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Direct linkWilson, Wesley J.; Kelly, Luke E.; Haegele, Justin A. – Sport, Education and Society, 2020
The current practice of the least restrictive environment (LRE) policy in physical education (PE) settings is not well understood. The purpose of this study was to explore how PE and adapted physical education (APE) teachers make placement decisions and what factors impact those practices. Qualitative data were collected via survey and follow-up…
Descriptors: Adapted Physical Education, Students with Disabilities, Inclusion, Physical Education Teachers
Wilson, Wesley J.; Haegele, Justin A.; Holland, Steven K.; Richards, K. Andrew R. – Journal of Teaching in Physical Education, 2021
Service-learning (SL) has become popular as part of the formal curriculum and as cocurricular experiences for college students. Some SL programs serve individuals with disabilities, but their influence on college volunteers is not well understood. The purpose of this study was to understand the experiences and perspectives of preprofessional…
Descriptors: Extracurricular Activities, Service Learning, Camps, Athletes
Haegele, Justin A.; Maher, Anthony J. – Autism: The International Journal of Research and Practice, 2022
The study examined the subjective experiences of autistic youth regarding the role of peer interactions and relationships in feelings of belonging in integrated physical education classes. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. Eight…
Descriptors: Males, Adolescents, Autism, Pervasive Developmental Disorders
Haegele, Justin A.; Hodge, Samuel; Filho, Paulo José Barbosa Gutierres; de Rezende, Alexandre Luiz Gonçalves – European Physical Education Review, 2018
The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample,…
Descriptors: Foreign Countries, Physical Education Teachers, Teacher Attitudes, Inclusion
Li, Chunxiao; Haegele, Justin A.; McKay, Cathy; Wang, Lijuan – European Physical Education Review, 2022
Perspectives of peers without disabilities are considered a significant determinant of successful integrated physical education. The purpose of this study was to explore students' perspectives of including students with physical disabilities in physical education in Singapore. Primary and secondary school students (n = 219) provided their…
Descriptors: Students with Disabilities, Physical Education, Inclusion, Student Attitudes
Pellerin, Sarah; Wilson, Wesley J.; Haegele, Justin A. – Sport, Education and Society, 2022
Educating students with disabilities with those without in integrated physical education has become commonplace. While literature has identified that the subjective experiences of students with disabilities in such integrated settings have often included bullying, isolation, and discrimination, little is known about the experiences of those in…
Descriptors: Students with Disabilities, Self Contained Classrooms, Physical Education, Educational Experience
Sato, Takahiro; Haegele, Justin A. – Physical Educator, 2019
The purpose of this study was to understand career changes of inservice teachers transitioning to the adapted physical education (APE) profession after completing online APE professional development graduate courses. This study was based on intentional change theory (Boyatzis, 2006). Participants were five in-service teachers who decided to change…
Descriptors: Physical Education Teachers, Career Change, Adapted Physical Education, Faculty Development
Buckley, Maggi; Haegele, Justin A.; Zhu, Xihe; Bobzien, Jonna – Curriculum Studies in Health and Physical Education, 2021
The purpose of this study was to understand how individuals identifying as female, an athlete and having a visual impairment experience physical education and sport experiences. An interpretative phenomenological analysis research approach was adopted, and four female athletes with visual impairments aged 23-28-years-old acted as participants. The…
Descriptors: Physical Education, Athletics, Athletes, Females
Haegele, Justin A.; Zhu, Xihe; Davis, Summer – European Physical Education Review, 2017
The purpose of this phenomenological study was to examine the meaning that elite athletes with visual impairments ascribed to their school-based physical education (PE) and sport experiences. A convenience sample of four elite male goalball athletes with visual impairment voluntarily participated in the study. Data were collected through…
Descriptors: Physical Education, Athletes, Visual Impairments, Semi Structured Interviews
Zhu, Xihe; Haegele, Justin A. – Journal of Teaching in Physical Education, 2019
Purpose: This study aims to (a) examine elementary school students' health-related fitness knowledge growth under one curriculum condition and (b) examine the impacts of student/school-level factors on health-related fitness knowledge and its growth rate in physical education. Method: We used an observational, longitudinal repeated-measures…
Descriptors: Health Related Fitness, Instructional Effectiveness, Elementary School Students, Physical Education
Haegele, Justin A.; Yessick, Amanda; Zhu, Xihe – Research Quarterly for Exercise and Sport, 2018
Purpose: The purpose of this study was to use an explicitly intersectional approach to examine the embodied experiences of individuals identifying as female and as having a visual impairment in school-based physical education. Method: An interpretative phenomenological analysis (IPA) research approach was used, and 8 adult women (ages 21--30…
Descriptors: Females, Visual Impairments, Gender Differences, Physical Education
Haegele, Justin A.; Zhu, Xihe – Research Quarterly for Exercise and Sport, 2017
Purpose: The purpose of this retrospective study was to examine the experiences of adults with visual impairments during school-based integrated physical education (PE). Method: An interpretative phenomenological analysis (IPA) research approach was used and 16 adults (ages 21-48 years; 10 women, 6 men) with visual impairments acted as…
Descriptors: Adults, Visual Impairments, Blindness, Physical Education
Haegele, Justin A.; Wilson, Patrick B.; Zhu, Xihe; Kirk, T. Nicole – European Physical Education Review, 2019
The purpose of this study was to examine the meaning that individuals with psoriasis ascribed to their youth physical activity experiences. This qualitative, retrospective inquiry was based on an interpretative phenomenological analysis. A purposive sample of six participants (ages 20-46; four female, two male) residing in the United States were…
Descriptors: Physical Activities, Physical Education, Diseases, Youth
Haegele, Justin A.; Hodge, Samuel R. – Physical Educator, 2015
Emerging professionals, particularly senior-level undergraduate and graduate students in kinesiology who have an interest in physical education for individuals with and without disabilities, should understand the basic assumptions of the quantitative research paradigm. Knowledge of basic assumptions is critical for conducting, analyzing, and…
Descriptors: Statistical Analysis, Educational Research, Physical Education, Adapted Physical Education
Haegele, Justin A.; Park, Seung Yeon – Strategies: A Journal for Physical and Sport Educators, 2016
Research suggests that school-aged individuals with intellectual disabilities (ID) tend to be less physically active than their typically developing peers (e.g., Shields, King, Corbett, & Imms, 2014). While these students can be successful in acquiring motor and sport-related skills during physical education, they tend not to use those skills…
Descriptors: Intellectual Disability, Generalization, Leisure Time, Physical Activities
