Factors Influencing Preservice Student Attitudes Toward Individuals with Disabilities

1996 ◽  
Vol 13 (2) ◽  
pp. 180-196 ◽  
Author(s):  
Ellen M. Kowalski ◽  
Terry L. Rizzo
Keyword(s):  
Physical Education ◽  
Student Attitudes ◽  
Perceived Competence ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Education Students ◽  
Individuals With Disabilities ◽  
Undergraduate Major ◽  
Physical Education Students ◽  
Attitudes Toward Teaching

This study examined the relationship among selected attributes—gender, level of program (graduate/undergraduate), major, number of infusion-based courses, number of adapted physical education courses, and perceived competence—of physical education students (N = 133) and their attitudes toward teaching/working with individuals with disabilities. Students were enrolled in an infusion-based curriculum at a university in the northeastern United States. Data were collected via a modified version of the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities (PEATID–III) instrument. Results from a stepwise selection, multiple-regression procedure showed that of the six selected student variables assessed, students’ perceived competence in teaching/working with individuals with disabilities was the best predictor of favorable attitudes. Results also showed that the number of infusion-based courses, coursework in adapted physical education, and program major also were significant predictors of favorable attitudes.

scholarly journals Doctoral Sojourn Experiences of Adapted Physical Education Students from Asian Countries

2016 ◽  
Vol 6 (2) ◽  
pp. 339-366
Author(s):  
Takahiro Sato
Keyword(s):  
Physical Education ◽  
Doctoral Students ◽  
Academic Departments ◽  
Adapted Physical Education ◽  
Education Students ◽  
Doctoral Studies ◽  
Face To Face ◽  
Physical Education Students ◽  
Demographic Questionnaire ◽  
International Doctoral Students

The purpose of this study was to describe and explain Asian international doctoral students’ sojourn experiences into Adapted Physical Education (APE) programs at two universities. The participants were six doctoral students from Japan, Taiwan, and South Korea. This case study was conceptualized within sojourner theory (Siu, 1952). The data sources were a demographic questionnaire and face-to-face interviews conducted during the participants’ doctoral studies. The emergent themes were (a) research challenges; (b) academic, social, and hierarchical relationships with doctoral advisors; (c) burnout; and (d) situation-specific anxiety. To better support international doctoral students, this study encourages academic departments, administrators, faculty, and all doctoral students to learn to view themselves as playing various roles including academic advisors, teachers, and graduate students.

scholarly journals Determinants of Competence and Self-Regulation among Secondary Physical Education Students in Ghana

2016 ◽  
Vol 4 (12) ◽  
pp. 86-95
Author(s):  
Seidu Sofo ◽  
Tontie Lurimua Kanton
Keyword(s):  
Physical Education ◽  
Grade Level ◽  
Sport Participation ◽  
Self Regulation ◽  
Perceived Competence ◽  
Self Determination ◽  
Education Students ◽  
Physical Education Students ◽  
Program Type ◽  
Mean Differences

The satisfaction of the needs for both competence and self-regulation influence student motivation. Guided by Self-Determination Theory (SDT), this study examined the influence of gender, grade level, program type, and school sport participation (SSP) on perceived competence and self-regulation among secondary physical education students. Participants included 158 students (109 males and 49 females) aged 14 to 24 years old (M = 18.91; SD = 1.48) enrolled in compulsory second and third year (Grades 11-12) PE at one high school in Ghana. The students completed the Perceived Competence Scale (PCS) and the Self-Regulation Questionnaire-Learning (SRQ-L). The PCS and SRQ-L were reworded to pertain to the PE context. The SRQ-L had two subscales: autonomy regulation (AUT) and controlled regulation (CTR). The percentage of students with high levels of PCS, AUT, and CTR were 46.20%, 49.37%, and 18.99% respectively. PCS had a significant positive correlation with AUT, CTR, and grade level. In addition, PCS, AUT, and CTR all had significant positive correlations with grade level. The mean differences for PCS, AUT, and CTR differed by grade level and program type, but not gender or SSP. Differences in grade level and program type should be considered in helping students enhance their perceived competence and self-determination in PE.

Changing Attitudes about Teaching Students with Handicaps

1992 ◽  
Vol 9 (1) ◽  
pp. 54-63 ◽  
Author(s):  
Terry L. Rizzo ◽  
Walter P. Vispoel
Keyword(s):  
Physical Education ◽  
Learning Disabled ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Vicarious Experience ◽  
Attitudes Toward Teaching ◽  
Within Subjects ◽  
Educable Mentally Retarded ◽  
Changing Attitudes ◽  
Education Courses

This study was conducted to determine the influence of two physical education courses on undergraduate physical educators’ attitudes toward teaching students labeled educable mentally retarded, behavioral disordered, and learning disabled. The two courses, Adapted Physical Education and Physical Education for Children, included 77 and 97 students, respectively. Four strategies for attitudinal change (information, contact, persuasion, and vicarious experience) were emphasized in the former course. Participants in both courses completed the Physical Educators’ Attitude Toward Teaching the Handicapped Questionnaire (PEATH–II) during the first and last days of a 16-week semester. The data were analyzed using a split-plot hierarchical ANOVA design with two between-subjects factors, course type and teacher (nested under course type), and two within-subjects factors, time (pretest and posttest) and handicapping label. Results indicated that attitudes toward teaching students with handicaps improved significantly in the adapted physical education course but not in the other course.

Integrating Knowledge of Disability Throughout the Physical Education Curriculum: An Infusion Approach

1994 ◽  
Vol 11 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Karen P. DePauw ◽  
Grace Goc Karp
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Professional Preparation ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Education Curriculum ◽  
Preparation Programs ◽  
Individuals With Disabilities ◽  
Socially Constructed ◽  
Traditional Approaches

In preparing for the 21st century, faculty and professional preparation programs must be responsive to the ever-expanding knowledge base in physical education and sport, as well as the shifting economic and social conditions in society. Creative approaches to undergraduate education will be needed. Current curricular approaches in undergraduate physical education programs provide minimal preparation in disability issues for undergraduate students. Since the 1970s, specialists in adapted physical education have been educated and provided with the necessary skills for teaching individuals with disabilities in specialized settings. On the other hand, the preparation of regular physical educators, who will provide physical activity for the majority of individuals with disabilities, is inadequate. Traditional approaches espouse a hierarchical delivery of information that is not only unrelated to other knowledges but often devoid of the viewpoint that knowledge and situations are problematic and socially constructed. A model is proposed that integrates knowledge and understanding of disability issues and infuses them throughout the undergraduate physical education curriculum.

Teaching Students with Mild Disabilities: What Affects Attitudes of Future Physical Educators?

1995 ◽  
Vol 12 (3) ◽  
pp. 205-216 ◽  
Author(s):  
Terry L. Rizzo ◽  
Don R. Kirkendall
Keyword(s):  
Students With Disabilities ◽  
Perceived Competence ◽  
Academic Preparation ◽  
Stepwise Multiple Regression ◽  
Physical Educators ◽  
Individuals With Disabilities ◽  
Behaviorally Disordered ◽  
Positive Attitudes ◽  
Attitudes Toward Teaching ◽  
Demographic Attributes

This study assessed the association between demographic attributes (gender, age, year in school, experience with students with disabilities, perceived competence in teaching students with disabilities, and academic preparation regarding individuals with disabilities) of undergraduate physical education majors and their attitudes toward teaching students labeled educable mentally retarded (EMR), learning disabled (LD), and behaviorally disordered (BD). Future physical educators (n = 226) were asked to complete the Physical Educators’ Attitudes Toward Teaching the Handicapped questionnaire, and 174 (77%) agreed. Data were collected on the first day of classes of a 16-week semester. Results from forward stepwise multiple-regression procedures showed that perceived competence and academic preparation regarding individuals with disabilities were the best predictors of favorable attitudes in general, and for EMR and LD. Results also showed that for BD, age and year in school were the best predictors of favorable attitudes. Thus, attitudes vary as a function of disabling conditions. The results provide evidence that there is a need to promote positive attitudes toward teaching individuals with disabilities.

Effects of Academic Major, Gender, and Hands-On Experience on Attitudes of Preservice Professionals

1999 ◽  
Vol 16 (4) ◽  
pp. 389-402 ◽  
Author(s):  
Sherry L. Folsom-Meek ◽  
Ruth J. Nearing ◽  
Walt Groteluschen ◽  
Harry Krampf
Keyword(s):  
Physical Education ◽  
Academic Major ◽  
Physical Educators ◽  
Attitude Score ◽  
Individuals With Disabilities ◽  
Positive Attitudes ◽  
Attitudes Toward Teaching ◽  
Hands On ◽  
Physical Education Majors ◽  
Post Hoc

Effects of academic major, gender, and hands-on experience on attitudes toward teaching individuals with disabilities were examined. Students (N = 2,943; 60% male) enrolled in the introductory adapted physical education course at 192 institutions of higher education in 44 states completed the Physical Educators’ Attitude Toward Individuals with Disabilities-Ill Preservice Version (PEATID–III PS) (Rizzo, 1993b) during the last 2 weeks of the academic term. Average attitude score from the PEATID–III PS was the dependent variable. A 3 × 2 × 2 (Major × Gender × Experience) factorial analysis of variance and post hoc analysis revealed that (a) students with majors other than physical education displayed more positive attitudes than physical education majors, (b) women displayed more positive attitudes than men, and (c) students with hands-on experience displayed more positive attitudes than those without experience.

Practicum Experiences and Journal Writing in Adapted Physical Education: Implications for Teacher Education

1994 ◽  
Vol 11 (3) ◽  
pp. 306-328 ◽  
Author(s):  
Maureen Connolly
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Journal Writing ◽  
Adapted Physical Education ◽  
Education Students ◽  
Physical Education Students ◽  
Resource Material ◽  
To Come ◽  
Teaching Learning ◽  
Practicum Experiences

The central concern of this paper is how an adapted physical education practicum and the journal writing of that experience affected the lives of the students involved. The paper uses as its resource material the fieldwork journals of physical education students who were involved in practicum experiences with people of varying abilities and disabilities. The stories in the journals disclose something of what it is like to come to terms with others and with oneself in the “adapted” teaching-learning adventure. These disclosures will be presented thematically, the themes describing a journey through an adapted physical education practicum. The thematic composite of this journey is based upon content, critical, and thematic analyses of the data, coupled with the experiences and insights of the student collaborators. The potential for these kinds of experiences in physical education and teacher education is discussed.

scholarly journals Výsledky pilotní studie dotazníku SE-PETE-D, který zjišťuje důvěru studentů učitelství tělesné výchovy v jejich kompetence k realizaci výuky integrované tělesné výchovy

2013 ◽  
Vol 7 (3) ◽  
pp. 17-29 ◽  
Author(s):  
Ladislav Baloun ◽  
Martin Kudláček ◽  
Ondřej Ješina
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Adapted Physical Education ◽  
Education Majors ◽  
Education Students ◽  
Albert Bandura ◽  
Physical Education Teacher Education ◽  
Physical Education Students ◽  
Teacher Education Majors

The purpose of this work is the presentation of the questionnaire of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards the Children with Disabilities (SE-PETE-D), which should be used in the future to identify self-efficacy of the students of the teacher training in physical education. At the same time will be also presented the results of a pilot study of standardization of this questionnaire in the conditions of the Czech environment. A key concept of questionnaire is self-efficacy. and introduced its the Canadian-American psychologist Albert Bandura (1997). Apilot study and comparison encompass bachelor students took part in the teaching of physical education, students of bachelor studies in adapted physical education and students of the follow-up master degree in adapted physical education. The results show that students of bachelor studies in adapted physical education have higher self-efficacy than students of bachelor studies in physical education.

Effect of Practica Types in Preservice Adapted Physical Education Curriculum on Attitudes Toward Disabled Populations

1990 ◽  
Vol 10 (1) ◽  
pp. 76-83 ◽  
Author(s):  
C. Craig Stewart
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Disabled Persons ◽  
Statistical Analyses ◽  
Adapted Physical Education ◽  
Education Curriculum ◽  
Education Students ◽  
Attitudes Toward Disabled ◽  
Physical Education Students ◽  
Students Attitudes

This study investigated the effects of four practica situations on the attitudes of undergraduate students toward disabled individuals. Students enrolled in two undergraduate adapted physical education classes were studied during two academic quarters. They had the option of being involved in one of four practica situations. The attitudes of the students were measured with the Attitude Toward Disabled Persons scale. Interpretation of the statistical analyses revealed that, as a group, the adapted physical education students’ attitudes improved over a 10-week period and that certain practica experiences tended to affect attitudes more than others.

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