Inclusive Physical Activities: International Perspectives

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Foreword.
Series Introduction: Inclusive Physical Activities-International Perspectives.
Volume Introduction.
Part I: Strategies To Maximize Participation Of Children And Adolescents With Special Needs In Physical Activity As A Global Priority.
Participation in Community Leisure Programs: A Vehicle for Enhancing Physical Activity in Children with Developmental Difficulties, Yolanda Fernandez, Jenny Ziviani, and Monica Cuskelly.
A Longitudinal Case Study Approach to Describing a Boy With Development Coordination Disorder Experiencing Transitive Intervention Services Toward Inclusive School and Community-Based Physical Activities, Anna Cadzow, Motohide Miyahara, and Ruth Cutfield.
Free to Play: The Role of Physical Activity in the Lives of Children With Chronic Illnesses, Fiona Moola and Elizabeth Huynh.
Part II: Strategies To Maximize The Social Inclusion Of Children And Adolescents With Special Needs In General Physical Activities.
Strategies to Increase Social Inclusion of Students with Disabilities in Physical Education Settings, Bethany L. Hersman and Samuel R. Hodge.
Physical Education and Sport as a Means to Empower Children With Disability in Educational and Community Settings: The Contribution of Paralympic Education Focusing on Peers' Interactions, Tania Bastos, Joana Teixeira, Mariana Amaral da Cunha, and Rui Cor
Strategies to Maximize Social Participation and Inclusion of Students With Disabilities in Physical Education, Martin E. Block, Michelle Grenier, and Yeshayahu "Shayke" Hutzler.
Understanding Inclusion in Physical Education From the Child's Perspective, Janine Coates.
Part III: Effective Physical Education Strategies To Enhance Biopsychosocial Outcomes For Children And Adolescents With Special Needs.
Play Fighting as a Strategy to Cope With Aggressive Behaviors Among Youth With Social Disadvantages in Italy, Erica Gobbi and Attilio Carraro.
Promoting Social Inclusion and Physical Activity for Students With Special Educational Needs Through Adventure Education, Daniel Tindall, Jack Neylon, Melissa Parker, and Deborah Tannehill.
Underserved Urban Minority Children: Overcoming the Challenges and Enhancing the Benefits of Engaging in Physical Activity, Alex C. Garn, Jeffrey J. Martin, Brigid Byrd, and Nate McCaughtry.
Part IV: Advancing The Practice Of Educators And Coaches To Cultivate The Social Inclusion And Participation In Physical Activity Of Children And Adolescents With Special Needs.
The Use of Multimedia and the Internet in Providing Global Training Opportunities for Coaches in Adapted Sports: Case of Sitting Volleyball/VolleySLIDE, Kwok Ng, Matthew Rogers, and Ken Black.
A Holistic Approach to Training for Inclusion in Physical Education: Policy, Practice, Challenges, and Solutions, Philip Vickerman and Anthony Maher.
Part V: Challenging The Meaning And Implementation Of Inclusive Practices In Physical Education Globally.
Reflections on Professional Practice in Adapted Physical Activity Through a Social Justice Lens, Donna L. Goodwin.
Students with Disabilities in Brazil, Japan, South Korea, and the United States: Implications for Inclusion and Social Justice in Physical Education, Justin A. Haegele, Bethany L. Hersman, Samuel R. Hodge, Jihyun Lee, Amaury Samalot-Rivera, Mayumi Saito,
About the Contributors.

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Increasing numbers of children and adolescents internationally are being diagnosed with secondary health problems (e.g., overweight-obesity, diabetes, asthma, anxiety, etc.) due in part, or at least related to, a lack of physical activity. Children and adolescents with various forms of special needs (for example, children and adolescents with physical or intellectual disabilities, children and adolescents from disadvantaged social backgrounds and children and adolescents with chronic illnesses) seem to be particularly at risk for secondary health problems, which in the end limit their social participation and inclusion, as well as their ability to achieve their full potential and to lead happy and fulfilling lives. For these children and adolescents, involvement in regular physical activities (including fitness activities and sports) may have far reaching benefits. For instance, organized physical activities are known to represent an effective vehicle for interventions for children and adolescents with special needs who do not seem to benefit as much as others from more traditional, verbal-oriented approaches. Organized physical activities (in or out of school) further provide these children and adolescents with opportunities to interact in a positive manner with prosocial peers and adults who may serve as positive role models for them. There is currently a paucity of research about physical activities that effectively include children and adolescents with a range of special needs or research that identifies evidence-based strategies that seed success in maximizing the involvement in, and the positive biopsychosocial outcomes associated with, the practice of physical activity. This dearth of research is impeding progress in addressing the biopsychosocial disadvantage that these children and adolescents encounter, the development of new solutions for enabling full potential, and ensuring that children and adolescents with special needs not only succeed, but also flourish in life.

This volume includes examples of theory, research, policy, and practice that will advance our understanding of how best to encourage these children and adolescents to participate regularly in physical activity, how to maximize the biopsychosocial benefits of involvement in physical activities, and how to ensure that these physical activities are inclusive for children and adolescents with special needs. The focus will be placed on research-derived physical activity practices that seed success for children and adolescents with special needs, and new directions in theory, research, and practice that have implications for enhancing physical activity practices with at-risk children and adolescents.

The themes covered in this volume include:

Strategies to maximise participation of children and adolescents with special needs in physical activity as a global priority;
Strategies to maximise the social inclusion of children and adolescents with special needs in general physical activities;
Effective physical education strategies to enhance biopsychosocial outcomes for children and adolescents with special needs;
Advancing the practice of educators and coaches to cultivate the social inclusion and participation in physical activity of children and adolescents with special needs; and
Challenging the meaning and implementation of inclusive practices in physical education globally.

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