Recent Publications

Our combined research areas focus on physical activity and health-related variable among youth and adults, including those with disabilities. This includes studies conducted within and outside of school-based physical education contexts. Some lines of inquiry which our research team pursues include the following:

Recent Publications

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Stanish, H., Ross, S.M., Lai, B, Haegele, J.A., Yun, J., & Healy, S. (2023). United States physical activity report card for children and adolescents with disabilities. Adapted Physical Activity Quarterly, 40(3), 560-567. https://doi.org/10.1123/apaq.2022-0054

 

Hou, M., Herold, F., Healy, S., Haegele, J.A., Block, M.E., Ludyga, S., Schuch, F.B., Ng, J.L., Gerber, M., Hossain, M., Taylor, A., Muller, N.G., Kramer, A.F., & Zou, L. (2023). 24-hour movement behavior guideline adherence is linked to academic performance, social function, and emotional function among visually impaired children and adolescents. Mental Health & Physical Activity, 25, 1005454. https://doi.org/10.1016/j.mhpa.2023.100545   

 

Hill, E., Hill, L., Morris, D., Duncan, M., Haegele, J.A., & Helms, K. (2023). Using triathlon camp to develop youth life skills among diverse campers. Journal of Park and Recreation Administration, 41(2), 118-128. https://doi.org/10.18666/JPRA-2022-11633

 

Esatbeyoglu, F., ғKirk, T.N., & Haegele, J.A. (2023). “Like I’m flying”: Capoeira dance experiences of youth with visual impairments". British Journal of Visual Impairment, 41(2), 439-447. https://doi.org/10.1177/02646196211059756

 

Kons, R., Haegele, J.A., & Detanico, D. (2023). World-ranking performance in visually impaired judo athletes: An approach considering the age at peak performance, sport classes and weight categories. British Journal of Visual Impairment, 41(2), 439-447. https://doi.org/10.1177/02646196211059747

 

Kirk, T.N., Haegele, J.A., & Zhu, X. (2023). Physical education skill development of individuals with visual impairments: A preliminary study. The Physical Educator, 80(3), 278-294. https://doi.org/10.18666/TPE-2023-V80-I3-11582

 

Ku, B., & Haegele, J.A. (2023). Understanding parental physical activity behaviors in parents of children with developmental disabilities: An expanded theory of planned behavior approach. Journal of Intellectual and Developmental Disability, 48(2), 117-126. https://doi.org/10.3109/13668250.2022.2104448

 

Ross, S., Haegele, J.A., Anderson, K., & Healy, S. (2023). Evidence of item bias in a national flourishing measure for autistic youth. Autism Research 16(4), 841-854. https://doi.org/10.1002/aur.2900

 

†Luginsland, L., Haegele, J.A., & Bennett, H.J. (2023). Lower extremity joint stiffness of autistic adolescents during running at dual speeds. Journal of Biomechanics, 149, 111478. https://doi.org/10.1016/j.jbiomech.2023.111478

 

Huang, J., Yang, J., Haegele, J.A., Wang, L., Chen, S., & Li, C. (2023). Feasibility and reliability of health-related physical fitness tests in children and adolescents with hearing impairment. Children, 10(2), 353. https://doi.org/10.3390/children10020353   

------------------------------------------------------------------2022---------------------------------------------------------------

ғKirk, T.N., Haegele, J.A., & Zhu, X. (2022). Predicting physical activity among adults with visual impairments using the theory of planned behavior. Disability & Health Journal, 15(4), 101363.  https://doi.org/10.1016/j.dhjo.2022.101363

 

Lee, J., Healy, S., & Haegele, J.A. (2022). Environmental and social determinants of leisure-time physical activity in children with autism spectrum disorder. Disability & Health Journal, 15(4), 101340.  https://doi.org/10.1016/j.dhjo.2022.101340

 

Ross, S.M., Haegele, J.A., Abrahamson, K., Schram, B.M., & Healy, S. (2022). US adults with visual impairments meeting 24-hour movement guidelines: Updated national prevalence estimates. Disability & Health Journal, 15(3), 101320. https://doi.org/10.1016/j.dhjo.2022.101320

 

Hill, E., †Williams, R., Haegele, J.A., Ramsing, R., †Arrington, B., & Hill, L. (2022). Family diabetes camp amidst COVID-19: A community of practice model. Journal of Youth Development, 17(4), 160-174. https://doi.org/10.5195/jyd.2022.1262


Williams, R., Hill, E., & Haegele, J.A. (2022). We only run from police: A qualitative inquiry into the lived experiences of Black distance runners. Recreation, Parks, and Tourism in Public Health, 6(1), 35-54. https://doi.org/10.2979/rptph.6.1.04

 

Au, H.L., Li, C., Haegele, J.A., & Kam, K. (2022). Predictors of teachers’ attitudes towards teaching students with ADHD in general physical education. Journal of Teaching in Physical Education, 41(4), 633-639. https://doi.org/10.1123/jtpe.2019-0203

 

McKay, C., Haegele, J.A., & Perez-Torralba, A. (2022). “My perspective has changed on an entire group of people”: Undergraduate students’ experiences with Paralympic Skill Lab. Sport, Education & Society, 27(8), 946-959.  https://doi.org/10.1080/13573322.2021.1949702

 

Haegele, J.A., †Ball, L.E., Zhu, X., †Keene, M.A., & †Nowland, L.A. (2022). Absent, incapable, and ‘normal’: Understanding the inclusiveness of visually impaired students’ experiences in integrated physical education. Adapted Physical Activity Quarterly, 39(4), 424-445. https://doi.org/10.1123/apaq.2022-0014

 

Haegele, J.A., & Zhu, X. (2022). Movement behaviors, comorbidities, and health-related quality of life among adults with visual impairments. Disability & Rehabilitation, 44(16), 4361-4367.  https://doi.org/10.1080/09638288.2021.1906333

 

Bennett, H.J., Jones, T., Valenzuela, K.A., & Haegele, J.A. (2022). Coordination variability during running in adolescents with autism spectrum disorder. Autism: International Journal of Research & Practice, 26(5), 1201-1215. https://doi.org/10.1177/13623613211044395

 

McKay, C., Park, J.Y., & Haegele, J.A. (2022). Contact theory as the theoretical basis of the Paralympic Skill Lab: A measurement of implementation fidelity. Palaestra, 36(3), 44-49.  


Holland, K., Haegele, J.A., Zhu, X., & Bobzien, J. (2022). “They’re either going to find ways to include you or they’re just kind of not”: Experiences of students with orthopedic impairments in integrated physical education. Adapted Physical Activity Quarterly, 39(3), 321-340. https://doi.org/10.1123/apaq.2021-0184

 

Li, C., Haegele, J.A., Sun, F., Alves, M.L.T., Ang, S.H.C., Lee, J., Ng, K., Alves, I., Healy, S., Huang, W.Y., Rintala, P., Tan, J.S.Y., Wu, Y., Yang, H., Kärnä, E., Maeng, H., Schliemann, A.L., & Ding, D. (2022). Meeting the 24-hour movement guidelines and health-related outcomes among youth with autism spectrum disorder: A seven-country observational study. Child and Adolescent Psychiatry and Mental Health, 16, Article number 50. https://doi.org/10.1186/s13034-022-00488-5

 

Salar, S., Haegele, J.A., & Daneshmandi, H. (2022). Parents’ perceptions on physical activity for their children with autism spectrum disorder during the COVID-19 pandemic. Physical Treatments: Specific Physical Therapy Journal, 12(1), 23-30. https://doi.org/10.32598/ptj.12.1.210.1

 

Maher, A.J., Haegele, J.A., & Sparkes, A. (2022). “It’s better than going into it blind”: Reflections by people with visual impairments regarding the use of simulation for pedagogical purposes. Sport, Education & Society, 27(6), 647-661. https://doi.org/10.1080/13573322.2021.1897562

 

Zhu, X., Haegele, J.A., & †Holland, S.K. (2022). Cardiorespiratory fitness growth in middle school: Socio-demographic factor associations. Research Quarterly for Exercise & Sport, 93(2), 333-340. https://doi.org/10.1080/02701367.2020.1834492

 

Ross, S.M., Haegele, J.A., Schram, B.M., & Healy, S. (2022). 24-hour movement behaviors among US adults with disabilities. Journal of Physical Activity & Health, 19(5), 392-397. https://doi.org/10.1123/jpah.2021-0648

 

Nerothin, P., Hill, E., & Haegele, J.A. (2022). Breathing fresh air into diabetes education: A qualitative study. Journal of Outdoor Recreation, Education, & Leadership, 14(2), 3-15. https://doi.org/10.18666/JOREL-2022-V14-I2-11127

 

Sato, T., Haegele, J.A., Sawae, Y., & Saito, M. (2022). The professional socialization of Japanese graduate students during adapted physical education practicum experiences. International Journal of Disability, Development, & Education, 69(2), 594-608. https://doi.org/10.1080/1034912X.2020.1719049



Bennett, H.J., Ringlab, S.I., Bobzien, J., & Haegele, J.A. (2022). Are gait biomechanics related to physical activity engagement? An examination of adolescents with ASD. Medicine & Science in Sports & Exercise, 54(3), 447-455. https://doi.org/10.1249/MSS.0000000000002810   

 

Wang, W., Haegele, J.A., Wu, Y., & Li, C. (2022). Meeting the 24-hour movement guidelines and outcomes in adolescents with ADHD: a cross-sectional observational study. International Journal of Environmental Research & Public Health, 19, 2132. https://doi.org/10.3390/ijerph19042132

 

Wen, Y., Zhu, X., Haegele, J.A., & Yu, F. (2022). Mental health, bullying, and victimization among Chinese adolescents. Children, 9, 240. https://doi.org/10.3390/children9020240   

 

Li, C., Haegele, J.A., McKay, C., & Wang, L. (2022). Including students with physical disabilities in physical education in Singapore: Perspectives of peers without disabilities. European Physical Education Review, 28(1), 137-150. https://doi.org/10.1177/1356336X211025871

 

McKay, C., McMahaon, J., Haegele, J.A., & Walters, J. (2022). Utilizing Paralympic Skill Lab in higher education: Exploring the student experience. Curriculum Studies in Health and Physical Education, 13(1), 49-61. https://doi.org/10.1080/25742981.2021.1936096

 

Haegele, J.A., & Maher, A.J. (2022). Male autistic youth experiences of belonging in integrated physical education. Autism: International Journal of Research & Practice, 26(1), 51-61. https://doi.org/10.1177/13623613211018637  

 

Haegele, J.A., Holland, S.K., & Hill, E. (2022). Understanding parents’ experiences with children with type 1 diabetes. International Journal of Environmental Research & Public Health, 19, 554. https://doi.org/10.3390/ijerph19010554

 

Swenson, T.G., & Haegele, J.A. (2022). Examining the perceived role clarity, ability, and training needs of paraeducators within physical education settings. The Physical Educator, 78(1), 15-36. https://doi.org/10.1866/TPE-202-V79-11-10738  

 

Bennett, H.J., Valenzuela, K., Sievert, Z., & Haegele, J.A. (2022). Lower extremity coordination during walking in persons who are blind and sighted controls: A preliminary report. British Journal of Visual Impairment, 40(1), 48-60. https://doi.org/10.1177/0264619620941892   

 

Pellerin, S.K., Wilson, W.J., & Haegele. J.A. (2022). The experiences of students with disabilities in self-contained physical education. Sport, Education & Society, 27(1), 14-26. https://doi.org/10.1080/13573322.2020.1817732

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Dahlgren, J., Healy, S., MacDonald, M., Geldhof, J., Palmiere, K., & Haegele, J.A. (2021). Physical activity and screen-time among youth with autism: A longitudinal analysis from 9 to 18 years. Autism, 25(4), 1090-1099. doi:10.1177/1362361320981314

 

Wilson, W.J., Haegele, J.A., Holland, S.K., & Richards, K.A.R. (2021). Co-curricular service-learning through a camp for athletes with visual impairments. Journal of Teaching in Physical Education, 40(2), 190-198. doi:10.1123/jtpe.2019-0109

 

Wilson, W.J., †Holland, S.K., Haegele, J.A., & Richards, K.A.R. (2021). Workplace experiences of adapted physical educators: A comparison of educators with and without national certification. Journal of Teaching in Physical Education, 40(2), 267-275. doi:10.1123/jtpe.2019-0239

 

Haegele, J.A., Zhu, X., Wilson, P.B., Kirk, T.N., & Davis, S. (2021). Physical activity, nutrition, and psychological well-being among youth with visual impairments and their siblings. Disability & Rehabilitation, 43(10), 1420-1428. doi:10.1080/09638288.2019.1666926

 

Zhang, L., Zhu, X., Haegele, J.A., Yang, D., & Wu, X. (2021). Effects of a one-year physical activity intervention on fundamental motor skills of boys with severe intellectual disabilities. Research in Developmental Disabilities, 114(2021), 103980. doi:10.1016/j.ridd.2021.103980

 

Haegele, J.A., Wilson, W.J., Zhu, X., Bueche, J.J., Brady, E., & Li, C. (2021). Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives. European Physical Education Review, 27(2), 297-311. doi:10.1177/1356336X20944429

 

Kirk, T.N., Haegele, J.A., & Zhu, X. (2021). Barriers, expectancy-value beliefs, and physical activity engagement among adults with visual impairments. Adapted Physical Activity Quarterly, 38(2), 286-306. doi:10.1123/apaq.2019-0196


Haegele, J.A., Aigner, C., & Healy, S. (2021). Impact of weight and disability status on bullying victimization and perpetration among youth. Journal of Paediatrics and Child Health, 57(3), 383-387. doi:10.1111/jpc.15230

 

Haegele, J.A., Zhu, X., & Kirk, T.N. (2021). Physical activity among children with visual impairments, siblings, and parents: Exploring familial factors. Maternal & Child Health Journal, 25(3), 471-478. doi:10.1007/s10995-020-03080-5

 

Bennett, H.J., Ringleb, S., Bobzien, J., & Haegele, J.A. (2021). Lower extremity biomechanics of adolescents with autism spectrum disorder during walking. Journal of Biomechanics, 119 (2021), 110332. doi:10.1016/j.jbiomech.2021.110332

 

Haegele, J.A., & Zhu, X. (2021). Physical activity, self-efficacy, and health-related quality of life among adults with visual impairments. Disability & Rehabilitation, 43(4), 530-536. doi:10.1080/09638288.2019.1631397

 

Kirk, T.N., & Haegele, J.A. (2021). Expectancy-value beliefs, identity, and physical activity among adults with visual impairments. Disability & Rehabilitation, 43(4), 516-524. doi:10.1080/09638288.2019.1631395

 

Buckley, M., Haegele, J.A., Zhu, X., & Bobzien, J. (2021). Experiences in physical education and sport: Reflections of female athletes with visual impairments. Curriculum Studies in Health & Physical Education, 12(1), 67-79. doi:10.1080/25742981.2020.1846996

 

Holland, K., & Haegele, J.A. (2021). Perspectives of students with disabilities toward physical education: A review update 2014-2019. Kinesiology Review, 10(1), 78-87. doi:10.1123/kr.2020-0002

 

Kirk, T.N., Haegele, J.A., & McKay, C. (2021). Exploring dignity among elite athletes with disabilities during a sport-focused disability awareness program. Sport, Education & Society, 26(2), 148-160. doi:10.1080/13573322.2020.1713078

 

Ruin, S., Giese, M., & Haegele, J.A. (2021). Fear or freedom? Visually impaired students’ ambivalent perspectives on physical education. British Journal of Visual Impairment, 39(1), 20-30. doi:10.1177/0264619620961813

 

McNamara, S., & Haegele, J.A. (2021). Undergraduate students’ experiences with educational podcasts to learn about inclusive and integrated physical education. European Physical Education Review, 27(1), 185-202. doi:10.1177/1356336X209325998

 

Li, C., Haegele, J.A., & Wang, L. (2021). Moderate-to-vigorous physical activity and behavioral outcomes in adolescents with attention deficit and hyperactivity disorder: The role of sleep. Disability & Health Journal, 14(1), 100970. doi:10.1016/j.dhjo.2020.100970

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Wilson, W.J., Richards, K.A.R., Haegele, J.A., & †Holland, S.K. (2020). Perceived workplace experiences of adapted physical educators and physical educators. Research Quarterly for Exercise & Sport, 91(4), 618-629. doi:10.1080/02701367.2019.1694632

 

Lee, J., Chang, S.H., & Haegele, J.A. (2020). Does service learning work? Attitudes of college students toward individuals with disabilities. Journal of Experiential Education, 43(4), 365-380. doi:10.1177/1053825920918887

 

Wilson, W.J., Kelly, L.E., & Haegele, J.A. (2020). "We’re asking teachers to do more with less": Perspectives on least restrictive environment implementation in physical education. Sport, Education & Society, 25(9), 1058-1071. doi:10.1080/13573322.2019.1688279

 

Wilson, W.J., Theriot, E.A., & Haegele, J.A. (2020). Attempting inclusive practice: Perspectives of physical educators and adapted physical educators. Curriculum Studies in Health & Physical Education, 11(3), 187-203. doi:10.1080/25742981.2020.1806721


Haegele, J.A., Li, C., & Wilson, W.J. (2020). Mindfulness, contact anxiety, and attitudes toward students with visual impairments among certified adapted physical educators. Adapted Physical Activity Quarterly, 37(4), 498-507. doi:10.1123/apaq.2019-0194.  

 

Wilson, W.J., Kelly, L.E., & Haegele, J.A. (2020). Least restrictive environment decision making in physical education. Journal of Teaching in Physical Education, 39(4), 536-544. doi:10.1123/jtpe.2019-0161

 

ғKirk, T.N., Haegele, J.A., & Zhu, X. (2020). Performance calibration among youth with visual impairments on a six-minute endurance run test. British Journal of Visual Impairment, 38(3), 324-332. doi:10.1177/0264619620912768

 

Haegele, J.A., Zhu, X., & †Holland, K. (2020). Fitness testing experiences in integrated physical education as reflected by adults with visual impairments. European Physical Education Review, 26(4), 747-763. doi:10.1177/1356336X19882057  

 

Haegele, J.A., Yun, J., & McCubbin, J. (2020). The need for preparing highly qualified faculty in adapted physical activity. Palaestra, 34(3), 16-20.

 

Coffey, R., Haegele, J.A., Zhu, X., & Bobzien, J. (2020). Examining physical education experiences at integrated and residential schools for students with visual impairments. British Journal of Visual Impairment, 38(3), 312-323.  doi:10.1177/0264619620911445

 

Haegele, J.A., Giese, M., Wilson, W.J., & Oldorp, F. (2020). Bruchlinien der Inklusion. Forschungsprogrammatische Überlegungen zu einer international sichtbaren sportpädagogische Inklusionsforschung [English Translation: Problematizing integrated physical education: A call for research attention]. Sportwissenschaft [German Journal of Exercise and Sport Research], 50, 417-425. doi:10.1007/s12662-020-00663-w

Zhu, X., Haegele, J.A., Wang, D., Zhang, L., & Wu, X. (2020). Reactivity to accelerometer measurement of youth with moderate and severe intellectual disabilities. Journal of Intellectual Disability Research, 64(9), 667-672. doi:10.1111/jir12757

Holland, K., Haegele, J.A., Zhu, X., & Brady, E. (2020). Experiences in physical education with Bardet-Biedl Syndrome: An interpretative phenomenological analysis case study. Journal of Blindness Innovation and Research, 10(2), doi:10.5241/10-185 

Prieto, L.A., Haegele, J.A., & Columna, L. (2020). Dance programs for school age individuals with disabilities: A systematic review. Adapted Physical Activity Quarterly, 37(3), 349-376. doi:10.1123/apaq.2019-0117

Holland, S.K., & Haegele, J.A. (2020). Socialization experiences of first year adapted physical education teachers with a master’s degree. Adapted Physical Activity Quarterly, 37(3), 304-323. doi:10.1123/apaq.2019-0126

Holland, K., Haegele, J.A., & Zhu, X. (2020). “My eyes have nothing to do with how my legs move”: Individuals with visual impairments’ experiences with learning to run. Adapted Physical Activity Quarterly, 37(3), 253-259. doi:10.1123/apaq.2019-0098

Tanure Alves, M.L., Grenier, M., Haegele, J.A., & Duarte, E. (2020). “I didn’t do anything, I just watched”: Perspectives of Brazilian students with physical disabilities toward physical education. International Journal of Inclusive Education, 24(10), 1129-1142. doi:10.1080/13603116.2018.1511760

Healy, S., Garcia, J., & Haegele, J.A. (2020). Environmental factors associated with physical activity and screen time among children with and without autism spectrum disorder. Journal of Autism & Developmental Disorders, 50, 1572-1579. doi:10.1007/s10803-018-3818-0

Healy, S., Foley, J.T., Haegele, J.A., & Patterson, F. (2020). Physical activity, screen-time, and sleep duration among youth with chronic health conditions in the United States. American Journal of Health Promotion, 34(5), 505-511. doi:10.1177/0890117120915687

Haegele, J.A., Zhu, X., Healy, S., & Patterson, F. (2020). Proportions of youth with visual impairments meeting 24-hour movement guidelines. Child: Care, Health & Development, 46(3), 345-351. doi:10.1111/cch.12747

Zhang, L., Zhu, X., Haegele, J.A., Wang, D., & Wu, X. (2020). Health and fitness indicators of individuals with intellectual disabilities in China: Performance differences among disability levels. Journal of Intellectual & Developmental Disability 45(2), 155-158. doi:10.3109/13668250.2019.1591942 

Haegele, J.A., Hodge, S.R., Zhu, X., †Holland, S.K., & Wilson, W.J. (2020). Understanding the inclusiveness of integrated physical education from the perspectives of adults with visual impairments. Adapted Physical Activity Quarterly, 37(2), 141-159. doi:10.1123/apaq.2019-0094

Columna, L., Prieto, L., Elias-Revolledo, G., & Haegele, J.A. (2020). The perspectives of parents of youth with disabilities toward physical activity: A systematic review. Disability & Health Journal, 13, e100851. doi:10.1016/j.dhjo.2019.100851

Haegele, J.A., Foley, J.T., Healy, S., & Paller, A. (2020). Prevalence of overweight among children with chronic conditions in the United States: An updated from the 2016 National Survey of Children’s Health. Pediatric Obesity, 15(4), e12595. doi:10.1111/iljpo.12595

Haegele, J.A., Aigner, C., & Healy, S. (2020). Extracurricular activities and bullying among children and adolescents with disabilities. Maternal & Child Health Journal, 24, 310-318. doi:10.1007/s10995-019-02866-6

Yessick, A.B., Haegele, J.A., Zhu, X., & Bobzien, J. (2020). Experiences of children with ASD in self-contained physical education: An electronic-scrapbooking study. Advances in Neurodevelopmental Disorders, 4(1), 51-58. doi:10.1007/s41252-019-00139-5

Wilson, W., Haegele, J.A., & Kelly, L. (2020). Revisiting the narrative about least restrictive environment in physical education. Quest, 72(1), 19-32. doi:10.1080/00336297.2019.1602063 

Shim, A., Newman, D., Haegele, J.A., & Varnado, K. (2020). The effects of a pedal-less bicycle intervention on stability scores among children with autism spectrum disorder. Advances in Neurodevelopmental Disorders, 4(1), 20-26. doi:10.1007/s41252-019-00131-z

McKay, C., Haegele, J.A., & McMahon, J. (2020). Utilizing documentary file as a pedagogical methodology: Exploring the student experience through writing to learn after viewing The Rebound: A Wheelchair Basketball Story. The Physical Educator, 77(2), 271-293. doi:10.18666/TPE-V77-I2-9569

Armitano, C., Bennett, H.J., Haegele, J.A., & Morrison, S. (2020). Gait related acceleration patterns are altered in adults with autism spectrum disorder. Gait & Posture, 75, 155-162. doi:10.1016/j.gaitpost.2019.09.002

Strappasson, A.M., Fonseca, K.V.O., Tanure Alves, M.L.T., Haegele, J.A., & Duarte, E. (2020). Initiation of para-badminton through the “shuttle time” teaching program. Conexões: Educacao Fisica, Esporte e Saude, 17, e019031. doi:10.20396/conex.v17i0.8655265

Haegele, J.A., Zhu, X., & †Holland, S.K. (2020). School-based bullying experiences as reflected by adults with visual impairments. Psychology in the Schools, 57, 296-309. doi:10.1002/pits.22314

Richards, K.A.R., Wilson, W.J., †Holland, S.K., & Haegele, J.A. (2020). The relationships among perceived organizational support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in adapted physical educators. Adapted Physical Activity Quarterly, 37(1), 90-111. doi:10.1123/apaq.2019-0053

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McKay, C., Walters, J., & Haegele, J.A. (2019). The impact of a disability sport documentary: Depicting the college student viewing experience through reflective essays. Palaestra, 33(4), 27-32. 

McKay, C., Park, J., & Haegele, J.A. (2019). An analysis of the structure, validity and reliability of the collegian attitudes toward integrated campus recreation (CAICR) scale. Recreation Sports Journal, 43(2), 73-83. doi:10.1177/1558866119884895

Haegele, J.A. (2019). Inclusion illusion: Questioning the inclusiveness of integrated physical education. Quest, 71(4), 389-397. doi:10.1080/00336297.2019.1602547

Haegele, J.A., Zhu, X., & †Holland, K. (2019). Exploring the intersection between disability and overweightness in physical education among females with visual impairments. Research Quarterly for Exercise & Sport, 90(3), 344-354. doi:10.1080/02701367.2019.1600652

Zhu, X., & Haegele, J.A. (2019). Reactivity to accelerometer measurement of children with visual impairments and their family members. Adapted Physical Activity Quarterly, 36(4), 492-500. doi:10.1123/apaq.2019-0040 

Haegele, J.A., & Zhu, X. (2019). Body image and physical education: Reflections of individuals with visual impairments. European Physical Education Review, 25(4), 1002-1016. doi:10.1177/1356336X18789436

McNamara, S., Becker, K., Weigel, W., Marcy, P., & Haegele, J.A. (2019). The influence of attentional focus instructions on motor performance among adolescents with severe visual impairment. Perceptual & Motor Skills, 126(6), 1145-1157. doi:10.1177/0031512519869090

Yang, D., Zhu, X., Haegele, J.A., Wilson, P.B., & Wu, X. (2019). Association between health-related fitness and physical activity during weekdays: Do fit students exercise more after school? Sustainability, 11(4127), 1-8. doi:10.3390/su11154127 

Haegele, J.A., Lee, J., Chang, S, & Lee, Y. (2019). Physical education experiences among elite athletes with visual impairments in South Korea. The Journal of Learner-Centered Curriculum and Instruction, 19(13), 359-383. 

Zhu, X., & Haegele, J.A. (2019). Three year health-related fitness knowledge growth in one curriculum context: Impact of student and school-level factors. Journal of Teaching in Physical Education, 38(3), 214-220. doi:10.1123/jtpe.2018-0146

Haegele, J.A., Aigner, C., & Healy, S. (2019). Prevalence of meeting physical activity, screen-time, and sleep guidelines among children and adolescents with and without visual impairments in the United States. Adapted Physical Activity Quarterly, 36(3), 399-405. doi:10.1123/apaq.2018-0130

Sato, T., & Haegele, J.A. (2019). Physical education pre-service teachers’ academic and social engagement in online kinesiology course. Journal of Digital Learning in Teacher Education, 35(3), 181-196. doi:10.1080/21532974.2019.1619108

McKay, C., Haegele, J.A., & Block, M.E. (2019). Lessons learned from Paralympic school day: Reflections from the students. European Physical Education Review, 25(3), 745-760. doi:10.1177/1356336X18768038

Bennett, H., Valenzuela, K., Fleenor, K., Morrison, S., & Haegele, J.A. (2019). Walking biomechanics and energetics of individuals with a visual impairment: A preliminary report. Human Movement, 20(4), 8-18. doi:10/5114/hm.2019.85094

Li, C., Haegele, J.A., & Wu, L. (2019). Comparing physical activity and sedentary behavior levels between deaf and hearing adolescents. Disability & Health Journal, 12(3), 514-518. doi:10.1016/j.dhjo.2018.12.002

Haegele, J.A., Garcia, J., & Healy, S. (2019). The association between neighborhood factors and physical activity and screen-time among youth with visual impairments. Disability & Health Journal, 12(3), 509-513. doi:10.1016/j.dhjo.2019.02.004

Healy, S., Aigner, C., Haegele, J.A., & Patterson, F. (2019). Meeting the 24-hour movement guidelines: An update on US youth with autism spectrum disorder from the 2016 National Survey of Children’s Health. Autism Research, 12(6), 941-951. doi:10.1002/aur.2095

Sato, T., & Haegele, J.A. (2019). Understanding career changes: Physical educators to adapted physical educators. The Physical Educator, 76(3), 611-633. doi:10.18666/TPE-2019-V76-I3-8913

Healy, S., Aigner, C., & Haegele, J.A. (2019). Prevalence of overweight and obesity among US youth with autism spectrum disorder. Autism: International Journal of Research & Practice, 23(4), 1046-1050. doi:10.1177/1362361318791817

      *identified by Spectrum as a notable paper in autism research in 2018. 

Zhu, X., Haegele, J.A., & Healy, S. (2019). Movement and mental health: Behavioral correlates of anxiety and depression among children of 6-17 years old in the U.S. Mental Health & Physical Activity, 16, 60-65. doi:10.1016/j.mhpa.2019.04.002

Haegele, J.A., Wilson, P.B., Zhu, X., & †Kirk, T.N. (2019). The meaning of youth physical activity experiences among individuals with psoriasis: A retrospective inquiry. European Physical Education Review, 25(2), 374-388. doi:10.1177/1356336X17740143

Haegele, J.A., & Buckley, M. (2019). Physical education experiences of Alaskan youth with visual impairments: A qualitative inquiry. Journal of Visual Impairment & Blindness, 113(1), 57-67. doi:10.1177/0145482X18818614

Yessick, A.B., & Haegele, J.A. (2019). “Missed opportunities”: Adults with visual impairments reflections on the impact of physical education on current physical activity. British Journal of Visual Impairment, 37(1), 40-49. doi:10.1177/0264619618814070

Haegele, J.A., Sato, T., Zhu, X., & Kirk, T.N. (2019). Paraeducator support in integrated physical education as reflected by adults with visual impairments. Adapted Physical Activity Quarterly, 36(1), 91-108. doi:10.1123/apaq.2018-0063 

Kirk, T.N., & Haegele, J.A. (2019). Theory of planned behavior in research examining physical activity factors among individuals with disabilities: A review. Adapted Physical Activity Quarterly, 36(1), 164-182. doi:10.1123/apaq.2018-0065

Haegele, J.A., Aigner, C., & Healy, S. (2019). Physical activity, body mass index, and health status among youth with severe visual impairments aged 13-17 years in the United States. Disability & Health Journal, 12(1), 24-28. doi:10.1016/j.dhjo.2018.07.001

------------------------------------------------------------------------------------2018------------------------------------------------------------------------------------

Haegele, J.A. (2018). Youth leisure-time physical activity from the perspectives of young adults with visual impairments. European Journal of Adapted Physical Activity, 11(2), 1-13. doi:10.5507.euj.2018.010

Zhu, X., & Haegele, J.A. (2018). Health-related fitness knowledge growth in high school: Gender and school level correlates. Health Education Journal, 77(8), 927-938. doi:10.1177/0017896918785930

Haegele, J.A., Hodge, S.R., Gutierres Filho, P., Ribeiro, N., & Martinez-Rivera, C. (2018). A phenomenological inquiry about the meaning ascribed to physical activity by men with visual impairments in Brazil. Journal of Visual Impairment & Blindness, 112(5), 519-531. doi:10.1177/0145482X1811200509

Haegele, J.A., Yessick, A.B., & Zhu, X. (2018). Females with visual impairments in physical education: Exploring the intersection of disability and gender identities. Research Quarterly for Exercise & Sport, 89(3), 298-308. doi:10.1080/02701367.2018.1484067

Davis, S., Zhu, X., & Haegele, J.A. (2018). Factors influencing high school girls’ enrollment in elective physical education: An exploratory qualitative inquiry. Curriculum Studies in Health & Physical Education, 9(3), 286-299. doi:10.1080/25742981.2018.1493934

Haegele, J.A., Zhu, X., & Kirk, T.N. (2018). Weekday physical activity and health-related fitness of youths with visual impairments and those with autism spectrum disorder and visual impairments. Journal of Visual Impairment & Blindness, 112(4), 372-384. 

Hodge, S., Haegele, J.A., Gutierres, P., & Rizzi Lopes, G (2018). Brazilian physical education teachers’ beliefs about teaching students with disabilities. International Journal of Disability, Development and Education, 65(4), 408-427. doi:10.1080.1034912X.2017.1408896

Sato, T., & Haegele, J.A. (2018). Undergraduate kinesiology students’ experiences in online motor development course. Online Learning, 22(2), 271-288. doi:10.24059/olj.v22i2.1361

Tanure Alves, M.L., Haegele, J.A., & Duarte, E. (2018). “We can’t do anything”: The experiences of students with visual impairments in physical education classes in Brazil. British Journal of Visual Impairment, 36(2), 152-162. doi:10.1177/0264619617752761

Haegele, J.A., & Kirk, T.N. (2018). Experiences in physical education: Exploring the intersection of visual impairment and maleness. Adapted Physical Activity Quarterly, 35(2), 196-213. doi:10.1123/apaq.2017-0132

Zhu, X., Haegele, J.A., Tang, Y., & Wu, X. (2018). Prevalence and demographic correlates of overweight, physical activity, and screen time among school-aged children in urban China: The Shanghai Study. Asia Pacific Journal of Public Health, 30(2), 118-127. doi:10.1177/1010539518754538

Haegele, J.A., †Kirk, T.N., & Zhu, X. (2018). Self-efficacy and physical activity among adults with visual impairments. Disability & Health Journal, 11(2), 324-329. doi:10.1016/j.dhjo.2017.10.012

Sato, T., & Haegele, J.A. (2018). Physical educators’ engagement in online adapted physical education graduate professional development. Professional Development in Education, 44(2), 272-286. doi:10.1080/19415257.2017.1288651

Lieberman, L.J., Kirk, T.N., & Haegele, J.A. (2018). Physical education and transition planning experiences relating to recreation among adults who are deafblind: A recall analysis. Journal of Visual Impairment & Blindness, 112(1), 73-86. 

Zhu, X., Haegele, J.A., & †Davis, S. (2018). Physical educators’ habitual physical activity and self-efficacy for regular exercise. The Physical Educator, 75(1), 50-63. doi:10.18666/TPE-2018-V75-I1-7675

Haegele, J.A., Hodge, S.R., Gutierres Filho, P., & Rezende, A. (2018). Brazilian physical education teachers’ attitudes toward inclusion before and after participation in a professional development workshop. European Physical Education Review, 24(1), 21-38. doi:10.1177/1356336X16662898

Haegele, J.A., Zhu, X., & Davis, S. (2018). Barriers and facilitators of physical education participation for students with disabilities: An exploratory study. International Journal of Inclusive Education, 22(2), 130-141. doi:10.1080/13603116.2017.1362046

Haegele, J.A., Healy, S., & Zhu, X. (2018). Physical activity and obesity among nine-year-old children with and without chronic health problems, illness, or disabilities in Ireland. Disability & Health Journal, 11(1), 143-148. doi:10.1016/j.dhjo.2017.08.002 

------------------------------------------------------------------------------------2017------------------------------------------------------------------------------------

Zhu, X., Haegele, J.A., Tang, Y., & Wu, X. (2017). Physical activity and sedentary behaviors of urban Chinese children: Grade level prevalence and academic burden associations. BioMed Research International, 2017, Article ID 7540147, 1-7. doi:10.1155/2017/7540147

Sato, T., Haegele, J.A., & Foot, R. (2017). Developing online graduate coursework in adapted physical education utilizing andragogy theory. Quest, 69(4), 453-466. doi:10.1080/00336297.2017.1284679

Haegele, J.A., Brian, A.S., & Lieberman, L.J. (2017). Social cognitive theory determinants of physical activity in adults with visual impairments. Journal of Developmental & Physical Disabilities, 29(6), 911-923. doi:10.1007/s10882-017-9562-0 

Haegele, J.A., & Zhu, X. (2017). Experiences of individuals with visual impairments in integrated physical education: A retrospective study. Research Quarterly for Exercise and Sport, 88(4), 425-435. doi:10.1080/02701367.2017.1346781

Lee, J., Haegele, J.A., & Chang, S. (2017). Satisfaction of parents with children with autism spectrum disorders toward physical education. The Physical Educator, 74(4), 715-729. doi:10.18666/TPE-2017-V74-I4-7245

Haegele, J.A., Zhu, X., & Davis, S. (2017). The meaning of physical education and sport among elite athletes with visual impairments. European Physical Education Review, 23(4), 375-391. doi:10.1177/1356336X16650122

Haegele, J.A., Hodge, S.R., & Kozub, F.M. (2017). Beliefs about physical activity and sedentary behaviors of adults with visual impairments. Disability & Health Journal, 10(4), 571-579. doi:10.1016/j.dhjo.2017.13.008

Haegele, J.A., Famelia, R., & Lee, J. (2017). Health-related quality of life, physical activity & sedentary behavior of adults with visual impairments. Disability & Rehabilitation, 39(22), 2269-2276. doi:10.1080/09638288.2016.1225825

Sato, T., & Haegele, J.A. (2017). Professional development in adapted physical education with graduate web-based professional learning. Physical Education & Sport Pedagogy, 22(6), 618-631. doi:10.1080/17408989.2017.1310832

Haegele, J.A., Lee, J., & Chang, S. (2017). Physical activity of parents of children with autism spectrum disorder. International Journal of Disability, Development, & Education, 64(4), 368-377. doi:10.1080/1034912X.2016.1232375

Haegele, J.A., Brian, A., & Wolf, D. (2017). Accuracy of the Fitbit Zip for measuring steps for adolescents with visual impairments. Adapted Physical Activity Quarterly, 34(2), 195-200. doi:10.1123/apaq.2016-0055

Sato, T., Haegele, J.A., & Foot, R. (2017). In-service physical educators’ experiences of an online adapted physical education endorsement courses. Adapted Physical Activity Quarterly, 34(2), 162-178. doi:10.1123/apaq.2016-0002

Haegele, J.A., Yessick, A.B., & Kirk, T.N. (2017). Physical activity experiences of youth with visual impairments: An Alaskan perspective. British Journal of Visual Impairment, 35(2), 103-112. doi:10.1177/0264619616686376

Sato, T., & Haegele, J.A. (2017). Graduate students’ practicum experiences instructing students with severe and profound disabilities in physical education. European Physical Education Review. 23(2), 196-211. doi:10.1177/1356336X16642717 

Haegele, J.A., Sato, T., Zhu, X., & Avery, T. (2017). Physical education experiences at residential schools for the blind: A phenomenological inquiry. Journal of Visual Impairment & Blindness, 112(2), 135-146.  

Haegele, J.A., & Hodge, S.R. (2017). Current practices and future directions in reporting disability in school-based physical education research. Quest, 69(1), 113-124. doi:10.1080/00336298.2016.1165422

Haegele, J.A., & Porretta, D.L. (2017). A theory-based physical education intervention for adolescents with visual impairments. Journal of Visual Impairment & Blindness, 112(1), 77-84. 

Healy, S., Haegele, J.A., Grenier, M., & Garcia, J. (2017). Physical activity, screen-time behavior, and obesity among 13-year olds in Ireland with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 47, 49-57. doi:10.1007/s10803-016-2920-4 

------------------------------------------------------------------------------------2016------------------------------------------------------------------------------------

Brian, A., Haegele, J.A., Lieberman, L.J., & Bostick, L. (2016). The content and face validity for the Test of Perceived Motor Competence for children with visual impairments:Delphi study. British Journal of Visual Impairment, 34(3), 238-247. doi:10.1177/0264619616658072

Sato, T., & Haegele, J.A. (2016). Graduate students’ initial exploration of teaching students with disabilities in physical education. International Journal of Special Education, 31(3), 345-375. Available at http://www.internationalsped.com/.\

Haegele, J.A., & Lieberman, L.J. (2016). The current experiences of physical education teachers at schools for the blind in the USA. Journal of Visual Impairment & Blindness, 110(5), 323-334.

Wilson, P., Haegele, J.A., & Zhu, X. (2016). Mobility status as a predictor of obesity, physical activity and screen time use among children aged 5 to 11 in the United States. Journal of Pediatrics, 176, 23-29. doi:10.1016/j.jpeds.2016.06.016

Haegele, J.A., Zhu, X., Lee, J., & Lieberman, L.J. (2016). Physical activity for adults with visual impairments: Impact of socio-demographic factors. European Journal of Adapted Physical Activity, 9(1), 3-14.

Lee, J., & Haegele, J.A. (2016). Understanding challenging behaviors of students with autism spectrum disorder. Journal of Physical Education, Recreation, and Dance, 87(7), 27-30. doi:10.1080/07303084.2016.1202802

Haegele, J.A., & Park, S. (2016). Utilizing generalization tactics to promote leisure-time physical activity for students with intellectual disabilities. Strategies, 29(4), 19-23. doi:10.1080/08924562.2016.1181592

Brian, A., Haegele, J.A., & Bostick, L. (2016). Perceived motor competence of children with visual impairments: A preliminary investigation. British Journal of Visual Impairment, 34(2), 151-155. doi:10.1177/0264619616628575

Haegele, J.A., & Hodge, S.R. (2016). Disability discourse: Overview and critique of the medical and social models. Quest, 68(2), 193-206. doi:10.1080/00336297.1143849   

Haegele, J.A., Lee, J., Chang, S.H., & Kim, K. (2016). Sociocultural reproduction: Implications for physical education teacher education. International Journal of Physical Education, Sports and Health, 3(1), 277-280.

 ------------------------------------------------------------------------------------2015------------------------------------------------------------------------------------


Hodge, S.R., Gutierres Filho, P., Haegele, J.A., & Kozub, F.M. (2015). Underlying dimensions of the Physical Educators’ Judgments about Inclusion instrument: Brazilian-version. Journal of Curriculum & Teaching, 4(2), 96-103. doi:10.5430/jct.v4n2p96

Haegele, J.A. & Hodge, S.R. (2015). Applied behavior analysis research paradigm and single subject designs: Utilization in adapted physical activity research. Adapted Physical Activity Quarterly, 32(4), 285-301. doi:10.1123/APAQ.2014-0211  

Haegele, J.A. & Hodge, S.R. (2015). Quantitative methodology: A guide for emerging physical education and adapted physical education researchers. The Physical Educator, 75(5), 59-75

Lee, J., & Haegele, J.A. (2015). A cross-disciplinary comparison of published articles: Adapted physical activity and special education. European Journal of Adapted Physical Activity, 8(1), 7-20.   

Haegele, J.A. & Sutherland, S. (2015). The perspective of students with disabilities toward physical education: A review of qualitative inquiry. Quest, 67(3), 255-273. doi:10.1080/00336297.2015.105118

Haegele, J.A., Brian, A., & Goodway, J. (2015). Fundamental motor skills and school-aged individuals with visual impairments: A review. Review Journal of Autism and Developmental Disabilities, 2(3), 320-327. doi:10.1007/s40489-015-0055-8

Haegele, J.A., Lee, J., & Porretta, D.L. (2015). Research trends in Adapted Physical Activity Quarterly from 2004 to 2013. Adapted Physical Activity Quarterly, 32(3), 187-205. doi:10.1123/APAQ.2014-0232 

Haegele, J.A. (2015). Promoting leisure-time physical activity for students with visual impairments using generalization tactics. Journal of Visual Impairment & Blindness, 109(4), 322-326.

Haegele, J.A. & Hodge, S.R. (2015). Basic statistical applications: A guide for emerging professionals in adapted physical activity. Future Focus, 36(1). 12-19.

Haegele, J.A. & Porretta, D.L. (2015). Validation of a talking pedometer for adolescents with visual impairments in free-living settings. Journal of Visual Impairment & Blindness, 109(3), 219-223.

Haegele, J.A. & Porretta, D.L. (2015). Physical activity and school-aged individuals with visual impairments: A literature review. Adapted Physical Activity Quarterly, 32(1), 68-82. doi:10.1123/apaq.2013-0110