The Impact of Paralympic School Day on Student Attitudes Toward Inclusion in Physical Education

2015 ◽  
Vol 32 (4) ◽  
pp. 331-348 ◽  
Author(s):  
Cathy McKay ◽  
Martin Block ◽  
Jung Yeon Park
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Student Attitudes ◽  
Positive Impact ◽  
Sixth Grade ◽  
Adjective Checklist ◽  
Disability Awareness ◽  
Sixth Grade Students ◽  
School Day ◽  
The Impact

The purpose of this study was to determine if Paralympic School Day (PSD), a published disability awareness program, would have a positive impact on the attitudes of students without disabilities toward the inclusion of students with disabilities in physical education classes. Participants were 143 sixth-grade students who were divided into 2 groups (experimental n = 71, control n = 72), with the experimental group receiving the PSD treatment. Participants responded 2 times to Siperstein’s Adjective Checklist and Block’s Children’s Attitudes Toward Integrated Physical Education–Revised (CAIPE-R) questionnaire. Four ANCOVA tests were conducted. Results indicated a significant PSD treatment effect across all 4 measures: Adjective Checklist (p = .046, η2 = .03), CAIPE-R (p = .002, η2 = .04), inclusion subscale (p = .001, η2 = .05), and sport-modification subscale (p = .027, η2 = .02).

scholarly journals Relationship Between Personal and Social Responsibility and the Roles Undertaken in Sport Education

2021 ◽  
Vol 40 (1) ◽  
pp. 76-85
Author(s):  
Eva Guijarro ◽  
Ann MacPhail ◽  
Sixto González-Víllora ◽  
Natalia María Arias-Palencia
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Elementary School Students ◽  
Personal Characteristics ◽  
Sixth Grade ◽  
Sport Education ◽  
School Students ◽  
Sixth Grade Students ◽  
Personal And Social Responsibility ◽  
The Impact

Purpose: To examine the impact of undertaking roles in Sport Education on responsibility levels of elementary school students. Method: Forty-one fifth- and sixth-grade students participated in a 15-lesson season. Students undertook five different roles into the Sport Education season and presented differing initial perceived responsibility scores. Results: Results in this study convey students’ responsibility improvements for both personal and social responsibility during a season of Sport Education. There are differences in students with low perceived responsibility depending on the role they undertake, whereas students with high perceived responsibility do not present any difference according to the role they perform. Conclusion: In the physical education context, the teachers have to consider the personal characteristics of the students in the process of mapping students to roles.

Fidelity Criteria Development: Aligning Paralympic School Day With Contact Theory

2018 ◽  
Vol 35 (2) ◽  
pp. 233-242 ◽  
Author(s):  
Cathy McKay ◽  
Jung Yeon Park ◽  
Martin Block
Keyword(s):  
Theoretical Basis ◽  
Sixth Grade ◽  
Fidelity Of Implementation ◽  
Contact Theory ◽  
Student Responses ◽  
Disability Awareness ◽  
Sixth Grade Students ◽  
School Day ◽  
Single Construct ◽  
Test Retest Reliability

The purpose of this study was to address contact theory as the theoretical basis of the Paralympic School Day (PSD) disability awareness program using a newly created fidelity of implementation instrument (fidelity criteria) to measure a single construct (contact theory), seeking to control and explain the manner in which PSD satisfied the four components of contact theory. Participants were 145 sixth-grade students who took part in PSD. Results determined that the PSD intervention supported the four theoretical components of contact theory, with statistically significant differences in student responses across all four indicators (p < .001). In addition, results determined that the fidelity criteria had strong test–retest reliability with internal consistency that was strong across time points (r = .829; p < .001). Results also determined that the four indicators of the instrument measured a single construct (one indicator significant at the p ≤ .01 level and three indicators significant at the p ≤ .001 level), thus, determining strong construct validity.

scholarly journals Projetos de extensão fazendo a diferença na formação do profissional de Educação Física na Unioeste

2020 ◽  
Vol 18 (1) ◽  
pp. 113-117
Author(s):  
Ricardo Brandt ◽  
Alberto Saturno Madureira ◽  
Edilson Hobold
Keyword(s):  
Physical Education ◽  
Young People ◽  
Positive Impact ◽  
The Elderly ◽  
University Education ◽  
Education Professionals ◽  
The Future ◽  
Making A Difference ◽  
Teaching Learning ◽  
The Impact

INTRODUÇÃO: O processo ensino-aprendizagem extrapola a sala de aula, sendo que a extensão universitária contribui de forma significativa nesse processo, melhorando a condição do egresso na atuação do profissional da Educação Física. OBJETIVO: Este trabalho teve por objetivo apresentar o impacto na vida dos acadêmicos que além de participarem das aulas normais propostas na matriz curricular também se envolvem em projetos de extensão e o quanto estas atividades podem contribuir além de suas formações, mas com a melhora dos seus currículos. MÉTODOS: Este estudo e um relato de experiência que envolve três projetos de extensão que são desenvolvidos no campus da Unioeste de Marechal Cândido Rondon, do curso de Educação Física – Bacharelado. RESULTADOS: Três projetos que atualmente existem no curso de Educação Física – Bacharelado na Universidade Estadual do Oeste do Paraná, se destacam entre tantos outros, por impactar de forma positiva na formação dos discentes além de proporcionar a comunidade exercícios de forma gratuita, para populações de diferentes idades, sendo eles o projeto Coração de Ouro, com prática de exercício físico para idosos, o projeto Unioeste Runners que oferece treinamento de corrida de rua para jovens, adultos e idosos e o Projeto Futuro do Judô, que oportuniza esta prática esportiva para crianças, adolescentes e jovens de instituições públicas do município de Marechal Cândido Rondon. CONCLUSÃO: Evidencia-se neste trabalho a importância da participação em projetos de extensão no processo de formação universitária, proporcionando vivencias diferenciadas na vida profissional do egresso. ABSTRACT. Extension projects making a difference in the formation of physical education profissionals at Unioeste. BACKGROUND: Teaching-learning process goes beyond the classroom, and university extension contributes significantly this process, improving the condition of graduates in the performance of Physical Education professionals. OBJECTIVE: The aim of this study is to present the impact in lives of academics who, in addition to participating in the normal classes proposed in the curricular matrix, are also involved in extension projects and how much these activities can contribute beyond their training, but with the improvement of their resumes. METHODS: This study is experience report that involves three extension projects that are developed on the Unioeste campus of Marechal Cândido Rondon, the Bacharelado Physical Education course. RESULTS: Three projects that currently exist in the Bachelor’s Degree in Physical Education at the State University of Western Paraná, stand out among many others, for having a positive impact on the training of students, in addition to providing the community with free exercise, for populations of different ages, being the Heart of Gold project, with physical exercise for the elderly, the Unioeste Runners project, which offers running training for young people, adults and the elderly, and the Future of Judo Project, which provides this sports practice for children , adolescents and young people from public institutions in the municipality of Marechal Cândido Rondon. CONCLUSION: This paper highlights the importance of participate in extension projects on university education process, providing differentiated experiences for the egress of great relevance for the future professional.

scholarly journals A Project Evaluation Scale development study related to mathematics course

2012 ◽  
Vol 2 (3) ◽  
pp. 11-20 ◽  
Author(s):  
Ayten Pınar Bal
Keyword(s):  
Primary Schools ◽  
Sixth Grade ◽  
Project Evaluation ◽  
Measurement Tool ◽  
Environmental Support ◽  
Learning Mathematics ◽  
Sixth Grade Students ◽  
Validity Tests ◽  
The Impact ◽  
Mathematics Course

The main purpose of this study was to develop a reliable and valid measurement tool to assess the project in primary school mathematics course. Totally 839 fifth and sixth grade students participated to the study from different public primary schools which are located in Adana district. While developing the scale, the reliability; content validity; construct validity tests and, correlation analysis were all carried out respectively. In line with these analyses, it has been derived a 18 item scale including "Thinking Skill", "The Impact of the Procedure on Individual" and "The Environmental Support for Learning Mathematics" sub factors. Cronbach Alpha internal consistency coefficients of these three sub factors that explain 52,04 % of the total variance were calculated .89, .90 and .84 respectively. Finally, considering the results of the analyses, It can be said that the Project Evaluation Scale is a reliable and valid tool that can be applied in 5th and 6th mathematics courses.

scholarly journals The Impact Of Using Multi-Sensory Approach For Teaching Students With Learning Disabilities

2012 ◽  
Vol 9 (1) ◽  
pp. 75-82
Author(s):  
Majeda Al Sayyed Obaid
Keyword(s):  
Learning Disabilities ◽  
Sixth Grade ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Control Groups ◽  
Sixth Grade Students ◽  
Post Test ◽  
Achievement In Mathematics ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to investigate the effect of using the Multi-Sensory Approach for teaching students with learning disabilities on the sixth grade students' achievement in mathematics at Jordanian public schools. To achieve the purpose of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The test consisted of twenty items on mathematics. The sample of the study comprised (117) sixth grade students in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education and was distributed into four sections, which were selected purposefully. The sample of the study was divided into four groups (two experimental and two control groups). The experimental group was taught using multi-sensory approach while the control group was taught using the current approach. The sample of the study was (62) students in the experimental group and (55) students in the control group. Those groups were distributed into four purposefully selected sections in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education. Descriptive statistical analyses were used (Means and Standard Deviation) for the pre and post- tests of students' mathematics test to experimental and control groups. The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group. The researcher proposed some recommendations to enhance the importance of parental involvement on students' achievement in English language such as conducting further studies on other populations and for a longer time.

scholarly journals The Impact of the Reverse Learning Strategy on the Achievement of Sixth Graders and the Development of Their Creative Thinking

2019 ◽  
pp. 280-290
Author(s):  
Adnan Hikmat ◽  
Nour Abdul Malik Naji
Keyword(s):  
Traditional Method ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Control Group ◽  
Flipped Learning ◽  
School Students ◽  
Sixth Grade Students ◽  
The Impact ◽  
Experimental Group

The aim of this study is to know (The Effect of Flipped Learning strategy in the Achievement of sixth grade students and the development of Their Creative Thinking). In order to achieve the objective of the study the two researchers depended on the experimental design, The sample of the study included (50) students of the AL- Smaha primary school students as (25) students for the first experimental group which studied according to the Flipped Learning strategy, and (25) students for the control group which studied depending to the traditional method, and it was qualified in the following variables (previous information, previous achievement, age). The test were prepared and it considered of (20) items as multi-choice type, and verifying its veracity by presenting it to group of experts and specialists, and verifying the veracity of the content by preparing test map. The reliability estimate was (0.82). The creative thinking test prepared too, which considered of (6) activates they were veracity and the reliability was (0.77). The results of the study showed: The students of the experimental group who studied according to the Flipped Learning strategy exceeded the students of the control group who studied according to the traditional method in both of the achievement test and the creative thinking test The researchers recommended several recommendations, including the need to adopting new teaching strategies. The study also suggested new scientific studies and other stages or other variables such as scientific thinking, developing critical thinking, the attitude towards the sciences.

scholarly journals Attitudes toward Plants: Comparing the Impact of Instruction through Writing & through a Botanical Garden Trip

2020 ◽  
Vol 82 (4) ◽  
pp. 218-226
Author(s):  
Funda Gül İri ◽  
Emine Çil
Keyword(s):  
Sixth Grade ◽  
Botanical Garden ◽  
Study Data ◽  
Urban Trees ◽  
Four Dimensions ◽  
Positive Attitudes ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
The Impact ◽  
Support Students

We designed and implemented two instructional approaches to plant education, with the intention of supporting positive attitudes toward plants among sixth-grade students (11–13 years old). In one instructional approach, students prepared a book about plants that have interesting characteristics. In the other approach, students visited a botanical garden. The purpose of the study was to compare the effects of these approaches on students' attitudes toward plants. A matched-pairs experimental design was used in the research. A total of 56 students (28 in each group) participated in the study. Data were gathered by using the Plant Attitude Questionnaire. This instrument consisted of 28 items using a five-point Likert scale and included four dimensions of attitudes toward plants: importance, urban trees, interest, and utilization. Our results indicate that instruction via writing a book about plants with interesting characteristics is a good way to support students' positive attitudes toward plants; this approach was especially effective in the dimensions of interest and utilization. The botanical garden trip was also effective, though in a more limited way, in supporting students' positive attitudes toward plants; this approach was most effective in the dimension of urban trees.

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