Effect of exercise immersion experience on health promotion and lifelong physical education of high school students in sports club activities

Two types of social goals associated with students’ academic performance have received attention from researchers. One is the social responsibility goal, and the other is the social relationship goal. While several scales have been validated for measuring social relationship and social responsibility goals in academic settings, few studies have applied these social goal scales to high school students in physical education settings. The purpose of this study was to assess the reliability, validity, and generalizability of the scores produced by the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Participants were 544 students from two high schools in the southern United States. Reliability analyses, principal components factor analysis, confirmatory factor analysis, and multistep invariance analysis across two school samples revealed that the SGS-PE produced reliable and valid scores when used to assess students’ social goal levels in high school physical education settings.

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Gender Differences in Attitudes of Students Attending Non-Inclusive School Towards Inclusive Physical Education

Acta Facultatis Educationis Physicae Universitatis Comenianae ◽

10.2478/afepuc-2021-0014 ◽

2021 ◽

Vol 61 (2) ◽

pp. 156-171

Author(s):

Dagmar Nemček ◽

Julie Wittmannová

Keyword(s):

High School ◽

High School Students ◽

Physical Education ◽

Intellectual Disabilities ◽

Motor Skills ◽

Positive Attitude ◽

Goal Achievement ◽

School Students ◽

Positive Attitudes ◽

Inclusive School

Summary The objective of the study was to determine and compare the attitudes of high school students of the non-inclusive school towards inclusive physical education according to gender. This study deepened the knowledge about the students’ attitudes toward the inclusion of students with physical and intellectual disabilities. The research sample comprised a total of 181 able-bodied high school students (56 boys and 125 girls) attending one non-inclusive high school in Bratislava, Slovakia. Modified Czech version of the CAIPE (Children’s Attitude toward Inclusive Physical Education) questionnaire was used as a primary research method. Girls presented higher levels of positive attitudes towards inclusive physical education (IPE) in goal achievement, motivation, and motor skills learning. Boys showed a higher level of positive attitudes in the self-confidence of students with disabilities through IPE. In the goal achievement, girls expressed a significantly higher positive attitude towards IPE in students with intellectual disabilities inclusion (U = 2817, p = 0.029, r = 0.168). The highest level of a positive attitude toward IPE declared both genders by society inclusion and the lowest level of positive attitude by motor skills acquisition. Slovak students of a non-inclusive high school showed a positive attitude toward IPE for the inclusion of pupils with physical as well as intellectual disabilities.

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