Benefits of Judo Practice for Individuals with Neurodevelopmental Disorders: A Systematic Literature Review.

This systematic literature review evaluates the benefits of judo practice designed for individuals with neurodevelopmental disorders (NDDs), including autism spectrum disorder (ASD), Intellectual Developmental Disorders (IDDs), and attention-deficit/hyperactivity disorder (ADHD). This review adheres to the PRISMA 2020 guidelines, focusing on the physical, social, emotional, and cognitive benefits of judo. A comprehensive search across databases, such as PubMed, Google Scholar, ResearchGate, B-On, and Scopus, was conducted, and relevant studies were selected based on explicit inclusion and exclusion criteria. Sixteen intervention studies were included, which contributed to a detailed understanding of the impact of judo. The results indicated significant benefits in terms of physical activity, social interactions, emotional well-being, and cognitive functions among participants. A synthesis of results is presented, showing the overall positive effect of judo practice. This review highlights the potential of judo as supportive therapy for individuals with NDDs, advocating its inclusion in therapeutic and educational settings. Limitations due to study heterogeneity and the need for more randomized controlled trials are also discussed.

An exploratory study of fitness practitioner intentions toward exercise programming for individuals with multiple sclerosis.

BACKGROUND: Increasing community practice that facilitates physical activity for people with multiple sclerosis (MS) is critical to improve health outcomes and enhance quality of life in this population. OBJECTIVE: The purpose of this exploratory study was to employ the Theory of Planned Behavior (TPB) in order to examine beliefs, attitudes and intentions of fitness practitioners (FPs) toward working with adults with MS in community-based fitness facilities. The study also aimed to assess the relative contribution of FP attributes on the best predictor of favorable intentions to work with individuals with MS. METHOD: Practitioners (N = 580) completed the Fitness Practitioner Survey via a web-based platform. RESULTS: The FPs' intention to work with a club member with MS was best predicted by attitudes (R = .81, R2 = .65, F6,373 = 114.46, p < .001) and favorable attitude was best predicted by perceived competence (R = .52; R2 = .27, F9,338 = 14.18, p < .001). CONCLUSION: Practitioners believed that, by working with a person with MS, both staff and other club members would benefit and that including an individual with MS into their practice was worth the effort. As well, the individual with MS would benefit by experiencing success, increasing functional independence, and having greater social interaction. Fitness practitioners who had more education, held various professional certifications associated with physical activity and fitness, and had prior positive quality experiences working with diverse populations reported higher perceived competence.

Evaluating effectiveness of an infusion learning model on attitudes of physical education majors.

The purpose was to evaluate the effect of an infusion curriculum model on attitudes of physical education majors toward teaching students with disabilities. 91 undergraduate students (61 men, 30 women) matriculating through the core curriculum of physical education teachers were exposed to the infusion curriculum as part of each course during one academic year. Attitudes were assessed pre- (Fall) and posttest (Spring) on the Physical Educator's Attitude Toward Teaching Individuals with Disabilities III. Analysis indicated a significant positive change in attitudes toward teaching students with disabilities. Findings suggest, when exposed to issues of disability by infusion into course content, these students self-reported they would have increased confidence in teaching and an appreciation when teaching students with disabilities. An independent validation of this change would be valuable.

Concurrent evidence of physical educators' attitude toward teaching individuals with disabilities.

This study assesses the criterion-related relevance or concurrent validity of Physical Educators' Attitude Toward Individuals with Disabilities III survey, developed in 1993 by Rizzo. The criterion measure was the Learning Handicapped Inventory, developed in 1982 by Jansma and Shultz, because it, like the former, has validity and reliability in assessing attitudes of physical educators toward teaching students with disabilities. Participants were 179 physical education majors attending a major midwestern university, 94 (53%) women and 85 (47%) men whose average age was 20.7 yr. (SD = 2.5 yr.). Both surveys were administered in one sitting, and the correlation of .88 indicates strong concurrent validity.

Validating the Physical Educators' Attitude Toward Teaching Individuals with Disabilities III (PEATID III) Survey for Future Professionals.

The purpose of this study was to assess validity and reliability of the Physical Educators' Attitude Toward Teaching Individuals with Disabilities III (PEATID III; Rizzo, 1993) for future professionals. Participants (N = 3,464) were undergraduate students enrolled in the introductory adapted physical education course at 235 colleges and universities. Construct validity was obtained through principal components analysis with oblique rotation and supported by principal components analysis with varimax rotation. Results showed that PEATID III measures three factors: (a) outcomes of teaching students with disabilities in regular classes, (b) effects on student learning, and (c) need for more academic preparation to teach students with disabilities. Reliability, as estimated through coefficient alpha, was .88 for the total scale and .71 or greater for each of the disability subscales.