Amaury Samalot-Rivera, PHD

Samalot – Rivera, A., & Lieberman, L. (2025). UDL in Secondary Physical Education: “Making Connections with the Community and Advocating for Transition.” . Journal of Health and Physical Literacy, 4(1), 30–45. Retrieved from https://johpl.org/index.php/johpl/article/view/34

Samalot-Rivera, A., Santiago-Bibiloni, C.J., Rodriguez Nieves, H.L., Figueroa, V.E.,& Ramos Viera, W.R. (2023).The School-Community Transition in Puerto Rico: Perceptions of Adapted Physical Education Teachers. Educación Física y Deporte,42(1),175–189.

https://doi.org/10.17533/udea.efyd.e345333

Samalot-Rivera, A., Rotich, W. (2023). Promoting Equity, Diversity, and Inclusion through the Physical Education Curriculum. EFDeportes, 27(298), 10. https://efdeportes.com/efdeportes/index.php/EFDeportes

Samalot-Rivera, A., Innannchino, C. (2022). Physical Educators Teachers Perceptions when Teaching English Language Learners. EFDeportes, 26(284), 13. https://www.efdeportes.com/efdeportes/index.php/EFDeportes/article/view/2919

Kozub, F. M., Samalot-Rivera, A. (2020). Interscholastic participation for athletes with disabilities revisited: Are today’s programs doing enough? Journal of Physical Education Recreation and Dance, 91(2), 43-51.

https://doi.org/10.1080/07303084.2019.1693453

Madrona, P. G., Marin-Gutierrez, E. C., Cupani, M., Samalot-Rivera, A., Diaz-Suarez, A., Lopez-Sanchez, G. F. (2019). The Effects of an Appropriate Behavior Program on Elementary School Children Social Skills Development in Physical Education. Frontiers in Psychology, 10, 1-8.

https://doi.org/10.3389/fpsyg.2019.01998

Gutiérrez-Marín, E. C., Madrona, P. G., Ayuso, A. P., Samalot- Rivera, A. (2019). Fair Play behavior and social skills of children in Physical Education lessons in Primary Education. Revista Iberoamericana de Psicologia del Ejercicio y el Deporte, 14(2), 126-130.

Stuhr, P., De La Rosa, T., Samalot-Rivera, A. ,& Sutherland, S. (2018). The road less traveled

in elementary physical education: Exploring human relationship skills in adventure-based learning. Hindawi Education Research International, 2018 (ID 3947046), 1-14.

https://doi.org/10.1155/2018/3947046

Samalot-Rivera, A., Treadwell, S., & Sato, T. (2018). Instructional strategies to

consider when teaching Hispanic English language learners in physical education.

Strategies, 31(2), 26-30. https://doi.org/10.1080/08924562.2017.1418691

Columna, L., Hodge, S.R., Samalot-Rivera, A., Vigo-Valentín. A, & Cervantes, C. (2017). The Hispanic experience in physical education teacher education programs: A qualitative study, Quest, 1-19. https://doi.org/10.1080/00336297.2017.1371048

Samalot-Rivera, A., Stuhr, P.T., Ortiz-Stuhr, E, & Sato, T. (2017). The influence of adventure-based learning / social skill instruction on 5th grade students’ behaviors during physical education. CHAPERD eJournal, 4 (1), 7-20.

Samalot - Rivera, A , Munster, M., Liberman, L.. & Houston-Wilson, C. (2017). Individualized education plan applied to physical education: Validation of inventory - Spanish version. Estudios Pedagógicos, 43 (2), 293-314.

http://dx.doi.org/10.4067/S0718-07052017000200016

Samalot-Rivera, A. & Lieberman, L. (2017). Adapted Physical Educators Current Level of

Involvement in the IEP process. Palaestra, 31(3), 26-30.

https://js.sagamorepub.com/index.php/palaestra/article/view/8588

Madrona, P., Samalot- Rivera, A. & Kozub, F.M.(2016). Acquisition and transfer of values and

social skills through a physical education program focused on the affective domain. MOTRICIDADES,12 (3), pp. 32-38.

Sato, T., Samalot-Rivera, A., Kozub, F. M. (2016).New Graduate Entry: Students’ Transition

to Adapted Physical Education Graduate Program. The Physical Educator,73(4), 633-651.

Sato, T., Kozub, F. M., Samalot-Rivera, A. (2016). Students’ Academic and Social Transition

to Graduate Programs in Physical Education. Multicultural Learning and Teaching, 11,1-20.

Madrid-Lopez, P., Prieto-Ayuso, A., Samalot-Rivera, A. & Madrona, P.(2016). An

extracurricular proposal for the promotion of appropriate attitudes in physical education and sports. Retos, 30,36-43. (published in Spanish).

Sato, T., Casebolt, K., Hodge, S., & Samalot-Rivera, A.(2015).Physical education teacher

Candidates’ perspectives about instructing children with disabilities in adapted aquatics. International Journal of Aquatics Research and Education, 9 (3), 308-328.

Vidoni, C., Samalot-Rivera, A., Sato, T.(2015). Physical literacy in early childhood:

Exploring possibilities and increasing opportunities. Early Years Bulletin, 3 (1), 13-18.

Samalot – Rivera, A, & Vidoni, C.(2015). Steps to teach appropriate sports and games

behaviors through physical education. Journal of Physical Education Recreation and Dance. 86:5, 8-13.

Samalot- Rivera, A., Aleman, A. & Volmar, V.(2015). Increasing transition opportunities for

youth with disabilities: Existing successful programs and steps to follow in program selection. Journal of Physical Education Recreation and Dance, 86:4, 57-61.

Samalot-Rivera, A., Lieberman, L. J., Haibach, P. S. (2015). Teaching Two Critical Locomotor

Skills to Children who are Blind. Journal of Visual Impairment & Blindness (JVIB).

www.afb.org/info/publications/jvib/12

Munster, M., Liberman, L., Samalot - Rivera, A. & Houston-Wilson, C.(2014). Individualized

education plan applied to physical education: Validation of inventory in Portuguese version. Revista da Sobama, Marília, 15: 1, 43-54.

(published in English and Portuguese).

Samalot-Rivera, A.(2014). Role playing in physical education to teach in the affective domain.

Teaching Tips Section. Journal of Physical Education Recreation and Dance, 85:2, 41-43.

Samalot- Rivera, A.(2013). Models to teach values and appropriate social skills in physical

education and sports: A literature review. Lecturas EFDeportes, 184.

(Published in Spanish) http://www.efdeportes.com/efd184/la-ensenanza-de-valores-y-destrezas-sociales.htm

Samalot- Rivera,A.(2013). Recreation can help teens with needs transition to community life.

Expert Beacon. http://expertbeacon.com/recreation-can-help-teens-needs-transition-community-life/#.U4TjtlOM79U

Samalot-Rivera, A. & Porretta, D.L. (2012). The influence of social skills

instruction on sport and game related behaviors of students with emotional

or behavioral disorders. Physical Education and Sport Pedagogy, 17, 1-16.

http://dx.doi.org/10.1080/17408989.2011.631004

Lionel, J. & Samalot- Rivera, A. (2012). Essential pillars to the development of high performance

athletes. Lecturas EFDeportes, 173. (written in Spanish).

http://www.efdeportes.com/efd173/la-preparacion-de-atletas-de-alto-rendimiento.htm

Medina, W. & Samalot- Rivera, A. (2012). Impact of the transition process from the school to the

community for students of the adapted physical education program. Lecturas EFDeportes, 166.

(written in Spanish). http://www.efdeportes.com/efd166/programa-de-educacion-fisica-adaptada.htm

Hodge, S., Sato, T., Samalot-Rivera, A., Hersman, B., LaMaster, K., Casebolt, K., and Ammah, J. (2009).

Teachers’ beliefs on inclusion and teaching students with disabilities: A representation of

diverse voices. Journal of Multicultural Learning and Teaching, 4 (2).

Hodge^, S., Ammah, J., Casebolt, K., LaMaster, K., Hersman, B. ,Samalot-Rivera, A., Sato, T. (2009).

A diversity of voices: Physical education teachers’ beliefs about inclusion and teaching students

disabilities. The International Journal of Disability, Development and Education, 56 (4).

Samalot-Rivera, A. & Porretta, D.L. (2009). Perceptions and practices of adapted physical

educators on the teaching of social skills. Adapted Physical Activity Quarterly, 26, 172-

186.

Samalot-Rivera, A. & Hodge, S. (2008). Secondary physical education teachers’ beliefs on

teaching students’ with disabilities at schools in Puerto Rico. Lecturas EFDeportes, 123.

http://www.efdeportes.com/efd123/scondary-physical-education-teachersbeliefs- on-

teaching-students-with-disabilites.htm

Samalot - Rivera, A. (2007). The Effects of a Social Skill Instruction on the Sport and Game

Related Behaviors of Children and Adolescents with Emotional or Behavioral

Disabilities. The Ohio State University, Columbus, OH. (Doctoral Dissertation).

http://rave.ohiolink.edu/etdc/view?acc_num=osu1186774990