The purpose of this review was to analyse empirical studies on inclusion in physical education (PE) over the past 20 years and then propose recommendations for future research. A systematic process was used to search the literature for this review. First, a total of 75 research-based articles from computerised education databases were included in this review. Second, the publication descriptor data were summarised and analysed according to the geographic distribution, study period, research theme, and research method. Results showed that the number of studies on inclusive PE increased in the past 20 years, and most of these studies were contributed by authors in developed countries. Quantitative methods were the major research method employed in the reviewed studies. Third, we performed a content analysis on the descriptive data and identified three recurring themes from the empirical research. These included: stakeholder (e.g., teachers and parents) perspectives of inclusive PE, effective inclusive practices, and the impacts of inclusion on students with and without disabilities. Of the 75 studies reviewed, 49 (65%) focused on stakeholder perspectives on inclusive PE. The data indicated that stakeholders philosophically support inclusive PE, but numerous concerns and different opinions exist. Only 12 (16%) studies examined the effects of different inclusive strategies. The studies suggested that strategies such as peer tutoring and cooperative learning can provide useful support within inclusive PE. A total of 14 (19%) studies focused on the effect of inclusion on students with and without disabilities. The data indicated that inclusion in PE does not affect the learning outcome of students without disabilities when given support (e.g., using paraprofessionals and adapted PE specialists) or when a solid curriculum is used. However, students with disabilities experienced less motor engagement than their peers without disabilities. The findings of these studies also indicated that although students with disabilities can gain benefits from social interactions in inclusive PE, social isolation of students with disabilities also exists. In conclusion, this review has enhanced our knowledge of the type of studies undertaken in the field of inclusive PE for students with disabilities and some of the outcomes for these students.

Background: Physical activity (PA) has many benefits in preventing diseases and maintaining physical and mental health. Women, in particular, can benefit from regular PA. However, women’s PA did not increase over the past decade globally, and the situations faced by women are often gender-specific. Healthy young adult women's PA does not receive as much attention as older women and adolescent girls, yet, they face the same situation of low level of PA. This review aims to explore and synthesise the self-identified barriers and facilitators to young adult women's participation in PA from qualitative research studies and offer suggestions for future studies and programs designed for this population. Methods: A systematic search was conducted in Pubmed, Web of Science, Scopus, Medline, and SPORTDiscus for studies published between January 2000 to February 2022 to identify qualitative studies on the barriers and facilitators of young adult women’s PA between ages 18 to 40. The search yielded 694 studies initially, of which 23 were included. The research quality of included studies was appraised using the Critical Appraisal Skills Programme (CASP) tool. Data were extracted and thematically analysed based on the tenets of the social-ecological model (SEM). Results: Identified barriers and facilitators were grouped into different levels of the SEM, with the most frequently cited factors being time, body image and societal beauty standards, family duty and social support, religious and cultural norms, organisation and community facilities and environment, safety issues and physical environment. Descriptive data were thematically analysed and synthesised in line with the five levels: body image, health and beauty; multiple roles, support, and PA; religious identity, cultural identity, and PA; safety issues and women’s fears. Conclusions: This qualitative synthesis revealed in-depth information on barriers and facilitators influencing young adult women’s PA. It highlighted that the factors young adult women face are diverse at different levels yet holistic and intertwined. Future studies on young adult women’s PA should address the social-cultural influence and would benefit from applying multilevel strategies employing the SEM model. It is critical to create an open and inclusive environment and offer more opportunities for women. Trial registration: PROSPERO CRD42021290519.

The present study aimed to culturally adapt the Canadian Assessment of Physical Literacy, Second Edition (CAPL-2) and examine its validity and reliability among Chinese children aged 8 to 12 years. The original manual of CAPL-2 was translated and culturally adapted from English into Chinese. A total of 327 children (153 boys, mean age = 10.0) completed CAPL-2 (Chinese) assessments. Internal consistency reliability and construct validity for subscales and total model was explored. Results reported a good fit after adjusting for covariation paths, chi-square (χ² = 70.16, df = 43, p < 0.05), RMSEA = 0.04, 90% CI (0.024 – 0.062), CFI = 0.94, TLI = 0.90. Motivation and Confidence showed a good internal consistency (α = 0.82), compared to Knowledge and Understanding (α = 0.52). In general, there were few significant correlations between age and the subdomains as developmentally expected, and gender differences were observed with boys performing better than girls in total CAPL2 (Chinese) scores. This study was the first to cross-validate the CAPL-2 into the Chinese population. CAPL-2 (Chinese) offers the possibility of assessing physical literacy for researchers and practitioners and Chinese children’s physical literacy development could be easily tracked in school settings.

Physical activity (PA) is beneficial to people’s physical and psychological health. Physically active children are likely to become active adults; thus, active lifestyles should be promoted from childhood. Parents are crucial for shaping their children’s behaviors, but many lack the knowledge and skills to provide optimal support for PA. The “Active 1 + FUN” intervention was designed to enhance PA of the whole family, and improve parenting methods of both fathers and mothers. “Active 1 + FUN” is a family-based intervention designed using the tenets of self-determination theory. The intervention was designed to help parents support their children’s basic psychological needs for competence (by providing informational feedback and optimal challenges), autonomy (by exploring a variety of activities and reducing controlling behaviors), and relatedness (by increasing co-PA between parents and child). The intervention components include interactive workshops, activity sessions, physical activity homework, activity planning consultations, easy sports equipment, and online materials. A randomized controlled trial will be conducted to evaluate the intervention. A target sample of 204 Primary three to five students (8 to 11 years) and their parents will be randomly allocated to the experimental group or a wait-list control group. The experimental group will receive a ten-session intervention which spans approximately six months. The control group will receive intervention one year later. Children’s accelerometer-based leisure-time physical activity (primary outcome) and secondary outcomes will be assessed at baseline, at end of intervention period (6 months after baseline), and at follow-up (12 months after baseline). Qualitative interviews will be conducted to determine effective intervention components from the perspective of children and parents. We hypothesize that the intervention will increase parents’ and children’s activity behaviors and that children will experience higher levels of needs satisfaction with regard to physical activity participation. Physical activity interventions often target children only, but ones that also involve parents may be more beneficial. The “Active 1 + FUN” intervention will be organized and delivered by trained trainers. Consequently, this intervention could be scaled to a larger number of Hong Kong schools in the future and could impact a wider population of schoolchildren. ANZCTR ACTRN12618001524280 . Registered 11 September 2018.

Associations between fundamental movement skills (FMS), perceived competence, enjoyment and physical activity (PA) have not been widely investigated among Chinese school children. We hypothesised that FMS would be directly related to self-reported and objectively measured PA, and indirectly related to these outcomes via perceived physical and movement skill competence, and enjoyment. Participants were 763 primary school children (age = 9.3 ± 1.7 years; 474 girls) across grades. FMS were measured for a subsample (n = 603) using Test of Gross Motor Development-2. PA using accelerometers was obtained from this subgroup (n = 238). All participating children completed a questionnaire measuring their PA participation, enjoyment, and perceived physical and movement skill competence. Structural equation modelling revealed positive associations between locomotor skills and perceived movement skill competence (β = .11, 95% CI [.001, .22]), and between perceived movement skill competence and objectively measured PA (β = .59, 95% CI [.04, 1.14]). Perceived physical competence and enjoyment mediated the association between locomotor skills and self-reported PA (β = .08, 95% CI [.02, .12]), but not objectively measured PA. Given inconsistent findings for subjective and objective measures of PA, further mediation analyses of the association between FMS and PA may be warranted.