Physical Education Teachers' Beliefs and Intentions Toward Teaching Students With Disabilities

The Teacher Integration Attitudes Questionnaire (TIAQ) was developed in order to assess the attitudes and beliefs of teachers (n = 110) with regard to the inclusion of students with disabilities in regular education settings. Using Structural Equation Modeling, the final structural model of the TIAQ comprised four constructs, namely, “Skills,” “Benefits,” “Acceptance,” and “Support.” The final model was fully supported by the derivation sample of music education teachers (n = 54) and produced a Comparative Fit Index (CFI = 1.00). The replication sample of physical education teachers (n = 56) partially supported the generality of the TIAQ, (CFI = .844). Further, the internal consistency properties of the TIAQ (Cronbach’s alpha was .77 for both samples) were satisfactory. We conclude that the psychometric properties of the TIAQ were adequate, and it can be used as a valid assessment in evaluating the status of inclusion for students with disabilities as perceived by music education and physical education teachers. However, future research is needed to support its generality with other groups of teachers and professionals.

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A Study of How Teachers' Beliefs Affect the Experiences and Professional Development of Physical Education Teachers: Composition and Function of Their Image of What a Teacher is and Vocational Beliefs*

International Journal of Sport and Health Science ◽

10.5432/ijshs.13030 ◽

2018 ◽

Vol 16 (0) ◽

pp. A37-A61 ◽

Cited By ~ 1

Author(s):

Masashi Asakura ◽

Norihiro Shimizu

Keyword(s):

Professional Development ◽

Physical Education ◽

Physical Education Teachers ◽

Teachers Beliefs ◽

And Function

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Body image(s): Problematizing future physical education teachers’ beliefs about the body and physical activity through visual imagery

European Physical Education Review ◽

10.1177/1356336x211056214 ◽

2021 ◽

pp. 1356336X2110562

Author(s):

Gustavo González-Calvo ◽

Vanesa Gallego-Lema ◽

Göran Gerdin ◽

Daniel Bores-García

Keyword(s):

Physical Activity ◽

Body Image ◽

Physical Education ◽

Gender Stereotypes ◽

Great Influence ◽

The Body ◽

Physical Education Teachers ◽

Visual Methods ◽

Teachers Beliefs ◽

The World

Visual culture affects the way people understand the world and themselves, contributing to the creation of certain roles and stereotypes, some of which are related to body image. This study focused on interrogating future physical education teachers’ beliefs about the body and physical activity to understand the construction of bodily subjectivities and their perceptions of how these are influenced by visual (physical) culture. Data were collected through the use of visual methods consisting of photo-elicitation and individual interviews with 23 students from a Primary Education Degree with a specialization in physical education at a Spanish university. Data were analyzed using thematic content analysis. The results of the study show that these future physical education teachers are aware of both the great influence of gender stereotypes and the values of consumerism in the field of physical activity stemming largely from the media, which inevitably will shape their future professional practice. However, the results also highlight how these future physical education teachers consider and position the subject of physical education as an important space where they could help students problematize and challenge these beliefs. We suggest that a focus on visual (physical) literacy is needed for future physical education teachers (and their students) to understand the world from a socially critical perspective and transform it in the interest of equity and social justice.

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Secondary Physical Education Teachers' Beliefs and Practices in Teaching Students with Severe Disabilities: A Descriptive Analysis

The High School Journal ◽

10.1353/hsj.2005.0019 ◽

2005 ◽

Vol 89 (2) ◽

pp. 40-54 ◽

Cited By ~ 43

Author(s):

Jonathan O. A. Ammah ◽

Samuel R. Hodge

Keyword(s):

Physical Education ◽

Descriptive Analysis ◽

Severe Disabilities ◽

Physical Education Teachers ◽

Beliefs And Practices ◽

Teachers Beliefs ◽

Students With Severe Disabilities

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Teachers’ Beliefs and Implementation of Competitive Activities for Multicultural Students

Urban Education ◽

10.1177/0042085915602535 ◽

2015 ◽

Vol 52 (8) ◽

pp. 1019-1045 ◽

Cited By ~ 1

Author(s):

Eve Bernstein ◽

Ulana Lysniak

Keyword(s):

New York ◽

Physical Education ◽

Reasoned Action ◽

Physical Education Teachers ◽

Diverse Students ◽

Multicultural Students ◽

Teachers Beliefs ◽

Semistructured Interviews ◽

Field Notes ◽

Competitive Activities

Physical education teachers’ ( N = 9) beliefs and implementation of competitive activities for middle school multicultural student populations (Grades 6-8) in physical education class in the Greater New York area were examined. Data were collected by nonparticipant observation and field notes, two semistructured interviews, and postobservation informal interviews. The theory of reasoned action guided the study. Three themes emerged: competitive activities, an introduction to culture; using demonstration to teach competitive activity skills to diverse students; and creating community. Successful instruction of diverse students was observed; however, fully incorporating cultural relevance through competitive activities was not fully demonstrated.

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Fostering a Need-Supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2013-0229 ◽

2014 ◽

Vol 36 (6) ◽

pp. 595-609 ◽

Cited By ~ 75

Author(s):

Nathalie Aelterman ◽

Maarten Vansteenkiste ◽

Lynn Van den Berghe ◽

Jotie De Meyer ◽

Leen Haerens

Keyword(s):

Professional Development ◽

Physical Education ◽

Autonomy Support ◽

Teaching Style ◽

Self Determination Theory ◽

Future Research ◽

Physical Education Teachers ◽

Teaching Behaviors ◽

Teachers Beliefs ◽

Professional Development Training

The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 ± 10.44 years) and 669 students (424 boys, M = 14.58 ± 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers’ beliefs about the effectiveness and feasibility of autonomy-supportive and structuring strategies and (b) teachers’ in-class reliance on these strategies, as rated by teachers, external observers, and students. The intervention led to positive changes in teachers’ beliefs regarding both autonomy support and structure. As for teachers’ actual teaching behavior, the intervention was successful in increasing autonomy support according to students and external observers, while resulting in positive changes in teacher-reported structure. Implications for professional development and recommendations for future research are discussed.

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