scholarly journals Pre-service physical education teachers’ attitudes toward inclusive physical education

2021 ◽  
Author(s):  
Michael Braksiek
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Convergent Validity ◽  
Attitude Scale ◽  
Physical Education Teachers ◽  
Degree Programs ◽  
Confirmatory Factor Analyses ◽  
Valid Instrument ◽  
Pete Programs ◽  
Teachers Attitudes

AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

scholarly journals The Effect of Various Local Dances on Prospective Physical Education Teachers’ Attitudes towards the Folk Dance Course

2019 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Meryem Altun ◽  
Murat Atasoy
Keyword(s):  
Physical Education ◽  
Attitude Scale ◽  
Physical Education Teachers ◽  
Control Group ◽  
Folk Dance ◽  
Dance Class ◽  
Dance Training ◽  
Significant Difference ◽  
Teachers Attitudes ◽  
Experimental Group

In this study, the effect of various local dances on prospective physical education teachers' attitudes towards the folk dance course was examined. The research was conducted by using an experimental design with pre-test/post-test control group. A total of 46 female students, which includes an experimental group consisting of 23 students attended the folk dance class and a control group consisting of 23 students did not attend the folk dance class, who are studying at Niğde Ömer Halisdemir University, School of Physical Education and Sports in the Department of Teaching in the spring term of the 2017-2018 academic year and who are aged 20 years, voluntarily participated in the study. In this research, the Folk Dance Course Attitude Scale for Prospective Physical Education Teachers developed by Turan (2015) was used. In the experimental group, the folk dances training program, which continues for 14 weeks with the program of 2 days of a week for 2 hours at each day, was conducted. The data were analyzed by using SPSS 22 (Statistical Package for the Social Sciences) package program. In the analysis of data, dependent sampling t-test was used for examining the differences between experimental and control groups. As a result of the research, it was observed that there was a significant difference in favor of students who took the folk dance training. This result shows that various local dances are effective in developing a positive attitude towards this course.

scholarly journals DEVELOPMENT OF PSYCHOLOGICAL READINESS IN PHYSICAL EDUCATION TEACHERS FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION

2018 ◽  
Vol 18 (1) ◽  
pp. 125-137
Author(s):  
N Catellani ◽  
D Ilyasov ◽  
E Cherepov ◽  
A Sevryukova ◽  
E Selivanova ◽  
...  
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Physical Education Teachers

scholarly journals Development and Initial Validation of a Scale to Measure Cognitive Demands of Flexible Work

2020 ◽  
Author(s):  
Roman Prem ◽  
Bettina Kubicek ◽  
Lars Uhlig ◽  
Vera C. Baumgartner ◽  
Christian Korunka
Keyword(s):  
Problem Solving ◽  
Information And Communication Technologies ◽  
Emotional Exhaustion ◽  
Convergent Validity ◽  
Flexible Work ◽  
Cognitive Demands ◽  
Confirmatory Factor Analyses ◽  
Valid Instrument ◽  
Information And Communication ◽  
Code Scale

With globalization, digitalization, and the spread of information and communication technologies, rules regulating work have been softened or completely abolished. As a consequence, employees face additional cognitive demands to plan, structure, and coordinate their work. In order to capture these demands of contemporary work, we constructed and initially validated the Cognitive Demands of Flexible Work (CODE) scale. The scale comprises four subscales (i.e., structuring of work tasks, planning of working times, planning of working places, and coordinating with others). We validated the scale in three independent studies (overall N = 1129) in German and English. Confirmatory Factor Analyses supported the four-factor structure as well as the scalar invariance of the different language versions. Moreover, the subscales showed convergent validity with related constructs such as requirements for problem solving or autonomy. Criterion validity for emotional exhaustion, engagement, and positive work rumination, negative work rumination, and problem-solving pondering suggests that cognitive demands of flexible work can be construed as challenge stressors. However, relationships with emotional exhaustion were only significant for one of the four subscales. Overall, the CODE scale was shown to be a reliable and valid instrument to measure cognitive demands of flexible work.

The Assessment of Time Attitudes Among Adolescents and Young Adults With the Polish Adolescent and Adult Time Inventory – Time Attitude Scale (AATI-TA-Polish)

2021 ◽  
Author(s):  
Aneta Przepiórka ◽  
Agata Błachnio ◽  
Tomasz Jankowski ◽  
Zena R. Mello ◽  
Frank C. Worrell
Keyword(s):  
Young Adults ◽  
Convergent Validity ◽  
Satisfaction With Life ◽  
Factor Model ◽  
Attitude Scale ◽  
Adolescents And Young Adults ◽  
Confirmatory Factor Analyses ◽  
Reliability Estimates ◽  
Two Factors ◽  
Adolescents And Adults

Abstract. In this paper, we examined the dimensionality, reliability, structural validity, and convergent validity of scores on the Adolescent and Adult Time Inventory – Time Attitude Scale (AATI-TA) in a sample of 989 Polish adolescents and young adults. Two studies were conducted. In Study 1, confirmatory factor analyses supported both the original 6-factor model (Past Positive, Past Negative, Positive Present, Negative Present, Future Positive, and Future Negative) and an alternative time-valence model with two factors related to valence (Positivity and Negativity) and three temporal factors (Past, Present, and Future). Study 1 results also provided evidence of invariance between adolescents and adults up to latent means. AATI-TA scores were also found to be invariant by gender and national context with scores from American adolescents. AATI-TA scores also yielded satisfactory reliability estimates. In Study 2, the incremental validity of AATI-TA scores over the contributions of ZTPI scores was assessed for and demonstrated with satisfaction with life and self-esteem. Overall, the results suggest that the Polish version of the AATI-TA yields psychometrically sound scores in Polish adolescents and adults.

A Study of Preservice Physical Education Teachers’ Content Knowledge of Health-Related Fitness

2021 ◽  
Vol 40 (1) ◽  
pp. 118-125
Author(s):  
José A. Santiago ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Physical Education ◽  
Content Knowledge ◽  
Student Teaching ◽  
The United States ◽  
Physical Education Teachers ◽  
Health Related ◽  
Pete Programs ◽  
Common Content ◽  
Health Related Fitness

Purpose: The authors assessed common content knowledge of health-related fitness in a national representative sample of preservice physical education teachers in the United States. Methods: Six hundred and twenty-one preservice physical education teachers from 68 physical education teacher education (PETE) programs located in different regions in the United States completed the 40 multiple choice items health-related fitness knowledge test during the semester prior to their student teaching. In addition, each PETE program coordinator/department head completed the PETE Program Information Questionnaire. Results: The mean percentage correct on the test was 61.3% (M = 24.5, SD = 4.9). Analyses of variance and t-test analyses indicated that common content knowledge of health-related fitness was not a function of sex, program size, or region of the United States. Discussion/Conclusions: These data suggest that preservice physical education teachers in the United States lack common content knowledge of health-related fitness and warrant the attention of PETE programs.

Anti-fat bias by professors teaching physical education majors

2016 ◽  
Vol 23 (1) ◽  
pp. 127-138 ◽  
Author(s):  
Fabio Fontana ◽  
Ovande Furtado ◽  
Oldemar Mazzardo ◽  
Deockki Hong ◽  
Wagner de Campos
Keyword(s):  
Physical Education ◽  
Role Models ◽  
Attitude Scale ◽  
Physical Education Teachers ◽  
Teacher Education Programs ◽  
Physical Education Teacher Education ◽  
Physical Education Departments ◽  
Physical Education Majors ◽  
Body Sizes ◽  
Awareness Programs

Anti-fat bias by professors in physical education departments may interfere with the training provided to pre-service teachers. The purpose of this study was to evaluate the attitudes of professors in physical education departments toward obese individuals. Professors from randomly selected institutions across all four US regions participated in the study ( N = 94). Participants took the Implicit Association Test and answered the Anti-Fat Attitude Scale and two questions specifically designed to measure their attitudes toward physical education teachers and majors who are obese. The participants exhibited implicit good–bad ( p < .001) and lazy–motivated ( p < .001) anti-fat biases. Professors favored accepting majors who are obese ( p < .001), but they strongly disapproved of obese physical education teachers as role models to their students ( p < .001). Explicit anti-fat bias was associated with a stronger disapproval of physical education teachers who are obese as role models to students ( p < .001) and accepting majors who are obese ( p < .001). Implicit good–bad anti-fat bias was associated with a stronger disapproval of obese physical education teachers as role models to students ( p = .047). The anti-fat bias demonstrated by the professors may negatively affect the training of pre-service physical education teachers to work with students of all body sizes. Awareness programs may be necessary to diminish anti-fat bias among professors in physical education teacher education programs.

scholarly journals The attitudes of elementary school students towards physical education teachers

2019 ◽  
Vol 9 (2) ◽  
pp. 5-19
Author(s):  
Velimir Miličković ◽  
Veljko Vukićević ◽  
Stanko Zečević ◽  
Slobodan Vignjević
Keyword(s):  
Physical Education ◽  
Factor Structure ◽  
Student Attitudes ◽  
Assessment Scale ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
School Students ◽  
Education Teacher ◽  
Teacher Competences ◽  
Teachers Attitudes

The aim of the study was to determine the factor structure of the assessment scale of the Physical Education Teacher Attitude Questionnaire, as well as to ascertain the existence of gender, age, and differences in whether students practice some sport outside of school or not, in terms of attitudes toward different physical education teacher competences. A sample of 119 students of both genders, grades 5 through 8, was assigned a USF assessment scale, modeled on existing instruments for assessing student attitudes toward physical education and physical education teachers. The factor structure was determined by using factor analysis. The ANOVA results for gender differences indicate that there are no statistically significant differences in the attitudes of students towards the competences of physical education teachers. ANOVA results for differences between coaching students and non-coaches suggest that there are statistically significant differences between these groups of respondents regarding the factor of socio-emotional competence of teachers, in the sense that students who train a sport are more inclined towards the socio-emotional competences of teachers. The ANOVA results for age differences indicate that there are statistically significant differences between younger and older students, regarding both factors, in the sense that younger students are more inclined towards both the socio-emotional and professional competences of physical education teachers. Attitudes towards the teacher provide valuable information about what students think and feel about them, thus creating adequate conditions for effecting change and improving both teaching and relationships with students.

scholarly journals Physical education and sports students’ attitudes towards inclusive education (The sample of Kocaeli University)

2016 ◽  
Vol 13 (2) ◽  
pp. 2839 ◽  
Author(s):  
Mensure Aydın ◽  
Nejat İra ◽  
Bergün Meriç Bingül ◽  
Çiğdem Bulgan
Keyword(s):  
Statistical Analysis ◽  
Physical Education ◽  
Inclusive Education ◽  
Personal Information ◽  
Attitude Scale ◽  
Arithmetic Average ◽  
Education Class ◽  
Significant Difference ◽  
The Difference ◽  
Students Attitudes

The aim of this study was to observe if Physical Education and Sports students’ attitudes towards Inclusive Education differ or not. The research was done according to the scanning/screening model. “Personal information form” (2004) - (reformed by Orel and his friends) and “Attitude Scale related to Inclusion” (1995)-(reformed by Antonak & Larivee and adapted into Turkish by Kırcaali & Iftar ) were used for  Kocaeli University School of Physical Education and Sports /Physical Education and Sports Department’s 1st grade and the 2nd grade students (121 students) who didn’t take the Inclusive Education class and the 3rd and 4th grade students (193 students) who took the Inclusive Education class. In the statistical analysis of the research, frequency values of the data (which were obtained from  personal information forms) were surveyed and while analysing the data (obtained from the attitude scale related to inclusion) arithmetic average, standard deviation and t test (for the difference between two groups ) were applied.In statistical analysis and in all parameters  numerical difference was seen on the side of the students who took inclusive education class but no statEistically significant difference was found . (P<0,05). As a result, it can be said that Inclusive Education class had a positive change on the attitudes of  Physical Education teacher candidates towards inclusion.

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