Current Doctoral Students

Monica Klock

Monica is a doctoral student in health and sport pedagogy. She graduated with a B.S. in Kinesiology from James Madison University in 2016, a M.S. in Adapted Physical Activity from Slippery Rock University in 2017, and a MPS in Sports Industry Management from Georgetown University in 2019. She has worked for several disability sport nonprofit organizations including Special Olympics International, ENVISION Blind Sports, Hockey Sticks Together, and Overcoming Barriers, and served five years in the United States Army. Currently, Monica is the Adapted Program Specialist at Fairfax County Park Authority.

Michihito Ichihara

Michihito is a doctoral student in health and sport pedagogy. He graduated with a B.S. in Kinesiology, Physical Education option from California State University, Northridge in 2019 and a M.S. in Kinesiology, curriculum and Instruction from California State Polytechnic University, Pomona in 2024. He taught aquatic group classes for individuals with disabilities at the of Achievement at California State University, Northridge, and children with disabilities at the Motor Development Clinic at California State Polytechnic University, Pomona. Michi’s research interests include service learning with a focus on perceptions and quality of life.

Baillie Ollila

Baillie is a doctoral scholar with a concentration in Health & Sport Pedagogy. She graduated with a B.S. in Kinesiology- Rehabilitation Science from the University of Wisconsin- Eau Claire. During her time in Eau Claire, she developed P.R.I.D.E. Dance, an adapted dance program for disabled youth. She carried that experience to Old Dominion University to develop Monarchs Move, which currently provides adapted physical activity programming to disabled youth in the Hampton Roads community. Aside from programming, Baillie’s research interests include the impacts of integrated physical activity/education, as well as the perceptions of healthcare professionals toward disability.

Jiahui Wang

Jiahui Wang is a doctoral scholar in Human Movement Sciences with a concentration in Health and Sport Pedagogy at Old Dominion University. Her research examines how physical activity interventions can enhance cognitive, psychological, and learning outcomes in children with ADHD. She is particularly interested in the intersection of exercise science, educational psychology, and neuroscience, with the goal of developing inclusive and school-based models that promote attention, motivation, and self-regulation in diverse learners.

Before her doctoral studies, Jiahui earned her M.S. in Sports Science from Shenzhen University and her B.S. in Physical Education from Henan Normal University. She has extensive research and teaching experience in physical education curriculum development, intelligent exercise systems, and school health promotion programs in China. Her previous work involved leading and contributing to projects that evaluated youth physical activity participation, nutrition education, and exercise-based interventions for well-being.

Shelly Beaver

Shelly Beaver, MS, CTRS is a doctoral student in health and sport pedagogy. She earned her B.S. in Kinesiology and M.S. in Leisure Studies from Penn State University and is a Certified Therapeutic Recreation Specialist (CTRS). Shelly has over ten years of clinical experience in long term care, mental health, physical rehabilitation, and community settings and over ten years of teaching experience in higher education. Currently, Shelly is a Senior Lecturer in Park, Recreation and Tourism Studies at Old Dominion University where she teaches courses in recreational therapy and recreation programming. She has received several awards recognizing her outstanding teaching, service, and advocacy for individuals with disabilities. Shelly is interested in phenomenological research focused on the reciprocal relationships between disability experiences and leisure experiences as well as how the therapeutic recreation environment impacts clients’ response to disability.

Recent Doctoral Student Research

Haegele, J.A, Creveling, K., Ichihara, M., Ollila, B., & McKay, C. (2025). Exploring the attitudes of peer mentors after participating in the Prime Time Games peer-mentor sports program. Palaestra, 39(3), 41-46. https://doi.org/10.18666/PALAESTRA-2025-V39-I3-13261

Haegele, J.A., Holland, S.K., Hill, E., & Ramsing, R. (2025). Type 1 diabetes and schools: Parents’ experiences. International Journal about Parents in Education, 14, 1-17. https://doi.org/10.54195/ijpe.18625

Nowland, L.A., Zhu, X., & Haegele, J.A. (2025). Self-efficacy to teach students with disabilities across instructional placements for physical education scale: Development and validation. Measurement in Physical Education & Exercise Science, 29(2), 198-211. https://doi.org/10.1080/1091367X.2024.2439307

Ball, L.E., & Haegele, J.A. (2024). Sports done right? Perceptions of visually impaired athletes on media representation. Journal of Sports Media, 19(1), 73-94. https://doi.org/10.1353/jsm.2024.a970127

Holland, K.E., Holland, S.K., & Haegele, J.A. (2024). Inspirational and worthy of charity: (Mis)representations of disability in sport media. Communication & Sport, 12(2), 210-229. https://doi.org/10.1177/21674795231170542

Haegele, J.A., Ball, L.E., Nowland, L.A., Keene, M.A., & Zhu, X. (2024). Visually impaired students’ views on peer tutoring in integrated physical education. Sport, Education & Society, 29(2), 207-220. https://doi.org/10.1080/13573322.2022.2125949

Nowland, L.A., & Haegele, J.A. (2023). The self-efficacy of physical education teachers to teach students with disabilities: A systematic review of literature. Adapted Physical Activity Quarterly, 40(4), 758-780. https://doi.org/10.1123/apaq.2022-0135

Holland, K., Haegele, J.A., Zhu, X., & Bobzien, J. (2023). “Everybody wants to be included”: Experiences with ‘inclusive’ strategies in physical education. Journal of Developmental & Physical Disabilities, 35, 273-293. https://doi.org/10.1007/s10882-022-09852-x

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

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. https://doi.org/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. https://doi.org/10.1123/jtpe.2019-0239

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

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., & 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

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

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

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

Holland, S.K., Holland, K., Haegele, J.A., & Morgan, S. (2019). Making it stick: Teaching students with autism to generalize physical education skills. Journal of Physical Education, Recreation, & Dance, 90(6), 32-39. doi:10.1080/07303084.2019.1614120

Holland, K., & Haegele, J.A. (2019). Walking with purpose: Creating a fitness walking program for self-contained physical education classes. Palaestra, 33(3), 55-60.

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

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