In this study we measured the effect of COIL on intercultural competence development using a quasi-experimental design. Our sample consisted of 108 undergraduate students from two universities, one located in the Netherlands (NL) and one in the United States (US). Students’ self-reported intercultural competence was measured using a pre-post survey which included the Cultural Intelligence Scale (CQS) and Multicultural Personality Questionnaire (MPQ). Qualitative data were collected to complement our quantitative findings and to give a deeper insight into the student experience. The data showed a significantly bigger increase in intercultural competence for the US experimental group compared to the US control group, supporting our hypothesis that COIL develops intercultural competence. This difference was not observed for the NL students, possibly due to the NL control group being exposed to other international input during the course.

Running is a popular sport, and, with simple modifications, it can be accessible for individuals with visual impairments, particularly with a sighted running guide. The purpose of this study is to examine the experiences of runners with visual impairments and sighted running guides. Adopting a descriptive qualitative approach to guide data collection analysis and interpretation, seven runners with visual impairments and four sighted running guides were recruited and interviewed. The analysis identified four major themes: (1) benefits, (2) barriers, (3) advocacy, and (4) communication. The identified themes illustrate the influence of participation in running on the health and relationships of the runners with visual impairments, the barriers that exist to participation, and the advocacy and communication needed to overcome those barriers.

Visual impairment is one of the most common functional impairments that considerably affects the postural control process and the ability to maintain balance. The purpose of this study was to perform a systematic review concerning the effects of balance and core stability training on postural control in individuals who are visually impaired. This article comprehensively reviewed studies on balance in individuals who are blind from the following databases: PubMed, Embase, Web of Science, and Scopus from 2007 to 2021. Inclusion and exclusion criteria were people who were blind or visually impaired (acquired and congenital), men and women, all ages, and at least 6 weeks balance or core stability training program. Twelve articles were included in this review. Individuals with visual impairment and blindness from all ages were included in this study. According to this review, all balance and core stability protocols in this article have positive effects on balance and postural control for individuals with visual impairments. Therefore, balance and core stability intervention for at least 6 weeks is one of the more well-established protocols for improving balance and postural control in people with visual impairment and can have a positive impact in risk of falling regardless of age, gender, or severity of visual impairment.

There are many cognitive, physical, and social–emotional benefits for youths from participating in outdoor adventure activities. However, youths with visual impairments are not given the same opportunities to participate in outdoor adventure activities as their peers without disabilities. The purpose of this study was to examine the outdoor adventure experiences of youths with visual impairments participating in a week-long sports camp. Thirty-seven youths with visual impairment (ages 9–19 years) attending a one-week sports camp participated in this study. Participants engaged in a variety of outdoor adventure activities throughout the week of camp (e.g., sailing, hiking, rock climbing, biking, kayaking). Participants provided written accounts about their outdoor adventure experiences and were observed throughout the week during each activity to examine instructional strategies and task modifications. Additionally, 10 randomly chosen athletes, their one-on-one coaches, and five outdoor recreation specialists participated in focus group interviews. The data analysis revealed three major themes: (1) Benefits, (2) Support, and (3) Barriers. The subthemes of benefits were enjoyment, independence, and relationships; the subthemes of support were instructional strategies and task modifications; and subthemes for barriers were fear and anxiety, exclusion and low expectations, and lack of equipment. These findings support the inclusion of youths with visual impairments in all outdoor adventure programming with appropriate instruction and modification.

At the youth level, there is an ongoing debate between two paradigms concerning the development of athletic performance: early sport specialization vs. diversification. Early sport specialization (i.e., intense training in one specific sport) can lead to high-level performance, especially for sports that have a lower age at peak performance (e.g., women’s gymnastics); however, there are many drawbacks including an increased risk for injury and burnout. Consequently, there has been a push for diversification, wherein young athletes participate in several sports early on and gradually specialize overtime. This process ensures that children develop many fundamental motor skills that become the building blocks for more specialized sport skills. One model that has adopted this idea is the Long-Term Athlete Development (LTAD) model. The purpose of this article is to provide an overview of the LTAD model and explain how physical education teachers and youth sport coaches can implement the model into their curriculum and programs.

Research has shown that the practicum experience for professional preparation students in physical education teacher education programs related to teaching youth with disabilities can improve self-efficacy. It is not currently known if a virtual program can be effective for the professional preparation students or the participants. The objective of this study was to determine the experiences of the participants of a three-month virtual practicum program. In this phenomenological study, thirty youth with visual impairments and 1:1 professional preparation students (coaches) took part in a three-month virtual physical activity program. A total of 11 coaches took part in 2 focus groups, and 10 of the participants were interviewed about their experiences in this unique practicum. Findings in this three-month program revealed four themes: (1) friendship, (2) self-determination, (3) goal setting, and (4) barriers. The results of the qualitative inquiry indicate that a virtual practicum program can have a positive effect on both the participants and the professional preparation students. Virtual programs should also be aware of barriers to implementing an effective program to benefit all parties.