A Case Study on the Quality of the Experience of Yoga and Pilates General Physical Education Classes in University

2020 ◽  
Vol 59 (3) ◽  
pp. 73-84
Author(s):  
Mi-young Choi
Keyword(s):  
Physical Education ◽  
General Physical ◽  
General Physical Education

Impact of Inclusion in General Physical Education on Students Without Disabilities

2003 ◽  
Vol 20 (3) ◽  
pp. 230-245 ◽  
Author(s):  
Iva Obrusníková ◽  
Hana Válková ◽  
Martin E. Block
Keyword(s):  
Physical Education ◽  
Case Study Research ◽  
Test Results ◽  
Attitude Inventory ◽  
Direct Support ◽  
General Physical ◽  
In The Beginning ◽  
General Physical Education ◽  
The Impact

The purpose of this investigation was to evaluate the impact of including a student who uses a wheelchair and is given no direct support in a 4th grade general physical education (GPE) class on students without disabilities. Using an evaluate case study research method, data were collected in the beginning and end of a 2-week GPE volleyball unit from 2 intact elementary school classes using 2 attitude inventories, volleyball skills, and knowledge test. Results indicated no significant class difference in volleyball skill and knowledge acquisitions. Overall, attitudes toward including a student with a disability tended to be positive in both classes. In addition, there was no significant time difference within the classes on either attitude inventory.

Beliefs of Chinese Physical Educators on Teaching Students With Disabilities in General Physical Education Classes

2015 ◽  
Vol 32 (2) ◽  
pp. 137-155 ◽  
Author(s):  
Lijuan Wang ◽  
Jing Qi ◽  
Lin Wang
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Eastern China ◽  
Physical Educators ◽  
Behavioral Beliefs ◽  
Teacher Assistants ◽  
Attitudes Toward Teaching ◽  
General Physical ◽  
General Physical Education

This study examined the behavioral beliefs of physical education (PE) teachers about teaching students with disabilities in their general PE (GPE) classes and to identify the factors that contribute to their beliefs. A total of 195 PE teachers from a region in eastern China were surveyed. Results of the Physical Educators’ Attitudes Toward Teaching Individuals With Disabilities-III survey indicate that although some teachers felt that including students with disabilities in GPE classes provides benefit for them, they were concerned about the practical difficulties of teaching students with disabilities in GPE classes, the lack of support, and the possible rejection of students with disabilities by their peers. Moreover, the behavioral beliefs of teachers vary according to the disability conditions of the students. Results show that there is no significant effect of demographic factors on the beliefs of PE teachers. Quality of experience predicts positive beliefs. The study has important implication for teacher training, provision of equipment, and support from teacher assistants.

scholarly journals Effect of practicum experiences on pre-professional physical education teachers' intentions toward teaching students with disabilities in general physical education classes

2012 ◽  
Vol 18 (3) ◽  
pp. 361-374 ◽  
Author(s):  
M. Kathleen Ellis ◽  
Monica Lepore ◽  
Lauren Lieberman
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Physical Education Teachers ◽  
Individuals With Disabilities ◽  
Practicum Experience ◽  
Pete Programs ◽  
General Physical ◽  
Practicum Experiences ◽  
General Physical Education

The purpose of this study was to examine the effect of practicum experiences on pre-professional physical education teachers' intentions toward working with individuals with disabilities. Pre-professional physical education teachers were students in their respective university's PETE programs and were categorized based on level of practicum experience. Over a three year period, a total of 596 PETE students completed the Physical Educators' Intention toward Teaching Individuals with Disabilities (PEITID) questionnaire (Rizzo, 2007). Significant differences were found among groups for overall intention to teach students with disabilities in their general physical education classroom. Additionally, trends of more positive intentions among pre-professionals with greater practicum experiences lead to higher Quality of Experience and Perceived Competence. The results of this study indicated that the level and quality of practicum experience significantly influence pre-professional teachers' intentions and competence toward teaching individuals with disabilities. (138 words)

Predictors of Teachers’ Attitudes Toward Teaching Students With Attention-Deficit/Hyperactivity Disorder in General Physical Education

2021 ◽  
pp. 1-7
Author(s):  
Chunxiao Li ◽  
Justin A. Haegele ◽  
Ho Lun Au ◽  
Kevin Wai Keung Kam
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Physical Education ◽  
Attention Deficit ◽  
Self Esteem ◽  
Hyperactivity Disorder ◽  
Interpersonal Mindfulness ◽  
Attitudes Toward Teaching ◽  
Teachers Attitudes ◽  
General Physical ◽  
General Physical Education

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers’ attitudes.

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