Student Attitudes Toward Inclusion in Physical Education: The Impact of Ability Beliefs, Gender, and Previous Experiences

2019 ◽  
Vol 36 (1) ◽  
pp. 132-149 ◽  
Author(s):  
Raul Reina ◽  
Yeshayahu Hutzler ◽  
María C. Iniguez-Santiago ◽  
Juan A. Moreno-Murcia
Keyword(s):  
Physical Education ◽  
Student Attitudes ◽  
Attitudes Toward Inclusion ◽  
The Impact ◽  
Ability Beliefs

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 Attitudes and Self-Efficacy of Arabic-speaking Physical Education Teachers in Israel toward Including Children with Disabilities

2017 ◽  
Vol 5 (10) ◽  
pp. 28 ◽  
Author(s):  
Yeshayahu Hutzler ◽  
Einas Daniel-Shama
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Children With Disabilities ◽  
Physical Education Teachers ◽  
Attitudes Toward Inclusion ◽  
Internal Reliability ◽  
Children With Disability ◽  
Study Population ◽  
Arabic Speaking ◽  
The Impact

The purpose of this study was to explore the attitudes and self-efficacy (SE) of physical education (PE) teachers in the Arabic-speaking educational sector in Israel toward including children with disability in their classes, utilizing translated questionnaires. The specific goals were (a) to describe the structure and internal consistency of the responses to the Attitudes Toward Inclusion in Physical Education (ATIPE) and Situation Specific Self-Efficacy (SE-ASPE) questionnaires of an Arabic-speaking PE teachers' sample, (b) to assess the effect of selected background variables on attitudes and SE in the study population, (c) to determine the association between SE and attitudes toward including children with disabilities in PE in the study population, and (d) to describe the differences in PE teachers' SE toward including children with different disabilities. The results indicated a bi-dimensional factor structure of the ATIPE and an unidimensional structure of each of the SE-ASPE subscales: intellectual disability (ID), physical disability (PD), and visual impairment (VI), and confirmed an internal reliability. The impact of background variables on attitudes and SE indicated that females had more favorable attitudes and SE than males, age had a small significant impact, training, and experience in inclusion of children with disability had a significant impact. Finally, it was found that the SE toward including children with VI was lower than toward ID and PD.  Based on our findings it can be recommended that the training processes be strengthened, and include continuous education workshops on inclusion with an emphasis on VI.

Analyse des interactions didactiques lors de l’enseignement du football à l’école Tunisienne

2013 ◽  
Vol 22 (5-6) ◽  
pp. 387-404
Author(s):  
Guerchi Maher ◽  
Makram Zghibi
Keyword(s):  
Physical Education ◽  
Qualitative Methodology ◽  
Video Sequences ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Social Facts ◽  
Close Observation ◽  
The Impact

Abstract Our research focuses on describing what is really happening when a teacher wants to transmit to pupils - girls and boys - knowledge socially marked as masculine. To describe the processes involved in effective didactic interactions between a teacher a pupil and knowledge, we opted for qualitative methodology, consisting on a close observation of the didactic interactions of a teacher with his pupils (girls and boys). Analysis of the interviews focused especially on the nature of knowledge actually transmitted for girls and boys. The studied video sequences permitted to study the didactic interactions more precisely as are actually happening on the pitch. Both tools allowed us to identify the educational intentions of teachers (specialist or not); women or men in the teaching of football. The results show that teachers’ conceptions influence implicitly or explicitly the modalities of their interventions and the nature of football knowledge transmitted to pupils. This makes us think that the impact of social facts (backgrounds) on Tunisian teachers is great. This phenomenon may lock the physical education teacher in some representations modeling masculine and feminine stereotypes and affect his didactic and teaching contribution. Therefore, the teacher must be aware of the impact of the connotation that may have certain “masculine” practices on his interventions and consequently over the pupils learning (either boys or girls).

scholarly journals From COVID-19 adversity comes opportunity: teaching an online integrative medicine course

2021 ◽  
pp. bmjspcare-2020-002713
Author(s):  
Eran Ben-Arye ◽  
Yael Keshet ◽  
Ariel Schiff ◽  
Catherine Zollman ◽  
Emanuela Portalupi ◽  
...  
Keyword(s):  
Integrative Medicine ◽  
Student Attitudes ◽  
Professional Growth ◽  
Academic Community ◽  
Group Discussions ◽  
Item Questionnaire ◽  
Raising Awareness ◽  
Elective Course ◽  
Potential Risks ◽  
The Impact

BackgroundWe examine the impact of a 5-day online elective course in integrative medicine (IM) taking place during the COVID-19 pandemic, attended by 18 medical students from two faculties of medicine in Israel.MethodsThe course curriculum addressed effectiveness and safety of IM practices highlighting supportive and palliative care, demonstrated the work of integrative physicians (IPs) in designing patient-tailored treatments and taught practical skills in communication regarding IM. Group discussions were conducted via Zoom with 32 physicians, healthcare practitioners and IM practitioners working in integrative academic, community and hospital-based settings, in Israel, Italy, UK and Germany. An 18-item questionnaire examined student attitudes and perceived acquisition of skills for implementing what was learned in clinical practice. Student narratives were analysed using ATLAS.Ti software for systematic coding, identifying barriers and advantages of the online learning methodology.ResultsStudents reported a better understanding of the benefits of IM for specific outcomes (p=0.012) and of potential risks associated with these therapies (p=0.048). They also perceived the acquisition of skills related to the IM-focused history (p=0.006), learnt to identify effectiveness and safety of IM treatments (p=0.001), and internalised the referral to IPs for consultation (p=0.001). Student narratives included reflections on the tools provided during the course for assessing effectiveness and safety, enhancing communication with patients, enriching their patient-centred perspective, raising awareness of available therapeutic options, and personal and professional growth.ConclusionsOnline clinical electives in IM are feasible and can significantly increase students’ awareness and modify attitudes towards acquirement of patient-centred perspectives.

scholarly journals The Impact of “Manipulated News” on Student Attitudes and Perceptions and Their Participation in the Umbrella Movement in Hong Kong

2021 ◽  
Vol 7 (2) ◽  
pp. 205630512110197
Author(s):  
Chesca Ka Po Wong ◽  
Runping Zhu ◽  
Richard Krever ◽  
Alfred Siu Choi
Keyword(s):  
Social Media ◽  
Content Analysis ◽  
Hong Kong ◽  
Survey Research ◽  
Student Attitudes ◽  
Qualitative Content Analysis ◽  
Fake News ◽  
Attitudes And Perceptions ◽  
The Impact ◽  
Potential Use

While the impact of fake news on viewers, particularly marginalized media users, has been a cause of growing concern, there has been little attention paid to the phenomenon of deliberately “manipulated” news published on social media by mainstream news publishers. Using qualitative content analysis and quantitative survey research, this study showed that consciously biased animated news videos released in the midst of the Umbrella Movement protests in Hong Kong impacted on both the attitudes of students and their participation in the protests. The findings raise concerns over potential use of the format by media owners to promote their preferred ideologies.

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