Whose Knowledge Counts? Examining Paradigmatic Trends in Adapted Physical Activity Research

Who is the expert? Whose knowledge counts and what knowledge for whom and by whom is produced? Consequentially, whose knowledge is marginalized? These are critical questions to
ask in relation to the field of Adapted Physical Activity (APA). Guided by epistemic and ethical responsibility, the purpose of this study was to respond to these questions through an extensive review of the paradigmatic trends in APA and to report on the roles of people experiencing disability in APA research other than as participant. Attending to the level of epistemology, we go beyond reporting the state of the field to reveal in what ways APA research may or may not be guided by the concerns and needs of the people it is intended to serve and support. Building
on the findings, we discuss participatory research and its relevance to APA.