No abstract

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.

No abstract

No abstract

Learning disabilities and neurodevelopmental disorders are the most prevalent disabilities that affect learning. This paper will provide practical recommendations and observations for coaching athletes with three common learning disabilities (dyslexia, dysgraphia, and dyscalculia) and two neurodevelopmental disorders (attention deficit hyperactivity disorder and autism spectrum disorder). Adapted from the literature and in conjunction with previous experiences, the authors provided a range of recommendations for coaches to consider implementing within their practices. The recommendations place an emphasis on the knowledge, strategies, and behaviors of the coach and their role in providing an inclusive, safe, and accessible space for athletes—with or without disabilities—rather than problematizing the disability or the person. Coaches are encouraged to consider their coaching environment (i.e., structure, physical elements, equipment), communication styles (i.e., language, delivery, feedback), and behaviors (e.g., frequent check-ins, review of material). Furthermore, coaches are encouraged to critically reflect on their preconceived biases, assumptions, and experiences with disability and how these play a role in influencing their coaching practices.Considering the prevalence of people with learning disabilities or neurodevelopmental disorders, it is essential for coaches to have access to disability-specific information while remaining cognizant of the needs of the individual when providing an inclusive environment for all.