Wesley J Wilson
Biographic Data
| ID | 6685372 |
|---|---|
| NAME | Wesley J Wilson |
| GIVEN NAMES | Wesley J |
| FAMILY NAME | Wilson |
| SIGNATURE | WILSON W J |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0002-0462-2726 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The State of Physical Education Access for Students With DisabilitiesNational and State Data on Physical Education Access for Students with Disabilities
In support of advocacy efforts, this article reports and highlights publicly available data related to the access of physical education services for students with disabilities. To contextualize these data, special education legislation and current socio-politics of U.S. federal agencies are discussed before drawing from the interactive School Health Map dashboard to provide an overview of physical education access for students with disabilities a…
State of the States Policy Report
This State of the States Policy Report represents the most current and comprehensive review of codified U.S. state–level policies related to school physical education (PE) and physical activity (PA). Covering all 50 states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands, the report details legal mandates across 14 categories including physical education instructional time and class size, curriculum/assessment requirements, tea…
Impact of State‐Level Physical Education Policies on PE Access in the United States
BACKGROUND: State policies play a key role in the provision of physical education (PE) opportunities at the district and school level. METHODS: An analysis was conducted on how states in the United States with various PE policies differ in terms of PE access as a measure of policy implementation. PE access for students was reported by 3306 K-5th grade PE teachers across all 51 states. RESULTS: State-level adherence to six key PE policies varied f…
The Experiences of Disabled People in Physical Education
Bringing together a set of first- person accounts of physical education from the perspectives of disabled children and adults, this book puts disabled people’s voices in the foreground. The book provides a rich set of case study material that deepens our understanding of the experiences of disabled people and challenges students, researchers, and practitioners to reflect critically upon their own positionality. The first part of the book discusse…
Defining ‘inclusion
Promoting adapted physical activity within kinesiology undergraduate programs
Disabled persons face an array of barriers to quality physical activity programming. Nonetheless, kinesiology undergraduate programs have historically neglected to focus on disability. Hence, it is unsurprising that ableist norms permeate throughout many kinesiology professions. The purpose of this paper is to introduce the RE-AIM approach as conceptual framework for the implementation of introductory adapted physical activity college courses wit…
The Role of Physical Education Within the National Physical Activity Plan
The Education Sector of the recently updated National Physical Activity Plan (NPAP, 2023) was developed to assist schools, early care and education centers, and colleges and universities to establish policies and provide programmatic opportunities to support all students in adopting physically active lifestyles. The 2023 Education Sector strategies target K-12 education, preschool and early childhood education, as well as college and university c…
Fostering Positive Relationships Among Adapted and General Physical Educators in Support of Students With Disabilities
During an educational climate that is marked by teacher attrition and shortages, relationship-building among teachers is more critical than ever. The workplace relationships between adapted and general physical education teachers has been problematized and may negatively affect the education of their students with disabilities. Grounded in role socialization theory, we present three non-fiction narratives of adapted physical education teachers to…
Universal design for learning in physical education
Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and …
A qualitative inquiry into the workplace experiences of adapted physical education teachers
While much is known about the lived experiences of physical education teachers and individuals preparing for careers in physical education, there is a dearth of research on how adapted physical educators are socialized into and through their careers. While physical educators and adapted physical educators have similar goals, such as a general focus on teaching physical skills, they also have different roles and responsibilities as adapted physica…
Understanding US Pete Faculty Stress in the Sociopolitical Environment of Higher Education
Teacher socialization theories have been extensively applied to understand the sociopolitical stressors faced by inservice physical education teachers. On the other hand, little is known as it relates to how physical education teacher education (PETE) faculty members experience and navigate stress in their jobs. Through the lens of occupational socialization theory, this study sought to understand US PETE faculty members’ experiences navigating t…
The experiences of students with disabilities in self-contained physical education
Educating students with disabilities with those without in integrated physical education has become commonplace. While literature has identified that the subjective experiences of students with disabilities in such integrated settings have often included bullying, isolation, and discrimination, little is known about the experiences of those in self-contained physical education. Using Stainback and Stainback’s (1996, Collaboration, support network…
Barriers and facilitators to inclusion in integrated physical education
While movement toward the education of students with disabilities in integrated physical education has now become common internationally, it is not without concerns. Notably, scholars have questioned whether instruction in integrated physical education settings provides inclusive experiences for students with disabilities. The purpose of this exploratory study was to explore certified adapted physical educators’ (CAPEs’) perspectives on barriers …
We’re asking teachers to do more with less
The current practice of the least restrictive environment (LRE) policy in physical education (PE) settings is not well understood. The purpose of this study was to explore how PE and adapted physical education (APE) teachers make placement decisions and what factors impact those practices. Qualitative data were collected via survey and follow-up interviews with 78 (30 PE, 48 APE) and 12 (five PE, seven APE) teachers, respectively. Through a quali…
Recruitment and initial socialization into adapted physical education teacher education
While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical educ…
Barriers and facilitators to inclusion in integrated physical education
While movement toward the education of students with disabilities in integrated physical education has now become common internationally, it is not without concerns. Notably, scholars have questioned whether instruction in integrated physical education settings provides inclusive experiences for students with disabilities. The purpose of this exploratory study was to explore certified adapted physical educators’ (CAPEs’) perspectives on barriers …
The experiences of students with disabilities in self-contained physical education
Educating students with disabilities with those without in integrated physical education has become commonplace. While literature has identified that the subjective experiences of students with disabilities in such integrated settings have often included bullying, isolation, and discrimination, little is known about the experiences of those in self-contained physical education. Using Stainback and Stainback’s (1996, Collaboration, support network…
Universal design for learning in physical education
Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and …
Recruitment and initial socialization into adapted physical education teacher education
While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical educ…
Understanding US Pete Faculty Stress in the Sociopolitical Environment of Higher Education
Teacher socialization theories have been extensively applied to understand the sociopolitical stressors faced by inservice physical education teachers. On the other hand, little is known as it relates to how physical education teacher education (PETE) faculty members experience and navigate stress in their jobs. Through the lens of occupational socialization theory, this study sought to understand US PETE faculty members’ experiences navigating t…
We’re asking teachers to do more with less
The current practice of the least restrictive environment (LRE) policy in physical education (PE) settings is not well understood. The purpose of this study was to explore how PE and adapted physical education (APE) teachers make placement decisions and what factors impact those practices. Qualitative data were collected via survey and follow-up interviews with 78 (30 PE, 48 APE) and 12 (five PE, seven APE) teachers, respectively. Through a quali…
A qualitative inquiry into the workplace experiences of adapted physical education teachers
While much is known about the lived experiences of physical education teachers and individuals preparing for careers in physical education, there is a dearth of research on how adapted physical educators are socialized into and through their careers. While physical educators and adapted physical educators have similar goals, such as a general focus on teaching physical skills, they also have different roles and responsibilities as adapted physica…
We’re asking teachers to do more with less
The current practice of the least restrictive environment (LRE) policy in physical education (PE) settings is not well understood. The purpose of this study was to explore how PE and adapted physical education (APE) teachers make placement decisions and what factors impact those practices. Qualitative data were collected via survey and follow-up interviews with 78 (30 PE, 48 APE) and 12 (five PE, seven APE) teachers, respectively. Through a quali…
Recruitment and initial socialization into adapted physical education teacher education
While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical educ…
The experiences of students with disabilities in self-contained physical education
Educating students with disabilities with those without in integrated physical education has become commonplace. While literature has identified that the subjective experiences of students with disabilities in such integrated settings have often included bullying, isolation, and discrimination, little is known about the experiences of those in self-contained physical education. Using Stainback and Stainback’s (1996, Collaboration, support network…
Barriers and facilitators to inclusion in integrated physical education
While movement toward the education of students with disabilities in integrated physical education has now become common internationally, it is not without concerns. Notably, scholars have questioned whether instruction in integrated physical education settings provides inclusive experiences for students with disabilities. The purpose of this exploratory study was to explore certified adapted physical educators’ (CAPEs’) perspectives on barriers …
A qualitative inquiry into the workplace experiences of adapted physical education teachers
While much is known about the lived experiences of physical education teachers and individuals preparing for careers in physical education, there is a dearth of research on how adapted physical educators are socialized into and through their careers. While physical educators and adapted physical educators have similar goals, such as a general focus on teaching physical skills, they also have different roles and responsibilities as adapted physica…
Understanding US Pete Faculty Stress in the Sociopolitical Environment of Higher Education
Teacher socialization theories have been extensively applied to understand the sociopolitical stressors faced by inservice physical education teachers. On the other hand, little is known as it relates to how physical education teacher education (PETE) faculty members experience and navigate stress in their jobs. Through the lens of occupational socialization theory, this study sought to understand US PETE faculty members’ experiences navigating t…
Fostering Positive Relationships Among Adapted and General Physical Educators in Support of Students With Disabilities
During an educational climate that is marked by teacher attrition and shortages, relationship-building among teachers is more critical than ever. The workplace relationships between adapted and general physical education teachers has been problematized and may negatively affect the education of their students with disabilities. Grounded in role socialization theory, we present three non-fiction narratives of adapted physical education teachers to…
Universal design for learning in physical education
Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and …
The Role of Physical Education Within the National Physical Activity Plan
The Education Sector of the recently updated National Physical Activity Plan (NPAP, 2023) was developed to assist schools, early care and education centers, and colleges and universities to establish policies and provide programmatic opportunities to support all students in adopting physically active lifestyles. The 2023 Education Sector strategies target K-12 education, preschool and early childhood education, as well as college and university c…
The Experiences of Disabled People in Physical Education
Bringing together a set of first- person accounts of physical education from the perspectives of disabled children and adults, this book puts disabled people’s voices in the foreground. The book provides a rich set of case study material that deepens our understanding of the experiences of disabled people and challenges students, researchers, and practitioners to reflect critically upon their own positionality. The first part of the book discusse…
Defining ‘inclusion
Promoting adapted physical activity within kinesiology undergraduate programs
Disabled persons face an array of barriers to quality physical activity programming. Nonetheless, kinesiology undergraduate programs have historically neglected to focus on disability. Hence, it is unsurprising that ableist norms permeate throughout many kinesiology professions. The purpose of this paper is to introduce the RE-AIM approach as conceptual framework for the implementation of introductory adapted physical activity college courses wit…
The State of Physical Education Access for Students With DisabilitiesNational and State Data on Physical Education Access for Students with Disabilities
In support of advocacy efforts, this article reports and highlights publicly available data related to the access of physical education services for students with disabilities. To contextualize these data, special education legislation and current socio-politics of U.S. federal agencies are discussed before drawing from the interactive School Health Map dashboard to provide an overview of physical education access for students with disabilities a…
State of the States Policy Report
This State of the States Policy Report represents the most current and comprehensive review of codified U.S. state–level policies related to school physical education (PE) and physical activity (PA). Covering all 50 states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands, the report details legal mandates across 14 categories including physical education instructional time and class size, curriculum/assessment requirements, tea…
Impact of State‐Level Physical Education Policies on PE Access in the United States
BACKGROUND: State policies play a key role in the provision of physical education (PE) opportunities at the district and school level. METHODS: An analysis was conducted on how states in the United States with various PE policies differ in terms of PE access as a measure of policy implementation. PE access for students was reported by 3306 K-5th grade PE teachers across all 51 states. RESULTS: State-level adherence to six key PE policies varied f…
Physical education (14 works) · Inclusion and Disability in Education and Sport (13 works) · Psychology (12 works) · Pedagogy (10 works) · Physical Education and Pedagogy (10 works) · Medicine (9 works) · Sociology (8 works) · Medical education (7 works) · Disability Education and Employment (5 works) · Disability Rights and Representation (5 works)