Adapted Physical Activity Quarterly, Volume 36, 2019, Number 1


Perceptions of Inclusivity: The Canadian 24-Hour Movement Guidelines for Children and Youth
Lauren Handler, Emily M. Tennant, Guy Faulkner, and Amy E. Latimer-Cheung

Motivational Pathways to Social and Pedagogical Inclusion in Physical Education
Terese Wilhelmsen, Marit Sørensen, and Ørnulf N. Seippel

“Our Voices, Our Meaning”: The Social Representations of Sports for Brazilian Athletes With Disabilities
Samuel Lins, Cynthia F. Melo, Sara G. Alves, and Rúben L. Silva

Balance Perturbations as a Measurement Tool for Trunk Impairment in Cross-Country Sit Skiing
Valeria Rosso, Laura Gastaldi, Walter Rapp, Stefan Lindinger, Yves Vanlandewijck, Sami Äyrämö, and Vesa Linnamo

Predictors of Physical Activity for Preschool Children With and Without Disabilities From Socioeconomically Disadvantaged Settings
Ali Brian, Sally Taunton, Chelsee Shortt, Adam Pennell, and Ryan Sacko

Paraeducator Support in Integrated Physical Education as Reflected by Adults With Visual Impairments
Justin A. Haegele, Takahiro Sato, Xihe Zhu, and T. Nicole Kirk

Evaluation of a Conceptual Model to Guide Health Care Providers in Promoting Exercise Among Persons With Multiple Sclerosis
Emma V. Richardson, Sarah Blaylock, Elizabeth Barstow, Matthew Fifolt, and Robert W. Motl

Student Attitudes Toward Inclusion in Physical Education: The Impact of Ability Beliefs, Gender, and Previous Experiences
Raul Reina, Yeshayahu Hutzler, María C. Iniguez-Santiago, and Juan A. Moreno-Murcia

Preservice Teachers’ Mindfulness and Attitudes Toward Students With Autism Spectrum Disorder: The Role of Basic Psychological Needs Satisfaction
Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum, and Chung Wah Yu


Theory of Planned Behavior in Research Examining Physical Activity Factors Among Individuals With Disabilities: A Review
T. Nicole Kirk and Justin A. Haegele

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