Foreword: Reaction and Proaction |
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xv | |
Introduction: The Development and State of Adapted Physical Activity |
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xvii | |
Acknowledgements |
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xxi | |
About the Contributors |
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xxiii | |
I FOCUS ON CRITICAL THINKING |
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1 Critical Thinking and Professional Preparation |
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1 | (10) |
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Marcel Bouffard and William B. Strean |
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Professional Preparation in Adapted Physical Activity: What Do We Need? |
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1 | (4) |
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Critical Thinking: What Is It |
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5 | (1) |
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Why Should We Develop Critical Thinking Skills? |
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6 | (1) |
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How Can You Acquire Critical Thinking Skills |
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7 | (2) |
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9 | (1) |
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10 | (1) |
II PERSPECTIVES |
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2 Defining Adapted Physical Activity |
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11 | (16) |
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11 | (1) |
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12 | (1) |
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13 | (2) |
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15 | (2) |
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17 | (2) |
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Empowerment and Self-determination |
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19 | (1) |
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What Is Implied by the Term Adapted? |
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20 | (2) |
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22 | (2) |
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24 | (1) |
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24 | (3) |
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3 The History of Adapted Physical Activity in Canada |
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27 | (18) |
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The Early Years: The Roots of the Profession |
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28 | (2) |
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The 1940's and 1950's: The Initial Rise of Adapted Physical Activity in Canada |
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30 | (1) |
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The 1960's: A Call for Change |
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31 | (2) |
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The 1970's: Normalization, Integration, and New Professional Organizations |
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33 | (3) |
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The 1980's: National Collaboration and a Blueprint for Action |
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36 | (4) |
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The 1990's: Answering the Challenge at the National and International Levels |
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40 | (3) |
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43 | (1) |
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43 | (2) |
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45 | (20) |
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Leanne Squair and Henriëtte J. Groeneveld |
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45 | (2) |
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47 | (1) |
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47 | (3) |
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50 | (7) |
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57 | (2) |
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59 | (1) |
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Developmental Disabilities |
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60 | (2) |
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Disability, Function, and Physical Activity Recommendations |
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62 | (1) |
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63 | (1) |
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63 | (2) |
III THE SOCIAL, POLITICAL, AND LEGAL LANDSCAPE |
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5 The Social Construction of Disability in a Society of Normalization |
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65 | (10) |
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65 | (1) |
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A Society of Normalization |
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66 | (2) |
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Normalization and the Social Construction of Disability |
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68 | (3) |
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Normalization, Disability, and the Discipline of Adapted Physical Activity |
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71 | (2) |
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73 | (1) |
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73 | (1) |
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73 | (2) |
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6 Socio-Political Influences on Adapted Physical Activity |
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75 | (24) |
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Gary McPherson, Garry D. Wheeler, and Sheri L. Foster |
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75 | (1) |
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76 | (2) |
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78 | (1) |
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79 | (1) |
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Humanitarian Agencies and Organizations |
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79 | (4) |
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Legislation and Government Action |
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83 | (3) |
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86 | (1) |
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Impact of Active Living Opportunities for Persons with Disabilities |
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87 | (6) |
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93 | (1) |
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94 | (1) |
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Concluding Comments, Cautions, and a Future Based on Interdependence |
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94 | (1) |
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95 | (1) |
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95 | (4) |
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7 Policy Strategies to Foster Active Living |
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99 | (16) |
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Renée F. Lyons, Bruce Taylor, and Lynn L. Langilte |
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100 | (1) |
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Step One: Understanding What Policy Is and Why It Is Important |
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101 | (2) |
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Step Two: Understanding Key Policy Issues in Adapted Physical Activity and Disability |
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103 | (3) |
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Step Three: Learning How Policy Is Made and Influenced |
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106 | (4) |
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Step Four: Practicing the Art and Science of Policy Development |
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110 | (3) |
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113 | (1) |
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113 | (1) |
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114 | (1) |
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8 The Role of Canadian Organizations in the Development of Adapted Physical Activity |
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115 | (16) |
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Case Studies of the Active Living Alliance for Canadians with a Disability and the Canadian Paralympic Committee |
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115 | (1) |
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116 | (5) |
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Case Study: How One Person Can Change the Nation! |
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121 | (4) |
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The Formation of the Canadian Federation of Sport Organizations for the Disabled |
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125 | (3) |
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128 | (1) |
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128 | (1) |
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128 | (1) |
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129 | (2) |
IV DELIVERING ADAPTED PHYSICAL ACTIVITY SERVICES |
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9 Moving Toward Inclusion |
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131 | (18) |
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131 | (1) |
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Mainstreaming and Normalization |
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132 | (5) |
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Least Restrictive Environment Philosophy |
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137 | (2) |
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139 | (3) |
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142 | (2) |
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144 | (1) |
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145 | (1) |
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145 | (4) |
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10 Professional Preparation |
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149 | (1) |
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149 | (1) |
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150 | (1) |
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151 | (10) |
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Challenging Traditional Assumptions |
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161 | (1) |
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161 | (1) |
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161 | (1) |
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162 | (1) |
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11 Foundations of Assessment |
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163 | (1) |
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Some Comments About the Jargon |
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164 | (1) |
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164 | (2) |
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166 | (2) |
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168 | (3) |
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171 | (1) |
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172 | (1) |
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172 | (1) |
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173 | (1) |
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173 | (2) |
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12 Physical Activity as Rehabilitation |
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175 | (1) |
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175 | (1) |
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176 | (1) |
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177 | (3) |
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The Benefits of Physical Activity During Rehabilitation |
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180 | (4) |
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184 | (1) |
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184 | (1) |
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185 | (1) |
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185 | (4) |
IV THE SCHOOL ENVIRONMENT |
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13 Inclusive Physical Education |
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189 | (156) |
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Donna L. Goodwin, E. Jane Watkinson, and David A. Fitzpatrick |
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189 | (1) |
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Inclusive Physical Education |
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190 | (5) |
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195 | (12) |
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207 | (1) |
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207 | (1) |
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208 | (1) |
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209 | (4) |
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14 Facilitating Independence |
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213 | (1) |
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Implications for the Learner and the Instructor |
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213 | (1) |
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Part One: The Language of Independence |
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214 | (4) |
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Part Two: Supporting Evidence for Self-determination |
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218 | (1) |
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Part Three. Instructional Implications |
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219 | (3) |
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Summary of Instructional Strategies to Facilitate Independence |
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222 | (1) |
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Part Four: Case Studies, or Putting the 'I' Back into Independence |
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222 | (3) |
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225 | (1) |
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225 | (1) |
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225 | (4) |
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15 Applying Ecological Task Analysis to the Assessment of Playground Skills |
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229 | (56) |
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E. Jane Watkinson and Janice Causgrove Dunn |
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229 | (1) |
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What is Ecological Task Analysis? |
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230 | (7) |
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Using ETA in the Assessment of Motor Skills |
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237 | (11) |
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Conducting an Assessment of a Particular Child Using the Playground Self-report |
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248 | (3) |
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251 | (1) |
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252 | (1) |
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252 | (3) |
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16 Instructional Approaches to the Teaching of Motor Skills |
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255 | (1) |
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255 | (1) |
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256 | (4) |
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260 | (6) |
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Perceptual Motor Programming |
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266 | (1) |
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267 | (3) |
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270 | (3) |
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Ecological Systems Approach |
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273 | (3) |
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276 | (3) |
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279 | (1) |
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280 | (1) |
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280 | (5) |
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17 Culturally Relevant Physical Education for Students Who Experience Emotional and Behavioural Difficulties |
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285 | (1) |
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285 | (1) |
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Understanding the Cultural Landscape |
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286 | (5) |
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Building the Teacher-Student Relationship |
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291 | (4) |
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Building a Culturally Relevant Physical Education Programme |
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295 | (3) |
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Learning by Example: Tales from the Real World |
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298 | (1) |
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Summary: 'Nurturing' Resistance, Exercising Power, and Transforming Practice |
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299 | (3) |
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302 | (1) |
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303 | (2) |
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18 The Role of Adapted Physical Education Consultants |
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305 | (40) |
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Patricia E. Nearingburg and Laurie Clifford |
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305 | (2) |
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307 | (7) |
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314 | (9) |
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323 | (1) |
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323 | (1) |
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323 | (2) |
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19 Considering Motivation |
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325 | (1) |
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325 | (1) |
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Harter's Competence Motivation Theory |
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326 | (6) |
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332 | (5) |
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Self-determination Theory |
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337 | (4) |
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Summary and Considerations |
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341 | (1) |
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341 | (1) |
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342 | (3) |
VI THE ACTIVE LIVING DOMAIN |
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345 | (126) |
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Promoting Quality of Life |
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345 | (1) |
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What Is Leisure Education? |
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346 | (1) |
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Person-centred Leisure Education |
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347 | (2) |
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A Conceptual Model far Leisure Education |
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349 | (2) |
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Conceptual Cornerstones of Leisure Education |
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351 | (7) |
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358 | (1) |
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359 | (1) |
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359 | (4) |
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21 Creating Inclusive Physical Activity Opportunities |
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363 | (1) |
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An Abilities-based Approach |
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363 | (1) |
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Successful Participation in Active Living |
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364 | (8) |
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The Abilities-based Approach to Inclusive Active Living |
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372 | (5) |
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The Abilities-based Approach in 'Real Life' |
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377 | (2) |
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379 | (1) |
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380 | (1) |
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380 | (3) |
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22 Inclusive Fitness Appraisal Developments |
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383 | (46) |
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383 | (2) |
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People With a Disability and Physical Activity |
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385 | (3) |
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The Active Living Philosophy and Inclusion |
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388 | (2) |
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The Canadian Physical Activity, Fitness, and Lifestyle Appraisal: The Basics and Its Evolution |
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390 | (4) |
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The Canadian Commitment to Inclusive Appraisal Services |
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394 | (1) |
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Recommendations for Fitness Appraisal for People With a Disability |
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394 | (4) |
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The CPAFLA and the STM: Broadening the Scope of Accessible Services |
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398 | (1) |
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399 | (2) |
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401 | (1) |
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401 | (2) |
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403 | (4) |
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23 Community Active Living Programming |
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407 | (1) |
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407 | (1) |
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408 | (1) |
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The Need for Specialized Active Living Programming |
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408 | (2) |
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410 | (1) |
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Designing Accessible Facilities and Programmes |
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411 | (3) |
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414 | (1) |
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Registration and Screening |
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414 | (3) |
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Volunteer and Staff Roles |
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417 | (1) |
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418 | (1) |
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418 | (1) |
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418 | (1) |
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419 | (1) |
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420 | (9) |
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24 Disabling Aspects of Aging |
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429 | (1) |
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The Role of Active Living in Promoting Life Span Autonomy |
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429 | (3) |
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The Aging-disablement Process |
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432 | (13) |
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445 | (1) |
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445 | (4) |
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25 Fitness and Physical Activity for Older Adults |
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449 | (22) |
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Arthur C. (Art) Burgess and John C. Hudec |
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449 | (1) |
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450 | (1) |
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Socio-economic Influences on Older Adults |
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451 | (2) |
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453 | (1) |
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Barriers to Participation in Regular Physical Activity |
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454 | (2) |
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Guidelines for the Operation of Older Adult Group Fitness Activities |
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456 | (13) |
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469 | (1) |
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469 | (1) |
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469 | (2) |
VII THE REALM OF SPORT |
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26 History of Disability Sport |
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471 | (152) |
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From Rehabilitation to Athletic Excellence |
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Robert D. Steadward and Sheri L. Foster |
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471 | (1) |
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The Early Days (1870-1940) |
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472 | (4) |
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Medical Rehabilitation and the Introduction of Wheelchair Sport-The Guttmann Era (1940s) |
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476 | (2) |
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Growth of the Paralympic Movement (1948-Present) |
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478 | (8) |
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International Organizations of Sport for the Disabled (IOSDs) |
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486 | (7) |
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493 | (1) |
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494 | (1) |
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494 | (1) |
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495 | (2) |
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|
497 | |
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Joan Matthews White and Robert Burnham |
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497 | (1) |
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The Evolution of Sport Medicine |
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498 | (1) |
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499 | (1) |
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499 | (3) |
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Management and Prevention of Sport Injuries |
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502 | (1) |
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General Medical Conditions: A Disability-specific Perspective |
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503 | (4) |
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Future Research Directions |
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507 | (1) |
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|
507 | (1) |
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508 | (1) |
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509 | (2) |
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28 Principles of Fitness Assessment and Training for Wheelchair Athletes |
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511 | (1) |
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Competitive Sport for Individuals With Disabilities |
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511 | (1) |
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Energy Systems Specific to Wheelchair Racing Performance |
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512 | (2) |
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Muscle Fibre Types and Their Relationship to Sports Performance |
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514 | (2) |
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Anaerobic and Aerobic Fitness in Wheelchair Athletes |
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516 | (9) |
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Physiological Correlates of Wheelchair Racing Performance |
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525 | (2) |
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Principles of Physical Training for Persons With Disabilities |
|
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527 | (2) |
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Designing Physical Training Programmes for Improving Wheelchair-racing Performance |
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529 | (5) |
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534 | (1) |
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535 | (1) |
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535 | (6) |
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29 Technological Developments in Disability Sport |
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541 | (1) |
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541 | (1) |
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Technology and Disability Sport |
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542 | (2) |
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Definitions of Key Concepts |
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544 | (1) |
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A Model of Technological Changes Associated With Prostheses and Wheelchairs |
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545 | (5) |
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Technology and Performance |
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550 | (6) |
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556 | (1) |
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|
556 | (3) |
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30 Physical Activity and Sport for Individuals With Intellectual Disability |
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559 | (1) |
|
Jennifer B. Mactavish and Maureen J. Dowds |
|
|
|
|
559 | (1) |
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560 | (7) |
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Sport for Persons With Intellectual Disability |
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567 | (2) |
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The Special Olympics (SO) Movement |
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569 | (6) |
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The International Sports Federation for Persons With Intellectual Disability |
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|
575 | (4) |
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Issues in Sport for Individuals With Intellectual Disability |
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579 | (5) |
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584 | (1) |
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585 | (1) |
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|
586 | (3) |
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31 The Female Athlete in Paralympic Sport |
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589 | (1) |
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589 | (1) |
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|
590 | (1) |
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The Gendering of Paralympic Sport |
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591 | (2) |
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Identifying the Female Athlete Experience |
|
|
593 | (2) |
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The Voice of the Female Athlete |
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595 | (4) |
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599 | (3) |
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|
602 | (1) |
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602 | (3) |
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32 Athletes in Transition |
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605 | (1) |
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605 | (1) |
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Athletes With a Disability in Transition |
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606 | (1) |
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Transition From Able-bodied Sports |
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607 | (3) |
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Transition From Disability Sports |
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610 | (10) |
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620 | (1) |
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621 | (1) |
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|
621 | (2) |
Index |
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623 | |