Scott McNamara

Assistant Professor
Phone: (603) 862-1835
Office: UNH Kinesiology, New Hampshire Hall, Durham, NH 03824
Scott McNamara Profile

Dr. Scott McNamara is an assistant professor at the University of New Hampshire who teaches physical education and adapted physical education (APE) courses. Dr. McNamara is originally from Detroit, Mich., and has experience as both an adapted physical educator and special educator. In addition, Dr. McNamara has developed the “What’s New in APE” podcast which provides insight into the profession through interviews with panels of APE professionals. The podcast provides easily accessible updates and best practices regarding the APE profession. Dr. McNamara received his Ph.D. from Texas Woman’s University, where he examined how to use podcasts to impact special education administrators’ understanding of APE. Dr. McNamara’s research interests include: improving awareness of the importance of APE, podcasting, educational leadership, and best practices for the dissemination of knowledge pertinent to APE.


  • Ph.D., Texas Woman'S Univ
  • M.Ed., Wayne State University
  • B.S., Wayne State University

Research Interests

  • Developmental Disabilities
  • Persons with Disabilities - Services For
  • Physical Education
  • Podcast

Courses Taught

  • EDUC 694D: Supervised Teaching/Kin
  • HPE 500: Intro to Health and PE
  • HPE 570: Elementary PE Practicum
  • HPE 610: Elementary PE Pedagogy
  • HPE 655: Middle/Sec PE Pedagogy
  • HPE 694: Supervised Teach in Health/PE
  • HPE 781: Inclusion in PE
  • HPE/KIN 781/881: Inclusion in PE

Selected Publications

McNamara, S. W. T., & Rizzo, T. L. (2023). Principals’ attitudes and intentions toward supporting adapted physical education. European Physical Education Review, 29(3), 421-437. doi:10.1177/1356336x231158495

McNamara, S., Pitchford, E. A., & Case, L. (n.d.). Familiarity of Adapted Physical Activity Among Undergraduate Students: Personal Connection Matters. Journal of Disability Policy Studies. doi:10.1177/10442073231185262

McNamara, S., Brian, A., Patey, M., & Bittner, M. (n.d.). Content Acquisition Podcasts vs Open-Access Podcast: Improving Preservice Physical Educators’ Ability to Teach Students With Visual Impairments. Journal of Special Education Technology. doi:10.1177/01626434231184820

Richards, K. A., McNamara, S., Trad, A. M., Hill, L., & Abdallah, S. (2023). Adapted Physical Educators Navigating Relationships With School Administrators.. Adapt Phys Activ Q, 40(2), 238-256. doi:10.1123/apaq.2022-0107

McNamara, S. W. T., Richards, K. A., Trad, A. M., Abdallah, S., & Hill, L. (2023). Adapted Physical Educators’ Experiences With School Administration and Marginalization. Journal of Teaching in Physical Education, 42(2), 283-292. doi:10.1123/jtpe.2021-0299

McNamara, S., Healy, S., & Haegele, J. (2021). Use of Social Media for Professional Development by Physical Educators Who Teach Students with Disabilities. INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, 68(5), 690-701. doi:10.1080/1034912X.2019.1699649

Moriarty, T., Bourbeau, K., Fontana, F., McNamara, S., & Pereira da Silva, M. (2021). The Relationship between Psychological Stress and Healthy Lifestyle Behaviors during COVID-19 among Students in a US Midwest University. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH, 18(9). doi:10.3390/ijerph18094752

McNamara, S. W. T., Becker, K. A., Weigel, W., Marcy, P., & Haegele, J. (2019). Influence of Attentional Focus Instructions on Motor Performance Among Adolescents With Severe Visual Impairment. PERCEPTUAL AND MOTOR SKILLS, 126(6), 1145-1157. doi:10.1177/0031512519869090

McNamara, S. W. T., Becker, K. A., & Silliman-French, L. M. (2017). The Differential Effects of Attentional Focus in Children with Moderate and Profound Visual Impairments. FRONTIERS IN PSYCHOLOGY, 8. doi:10.3389/fpsyg.2017.01804

Dillon, S. R., Adams, D., Goudy, L., Bittner, M., & McNamara, S. (2017). Evaluating Exercise as Evidence-Based Practice for Individuals with Autism Spectrum Disorder. FRONTIERS IN PUBLIC HEALTH, 4. doi:10.3389/fpubh.2016.00290

Most Cited Publications