A Scoping Review of Mixed Methods Research About Physical Activity for Children With Disabilities.

The purpose of this scoping review was to examine how mixed methods research (MMR) has been applied in adapted physical activity (APA) research about children and adolescents age 5-18 years with a disability. Six electronic databases were searched to retrieve relevant studies published between 2003 and 2020. Sixty-four studies were identified and analyzed. The findings were organized into five categories of interest: publication information, study objectives, mixed methods research design, participants' information, and data integration. Challenges related to the design and publication of MMR in APA were uncovered, and suggestions for improvement are provided. This study adds to the knowledge of MMR design, and it provides an understanding of the underlying processes and methodological strategies that have guided this approach in APA research. This article will encourage APA researchers to engage in MMR while also aligning future studies with contemporary MMR literature and publication standards.

Critical Pedagogy and APA: A Resonant (and Timely) Interdisciplinary Blend.

Critical pedagogy owes much of its emergence, development, and ongoing relevance to the work of Paulo Freire whose legacy remains relevant for a next generation of scholars who seek to explore issues of inclusion, oppression, social justice, and authentic expression. An interdisciplinary dialogue between critical pedagogy and adapted physical activity is timely, appropriate, and should focus on complex profiles of neurodiversity, mental illness, and mental health, with emphasis on pedagogic practices of practitioners in service delivery and teacher educators who prepare them for professional practice. A case-based scenario approach is used to present practitioner and teacher educator practices. Concrete examples are provided for analyzing and understanding deeper issues and challenges related to neurodiversity in a variety of embodied dimensions in educational and activity contexts. We work with Szostak's approach to interdisciplinary research and model an analysis strategy that integrates and applies the methodological features of interdisciplinarity, adapted physical activity, and critical pedagogy.

The learning and mentoring experiences of Paralympic coaches.

BACKGROUND: Participation in the Paralympic Games has grown substantially, yet the same growth and development has not occurred with empirical literature for coaching in disability sport. OBJECTIVE: The purpose of the current study was to explore Paralympic coaches' perceptions of their learning and educational experiences, including their formal and informal mentoring opportunities. METHODS: Six highly successful and experienced Paralympic coaches were individually interviewed in this qualitative study. The interview data were analyzed following Braun and Clarke's guidelines for thematic analysis. RESULTS: Results demonstrated that Paralympic coaches faced several challenges to acquire disability specific coaching knowledge and skills. These challenges led the participants to utilize an array of informal learning situations, such as actively seeking mentoring relationships when they first entered the field. After becoming expert coaches, they gave back to their sport by making mentoring opportunities available for aspiring coaches. CONCLUSION: The results of the current study address the value and importance of mentoring as a structured source of education and career development for aspiring Paralympic coaches.

Exploring relationships among distress, psychological growth, motivation, and physical activity among transplant recipients.

PURPOSE: To examine relationships among transplant-specific psychological growth and distress, motivational regulations and health-enhancing physical activity (HEPA) among transplant recipients. METHODS: Participants (N = 138; Mage = 48 years; 58% male), who were primarily heart, liver, lung, and kidney transplant recipients, completed scientifically-supported questionnaires. The associations among transplant-specific emotional health, motivation, and HEPA were examined in a path model. RESULTS: In the path model (Χ(2)(3) = 2.12, RMSEA = 0.02, CFI = 0.98, NNFI = 0.97, SRMR = 0.04), distress was significantly related to introjected regulation and psychological growth was associated with autonomous self-regulation (a combined score of identified and intrinsic regulations), which was a significant correlate of HEPA (R(2)= 0.12). There were no significant direct associations between distress, psychological growth, and HEPA. CONCLUSION: Transplant-specific distress and psychological growth may be factors to target in clinical intervention and rehabilitation. Furthermore, exercise motivation regulations are modifiable factors that relate to HEPA among transplant recipients and could be targeted in the development of rehabilitation strategies aimed at enhancing physical activity in this population. IMPLICATIONS FOR REHABILITATION: Organ transplant recipients should maintain a healthy lifestyle in order to prevent rejection and other risk factors associated with transplantation. Physical activity is a promising lifestyle factor linked to many health benefits. This study shows how a mix of stress and growth following transplantation is related to physical activity motivation and behavior.

Body weight and ADHD: examining the role of self-regulation.

OBJECTIVE: Attention-Deficit/Hyperactivity Disorder (ADHD) is a complex and heterogeneous childhood disorder that often coexists with other psychiatric and somatic disorders. Recently, a link between ADHD and body weight dysregulation has been reported and often interpreted as impaired self-regulation that is shared between the two conditions. The objective of this study is to investigate the relation between body weight/BMI and cognitive, emotional and motor characteristics in children with ADHD. METHODS: 284 ADHD children were stratified by weight status/BMI according to WHO classification and compared with regard to their neurocognitive characteristics, motivational style, and motor profile as assessed by a comprehensive battery of tests. All comparisons were adjusted for demographic characteristics of relevance including, socioeconomic status (SES). RESULTS: Both Obese and overweight ADHD children exhibited significantly lower SES compared to normal weight ADHD children. No significant differences were observed between the three groups with regards to their neurocognitive, emotional and motor profile. CONCLUSIONS: Our findings provide evidence that differences in weight/BMI are not accounted for by cognitive, motivational and motor profiles. Socio-economic characteristics are strongly associated with overweight and obesity in ADHD children and may inform strategies aimed at promoting healthier weight.

Physical activity experiences of boys with and without ADHD.

Physical activity experiences of 12 age-matched boys with and without attention-deficit hyperactivity disorder (ADHD) were explored by converging information from Test of Gross Motor Development-2 assessments and semistructured interviews. The knowledge-based approach and the inhibitory model of executive functions, a combined theoretical lens, enabled the description of similarities and differences in experiences that emerged during interviews. Skill assessments indicated boys with ADHD were not as proficient movers as their peers without ADHD. Thematic analysis revealed that boys with ADHD reported playing with friends, paid little attention to detail, possessed superficial knowledge about movement skills, and expressed many negative feelings about physical activity. Task-specific interventions and a wider range of mixed methods research are recommended for future research studies in ADHD.

Fundamental movement skills and children with attention-deficit hyperactivity disorder: peer comparisons and stimulant effects.

The purpose of this study was to compare the fundamental movement skills of 22 children with attention-deficit hyperactivity disorder (ADHD), from 6 to 12 years of age, to gender- and age-matched peers without ADHD and assess the effects of stimulant medication on the movement skill performance of the children with ADHD. Repeated measures analyses revealed significant skill differences between children with and without ADHD (p