Experiences of Participants with Spinal Cord Injury at an Active Rehabilitation Camp.

This study explored the physical, social, and psychological benefits of an active rehabilitation (AR) camp as experienced by participants with spinal cord injury (SCI), and perceived fitness and mastery of being physically active six months after the camp. The study used a mixed-method design with pre- ( = 23), post- ( = 23), and follow-up questionnaires ( = 18) and individual interviews ( = 8). Fuzzy qualitative comparative analysis (fsQCA) was used to analyze the quantitative data and qualitative content analysis was used to analyze the qualitative data.

Motivational Pathways to Social and Pedagogical Inclusion in Physical Education.

This article is focused on how combinations of motivational attributes and motivational climates support social and pedagogical inclusion in physical education among children with disabilities. Theoretically, the authors integrate tenets from achievement-goal theory and self-determination theory. To capture the motivational complexity underlying children's experiences of inclusion in physical education, they use a 2-step fuzzy qualitative comparative analysis.

Inclusion of Children With Disabilities in Physical Education: A Systematic Review of Literature From 2009 to 2015.

This systematic review examines research published from 2009 to 2015 on inclusion of children with disabilities in physical education according to the PRISMA guidelines. We have used a stakeholder approach as a framework for organizing and discussing the results. The searches yielded 535 studies, of which 112 were included.

Parents' experiences of diagnostic processes of young children in Norwegian day-care institutions.

Framed by the sociology of childhood and Foucauldian-inspired perspectives, this article is focused on parents' experiences of parent-professional encounters in diagnostic processes of young children enrolled in Norwegian early childhood education and care (ECEC) institutions or schools. Based on qualitative interviews with parents, we explore how they participate and manoeuvre in encounters with professionals during processes in which their children were constructed as different in a space of normality and deviance, while also bringing their own understandings of their children to the fore. From our analysis, it appears that parents manoeuvre between complying with and adapting to, as well as negotiating and resisting the constructions put forward by the professionals.