Andrew M. Colombo-Dougovito

Andrew M. Colombo-Dougovito
University of North Texas | UNT · Department of Kinesiology, Health Promotion, and Recreation

Doctor of Philosophy
How do we dismantle our own system without causing disproportionate impacts to those most disadvantaged?

About

31
Publications
54,164
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
303
Citations
Introduction
Throughout my scholarship, teaching, and service commitments, I have sought to establish authentic collaboration with community partners and key stakeholders in order to promote pragmatic, yet transformative, solutions to the multiple marginalizations experienced by disabled individuals and their families throughout their lifetime. My research praxis focuses on critically examining the systemic social and political forces governing accessibility to sport and physical activity.
Additional affiliations
August 2017 - May 2023
University of North Texas
Position
  • Professor (Assistant)
January 2013 - October 2015
University of Virginia
Position
  • Doctorate Student
September 2013 - May 2017
University of Virginia
Position
  • Research Assistant
Education
September 2013 - March 2017
University of Virginia
Field of study
  • Adapted Physical Education
August 2009 - August 2011
Western Michigan University
Field of study
  • Special (Adapted) Physical Education
August 2004 - April 2009
University of Michigan
Field of study
  • Physical Education

Publications

Publications (31)
Article
As most physical education teacher education programs provide little preparatory coursework on disabilities, it is unsurprising preservice physical educators often struggle to effectively include students with disabilities. Given upwards of 95% of students with disabilities are taught in integrated physical education classes, it is imperative teach...
Article
Background: Autistic adults engage in lower levels of physical activity (PA) than their nonautistic peers, and over 60% do not meet national guidelines for PA. In addition, autistic adults face myriad barriers to PA participation that can make accessing activities challenging. To support the inclusion of autistic adults in PA, this study sought to...
Article
Background Although a growing body of literature has explored the physical activity experiences from the perspective of children on the autism spectrum, the perspective of autistic adults remains largely unheard. Due to this absence of perspective, there exists limited knowledge of the appropriateness and generalizability of current models and theo...
Article
Full-text available
Although there are many benefits to regular engagement in physical activity, adults with intellectual and developmental disabilities often do not engage in or near the recommended amount of physical activity. Barriers, such as lack of perceived capability, accessible environments, transportation, social support, and or knowledgeable support staff,...
Chapter
Over the past decade, there has been an increased prevalence of individuals diagnosed with Autism Spectrum Disorder (ASD) and consequently an increase in studies about its symptoms and characteristics (Myers et al., 2018). Despite the increase in individuals with this diagnosis and the number of studies that we can find in the literature, often, wh...
Article
Researchers posit that physical activity (PA) settings may provide an increased opportunity for social interaction. However, little consensus exists regarding the construct of social skills. Moreover, little is known about what type or amount of PA is necessary for individuals on the autism spectrum to benefit from this increased interaction. Thus,...
Article
Full-text available
Find out how different physical activities to help your autistic child improve motor skills, calm anxiety, and sharpen focus.
Article
The purpose of this study is to understand the common accommodations used during standardized motor assessment of children on the autism spectrum. This study was completed in three parts: (1) a narrative review of the literature; (2) an open-ended survey sent to the first authors of the identified articles; and (3) a descriptive analysis of respons...
Article
Purpose: Educational research often provides insight into the potential best practices to use within the classroom setting. Yet, limited information is available on teachers’ perspectives toward research in the field of adapted physical education (APE). The current study examined adapted physical educators’ perceptions toward research. Method: Sixt...
Chapter
Diversity in human attributes provides for richness in how we engage and flourish as people and communities. This fact may not be apparent or as well appreciated for people with neurodiverse conditions such as those with attention-deficit/hyperactivity disorder (ADHD), autism, and dyslexia. In this chapter, we define and characterize neurodiversity...
Article
Interviews are a commonly utilized research method within most qualitative inquiries. This method can provide a great amount of insight into the thoughts, feelings, and opinions of an individual surrounding her or his experiences. Often parents are used as proxies to their children in cases where the child has a disability and is unable to effectiv...
Article
Full-text available
A growing body of research has shown children on the autism spectrum are behind their peers developmentally in regard to their gross motor skill development. Given the increased risk for obesity and other health related co-occurring conditions associated with autism spectrum disorder, building foundational gross motor skills is vitally important so...
Article
Full-text available
In addition to the core characteristics of ASD, recent research has demonstrated that children on the autism spectrum develop motor skills differently, often delayed, compared with peers. Motor skill interventions can help improve motor skills, which in turn can increase the likelihood of participating in physical activity (PA) and potential to bui...
Article
Full-text available
Objectives Families with a child on the autism spectrum face challenges to participating in physical activity in the community. Yet, little research has examined these families’ experiences and perspectives on such participation. Methods This phenomenological study used semistructured interviews to collect data from 13 families with a child on the...
Article
Full-text available
Preservice physical education students typically receive one course devoted to adapted physical education (Piletic & Davis, 2010). Research has demonstrated this to be insufficient preparation for the successful inclusion of students with disabilities in physical education. Conversely, increasing preservice training in adapted physical education ha...
Article
Full-text available
Preservice physical education students typically receive one course devoted to adapted physical education (Piletic & Davis, 2010). Research has demonstrated this to be insufficient preparation for the successful inclusion of students with disabilities in physical education. Conversely, increasing preservice training in adapted physical education ha...
Article
Full-text available
Pre-service physical education students typically receive one course devoted to adapted physical education (Piletic & Davis, 2010). Research has demonstrated this to be insufficient preparation for the successful inclusion of students with disabilities in physical education. Conversely, increasing pre-service training in adapted physical education...
Chapter
Research in physical education needs to become more multidisciplinary, better integrated with collaborative research in special education, and conducted on large scale. This chapter reviews the research related to motor development and physical fitness in relation to children and youth with intellectual disability, learning disability (LD), emotion...
Thesis
Full-text available
Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder characterized by deficits in social communication and pervasive repetitive behaviors (American Psychiatric Association [APA], 2013). Further, ASD is one of the fastest rising childhood developmental disorders, affecting 1 in 68 children (Christensen et al., 2016). In addition t...
Article
Full-text available
Social communicative deficits and stereotyped or repetitive interests or behaviors are the defining features of autism spectrum disorder (ASD). A growing body of research suggests that gross motor deficits are also present in most children with ASD. This study sought to understand how pediatric ASD severity is related to motor skills and social ski...
Article
Full-text available
Background: Gross motor movement is a vital part of the growing process and ultimately plays a role in a person’s ability to lead a physically active life. Researchers have analyzed the different ways in which individuals develop skills. At the heart of that discussion has been gender. Most recently, researchers have focused on the differences amon...
Article
Full-text available
Dynamic systems theory (DST) outlines three constraints (i.e. individual, task, and environment) that influence the emergence of behavior. These constraints interact with one another to self-organize and create a spontaneous behavior. For many researchers studying motor development, this spontaneous behavior refers to the production of motor moveme...
Article
Full-text available
Teaching object-control skills to students with autism spectrum disorder (ASD) can be difficult due to the unique challenges posed by the individual; however, it is necessary for the students' future success and ability to perform physical activities. Utilizing concepts from dynamic systems theory and Newell's constraint approach, object-control ta...
Article
Full-text available
Children with autism spectrum disorders (ASD) present an exceptional need for varied instruction within the physical education environment. Adapted physical educators need to be prepared to make a significant amount of choices in regards to adaptations and modifications given the situations they may encounter with their students. However, many pre-...
Article
Full-text available
This article explores one approach to meeting the unique needs of students with disabilities using a systematic approach to decision-making called the achievement-based curriculum.
Article
Full-text available
Purpose: This study aimed to examine the extent to which the quality physical education teaching (QPET) practices contributed to improving 4th- and 5th-grade students' manipulative skill competency. Methods: Participants were 9 elementary physical education (PE) teachers and their 4th- and 5th-grade students (n = 2709–3420). The students' skill com...
Article
Full-text available
Numerous evidence-based practices have been implemented for children with Autism Spectrum Disorder (ASD); howev- er, many have demonstrated a weakness of empirically sup- ported studies. Additionally these strategies are limited to behavioral, communicative, and play skill intervention; little has been done in terms of developing motor skills. In t...
Article
Full-text available
The purpose of this investigation was to analyze the possible differences of the physical fitness performance of elementary-aged students with and without attention deficit hyperactivity disorder (ADHD). Little research has been produced in the area of youth with ADHD and motor development; this research paper further investigates the effects of AD...

Questions

Question (1)
Question
Dear Colleagues,
As many of you may well acknowledge, movement of the human body is intimately connected to a broader individual sense of autonomy and a pursuit of happiness. The promotion of physical activity for the “benefit” and “wellbeing” of individuals across their lifespan has been a preeminent feature of a broader public health initiative in the United States. However, many public health initiatives—enacted for the benefit of all citizens—and the broader praxis of practitioners—e.g., emboldened individual acts as saviorism for the greater good—have nearly universally maintained the historical inequalities experienced by those from marginalized communities.
Indeed, one’s physical health is rooted to one’s larger sense of being well. Yet, overly simplistic messages such as “eat less, exercise more” or “try walking more” neglect the documented systemic barriers such as cost, proximity, safety, etc., that limit historically and perpetually marginalized individuals from receiving such benefits. Presenting individualistic strategies to improve one’s health has served only to exacerbate entrenched issues and has often caused persons to engage in fewer and less enjoyable modes of physical activity; this has left only those with the affordances, such as those with more affluence, of the racial (i.e., white) or sexual (i.e., heterosexual) majority, or whose accommodation needs fit within those readily available.
To combat historical inequity and prepare for the ever-diversifying populace of the US, we are soliciting contributions for a Special Issue of Societies, titled “Interwoven Nuance: An Exploration of Youth Physical Activity Promotion and the Connection to Family Wellbeing”. This collection will consist of critical inquiries into wellbeing, physical activity, and family dynamics and their relationship to persistent, pervasive health disparities among perpetually marginalized communities. Such manuscripts may consider one or multiple forms of marginalization as related to racism, sexism, homo/transphobia, ableism, anti-immigrant, antisemitic, etc., and their influence on individual or collective wellbeing—defined as an individual’s perception of doing or being “well”—as part of, connected to, (un)related to, or otherwise linked with physical activity—defined as the intentional act of moving one’s entire body in a coordinated manner.
We, for this Special Issue, request submission of original empirical research studies or reviews. Manuscripts may be descriptive, exploratory, experimental, or theoretical; data of all forms (e.g., qualitative, or quantitative) will be considered. We will not consider manuscripts that are purely methodological; theoretical manuscripts may be considered but empirical articles will be prioritized.
We are hopefully awaiting submissions that are highly critical of the status quo or established traditions; this may include—but is not limited to—the following:
  • The gendered design of sport in American culture;
  • The imperialistic origins of physical education in schools;
  • Sport within the “School-to-Prison” pipeline;
  • Impact of trans sport bans on the wellbeing of children and families;
  • (Re)constructing assumptions of physical activity, family dynamics, and equity;
  • Transformative community-driven solutions to community issues possibly pertaining to community safety, educational affordances, or accessibility;
  • Offering a more holistically aligned description for wellbeing or physical activity itself;
  • Offering insight, deeply and authentically, on any topics connected to the intention of this request.
We will accept submissions from individuals of any affiliation and with all forms of credentials and expertise. All manuscripts will be expected to be transparent with their methodology and uphold the ethical standards for research as prescribed in the Belmont Report, the Declaration of Helsinki, and the Nuremberg Code.
We look forward to receiving your contributions; submissions can be made at: https://www.mdpi.com/journal/societies/special_issues/GCFZ2B127T.
Please feel free share this announcement or the attached flyer amongst your networks. Reply with any questions.
Your guest editors,
Dr. Andrew Colombo-Dougovito Dr. Yolanda Mitchell

Network

Cited By