Showing papers in "Adapted Physical Activity Quarterly in 2001"
TL;DR: The purpose of this study was to examine the locomotor and object control skills of children, ages 6‐8 years, with autism and to compare their performances with the norms reported by Ulrich (1985) for the Test of Gross Motor Development (TGMD).
Abstract: The purpose of this study was to examine the locomotor and object control skills of children, ages 6‐8 years, with autism and to compare their performances with the norms reported by Ulrich (1985) for the Test of Gross Motor Development (TGMD). Consistent with trends from the general population, differences were found between boys (n = 10) and girls (n = 5) with the largest differences found in the object control skill performances. Overall fundamental skill delays were demonstrated by 73% of all participants, placing them in the poor and very poor TGMD performance categories. These findings support the need to assess the gross motor skills of young children with autism in addition to other developmental skill areas outlined in diagnostic manuals. Autism is a lifelong disorder, typically diagnosed in early childhood and characterized by development that is delayed or what some might consider different than typical. Worldwide, the screening and diagnosis of autism continues to improve. In the United States alone, 10 to 20 in 10,000 children are reported to be affected (Filipek et al., 2000). Children with a diagnosis of autism demonstrate impaired development in communication and social skills as well as repetitive, restricted behaviors, often referred to as insistence on sameness (Eisenmajer et al., 1998). The International Classification of Mental and Behavioral Diseases (ICD10) of the World Health Organization (1993) and the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) from the American Psychiatric Association (1994) both place autism within a broader category called pervasive developmental disorder (PDD). The PDD category also includes Asperger syndrome, childhood disintegrative disorder, Rett syndrome, and pervasive developmental disorder, not otherwise specified (PDD-NOS). The Individuals with Disabilities Education Act (IDEA) of 1997 has recognized autism as a disability category in the United States for over a decade now. According to IDEA, autism is . . . a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child’s educational performance. Other characteristics
159 citations
TL;DR: In this article, the authors describe the behaviors of eighth-grade students with and without physical disabilities relative to social inclusion in a general physical education program and find that students with disabilities infrequently engaged in social interactions.
Abstract: The purpose was to describe the behaviors of eighth-grade students with and without physical disabilities relative to social inclusion in a general physical education program. Participants were 3 girls with physical disabilities and 19 classmates (11 females, 8 males) without disabilities. The method was case study. Data for a 6-week softball unit were collected using videotapes, live observations, and interviews. Findings indicated that students with and without disabilities infrequently engaged in social interactions. Average percentage of time that classmates gave to students with disabilities was 2% social talk and less than 1% in each category for praise, use of first name, feedback, and physical contact. Two themes emerged in this regard: segregated inclusion and social isolation. Students with disabilities interacted with each other to a greater degree than with classmates without disabilities. Analysis of use of academic learning time revealed different percentages for students with and without di...
141 citations
TL;DR: The authors investigated the concurrent validity and discrimination accuracy of the Bruininks-Oseretsky Test of Motor Proficiency Short Form (BOTMP-SF) and the McCarron Assessment of Neuromuscular Development (MAND) for identifying children with and without motor impairment (MI).
Abstract: We investigated the concurrent validity and discrimination accuracy of the Bruininks-Oseretsky Test of Motor Proficiency-Short Form (BOTMP-SF) and the McCarron Assessment of Neuromuscular Development (MAND) for identifying children with and without motor impairment (MI). From a total of 69 Australian children aged from 5 to 11 years, 26 children were classified with MI according to three criteria, including the Movement Assessment Battery for Children (MABC), and were age- and gender-matched with 26 non-MI controls. Performance rankings for the MI/non-MI children on BOTMP-SF and MAND tests were highly correlated (rs = .86); however, only 35% of MI cases were classified alike and 71% of cases were agreed on, overall. Comparing each test with MABC, discrimination statistics revealed MAND was the more accurate discriminator of MI, with higher sensitivity and negative predictive values than the BOTMP-SF. The MAND is a more valid test for the identification of MI in Australian children.
124 citations
TL;DR: In this article, the authors compared the aerobic fitness and body mass index (BMI) of children and adolescents with and without mild mental retardation (MR) and found that children with MR tended to have lower exercise capacity, lower aerobic fitness, and higher BMIs than their peers without MR.
Abstract: The purpose of this study was to compare the aerobic fitness and body mass index (BMI) of children and adolescents (8-18 yr) with and without mild mental retardation (MR). Sample size of participants with MR but without Down syndrome was 169 males and 99 females. Sample size of participants without MR was 289 males and 317 females. Analysis was made by gender and age: children (8-10 yr); early adolescents (11-14 yr); and late adolescents (15-18 yr). The 20-m shuttle run test (20 MST) was used to assess field test performance and predicted aerobic fitness. For all age groups, females and males without MR ran significantly more laps and had a significantly higher predicted aerobic fitness (VO2peak: ml $$ kg-1 $$ min-1) than their peers with MR. Additionally, participants with MR tended to have higher BMI than their peers without MR. The results of this study indicate that children and adolescents with MR have lower exercise capacity, lower aerobic fitness, and higher BMIs than their peers without MR.
100 citations
TL;DR: In this paper, the authors conducted a qualitative cross-cultural comparison of the concerns of physical educators in two countries about integration of children with and without disabilities, and found that teachers reported concerns at only four of the seven stages of CBAM: personal, management, consequence, and collaboration.
Abstract: The purpose was to conduct a qualitative cross-cultural comparison of the concerns of physical educators in two countries about integration of children with and without disabilities. In-depth interviews were held with 30 regular elementary physical education teachers in Berlin (7 males, 9 females) and in the Dallas-Ft. Worth (DFW) area (2 males, 12 females), and observations were made of school settings. The Concerns-Based Adoption Model (CBAM) of Hall, Wallace, and Dossett (1973) guided the study. Data were analyzed by grounded theory procedures. Many concerns about integration were generalizable across cultures. In both countries, teachers reported concerns at only four of the seven stages of CBAM: personal, management, consequence, and collaboration. Most concerns focused on management. The major cultural difference was that DFW teachers reported more personal concerns (uncertainty about everyday demands and competence to meet these demands) than Berlin teachers. A dynamic systems model was proposed to...
100 citations
TL;DR: In this article, the authors describe the meaning of help in physical education as perceived by students with physical disabilities and find that self-supporting behaviors were instrumental, caring, or consensual in form, while self-threatening behaviors resulted in a loss of independence, concerns for self-esteem, or restricted participation.
Abstract: The purpose of this study was to describe the meaning of help in physical education as perceived by students with physical disabilities. The experiences of early, middle, and late elementary school aged students (n = 12) were captured using the phenomenological methods of individual and focus group interviews, field notes, and visual artifacts. The thematic analysis revealed that interactions were perceived as self-supporting or self-threatening. Self-supporting behaviors were instrumental, caring, or consensual in form, while self-threatening behaviors resulted in a loss of independence, concerns for self-esteem, or restricted participation. Participant responses to the helping behaviors became more complex with age. Instrumental and caring assistance emerged across all groups as did loss of independence and concerns for self-esteem. The older participants experienced restricted participation and consensual help. The implications of helping behavior on motivation and dependency states are discussed withi...
89 citations
TL;DR: This article reviewed the dominant conceptualization of skills, abilities, and general motor ability and presented four problems with the dominant view related to assessment in adapted physical education and then proposed a new perspective based on a four-level taxonomy.
Abstract: The practice of adapted physical education should be consistent with a theoretical model of motor behavior. We believe that the dominant view of movement skills, motor abilities, and general motor ability, as expressed in the current literature, often is not congruent with assessment instruments currently used in adapted physical education. The purpose of this paper is to review the dominant conceptualization of skills, abilities, and general motor ability; present four problems with the dominant view related to assessment in adapted physical education; and then offer a new perspective based on a four-level taxonomy. The levels of the proposed taxonomy are movement skills, movement skill sets, movement skill foundations, and general motor ability.
87 citations
TL;DR: In this article, the authors evaluated stance control in 24 teenagers with and without Down syndrome by assessing center of foot pressure variables under different conditions of availability of visual and somatosensory inputs and analyzing postural perturbation and adaptation following abrupt changes in visual information.
Abstract: This study evaluated stance control in 24 teenagers with and without Down syndrome (DS) by (a) assessing center of foot pressure variables under different conditions of availability of visual and somatosensory inputs and (b) analyzing postural perturbation and adaptation following abrupt changes in visual information. Results showed no gender-related differences in either group. Group comparison revealed similar strategies in adolescents with and without DS, although quantitative differences may exist in the ability to integrate sensory inputs to control stance. Adaptation to changing environmental conditions varied greatly from one individual to another in the two groups. Finally, comparison of the two experiments suggests that the increased postural oscillations reported for the sample with DS on long lasting recordings could be related to insufficient allocation of cognitive resources in stable environments.
78 citations
TL;DR: In this paper, the authors describe the changes occurring in athletes with and without mental retardation during participation in a Special Olympics Unified Sports program, and find that each group scored significantly higher after participation in the program than before on all tests.
Abstract: The purpose was to describe the changes occurring in athletes with and without mental retardation (MR) during participation in a Special Olympics Unified Sports program. The method was evaluation research. Participants were 58 males (24 with MR, 34 without MR) in Grades 6-8. Before- and after-program data were collected on the Self-Esteem Inventory (Zigler, 1994), the Adjective Checklist (Siperstein, 1980), the Friendship Activity Scale (Siperstein, 1980), and the Basketball Sports Skills Assessment (Special Olympics, 1992). Athletes (Special Olympics Athletes and Partners) participated in an after-school basketball program for 8 weeks, 1.5 hr per session, three times per week. Dependent t tests revealed that each group scored significantly higher after participation in the program than before on all tests.
65 citations
TL;DR: The purpose was to develop a valid protocol for use by physical educators in assessing whether children suspected of having developmental coordination disorder meet the American Psychiatric Association (1994) diagnostic criterion of interference in activities of daily living when interference is defined as culturally subaverage engagement in activities in physical play (ADL-PP) on the playground.
Abstract: The purpose was to develop a valid protocol for use by physical educators in assessing whether children suspected of having developmental coordination disorder (DCD) meet the American Psychiatric Association (1994) diagnostic criterion of interference in activities of daily living when interference is defined as culturally subaverage engagement in activities of daily living in physical play (ADL-PP) on the playground. Participants were 136 children (75 girls, 61 boys) from Grades 1 to 4 at three elementary schools in Canada. Data were collected two ways: (a) three administrations of an ADL-PP self-report of activities done during recess and (b) observation of children’s ADL-PP during two recess periods. Examination of reactivity, accuracy, content relevance, and content representativeness of the ADL-PP report form indicated protocol validity. An example illustrating the use of the ADL-PP self-report protocol to identify interference is described.
61 citations
TL;DR: In this article, sport orientations and goal perspectives of wheelchair adult athletes who differed on gender and type of sport were examined, and a multivariate analysis of variance revealed that on the SOQ, males scored higher on competitive orientation, females score higher on goal orientation, and no gender differences occurred on win orientation.
Abstract: The purpose was to examine the sport orientations and goal perspectives of wheelchair adult athletes who differed on gender and type of sport. Participants were 34 male and 14 female marathoners and 166 male and 29 female basketball players. Instruments were the Sport Orientation Questionnaire (SOQ) and the Task and Ego Orientation in Sport Questionnaire (TEOSQ). Separate 2 × 2 (Gender × Sport) multivariate analysis of variance revealed that on the SOQ, males scored higher on competitive orientation, females scored higher on goal orientation, and no gender differences occurred on win orientation. Basketball players scored higher on win orientation, marathoners scored higher on goal orientation, and no differences occurred between sport groups on competitiveness orientation. On the TEOSQ, there were no gender differences; marathoners scored higher on ego orientation, and no differences occurred between sport groups on task orientation.
TL;DR: In this paper, the effects of a 12-week, 3-days/week low-impact aerobic dance program on the cardiovascular endurance (CVE) of adults with intellectual disabilities (ID) were determined.
Abstract: The purpose was to determine the effects of a 12-week, 3-days/week low-impact aerobic dance program on the cardiovascular endurance (CVE) of adults with intellectual disabilities (ID). The experimental group (8 males, 7 females) were adults (M age = 39) receiving employment training at a sheltered workshop. The control group (7 males, 5 females) were adults (M age = 37) affiliated with the same facility but employed offsite. Rockport Fitness Walking Test (RFWT) data were collected five times (pretest, and at 4, 8, 12, and 18 weeks). Repeated measures ANOVAs indicated that the experimental group performed significantly better than the control group on RFWT heart rates on the 8- and 12- week trials and on RFWT walk times at the posttest. Once the 12-week program was over, participants did not exercise. Follow-up measurements at 18 weeks revealed no significant differences between groups.
TL;DR: In this paper, the contribution of clean swimming speed, as well as start, turn, and finish speed, to the total race performance in the four strokes for the men's 100 m events for the 1996 Paralympic Games swimming competition was analyzed.
Abstract: A video race analysis was conducted at the Atlanta Paralympic Games swimming competition. The purpose was to describe the contribution of clean swimming speed, as well as start, turn, and finish speed, to the total race performance in the four strokes for the men’s 100 m events. Start, turn, and finish times, as well as clean swimming speed during four race sections, were measured on videotapes during the preliminary heats (329 swims). Information on 1996 Olympic Games finalists (N = 16) was also available. In Paralympic swimmers, next to clean swimming speed, both turning and finishing were highly correlated with the end race result. Paralympic swimmers do start, turn, and finish slower than Olympic swimmers but in direct relation to their slower clean swimming speed. The race pattern of these components is not different between Paralympic and Olympic swimmers.
TL;DR: Assessment of rapid aiming movements to targets revealed that the participants with DS, unlike their peers, had significantly longer movement times in the verbal than in two visual conditions, consistent with the model of biological dissociation.
Abstract: Previous research has indicated that individuals with Down syndrome (DS) have difficulties processing auditory movement information relative to their peers with undifferentiated developmental disabilities. The present study was conducted to assess whether a model of atypical cerebral specialization could explain these findings. Thirteen adults with Down syndrome (8 men, 5 women), 14 adults with undifferentiated developmental disabilities (7 men, 7 women), and 14 adults without disabilities (8 men, 6 women) performed rapid aiming movements to targets under three conditions: a visual cue at the target location, a visual cue remote from the target location, or a verbal cue. Results revealed that, while the reaction times did not differ between the two groups with disabilities across conditions, the participants with DS, unlike their peers, had significantly longer movement times in the verbal than in two visual conditions. These results are consistent with the model of biological dissociation.
TL;DR: In this paper, the authors assess athletes' attitudes toward seeking sport psychology consultation and examine demographic variables in relation to attitudes toward sport psychology consultants (SPCs) and find that participants exhibited a range of stigmas toward SPCs, an openness toward consulting with an SPC, and a recognition of the need for SPC.
Abstract: The purpose was to assess athletes’ attitudes toward seeking sport psychology consultation (SPC) and to examine demographic variables in relation to attitudes toward sport psychology consultants (SPCs). Participants were 53 wheelchair basketball athletes (34 males, 19 females). Data were collected with the Attitudes Toward Seeking Sport Psychology Consultation Questionnaire (ATSSPCQ) of Martin, Wrisberg, Beitel, and Lounsbury (1997). Participants exhibited a range of stigmas toward SPCs, an openness toward consulting with an SPC, and a recognition of need for an SPC. ANOVAs indicated no significant differences between genders, races, ages, educational levels, and SPC experience on ATSSPCQ scores. The results suggest that some wheelchair athletes are amenable to the notion of utilizing an SPC and provide further impetus for SPCs to work with athletes with disabilities.
TL;DR: In this paper, the authors compared leader-plus-video and video-only conditions on moderate to vigorous physical activity (MVPA) engagement in adults with mental retardation (MR).
Abstract: The purpose was to compare two conditions (leader-plus-video, video-only) that involved different levels of support on facilitating engagement in moderate to vigorous physical activity (MVPA) in adults with mental retardation (MR). Engagement was examined during 10-min aerobic dance sessions conducted 3 days per week over a 10-week experimental period followed by a 4-week maintenance period. The experimental design was single subject reversal (B-A-B-A). Participants were 17 adults (mean age = 42.6 years) with MR (5 females, 12 males) employed at a sheltered workshop. Visual analysis of graphed data revealed no meaningful difference between leader-plus-video and video-only conditions on MVPA engagement. Over 75% of the participants chose to attend each session over the 10-week experiment. Approximately 60% chose to attend during the 4-week maintenance period. Persons who attended, however, did not necessarily engage in MVPA.
TL;DR: Comparing quad rugby male athletes with a lesion-matched group of persons without quad rugby experience on self-efficacy expectations for performing quad rugby skills (SEQRS) and activities of daily living (SEADL) skills revealed that quad rugby participants scored significantly higher on all 11 items comprising the SEQRS and 4 of the 28 items comprising SEADL.
Abstract: The purpose was to compare quad rugby male athletes with a lesion-matched group of persons without quad rugby experience on self-efficacy expectations for performing quad rugby skills (SEQRS) and activities of daily living (SEADL) skills. Each group contained 15 participants. The experimental design was ex post facto. Mann-Whitney U Tests revealed that quad rugby participants scored significantly higher on all 11 items comprising the SEQRS and 4 of the 28 items comprising SEADL. Correlations between SEQRS and SEADL were .75 and .92 for the QR participants and nonparticipants, respectively.
TL;DR: In this article, the authors examined the utility of a Rasch model in equating motor function tasks using an existing gross motor function data set and a semisimulation design, using an artificial equating and cross-validation sample, as well as two artificial tests.
Abstract: To make scores from tests designed for special populations exchangeable, the tests must first be equated on the same scale. This study examined the utility of a Rasch model in equating motor function tasks. Using an existing gross motor function data set and a semisimulation design, an artificial equating and cross-validation sample, as well as two artificial tests, were created. Based on these samples and tests, the accuracy and stability of Rasch equating was empirically determined using a standardized difference statistic. It was found that Rasch equating could accurately equate tests and was generalizable when applied to a cross-validation sample. After equating, tests can be compared on the same scale, and interpretation of cross-test scores becomes possible. In addition, with the conversion table and graph generated from Rasch equating, the application of test equating was demonstrated as simple and practical.
TL;DR: In this paper, a bibliometric analysis was conducted on 770 articles in 259 serials selected from 4,130 serials initially identified in four databases (Article First, ERIC, Medline, Sport Discus).
Abstract: The purpose was to determine whether publications pertaining to adapted physical activity (APA) pedagogy in the core serials from 1988 to 1998 adhere to library science laws. A bibliometric analysis was conducted on 770 articles in 259 serials selected from 4,130 serials initially identified in four databases (Article First, ERIC, Medline, Sport Discus). Results indicated that 1,720 authors have constructed the early APA pedagogy literature. Of these, only 11 contributed four or more articles. The scatter of APA pedagogy literature over four zones, with 4, 15, 64, and 176 journals in the zones, respectively, supports Bradford’s law of scattering. Price’s law was not supported because most authors contributed only one article. Most pedagogy articles (n = 184) were published in Adapted Physical Activity Quarterly, Medicine and Science in Sport and Exercise, Physician and Sports Medicine, and Palaestra. Graduate education should include exposure to bibliometrics and collaboration with library and information...
TL;DR: Almost one-quarter of WID had low bone density at these two sites, suggesting that WID may be at risk of osteoporotic fracture as they age.
Abstract: The purpose of this study was to describe and compare the bone mineral density of women with intellectual disability (WID) and a comparison group (WOID) matched for age and sex. One hundred and five women, ages 21 to 39, M = 29, were tested for their bone mineral density levels at the lumbar spine and three sites of the proximal femur using dual energy X-ray absorptiometry. No significant difference between groups existed (λ = 0.94, F(4, 98) = 1.68, p = .16, η2 = .06); however, one-sample t tests revealed that bone mineral density for the WID group (n = 35) was significantly lower than zero at the Ward’s triangle (p < .01) and the lumbar spine (p < .05). Approximately one-quarter of WID had low bone density at these two sites, suggesting that WID may be at risk of osteoporotic fracture as they age.
TL;DR: The authors examined the reference groups used by children with and without learning disabilities, ages 10-13 years, when judging perceived physical competence in three contexts (in physical education class, during outdoor school recess, and at home).
Abstract: The purpose was to examine the reference groups used by children with and without learning disabilities (LD), ages 10-13 years, when judging perceived physical competence in three contexts (in physical education class, during outdoor school recess, and at home). Participants, 30 students with LD and 30 without LD, completed the athletic competence subscale from the Self-Perception Profile for Learning Disabled Students (SPPLD; Renick & Harter, 1988) and two social comparison questionnaires in each activity context. Differences in the percentage of students citing the various reference groups across context was not statistically significant. Observations of responses indicate participants relied primarily on classmates, self-comparison, and family members to judge their physical competence. These results suggest that, while students with and without LD tend to compare themselves with their general education classmates, their reliance on eight different social comparison groups from which to judge physical ...
TL;DR: This article examined whether adults with profound mental retardation (PMR) have the ability to learn and transfer a motor skill to a novel situation and found that with concurrent visual information of the target, adults with PMR can throw accurately on retention and transfer tests and can generalize beanbag throwing skill to horseshoe-throwing.
Abstract: The purpose was to examine whether adults with profound mental retardation (PMR) have the ability to learn and transfer a motor skill to a novel situation. In Experiment 1, novel task transfer performance was examined. Six male adults with PMR threw beanbags three different distances during acquisition, followed by four novel transfer distances and a novel implement (a horse shoe). In Experiment 2, a 48-hr and a 1-week delayed retention test was used with 6 different males with PMR who practiced three beanbag-throwing distances and then performed two familiar and two novel distances for each retention test. Analyses indicated that, with concurrent visual information of the target, adults with PMR can throw accurately on retention and transfer tests and can generalize beanbag throwing skill to horseshoe-throwing. The prototype model of memory representation seems to explain the findings better than the exemplar model. In addition, random practice of skill variations appears to be an effective teaching stra...
TL;DR: It is found that the differences in grasping patterns between children with and without DS can be attributed to differences in body size, especially when the dimensionless ratio between object size and hand size was considered.
Abstract: Twenty-one children with Down syndrome (DS) and 20 without disability, ages 3 to 11 years, completed the experiment in which they were asked to grasp and lift cardboard cubes of different sizes (2.2 to 16.2 cm in width). Three conditions were used: (a) increasing the size from the smallest to the largest cube, (b) decreasing the size from the largest to the smallest, and (c) a random order of sizes. Children with DS were found to have smaller hand sizes in comparison to age-matched children without DS. In addition, the shift from one-handed to two-handed grasping appeared at a smaller cube size for children with DS than for children without DS. However, when the dimensionless ratio between object size and hand size was considered, the differences between groups disappeared, indicating that the differences in grasping patterns between children with and without DS can be attributed to differences in body size.
TL;DR: In this article, the authors investigated the effectiveness of the progressive time delay (PTD) procedure on teaching gross motor skills to adult males with severe mental retardation, and found that a PTD procedure with a 0 to 5 s delay was effective in teaching four participants three gross motor skill (tee-ball batting, softball pitching, croquet striking) over a period of 13 weeks.
Abstract: The purpose of this study was to investigate the effectiveness of the progressive time delay (PTD) procedure on teaching gross motor skills to adult males with severe mental retardation. A multiple probe design across three skills and replicated across 4 participants was utilized. Results indicated that a PTD procedure with a 0 to 5 s delay was effective in teaching 4 participants three gross motor skills (tee-ball batting, softball pitching, croquet striking) over a period of 13 weeks. Data on effectiveness were analyzed in terms of the number of instructional sessions (M = 9.58), the number of trials (M = 105.41), the number of min (M = 84.66), and the number of performing errors to criterion (M = 4.08%). A maintenance level (M = 96.87%) was also determined across 4 participants and three skills on the 1st, 4th, 14th, and 24th sessions after terminating the PTD instruction.
TL;DR: In this paper, the authors determined predictors of the gross motor development quotient of the Test of Gross Motor Development (Ulrich, 1985) for young children prenatally exposed to cocaine/polydrugs.
Abstract: The purpose was to determine predictors of the gross motor development quotient of the Test of Gross Motor Development (Ulrich, 1985) for young children prenatally exposed to cocaine/polydrugs. Data were collected on 11 variables hypothesized to influence young children’s development. Participants were 28 children (15 males, 13 females), ages 3 to 6 years, exposed prenatally to cocaine/polydrugs and their nonbiological mothers (i.e., primary care providers). Multiple regression procedures indicated support for the hypothesis that the gross motor development quotient is predicted by the interaction of the child’s effortful control, the primary care provider’s understanding and confidence, and the amount of early intervention service the child received. Correlational analysis supported the hypothesis that with this group of children, early motor skill did not predict delay in the gross motor development quotient at ages 3 to 6 years.
TL;DR: In this paper, the authors examined perspectives on publication of highly productive women adapted physical activity scholars and found that high publication productivity is associated with internal motivation to write, which is enhanced by positive interactions with other professionals, supportive home environments, and supportive work environments.
Abstract: The purpose was to examine perspectives on publication of highly productive women adapted physical activity scholars. In-depth interviews were conducted with 13 women from three countries, and data were analyzed utilizing constant comparison methodology. Profiles of two groups, significantly different on publication productivity, emerged and were named highest high producers (HHP) and other high producers (OHP). Similarities between the two groups included affective domain qualities, facilitating factors, and overcoming barriers. Differences were mainly in degree of self-determination, prioritization of writing relative to significant others, collaboration, and collegiality. Based on thematic analysis of interview data, we posited the following: high publication productivity of women adapted physical activity professionals is associated with internal motivation to write, which is enhanced by positive interactions with other professionals, supportive home environments, and supportive work environments.