Our Team

At the heart of ABLE’s development are two dedicated professionals that have been with TNT for decades!


Together, Nate and Leslie created the ABLE Framework that is impacting thousands of students. Currently Leslie and Nate are contracted to work in the Fargo Public Schools’ Level D setting, where they support students with the most significant needs. Their firsthand experience with the daily challenges and triumphs of inclusive education has been instrumental in shaping ABLE’s tools and strategies. Their insight ensures that ABLE is not only visionary—but practical, effective, and deeply rooted in the realities of today’s classrooms.


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ABLE IN SCHOOL: YOUR PARTNER IN PHYSICAL EDUCATION EXCELLENCE

ABLE in School is where your students learn practical movements, thinking, and interactions. We are your partner in building a vibrant, inclusive, and effective physical education program.

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Training & Consulting

Unlock the potential of your physical education program with ABLE in School. We offer dynamic training and consulting opportunities tailored specifically for educators seeking to elevate and/or enhance their teaching practices. Our comprehensive ABLE framework equips educators with the tools and strategies needed to identify student needs, modify behaviors, and increase participation to achieve desired outcomes. Whether you're looking to enhance inclusivity, foster teamwork, or implement modified strategies, our expert guidance will empower you to create a thriving and inclusive learning environment.

ABLE in School — your partner in inclusive physical education

Our mission is to equip educators with tools that foster independence, confidence, and meaningful progress for every student. Whether you're just getting started or looking to expand your inclusive practices, explore our approach, hands-on resources, live demonstrations, and flexible training options designed to meet the needs of K–12 physical education professionals. Let’s build the ABLE individual - together.

Our Approach

  • ABLE Framework
    Our proven framework empowers educators and supports students effectively to build the ABLE individual in your classroom.
  • Resources
    Explore our tailored learning plans designed to enhance physical education, unified, or peer-to-peer settings to maximize student engagement and achievement.
  • Live Class Demonstration
    Experience a live class demonstration of ABLE, showcasing its effectiveness in preparing students for success and choice readiness.


Training Options

We offer training specifically for K-12 physical education teachers.

  • Half day (3 hours)
  • Full day (6 hours)

 

Pricing*

  • 1 hour - $400
  • 2 hours - $750
  • Half day (3 hours) - $1000
  • Full day (6 hours) - $1500
  • *Travel expenses fluctuate and not included in pricing
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RESEARCH & ACADEMIC PARTNERSHIPS

At TNT Kid’s Fitness, we are proud to serve as a hub for innovation, inclusion, and experiential learning. Our commitment to advancing inclusive fitness and education is strengthened through meaningful partnerships with higher education institutions.

 

We are honored to collaborate with the University of Jamestown’s Doctor of Physical Therapy (DPT) program and the University of Mary’s Doctor of Occupational Therapy (OTD) program. Each school year, doctoral students from these programs engage in hands-on learning at TNT, gaining real-world experience in inclusive environments that prepare them to become compassionate, skilled professionals. These partnerships not only enrich student learning but also enhance the quality of care and support we provide to our community.

 

Through these collaborations, ABLE in School continues to grow as a research-informed initiative. We are proud to have facilitated impactful studies conducted at our facility—exploring topics such as:

  • The effects of structured exercise programs on quality of life for adults with disabilities
  • The development of community partnerships to enrich pediatric physical therapy education through experiential learning

 

These studies reflect our dedication to promoting inclusivity, improving outcomes, and driving positive change in the fields of fitness, therapy, and education.

Explore our research articles below to learn more about how ABLE in School is shaping the future of inclusive physical education—one partnership, one student, and one breakthrough at a time.

Effectiveness of Physical Activity in Relation to the Quality of Life for Individuals with Disabilities

By: Sarah M. Bowers, Kelly M. Hutchins, Trisa Hutchinson, Brock Kolander, Averi Olson, & Casandra Shorma


Purpose: Adults with disabilities often face challenges meeting the recommended guidelines for physical activity, impacting their occupational engagement and quality of life (QoL). This study investigated the effects of a 6-week exercise program on timed-repetition-maximum in specific

exercises and QoL of adults with disabilities.


Methods: A quasi-experimental design was used to collect data from 10 adults with disabilities, measuring the impact of a 6-week exercise training program on QoL. Physical activity was measured utilizing a timed-repetition-maximum test of four different exercises. Exercises were chosen by researchers to correlate with functional movement needed for daily occupations. QoL was measured using the Physical and Psychosocial Domains of the World Health Organization Quality of Life Scale-Disabilities (WHOQOL-DIS).


Results: A positive correlation was present between the 6-week exercise program and timed-repetition-maximum, as well as QoL. Results from all areas measured showed increases from the pre-test to the post-test.


Conclusion: The results of the present study suggest that participation in a structured physical fitness program can positively impact QoL for adults with disabilities.

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Enhancing Pediatric Education for Physical Therapy Students Through the Development of Community Partnership to Facilitate Experiential Learning: A Case report

By: Mitch Wolden, PT, DPT, PhD, and Brittany Anderson, PT, DPT


Background and Purpose: Doctoral physical therapy (DPT) programs are expected to provide students with educational experiences in classroom and in clinical settings and with all age demographics, including pediatrics. There is significant discrepancy in the delivery and assessment of pediatric content in DPT programs. One effective and evidence based strategy to address this discrepancy and deliver pediatric content is experiential learning (EL). Our case report illustrates how EL with a symbiotic community partner can enable DPT programs to effectively address the current limitations in direct contact hours and clinical experiences in pediatrics.


Case Description: We formed a structured and formal partnership with a local community fitness and gymnastics facility to provide our students with pediatric EL opportunities outside of the classroom and traditional clinic settings. Each student is required to engage in structured and focused play-based interactions with typically and atypically developing children 1 hour per week for two 8-week EL periods under direct supervision of a certified pediatric clinical specialist.


Outcomes: Students demonstrated appropriate professional behaviors, increased self-efficacy, achievement of the pediatric course learning objectives, and attainment of 3 Academy of Pediatric Physical Therapy essential core competencies. With our community partner, 87% of the children demonstrated improvement in their gross motor skills.


Discussion and Conclusion: Our case report details an innovative approach to use EL to increase the number of direct contact hours with the pediatric population through a symbiotic community partnerships that positions our students to reach entry-level competency with the pediatric population upon graduation.

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Using a 3D-Printed Prosthetic to Improve Participation in a Young Gymnast

 AUTHORS: Brittany Anderson, PT, DPT; James Schanandore, PhD Physical Therapy Program, University of Jamestown, Fargo, North Dakota. 


BACKGROUND AND PURPOSE: The purpose of this case report was to investigate the application of a 3-dimensional (3D)-printed prosthetic hand to improve a child’s participation, confidence, and satisfaction in gymnastic classes, specifically, horizontal bar-related skills.


SUMMARY OF KEY POINTS: A 9-year-old child was unable to participate in horizontal bar-related gymnastic skills due to a congenital hand deficiency. A prosthetic hand was designed, 3D printed, modified repeatedly, and incorporated into a program, which resulted in improvements in the child’s ability to participate in gymnastics.


CONCLUSIONS: Using a 3D-printed upper limb prosthetic hand improved the child’s participation, confidence, and satisfaction in her gymnastic classes permitting use of horizontal bar. To progress to higher-intensity activities, further safety measures and testing of the prosthetic hand are needed.


WHAT THIS CASE ADDS TO EVIDENCE BASED PRACTICE: A 3D-printed prosthetic hand was manufactured and customized allowing closely monitored, gradually increased, participation in horizontal bar gymnastics. 


REFERENCE: (Pediatr Phys Ther 2020;00:1–7) 


KEY WORDS: 3D printing, congenital upper limb deficiency, gymnastics, ICF-CY, participation, prosthetics 0898-5669/110/0000-0001 Pediatric Physical Therapy Copyright © 2020 Academy of Pediatric Physical Therapy of the American Physical Therapy Association

Brittney Anderson