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The purpose of this study was to identify and analyze the views of exchange students from Asia about their academic and social experiences at an American university. The participants were eight exchange students from Japan (four men and four women). This study was descriptive-qualitative (Patton, 2002). The data sources were a demographic survey and two semi-structured interviews conducted during the participants’ study abroad sojourn. The interview data were analyzed using the constant comparative method (Merriam, 1998). The emergent themes were (a) social distance contributes to academic struggles, (b) collectivism positioned against individualism, (c) isolation in group discussions, and (d) professors’ negativity. We include recommendations aimed at improving international students’ academic and social experiences at American universities.

This handbook represents the first comprehensive and evidence-based review of theory, research, and practice in the field of adapted physical education (APE). Exploring philosophical and foundational aspects of APE, the book outlines the main conceptual frameworks informing research and teaching in this area, and presents important material that will help shape best practice and future research. Written by world-leading researchers, the book introduces the key themes in APE, such as historical perspectives on disability, disability and the law, language, and measurement. It examines the most significant theoretical frameworks for understanding APE, from embodiment and social cognitive theory to occupational socialization, and surveys current debates and practical issues in APE, such as teacher training, the use of technology, and physical inactivity and health. Acknowledging the importance of the voices of children, parents and peers, the book also explores research methods and paradigms in APE, with each chapter including directions for further research. Offering an unprecedented wealth of material, the Routledge Handbook of Adapted Physical Education is an essential reference for advanced students, researchers and scholars working in APE, and useful reading for anybody with an interest in disability, physical education, sports coaching, movement science or youth sport.

Physical Education Teacher Education (PETE) programs typically require their graduates to learn to swim proficiently. However, the research base is underdeveloped regarding the aquatic experiences of African Americans in PETE programs. The purpose of this study was to explore the meaning African American PETE teacher candidates ascribe to their aquatic experiences. Participants were six African American teacher candidates. The research design was explanatory multiple-case study. The primary data sources were interviews and weekly journal reflections. Data from these sources were analyzed using the constant comparative method. The teacher candidates ascribed various meanings to their experiences, linking them to successes or traumatic events including criticism and race-based stereotypical views. Nevertheless, overcoming aqua-phobia and striving for success in the aquatic courses were common to the participants' journeys. Recommendations include a series of progressive aquatic courses to help students overcome aqua phobia, when necessary; increase swimming proficiency; and counter race-based sport stereotypes about African Americans.

The purpose of the study was to scrutinize and explain the academic, social, and athletic experiences of international student-athletes attending a historically Black university. Participants were six international student-athletes (five men and one woman). Situated in position theory, the research design was explanatory multiple case study. The primary data collection method was semi-structured interviews. The interviews were analyzed using a constant comparative approach and revealed that the participants were positioned by language differences and academic difficulties, were disengaged from some teammates, and endured athletic disadvantages in resources and training. To amply support international student-athletes, we assert that athletic departments, coaches, faculty, and students should respect and value the identities, as well as the linguistic and cultural backgrounds of international student-athletes.

The purpose of the study was to scrutinize and explain the academic, social, and athletic experiences of international student-athletes attending a historically Black university. Participants were six international studentathletes (five men and one woman). Situated in position theory, the research design was explanatory multiple case study. The primary data collection method was semi-structured interviews. The interviews were analyzed using a constant comparative approach and revealed that the participants were positioned by language differences and academic difficulties, were disengaged from some teammates, and endured athletic disadvantages in resources and training. To amply support international student-athletes, we assert that athletic departments, coaches, faculty, and students should respect and value the identities, as well as the linguistic and cultural backgrounds of international student-athletes.

The purpose of this study was to analyze high school physical education teachers’ beliefs and understandings regarding culturally relevant pedagogy and teaching Black males in urban high schools. The participants were forty Black and White physical education teachers (male = 23, 57.5 %; female = 17, 42.5 %) randomly sampled from urban high schools. The research method was descriptive survey. Data were collected with a demographic questionnaire and a multidimensional attitude scale, which was constructed in the theoretical orientation of culturally relevant pedagogy. Descriptive and inferential statistical procedures were used to analyze the data. The teachers held mostly favorable beliefs about teaching Black male students, but their beliefs tended to vary as a function of their gender and race/ethnic status. The findings and implications are discussed.

Introduction Research examining how adults with visual impairments experience physical activities is currently limited to specific age ranges (for example, youths or older adults) and geographic locations (such as Europe and North America). In an effort to extend the current literature base, the study presented here focuses on a cohort of young or middle-aged adults with visual impairments who live in Brazil. Thus, the purpose of this exploratory study was to examine the meaning Brazilian adults with visual impairments ascribed to their physical activity experiences. Methods This study was situated in the qualitative paradigm utilizing a phenomenological design. Three male participants (aged 22 to 47 years) were purposively recruited to participate. The main source of data for this study was a focus group interview using an open-ended, guided approach that was recorded on audiotape. A three-step, line-by-line, thematic analysis, informed by the phenomenological research approach, was utilized to extract meaning from the participants’ experiences. Several strategies were employed to reduce subjective bias, establish trustworthiness, and enhance transferability. Results Two interrelated themes emerged when participants described how they experienced physical activities and the meaning they ascribed to those experiences. The first theme, physical activity–indispensable, describes the importance the participants ascribed to physical activity engagement and the benefits that they garnered from these experiences. The second theme, perceived physical activity impediments, exposed the obstacles participants experienced when trying to engage in physical activities. Discussion This study's findings expose the meaning that a cohort of Brazilians with visual impairments ascribe to physical activity engagement. The participants explained how engagement in physical activity helped alleviate some social issues they previously experienced, but also noted barriers to engaging in these activities. Implications for practitioners Programs targeting physical activity promotion for adults with visual impairments should show the reported benefits of engaging in physical activity programs while attempting to manage potential obstacles that would discourage a physically active lifestyle.

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 presenting research of high quality in this arena. In this tutorial paper, we present information essential to understanding the assumptions undergirding the quantitative research paradigm including the logic of hypothesis testing and sampling. Moreover, we describe key aspects of true and quasi-experimental research designs commonly used in quantitative studies.