced strategies identified in the literature to support ‘inclusion’. An interpretative phenomenological analysis research approach was used, and six students with orthopedic impairments (age 10–14 years) served as participants. Data sources were written prompts, semi-structured, audiotaped interviews, and reflective interview notes. Based on thematic data analysis, four themes were constructed: “It’s kind of embarrassing”: experiences with support; “I don’t want to be different”: equipment, activity, and rule modifications; “I like to be a part of the conversation”: autonomy and choice in PE; and “I would rather be like the other students”: discussing …
The Authenticity Of Disability Simulations Through Empathetic Imaginings: The Perspectives Of Visually Impaired People, Anthony J. Maher, Justin A. Haegele
The Authenticity Of Disability Simulations Through Empathetic Imaginings: The Perspectives Of Visually Impaired People, Anthony J. Maher, Justin A. Haegele
Human Movement Sciences & Special Education Faculty Publications
In this article, we amplify the voices of visually impaired people to explore the authenticity of simulating visual impairment (VI) as a means of developing empathy among sighted student teachers. Participants were nine visually impaired adults who read vignettes narrating simulation experiences of student teachers in a university setting before being interviewed. Interviews were conducted via telephone, and were recorded, transcribed, and analysed thematically. The discussed themes are: (1) Involving visually impaired people in simulations increases authenticity; (2) Visual impairment is too diverse and complex to be authentically replicated; (3) The suddenness and duration of the simulations are inauthentic; and …
A Qualitative Inquiry Of A Three-Month Virtual Practicum Program On Youth With Visual Impairments And Their Coaches, Lauren J. Lieberman, Lindsay E. Ball, Pamela Beach, Melanie Perreault
A Qualitative Inquiry Of A Three-Month Virtual Practicum Program On Youth With Visual Impairments And Their Coaches, Lauren J. Lieberman, Lindsay E. Ball, Pamela Beach, Melanie Perreault
Human Movement Sciences & Special Education Faculty Publications
Research has shown that the practicum experience for professional preparation students in physical education teacher education programs related to teaching youth with disabilities can improve self-efficacy. It is not currently known if a virtual program can be effective for the professional preparation students or the participants. The objective of this study was to determine the experiences of the participants of a three-month virtual practicum program. In this phenomenological study, thirty youth with visual impairments and 1:1 professional preparation students (coaches) took part in a three-month virtual physical activity program. A total of 11 coaches took part in 2 focus groups, …
Stop Fearing Blindness! Visually Impaired People Reflect On The Ethics Of Sighted Prospective Teachers Simulating Visual Impairment, Anthony J. Maher, Justin A. Haegele, Andrew C. Sparkes
Stop Fearing Blindness! Visually Impaired People Reflect On The Ethics Of Sighted Prospective Teachers Simulating Visual Impairment, Anthony J. Maher, Justin A. Haegele, Andrew C. Sparkes
Human Movement Sciences & Special Education Faculty Publications
Disability simulations have developed as a popular professional development tool to help increase knowledge and awareness of disability and facilitate pedagogical learning among prospective and pre-service teachers. The aim of this research is to explore the ethics of sighted people simulating visual impairment from the perspective of visually impaired people. Participants were nine visually impaired adults who read vignettes narrating simulation experiences of prospective physical education teachers in a university setting before being interviewed about their perceptions of what they had read. Interviews were conducted via telephone, and were recorded, transcribed, and subjected to thematic analysis. The themes constructed and …