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Cathy McKay
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The impact of Paralympic School Day on student attitudes toward inclusion in physical education
C McKay, M Block, JY Park
Adapted physical activity quarterly 32 (4), 331-348, 2015
1482015
THE VALUE OF CONTACT: UNPACKING ALLPORT'S CONTACT THEORY TO SUPPORT INCLUSIVE EDUCATION.
C McKay
Palaestra 32 (1), 2018
802018
Lessons learned from Paralympic School Day: Reflections from the students
C McKay, J Haegele, M Block
European Physical Education Review 25 (3), 745-760, 2019
512019
Exploring the variables associated with student attitudes toward inclusion in physical education after taking part in the Paralympic School Day programme
C McKay, JY Park, M Block
International Journal of Inclusive Education 25 (3), 329-347, 2021
292021
Paralympic School Day: A disability awareness and education program
C McKay
Palaestra 27 (4), 14-20, 2013
23*2013
Fidelity criteria development: Aligning Paralympic school day with contact theory
C McKay, JY Park, M Block
Adapted Physical Activity Quarterly 35 (2), 233-242, 2018
152018
The impact of paralympic skill lab on college student cognitive attitudes toward inclusive lifetime sport and fitness
C McKay, JY Park
International Journal of Kinesiology in Higher Education 3 (3), 67-76, 2019
122019
Utilizing documentary film as a pedagogical methodology: Exploring the student experience through writing to learn after viewing the rebound: A wheelchair basketball story
C McKay, J Haegele, J McMahon
Physical Educator 77 (2), 271-293, 2020
112020
Facilitating social acceptance and inclusion
ME Block, A Klavina, C McKay
A teacher’s guide to adapted physical education, 271-288, 2016
112016
The importance of relationships in education: Reflections of current educators
C McKay, G Macomber
Journal of Education 203 (4), 751-758, 2023
102023
Exploring dignity among elite athletes with disabilities during a sport-focused disability awareness program
TN Kirk, JA Haegele, C McKay
Sport, Education and Society 26 (2), 148-160, 2021
102021
Japanese Elementary teachers’ learning experiences of physical education professional development
T Sato, E Tsuda, C McKay, Y Furuta, K Kajita
The Teacher Educator 55 (4), 373-391, 2020
92020
Adapted physical education research from the perspectives of teachers, peers, and parents
FM Kozub, C McKay, L Columna
Routledge handbook of adapted physical education, 410-431, 2020
92020
‘My perspective has changed on an entire group of people’: Undergraduate students’ experiences with the Paralympic Skill Lab
C McKay, JA Haegele, A Pérez-Torralba
Sport, Education and Society 27 (8), 946-959, 2022
82022
Including students with physical disabilities in physical education in Singapore: Perspectives of peers without disabilities
C Li, JA Haegele, C McKay, L Wang
European Physical Education Review 28 (1), 137-150, 2022
82022
Japanese physical education graduate students’ learning about research skill development
T Sato, C McKay
Curriculum Studies in Health and Physical Education 11 (1), 34-49, 2020
72020
Teaching sexuality education to secondary students in Japan: Reflections from Japanese health education teachers
T Sato, C Kataoka, C McKay, A Izumi
Sex Education 22 (6), 641-654, 2022
62022
The Impact of a Disability Sport Documentary: Depicting the College Student Viewing Experience through Reflective Essays.
C McKay, J Walters, J Haegele
Palaestra 33 (4), 2019
62019
The rebound: A wheelchair basketball story
C McKay
Adapted Physical Activity Quarterly 34 (4), 484-486, 2017
42017
“I Thought It Was Going to Be Trash”: Rural High School Students’ Disability-Related Perception Change Following Paralympic School Day
C McKay, TN Kirk, M Leake
Journal of Teaching in Physical Education 1 (aop), 1-9, 2023
32023
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