Attitudes and Grading Practices of Secondary Physical Educators in Regular Education Settings

1998 ◽  
Vol 15 (4) ◽  
pp. 370-380 ◽  
Author(s):  
Kim A. Duchane ◽  
Ron French
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Reasoned Action ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Grading Practices ◽  
Negative Attitudes ◽  
Female Teachers ◽  
Significant Difference ◽  
Teachers Attitudes

Fishbein and Ajzen’s (1975) reasoned action theoretical model was used to examine physical education teachers’ attitudes toward grading students with disabilities. Participants were 82 male and 100 female teachers who taught physical education in grade 6-8, representing 119 schools. The Physical Educators’ Attitude Toward Teaching Individuals with Disabilities (PEATID-III) survey and a grading practices questionnaire were administered. A three-way ANOVA indicated no significant differences in grading practices between genders and between teachers with positive and negative attitudes. However, comparison of grading practices for students with (M = 122.83) and without disabilities (M = 133.49) revealed significant differences, F(1, 154) = 21.31, p < .001. It was concluded that criteria for grading students with disabilities are significantly different from those for nondisabled classmates. Neither attitude nor gender made a significant difference in grading practices.

scholarly journals Preliminary Study on Primary Physical Educators' Attitudes toward Integrated Physical Education: Hong Kong Perspectives

2012 ◽  
Vol 18 (1) ◽  
pp. 76-84
Author(s):  
Chunxiao LI ◽  
Shihui CHEN ◽  
Wing See Emily TSOI
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Class Size ◽  
Teaching Experience ◽  
Physical Educators ◽  
Teaching Experiences ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference ◽  
Preliminary Study

LANGUAGE NOTE | Document text in Chinese; abstract also in English. The aim of the survey was to examine the attitudes of general primary PE teachers toward integrated PE and the relationships of gender, teaching experience, and class size. Eighty three teachers participated in the survey. The results indicated a neutral attitude towards integrated PE by teachers. There was a significant difference between male and female teachers in their perception of whether “students with disabilities like my teaching” (p = 0.018), but no significant differences with other attitudes by gender. There was a significant difference between teachers’ teaching experiences and their perceptions of whether “Little support offered to integrated PE” (p = 0.006), however, no significant differences with other items by experience. There was also a relationship between perceived teaching competency and class size (p < 0.001, r = 0.454). The results were mainly discussed in relation to teaching competency, support, teaching experience and class size. 本研究的目的在於探討香港主流小學體育教師融合體育教學態度。83位小學體育教師回應了本次調查。通過分析發現教師對於融合體育教學持較為中立的態度。文章最後主要對融合體育態度與教學效能，支援，教學經驗和班級大小的關係進行了討論。

Examining the Role Clarity, Ability, and Training Needs of Paraeducators Supporting Students With Disabilities in Physical Education Settings

2022 ◽  
Vol 79 (1) ◽  
Author(s):  
Tim G. Swenson ◽  
Justin A. Haegele
Keyword(s):  
Physical Education ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Training Needs ◽  
Descriptive Statistics ◽  
Working Environment ◽  
Physical Educators ◽  
Role Clarity ◽  
Significant Difference ◽  
And Training

Paraeducators are often utilized in physical education environments to assist instructors as well as students with disabilities; however, there is little research on the utilization of these professionals within this setting. This study explored paraeducators’ perceived roles and competencies in physical education from the perspectives of both paraeducators and physical educators. This study was conducted with physical educators and paraeducators serving as participants and completing a content-validated survey on the various roles typically assumed by paraeducators when assisting in physical education classes. Data were analyzed via descriptive statistics and t tests, and differences between physical educators and paraeducators were identified. Results indicated these key findings: (1) There was a significant difference in the perception of role clarity of paraeducators between participant groups, (2) there was a significant difference in the perception of role ability of paraeducators between participant groups, and (3) there was not a significant difference between groups in terms of the training needs of paraeducators specific to physical education. Using the results of this study, physical educators and paraeducators can work together to provide the best learning environment possible within physical education for students with disabilities and within the working environment for both physical educators and paraeducators.

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.

Paraprofessionals' Attitudes toward Inclusion of Students with Disabilities in Physical Education

1998 ◽  
Vol 86 (1) ◽  
pp. 98-98 ◽  
Author(s):  
John O'Connor ◽  
Ron French
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Students With Disabilities ◽  
Attitudes Toward Inclusion ◽  
Physical Educators ◽  
Years Of Experience ◽  
Significant Difference

The Physical Educators' Perceptions of Inclusion Inventory was administered to 80 paraprofessionals in special education. A Mann-Whitney U analysis indicated a significant difference in scores on knowledge related to inclusion by years of experience working. There was a significant difference between knowledge scores for length of time working but none for scores on perception.

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 Actitudes del profesorado de Educación Física hacia la inclusión de alumnos con discapacidad (Physical Education teachers’ attitudes towards the inclusion of students with disabilities)

Retos ◽  
2020 ◽  
pp. 7-12
Author(s):  
Patricia Solís García ◽  
Víctor Borja González
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Social Needs ◽  
Physical Education Teachers ◽  
Special Educational Needs ◽  
Public And Private ◽  
Autonomous Communities ◽  
Education Data ◽  
Positive Attitudes ◽  
Teachers Attitudes

El modelo educativo basado en la inclusión refleja las necesidades sociales y se basa en la educación de calidad para todos los alumnos y la atención de sus necesidades particulares. Los docentes juegan un papel crucial en el desarrollo de metodologías inclusivas y su actitud va a determinar en gran medida el éxito de dichas metodologías y del propio modelo inclusivo. Con el objetivo de conocer las actitudes hacia la inclusión educativa de alumnado con discapacidad en maestros de educación física de primaria y secundaria, se examinan datos provenientes de 72 docentes de esta área (60% hombres y 40% mujeres), que ejercen tanto en centros escolares públicos como privados en varias comunidades autónomas del estado español. Se ha utilizado un cuestionario para profesores de actitudes hacia los alumnos con necesidades educativas especiales derivadas de discapacidad. Los resultados muestran que los profesores presentan actitudes moderadamente positivas hacia la inclusión de alumnos con discapacidad. Se concluye la necesidad de optimizar la formación en materia de inclusión y la realización de programas de prácticas que incluyan contacto con el alumnado con discapacidad. Abstract. The educational model based on inclusion reflects social needs and is based on quality education for all students and attention to their particular needs. Teachers play a crucial role in the development of inclusive methodologies and their attitude largely determines the success of these methodologies and the inclusive model itself. In order to assess physical education teachers’ attitudes toward educational inclusion of students with disabilities in primary and secondary education, data from 72 teachers in this area (60% men and 40% women), who work both in public and private schools in several autonomous communities of Spain, are examined. A questionnaire on teachers’ attitudes towards students with special educational needs derived from disability was used. The results show that teachers have moderately positive attitudes towards the inclusion of students with disabilities. The need to optimize training in inclusion and the realization of practical programs that include contact with students with disabilities is concluded.

scholarly journals Estudio de las actitudes y el interés de los docentes de primaria de educación física por las TIC en la Comunidad Valenciana (Primary Physical Education teachers’ attitudes and interests towards ICT in the Valencian Community)

Retos ◽  
2018 ◽  
pp. 267-272
Author(s):  
José Díaz Barahona ◽  
Javier Molina-García ◽  
Manuel Monfort-Pañego
Keyword(s):  
Physical Education ◽  
Reliability And Validity ◽  
Future Research ◽  
Physical Education Teachers ◽  
Good Reliability ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
El Sistema ◽  
And Gender ◽  
Teachers Attitudes

Las actitudes negativas y el desinterés del profesorado parecen ser dos barreras que frenan la integración de las TIC en el sistema educativo. En educación física, además, faltan instrumentos específicos para estudiar y valorar estas variables. El objetivo del trabajo fue desarrollar y validar, por el método Delfhi, un cuestionario para conocer las actitudes y el interés del profesorado de educación física por las TIC atendiendo a la edad y al género. Posteriormente se aplicó a una muestra representativa de 145 docentes de enseñanza primaria de Valencia y área metropolitana. Los resultados indicaron que el cuestionario poseía una fiabilidad y validez adecuadas para estudiar dichas variables, confirmando la existencia de actitudes más positivas entre el profesorado joven respecto al de mayor edad. También revelaron que las actitudes funcionan como predictoras positivas del interés por las TIC y que la edad se relaciona negativamente con las actitudes. Estos hallazgos animan a profundizar en el estudio de las variables sociodemográficas en relación al uso de las TIC, pues su medición es clave para orientar los procesos de formación inicial y permanente del profesorado.Abstract. Negative attitudes and the lack of interest among teachers seem to be two of the main barriers to the integration of ICT in the educational system. In subjects such as physical education, there is a lack of specific instruments assessing teachers’ attitudes and interests towards ICT. The objective of this study was employ the Delphi method to develop and validate by age and gender a questionnaire to measure PE teachers’ attitudes and interest towards ICTs. Subsequently, the survey was applied to a representative sample of 145 primary school teachers from the city of Valencia and its metropolitan area. The results indicated that the questionnaire had good reliability and validity. Findings also showed that there are more positive attitudes among younger teachers than among the older ones. Moreover, the results showed that attitudes were positive correlates of ICT interest and that teachers’ age was negatively related to attitudes towards ICT. The present findings suggest the importance for future research to delve into sociodemographic variables in relation to the use of ICT.

Brazilian physical education teachers’ attitudes toward inclusion before and after participation in a professional development workshop

2016 ◽  
Vol 24 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Justin A Haegele ◽  
Samuel Hodge ◽  
Paulo José Barbosa Gutierres Filho ◽  
Alexandre Luiz Gonçalves de Rezende
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Students With Disabilities ◽  
Three Dimensional ◽  
Primary Data ◽  
Physical Education Teachers ◽  
Professional Development Workshop ◽  
Before And After ◽  
Professional Development Training ◽  
Teachers Attitudes

The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample, n = 90, and posttest sample, n = 90, respectively) sampled randomly from a two-day workshop held in Brasília, Brazil. The research method was pretest–posttest group design. The primary data source was the Physical Educators’ Judgments about Inclusion survey, a three-dimensional attitude survey scale with an accompanying demographic questionnaire. Data were analyzed with descriptive and inferential statistics. Results indicate the Brazilian physical education teachers: (a) were undecided about inclusion; (b) were accepting of students with disabilities in their classes; and (c) perceived a need for additional professional development training to effectively teach children with disabilities.

Comparison of Attitudes of Regular and Adapted Physical Educators toward Disabled Individuals

1988 ◽  
Vol 66 (2) ◽  
pp. 425-426 ◽  
Author(s):  
April Tripp
Keyword(s):  
Physical Education ◽  
Emotionally Disturbed ◽  
Disabled Persons ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Attitudes Toward Disabled ◽  
The Disabled ◽  
Adapted Physical Educators ◽  
Teachers Attitudes

The Attitudes Toward Disabled Persons Scale (Form B) and a ranking survey of 10 disabling conditions were administered to 38 physical education teachers and 47 adapted physical education teachers. Both groups of teachers' attitudes toward the disabled were below the scale median. Both groups of teachers were more accepting of individuals with physical disabilities such as, amputee, harelip, and epilepsy, than individuals who were mentally retarded, cerebral palsied, and emotionally disturbed.

scholarly journals Comparison of the physical education & sports teachers’ educational research attitudes with other teachers

2021 ◽  
Vol 15 (3) ◽  
pp. 346-351
Author(s):  
Fatih Özgül ◽  
Murat Kangalgil ◽  
Rahmi Yıldız
Keyword(s):  
Physical Education ◽  
Educational Research ◽  
Attitude Scale ◽  
Age Group ◽  
Female Teachers ◽  
Significant Difference ◽  
Kolmogorov Smirnov ◽  
Teachers Attitudes ◽  
Level Of Significance ◽  
High Level

The aim of this research was to compare the attitudes of physical education and sports teachers and other branch teachers towards educational research. The sample group of the study was determined by convenient sampling method. The data of the study were collected from 304 teachers in different fields (152 Female, 152 Male; 102 of them are in 23-29 age group, 131 of them are in 30-36 age group and 71 of them are above 37 years). In the research, "Attitude Scale for Educational Researches" was used. The Cronbach Alpha value of the scale was calculated as .87. In the analysis of the data, SPSS (ver.22.0) program was used. Since the data were normally distributed (Kolmogorov-Smirnov), t test, ANOVA and Tukey test were applied and level of significance taken as .05. The total scores of the teachers were compared according to some variables in the study. As a result that the teachers’ attitudes towards educational researches found to be a high level in the study. The female teachers’ attitudes were found to be higher than the male teachers’ towards educational research. The attitudes of the teachers were compared in terms of the branches towards educational researches and there was not found any significant difference between them.

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