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.

Effects of Contact Time and Location of Practicum Experiences on Attitudes of Physical Education Majors

1999 ◽  
Vol 16 (1) ◽  
pp. 48-63 ◽  
Author(s):  
Samuel R. Hodge ◽  
Paul Jansma
Keyword(s):  
Physical Education ◽  
Attitude Change ◽  
Faculty Members ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Education Majors ◽  
Factorial Anova ◽  
Physical Education Majors ◽  
Practicum Experiences ◽  
Post Hoc

Attitude change of physical education majors was studied in relation to number of weeks in an introductory adapted physical education (APE) course and type of practicum location (on- or off-campus). Data were collected using the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities-III (PEATID-III) (Rizzo, 1993b) and a practicum information questionnaire (PIQ). Participants completing the PEATID-III during Weeks 1, 10, and 15 of their course were 292 males and 182 females in 22 institutions of higher education (IHEs) representing 17 states. Participants completing the PIQ were 17 faculty members. A nonequivalent comparison group, pretest-posttest experimental design was used with factorial ANOVA, post-hoc measures, ANCOVA, and Kruskal-Wallis tests. Findings indicated that off- and on-campus practicum both promoted positive attitude change between Weeks 1 and 10 and Weeks 1 and 15. On-campus practicum experiences improved attitudes significantly more than off-campus ones.

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.

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.

Determinants of Attitudes Toward Physical Education

1985 ◽  
Vol 4 (4) ◽  
pp. 229-240 ◽  
Author(s):  
Grace E. Figley
Keyword(s):  
Physical Education ◽  
Critical Incident ◽  
Great Majority ◽  
Teacher Education Programs ◽  
Physical Educators ◽  
Incident Report ◽  
Education Programs ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Attitudes Toward Physical Education

The development of positive attitudes toward physical education has been a longstanding and desirable goal of the program of physical education. The intent of this investigation was to identify those aspects of the program students reported as turning them on to or turning them off from physical education. The critical incident report was the tool used to gather information. The subjects (N = 100) classified the reported incidents as either positive or negative, and their comments were then categorized into five broad categories: (a) teacher, (b) curriculum, (c) atmosphere of the classroom, (d) peer behavior, and (e) perceptions of self. Further classification occurred within each category. The results indicated that the items most frequently mentioned in relation to both positive and negative attitudes related to the teacher and the curriculum. Some interesting patterns evolved both within and between the various categories. The most encouraging aspect of the investigation is that the great majority of causal determinants of negative attitudes are amenable to change. If physical educators value the goal of developing positive attitudes toward physical education, then information gathered in studies such as this should prove valuable to both current physical educators and those involved in teacher education programs.

Evaluating Effectiveness of an Infusion Learning Model on Attitudes of Physical Education Majors

2005 ◽  
Vol 101 (1) ◽  
pp. 177-186 ◽  
Author(s):  
R. R. Goyakla Apache ◽  
Terry Rizzo
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Core Curriculum ◽  
Physical Education Teachers ◽  
Education Majors ◽  
Course Content ◽  
Attitudes Toward Teaching ◽  
Physical Education Majors ◽  
Significant Positive Change

The purpose was to evaluate the effect of an infusion curriculum model on attitudes of physical education majors toward teaching students with disabilities. 91 undergraduate students (61 men, 30 women) matriculating through the core curriculum of physical education teachers were exposed to the infusion curriculum as part of each course during one academic year. Attitudes were assessed pre- (Fall) and posttest (Spring) on the Physical Educator's Attitude Toward Teaching Individuals with Disabilities III. Analysis indicated a significant positive change in attitudes toward teaching students with disabilities. Findings suggest, when exposed to issues of disability by infusion into course content, these students self-reported they would have increased confidence in teaching and an appreciation when teaching students with disabilities. An independent validation of this change would be valuable.

scholarly journals ATITUDES DOS PROFESSORES UNIVERSITÁRIOS DOS CURSOS DE EDUCAÇÃO FÍSICA FACE À INCLUSÃO: UM ESTUDO EXPLORATÓRIO DE VALIDAÇÃO DA VERSÃO BRASILEIRA DO PEATID-III

2018 ◽  
Vol 21 (1) ◽  
Author(s):  
Soraya Dayanna Guimarães Santos ◽  
Neiza De Lourdes Frederico Fumes ◽  
José Pedro Ferreira
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Psychometric Properties ◽  
Physical Educators ◽  
Varimax Rotation ◽  
University Teachers ◽  
Brazilian Version ◽  
Attitudes Toward Teaching ◽  
Two Factors ◽  
Education Courses

Abstract The study aims to adapt and validate a Portuguese from Brazilian version for the Physical Educators' Attitudes Toward Teaching Individuals with Disabilities-III (PEATID-III) and assess its psychometric properties. Seventy six teachers from Physical Education undergraduate courses from six Higher Education institutions from Alagoas State, Brazil, were used. The psychometric properties were analyzed based on the r product moment Pearson´s (test-retest), the Cronbach's Alpha coefficients and the exploratory factor analysis values (with Varimax rotation). The results revealed an overall structure with two factors that explain 55.28% of the total variance. It was concluded that the version of validation can be used in university teachers of physical education courses in Brazil. Keywords: Attitudes. Physical Education. Higher Education. Inclusion.

Physical Educators’ Attributes and Attitudes Toward Teaching Students with Handicaps

1991 ◽  
Vol 8 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Terry L. Rizzo ◽  
Walter P. Vispoel
Keyword(s):  
Repeated Measures ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Stepwise Multiple Regression ◽  
Physical Educators ◽  
Behaviorally Disordered ◽  
Attitudes Toward Teaching ◽  
Forward Stepwise ◽  
Educable Mentally Retarded ◽  
Post Hoc

This study examined the relationship between selected attributes of physical educators (N=94) and their attitudes toward teaching students labeled educable mentally retarded, behaviorally disordered, and learning disabled. Data were collected through the administration of the Physical Educators’ Attitude Toward Teaching the Handicapped–II (PEATH–II) instrument. A forward stepwise multiple regression analysis showed that, of the eight selected teacher variables assessed, physical educators’ perceived competence in teaching students with handicaps was the best predictor of attitudes. A repeated-measures ANOVA and subsequent post hoc comparison tests indicated that learning disabled students were viewed more favorably than educable mentally retarded and behaviorally disordered students.

Physical Education Teachers’ and Teacher Candidates’ Attitudes Toward Cultural Pluralism

2010 ◽  
Vol 29 (3) ◽  
pp. 295-311 ◽  
Author(s):  
Luis Columna ◽  
John T. Foley ◽  
Rebecca K. Lytle
Keyword(s):  
Physical Education ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Cultural Pluralism ◽  
Professional Status ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Post Hoc

The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women’s attitude scores were significantly higher than men’s. Further Friedman’s ANOVA test showed statistical differences on the survey’s constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, Value Cultural Pluralism than Implement Cultural Pluralism. This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence.

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.

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