Physical education teachers' attitudes towards children with intellectual disability: the impact of time in service, gender, and previous acquaintance

2012 ◽  
pp. no-no ◽  
Author(s):  
D. Özer ◽  
S. Nalbant ◽  
E. Aǧlamıș ◽  
F. Baran ◽  
P. Kaya Samut ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Teachers Attitudes ◽  
The Impact ◽  
Time In Service ◽  
Children With Intellectual Disability

scholarly journals Perfil sociodemográfico e preocupações dos professores de educação física do município de Cianorte – Pr

2019 ◽  
Vol 17 (1) ◽  
pp. 119-128
Author(s):  
Fernanda Herran Fernandes ◽  
Anderson Gerim Rowiecki ◽  
Suelen Vicente Vieira
Keyword(s):  
Social Context ◽  
Teacher Training ◽  
Physical Education ◽  
Family Structure ◽  
Physical Education Teachers ◽  
Second Phase ◽  
Teacher Concerns ◽  
Teaching Career ◽  
Sociodemographic Variables ◽  
The Impact

Introdução: Durante a carreira docente, diversos fatores influenciam o percurso profissional docente, dentre eles as preocupações docentes. Elas são organizadas em três dimensões: Consigo, Tarefa e Impacto da Tarefa, que acometem os professores em sua atuação pedagógica. Objetivo: Nesse sentido, a presente pesquisa teve como objetivo identificar as preocupações de professores de Educação Física que atuam na rede municipal de Cianorte-PR considerando as variáveis sociodemográficas. Métodos: Caracteriza-se como uma pesquisa descritiva exploratória. Para a coleta dos dados, na primeira fase da investigação, participaram 14 professores de Educação Física do município de Cianorte – Paraná, que responderam um questionário sociodemográfico e a Escala de Preocupações dos Professores. Na segunda fase, foi realizada uma entrevista semiestruturada com oito professores, relacionando as variáveis sóciodemográficas com as preocupações no âmbito de sua atuação docente. Para análise dos dados quantitativos utilizou-se da análise estatística indutiva, empregando o teste de Shapiro-Wilk, e o Teste Prova U de Mann Whitney para comparar as médias das dimensões de preocupações conforme as variáveis sociodemográficas. Para os dados qualitativos, utilizou-se a análise de conteúdo. Resultados: Os professores investigados são em sua maioria jovens e com pouco tempo de carreira docente. No entanto, apresentam menor preocupação com a dimensão Consigo e o maior índice se expressa na dimensão Impacto da Tarefa. Em relação à idade, os professores que possuem até 29 anos têm maior preocupação com a dimensão Tarefa, enquanto que os professores que possuem 30 anos ou mais concentram suas preocupações na dimensão Impacto da Tarefa. Destaca-se que foram identificadas, com relevância, outras preocupações docentes, a Estrutura Familiar/Contexto Social e Formação Docente, que não estão presentes na teoria das preocupações. Conclusão: As dimensões apresentadas por Fuller e Bown, acometem os professores analisados. Além disso, outras preocupações foram evidenciadas como: Estrutura Familiar/Contexto Social e Formação Docente.ABSTRACT. Sociodemographic profile and concerns of physical education teachers of Cianorte – Paraná. Background: During the teaching career, several factors influence the professional career of teachers, among them the teachers’ concerns. They are organized in three dimensions: Dimension for Self, Dimension Task e Dimension Impact of Task. Objective: In this sense, the present research had as objective to identify the concerns of Physical Education teachers working in the municipal network of Cianorte-PR considering the sociodemographic variables. Methods: It is characterized as an exploratory descriptive research. In order to collect the data, in the first phase of the investigation, 14 Physical Education teachers from the city of Cianorte - Paraná (Brazil) participated, who answered a sociodemographic questionnaire and the Teacher Concerns Scale. In the second phase, a semistructured interview was conducted with 8 teachers, associating the sociodemographic variables with the concerns of the teaching performance. For the analysis of the quantitative data, it was used the inductive statistical analysis using the Shapiro-Wilk test and the Mann Whitney Test U test to compare the averages of the dimensions of concerns according to sociodemographic variables. For the qualitative data, the content analysis was used. Results: The teachers investigated are mostly young and with little teaching career time. However, they are less concerned with the Dimension for Self and the higher level of concern expressed in the Dimension Impact of Task. Teachers who are up to age 29 are more concerned with task dimension, while teachers who are age 30 or older focus their concerns on the Impact of Task dimension. Other teacher concerns were identified with relevance, Family Structure/Social Context and Teacher Training, which are not present in the theory of concerns. Conclusion: The dimensions presented by Fuller and Bown affect the teachers analyzed. In addition, other concerns were highlighted as: Family Structure/Social Context and Teacher Training.

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 Physical Activity of Gymnasium and Secondary Education Teachers

2017 ◽  
pp. 97-105
Author(s):  
Andrzej Soroka ◽  
Joanna Baj-Korpak
Keyword(s):  
Physical Activity ◽  
Secondary Education ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Short Version ◽  
The European Union ◽  
Male Population ◽  
Noticeable Increase ◽  
Secondary Education Teachers ◽  
The Impact

Despite a noticeable increase in health awareness of active participation in physical culture, the vast majority of society still does not see a dependency between health and physical activeness. Only a few consider the lack ofmovement as one of the most harmful factors. Many researches, both Polish and foreign, point to insufficient level of physical activeness among citizens of the European Union, also including Polish ones. The report was aimed atdetermining the level of declared physical activity of gymnasium and secondary education teachers from Bialski region. In addition, an attempt was made to assess the impact of such variables as sex and subject taught on the level of respondents’ physical activeness. There was applied a method of diagnostic survey using an IPAQ questionnaire (International Physical Activity Questionnaire) – short version, last 7 days. The research material consisted of 221 randomly selected gymnasium and secondary school teachers from Bialski region. Due to the subject taught, respondents were divided into two groups: physical education teachers (n=76) and teachers of other subjects (n=145). The largest percentage of groups surveyed consisted of people who had a sufficient level of physical activity, whilst the one third met the criteria of the high level. Only physical activeness of moderate nature significantly differentiated groups surveyed in favour of physical education teachers. Taking sex as a criterion of division of the population surveyed, among the women, a considerable differentiation appeared in the area of walking, whereas the male population did not show significant differences only in the area of intense activity.

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 COVID-19 and young people with intellectual disability: a service review

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S334-S335
Author(s):  
Omer Minhas ◽  
Pippa Mundy ◽  
Jessica Stewart
Keyword(s):  
Intellectual Disability ◽  
Complex Systems ◽  
Clinical Review ◽  
Community Support ◽  
Well Being ◽  
Child And Adolescent ◽  
South Wales ◽  
Distress Calls ◽  
The Impact ◽  
Children With Intellectual Disability

AimsA service review of specialist child and adolescent intellectual disability provision in South Wales was conducted between March and May 2020. The purpose was to explore the impact of the first COVID-19 pandemic lockdown on children with intellectual disability and their families. The review aimed to explore if the disruption to the systems involved in their care would impact their wellbeing and behavioural presentations. We also measured if there had been an increase in the use of medication. Our focus was on the distress calls, which are requests for urgent clinical review to prevent a crisis.A service review of specialist child and adolescent intellectual disability provision in South Wales was conducted between March and May 2020. The purpose was to explore the impact of the first COVID-19 pandemic lockdown on children with intellectual disability and their families. The review aimed to explore if the disruption to the systems involved in their care would impact their wellbeing and behavioural presentations. We also measured if there had been an increase in the use of medication. Our focus was on the distress calls, which are requests for urgent clinical review to prevent a crisis.MethodSix clinical areas across three Welsh health boards under the same specialist team were surveyed. Case notes and email correspondence were reviewed to obtain the number and content of crisis calls made to specialist CAMHS across an eight week period during the first UK COVID-19 lockdown. Data were gathered on frequency, purpose, and outcome of calls. Comparison data were also collected for the period October 2019 to March 2020.ResultPre-COVID-19: Two crisis calls were identified in two different areas during the pre-COVID period surveyed. Increases in medication and increases in respite care packages were made as a result.During COVID-19 restrictions: 20 different initial distress calls made (children age 9 and 17 years old (M = 13.2); 75% were boys) across five of the six clinical areas. Of these 20 calls, 17 were active cases and 3 were new referrals. 95% of calls resulted in medication increases and there were few other interventions used due to COVID-19 constraints. Changes to the child's support system were discussed across all cases and return to school was highlighted as a key protective factor in improved well-being. Differences between clinical areas were also identified.ConclusionThere was a clear increase in distress calls and requests to prescribe or increase psychotropic medication to calm the distress during the ‘lockdown’. Changes in behavioural presentation may have occurred partly due to the disruption to the complex systems that typically support a child and the shift away from community support. Children with intellectual disability and their families are unique and embedded in complex systems comprising schools, respite, and healthcare provision which work together to deliver optimal mental healthcare with psychosocial interventions with medication for higher-risk situations. Any shifts in these systems may lead to an imbalance and a higher likelihood of medication use.

Singapore teachers’ attitudes towards the use of information and communication technologies in physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 481-494 ◽  
Author(s):  
Nien Xiang Tou ◽  
Ying Hwa Kee ◽  
Koon Teck Koh ◽  
Martin Camiré ◽  
Jia Yi Chow
Keyword(s):  
Physical Education ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Communication Technologies ◽  
Physical Education Teachers ◽  
Full Time ◽  
Demographic Groups ◽  
Significant Difference ◽  
Information And Communication ◽  
Teachers Attitudes

The purpose of the present study was to examine and compare Singaporean physical education teachers’ attitudes towards information and communication technologies in physical education across different demographic groups that included gender, age, teaching experience, and school level. A total of 422 Singaporean full-time physical education teachers (mean age = 38.47 years, standard deviation = 8.31) completed the Physical Education Teachers’ Subjective Theories Questionnaire to assess their perspectives towards the integration of information and communication technologies into physical education teaching practice. Mann–Whitney U and Kruskal–Wallis H tests were conducted to examine the differences in participants’ attitudes across different demographic groups. Results revealed that attitudes towards information and communication technologies significantly differed between teachers of different gender, age, and teaching experience. However, no significant difference was found in attitudes towards information and communication technologies among teachers of different school levels. The findings of this study can inform policy-makers and stakeholders with an interest in promoting the integration of information and communication technologies in physical education.

Attitudes of Teachers Towards Inclusion of Students with Disabilities in Physical Education

2021 ◽  
Vol 15 (10) ◽  
pp. 3390-3393
Author(s):  
Gamze Beyazoğlu
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Undergraduate Education ◽  
Student Attitudes ◽  
Behavioral Control ◽  
Physical Education Teachers ◽  
Perceived Behavioral Control ◽  
Disabled Students ◽  
National Education ◽  
Teachers Attitudes

Aim: The aim of the present study is to examine the attitudes of physical education teachers towards teaching disabled students. Methods: A total of 612 physical education teachers working in the Ministry of National Education in Turkey participated in the research. “The Attitudes of Physical Education Teachers Towards Teaching Disabled Students Scale” (2020), developed by Beyazoğlu and Özbek, were applied to the teachers participating in the research. Since the data are normally distributed in the analysis of quantitative data, t-test and ANOVA tests from parametric tests were used. Results: According to the results of the research, it is observed that Turkish physical education teachers have favorable attitudes towards teaching disabled students within the framework of planned behavioral theory. In addition, the measure of attitude, subjective norm, perceived behavioral control, behavior-oriented attitude and behavioral objective are important predictors of teachers' attitudes. Furthermore, each dimension is highly correlated with some variables. Conclusion: The proficiency level of teachers' teaching experiences, whether they have taken special training courses in undergraduate education, physical education for the disabled in undergraduate education, preconceived notions such as whether to take sports courses, whether to take various courses, training, etc. (in-service training) during teaching, age and marital status are highly related to teachers' attitudes. Keywords: Physical Education Teacher, Teaching, Disabled student, Attitudes

scholarly journals The Influence of Professional Development on Teachers’ Psychosocial Perceptions of Teaching a Health-Related Physical Education Curriculum

2008 ◽  
Vol 27 (3) ◽  
pp. 292-307 ◽  
Author(s):  
Pamela Hodges Kulinna ◽  
Nate McCaughtry ◽  
Jeffrey J. Martin ◽  
Donetta Cothran ◽  
Roberta Faust
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Behavioral Control ◽  
Psychological State ◽  
Physical Education Teachers ◽  
Perceived Behavioral Control ◽  
Education Curriculum ◽  
Psychological Constructs ◽  
Health Related ◽  
The Impact

The impact of a yearlong professional development intervention on physical education teachers’ psychosocial perceptions was investigated. Experienced mentor teachers (n = 15) were paired with inexperienced protégé teachers (n = 15) who helped them learn how to teach a health-related physical education curriculum (i.e., the Exemplary Physical Education Curriculum). Using the theory of planned behavior as the guiding theory, it was hypothesized that teachers would experience favorable increases in various psychological constructs (e.g., attitude) and variables reflecting the social culture of their schools (e.g., administrator’s perceptions) as compared with control teachers (n = 17). A variety of statistically significant main and interaction effects with mean scores in expected directions were found. In general, mentors and protégés developed a more positive view of their own psychological state (e.g., perceived behavioral control) and of the immediate school social environment (i.e., support from administrators and fellow teachers). The significant results, combined with meaningful effect sizes, supported the effectiveness of this intervention.

Sign in / Sign up

Export Citation Format

Share Document