Status of Physical Education for Handicapped Students: A Comparative Analysis of Teachers in 1980 and 1988

1991 ◽  
Vol 8 (1) ◽  
pp. 28-42 ◽  
Author(s):  
Vincent J. Melograno ◽  
E. Michael Loovis
Keyword(s):  
Comparative Analysis ◽  
Physical Education ◽  
Functional Ability ◽  
Motor Behavior ◽  
Self Report ◽  
Physical Education Teachers ◽  
The Status ◽  
Multidisciplinary Staff ◽  
Better Than ◽  
Lack Of Knowledge

Results of comprehensive surveys (1980 and 1988) were compared relative to physical education for handicapped students. A direct, self-report methodology was used. Statewide (Ohio) samples of 241 (1980) and 242 (1988) physical education teachers participated. Data indicated that the status of physical education for handicapped students had remained the same. By 1988, only 14% of the teachers had contributed to a multidisciplinary staff for developing IEPs. Teachers’ lack of knowledge of PL 94-142 was revealed in both years, and interest in teaching handicapped students was no better than “neutral/mixed” (1988). A majority of teachers in 1980 and 1988 indicated a general need for assistance in motor behavior assessments. By 1988 a majority of teachers (51%) had not received encouragement/support from their administration. In both years, over 75% believed that handicapped students are excluded from participation in physical education due to “nature of handicap” and “functional ability.” Overall, results in 1980 were reaffirmed in 1988. Teachers lacked the ability to provide appropriate physical education for handicapped students.

An archaeological analysis to trace the emergence and transformation of qualified physical education teachers in Singapore primary schools

2019 ◽  
Vol 41 (2) ◽  
pp. 69-84
Author(s):  
Ho Jin Chung ◽  
Muhammad Sufri ◽  
Chee Keng John Wang
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Physical Education Teachers ◽  
National Archives ◽  
The Future ◽  
The Status ◽  
Archaeology Of Knowledge ◽  
Archaeological Analysis ◽  
Key Events ◽  
Underlying Processes

This study explored the underlying processes associated with the policy of increasing qualified physical education teachers (QPETs) in Singapore primary schools. Data were collected from the National Archives of Singapore, Newslink, NewpaperSG and documents. An ‘archaeological analysis’ by Foucault (1972) was used to trace the discursive conditions which enabled and facilitated the policy. Three distinct elements were borrowed from ‘The Archaeology of Knowledge and the Discourse on Language’, namely: the status – as reflected in the positions of individuals influencing the PE policies and initiatives; the institutional sites – as in the locations of the decisions being exercised, and; the situation – identified by the key events leading to the decision to increase QPETs in primary schools. The conclusions based on the analysis of these elements offer a clearer understanding of the various contributions to the adoption of the policy and serve to provide an insightful lens to policymakers who might seek to redesign the future shape of Physical Education.

Assessment of Teacher Attitudes Toward Inclusion of Students with Disabilities: A Confirmatory Factor Analysis

1997 ◽  
Vol 14 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Georgios D. Sideridis ◽  
Judy P. Chandler
Keyword(s):  
Physical Education ◽  
Music Education ◽  
Students With Disabilities ◽  
Structural Equation ◽  
Structural Model ◽  
Equation Modeling ◽  
Future Research ◽  
Physical Education Teachers ◽  
The Status ◽  
Fit Index

The Teacher Integration Attitudes Questionnaire (TIAQ) was developed in order to assess the attitudes and beliefs of teachers (n = 110) with regard to the inclusion of students with disabilities in regular education settings. Using Structural Equation Modeling, the final structural model of the TIAQ comprised four constructs, namely, “Skills,” “Benefits,” “Acceptance,” and “Support.” The final model was fully supported by the derivation sample of music education teachers (n = 54) and produced a Comparative Fit Index (CFI = 1.00). The replication sample of physical education teachers (n = 56) partially supported the generality of the TIAQ, (CFI = .844). Further, the internal consistency properties of the TIAQ (Cronbach’s alpha was .77 for both samples) were satisfactory. We conclude that the psychometric properties of the TIAQ were adequate, and it can be used as a valid assessment in evaluating the status of inclusion for students with disabilities as perceived by music education and physical education teachers. However, future research is needed to support its generality with other groups of teachers and professionals.

Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings

2013 ◽  
Vol 35 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Leen Haerens ◽  
Nathalie Aelterman ◽  
Lynn Van den Berghe ◽  
Jotie De Meyer ◽  
Bart Soenens ◽  
...  
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Real Life ◽  
Psychological Needs ◽  
Self Report ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Need Support ◽  
Reasonable Evidence ◽  
Support Autonomy

According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real-life examples of how teacher need support manifests in the classroom. Seventy-four different PE lessons were coded for 5-min intervals to assess the occurrence of 21 need-supportive teaching behaviors. Factor analyses provided evidence for four interpretable factors, namely, relatedness support, autonomy support, and two components of structure (structure before and during the activity). Reasonable evidence was obtained for convergence between observed and student perceived need support. Yet, the low interrater reliability for two of the four scales indicates that these scales need further improvement.

A Review of Research on Ethic of Care in Physical Education and Physical Activity Settings

2021 ◽  
Vol 40 (1) ◽  
pp. 109-117
Author(s):  
Yilin Li ◽  
Weidong Li
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Physical Education ◽  
Ethic Of Care ◽  
Future Research ◽  
Physical Education Teachers ◽  
Caring Behaviors ◽  
Activity Settings ◽  
The Status ◽  
Teaching Pedagogies

Purpose: The authors conducted a comprehensive review of the literature on caring in physical education and physical activity settings with a goal of identifying the status, gaps, and future trends of research on ethic of care in our field. Methods and Data Analysis: The authors identified and coded 16 peer-reviewed and data-based articles with a coding template from six databases. For each of the coding categories, frequencies and percentages were calculated. Results: Physical education teachers valued the importance of being caring. The perceived caring climate or perception of caring behaviors was positively related to a number of motivational, cognitive, and emotional variables in physical education or physical activity settings. Discussion and Conclusion: Research on caring in our field is still in its infancy. Noddings argues that caring is the end in and of itself. This philosophical belief of caring as an end in and of itself needs further examination. The review of literature showed that the majority of studies had solely focused on caring as a means to an end. This is misaligned with the work of Noddings. More experimental research with a rigorous design and appropriate statistical modeling for data analysis are needed. Future research shall also examine other students’ behaviors and learning outcome variables. The teaching pedagogies and practices identified in these qualitative studies can help guide physical education teachers to enact a caring-based curriculum.

scholarly journals Translation and cross-cultural adaptation of the Motor Behavior Checklist (MBC) into Brazilian Portuguese

2019 ◽  
Vol 41 (2) ◽  
pp. 167-175
Author(s):  
Ronê Paiano ◽  
Maria Cristina Triguero Veloz Teixeira ◽  
Carla Nunes Cantiere ◽  
Maria A. Efstratopoulou ◽  
Luiz Renato Rodrigues Carreiro
Keyword(s):  
Physical Education ◽  
Cultural Adaptation ◽  
Motor Behavior ◽  
Self Regulation ◽  
Brazilian Portuguese ◽  
Free Play ◽  
Cross Cultural ◽  
Physical Education Teachers ◽  
Cross Cultural Adaptation ◽  
Forward Translation

Abstract Introduction There are only a few instruments available to assess behavioral problems in school-age children based on reports of physical education teachers. The Motor Behavior Checklist (MBC) was designed to be completed by this professional in free play-situations or during physical education classes to rate students’ motor-related behavior using 5-point Likert scales. The MBC comprises 59 items distributed into two broadband factors (externalizing and internalizing) and seven behavior problem scales: rule breaking, hyperactivity/impulsivity, lack of attention, low energy, stereotyped behaviors, lack of social interaction, and lack of self-regulation. The objective of this study was to describe the translation and cross-cultural adaptation processes of the MBC into Brazilian Portuguese. Method The following procedures were conducted: forward translation of the original instrument, production of a synthesized version, back-translation, literal and semantic comparison, back-translator’s evaluation of divergent items, synthesized version with back-translator’s suggestions, clarity assessment of the synthesized version by professionals (physical education teachers), focus group to assess clarity indicators of the instrument, evaluation of adjustments by the author of the instrument, and production of the final version. Results The results indicated a satisfactory level of agreement between the original and the back-translated versions, with 68% of exact equivalence between the translated items and 16% of terms requiring minor adjustments. In the draft version, 84% of the items were evaluated as clear by physical education teachers. Conclusion The translated version has compatible content with the original version. Future studies should be conducted to assess the psychometric properties of the Brazilian Portuguese version of the MBC.

The Status of High School Online Physical Education in the United States

2012 ◽  
Vol 31 (1) ◽  
pp. 86-100 ◽  
Author(s):  
David Newman Daum ◽  
Craig Buschner
Keyword(s):  
Physical Activity ◽  
United States ◽  
High School ◽  
Physical Education ◽  
The United States ◽  
Cognitive Domain ◽  
Future Research ◽  
Physical Education Teachers ◽  
National Guidelines ◽  
The Status

Online learning is changing the educational landscape despite the limited empirical research and conflicting results about its effectiveness to produce student learning. The purpose of this study was to describe the status of online physical education (OLPE) in the United States. Surveys were sent to forty-five high school online physical education teachers and thirty-two were completed, producing a 71% response rate. Three-fourths of the online physical education teachers focused on a fitness curriculum with emphasis on the cognitive domain. Likewise, it was found that almost three-fourths of the OLPE courses did not meet the national guidelines for secondary schools, of 225 min of PE per week. Most of the courses required physical activity three days per week while six courses required no physical activity. Teachers expressed support, hesitation, and even opposition toward online physical education. This study initiates a descriptive database for future research studies regarding online physical education.

scholarly journals A comparative analysis of discourses shaping physical education provision within and across the UK

2021 ◽  
pp. 1356336X2110594
Author(s):  
Shirley Gray ◽  
Rachel Sandford ◽  
Julie Stirrup ◽  
David Aldous ◽  
Stephanie Hardley ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Physical Education ◽  
Northern Ireland ◽  
Curriculum Planning ◽  
Physical Education Teachers ◽  
Cross Border ◽  
Concept Of Health ◽  
Opportunities For Learning ◽  
The Uk ◽  
Guidance Teachers

Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the four nations of the UK, we identified those curriculum documents from each context that were written to directly inform physical education teachers’ curriculum planning and enactment. We firstly identified those discourses evident in each document to understand how physical education is conceptualised within each curriculum, before engaging in a dialogical process that converged around how physical education is constructed similarly or differently within and across curricula. We found some variation in relation to how the concept of health is articulated. With the exception of the curriculum in Wales, we also found that performance discourses related to developing motor competencies for sports continue to dominate as the main purpose of physical education. Finally, there are several points of divergence in relation to how much agency or guidance teachers are afforded within each curriculum. The intention of this research is to initiate dialogue across each of the four nations, creating opportunities for learning so that, collectively, teachers can build capacity to contribute to future curricula and pedagogies in physical education.

Study on the Causes and Medical Recovery of Common Sports Injuries in School Physical Training

2021 ◽  
Vol 7 (5) ◽  
pp. 4976-4987
Author(s):  
Cheng Zhou
Keyword(s):  
Physical Education ◽  
Physical Exercise ◽  
Sports Injuries ◽  
Physical Education Teachers ◽  
Classroom Effectiveness ◽  
Treatment And Prevention ◽  
The Status ◽  
And Training ◽  
Timely Treatment

Objectives: In recent years, the status of sports in teaching activities has been continuously improved, and various schools have also increased the intensity of sports activities. In order to avoid sports injuries, enhance students’ physical fitness, and improve the quality of physical education and training, it is necessary to strengthen the responsibility of physical education teachers. Heart, improve their professional knowledge and skills, in-depth understanding of the characteristics of sports injuries, find out the cause of injury, strengthen prevention awareness, master how to treat in time, in order to improve the classroom effectiveness of physical education classes, to achieve better teaching and training results. Methods: After the injury occurs, the teacher should deal with it in time and further treat it afterwards, so as to alleviate the pain of the injured athletes and prevent complications. Results: It is a very serious problem that students are often injured in sports meeting, because injuries not only delay their participation in physical exercise, but also affect their normal study and life. Conclusion: Understanding the causes, occurrence rules, preventive measures and timely treatment of sports injuries can not only effectively achieve treatment and prevention, but also provide a basis for scientific participation in physical exercise or sports training.

Are You Better Than a 12-Year-Old Student? A Pilot Study to Explore Physical Literacy in Preservice Physical Education Teachers

2020 ◽  
Vol 77 (1) ◽  
pp. 130-153 ◽  
Author(s):  
Chih-Chia (JJ) Chen ◽  
Megan E. Holmes ◽  
Katie Wood ◽  
Yonjoong Ryuh ◽  
Pamela Hodges Kulinna
Keyword(s):  
Pilot Study ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Physical Literacy ◽  
Better Than
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