scholarly journals Preliminary Study on Primary Physical Educators' Attitudes toward Integrated Physical Education: Hong Kong Perspectives

2012 ◽  
Vol 18 (1) ◽  
pp. 76-84
Author(s):  
Chunxiao LI ◽  
Shihui CHEN ◽  
Wing See Emily TSOI
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Class Size ◽  
Teaching Experience ◽  
Physical Educators ◽  
Teaching Experiences ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference ◽  
Preliminary Study

LANGUAGE NOTE | Document text in Chinese; abstract also in English. The aim of the survey was to examine the attitudes of general primary PE teachers toward integrated PE and the relationships of gender, teaching experience, and class size. Eighty three teachers participated in the survey. The results indicated a neutral attitude towards integrated PE by teachers. There was a significant difference between male and female teachers in their perception of whether “students with disabilities like my teaching” (p = 0.018), but no significant differences with other attitudes by gender. There was a significant difference between teachers’ teaching experiences and their perceptions of whether “Little support offered to integrated PE” (p = 0.006), however, no significant differences with other items by experience. There was also a relationship between perceived teaching competency and class size (p < 0.001, r = 0.454). The results were mainly discussed in relation to teaching competency, support, teaching experience and class size. 本研究的目的在於探討香港主流小學體育教師融合體育教學態度。83位小學體育教師回應了本次調查。通過分析發現教師對於融合體育教學持較為中立的態度。文章最後主要對融合體育態度與教學效能，支援，教學經驗和班級大小的關係進行了討論。

Attitudes and Grading Practices of Secondary Physical Educators in Regular Education Settings

1998 ◽  
Vol 15 (4) ◽  
pp. 370-380 ◽  
Author(s):  
Kim A. Duchane ◽  
Ron French
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Reasoned Action ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Grading Practices ◽  
Negative Attitudes ◽  
Female Teachers ◽  
Significant Difference ◽  
Teachers Attitudes

Fishbein and Ajzen’s (1975) reasoned action theoretical model was used to examine physical education teachers’ attitudes toward grading students with disabilities. Participants were 82 male and 100 female teachers who taught physical education in grade 6-8, representing 119 schools. The Physical Educators’ Attitude Toward Teaching Individuals with Disabilities (PEATID-III) survey and a grading practices questionnaire were administered. A three-way ANOVA indicated no significant differences in grading practices between genders and between teachers with positive and negative attitudes. However, comparison of grading practices for students with (M = 122.83) and without disabilities (M = 133.49) revealed significant differences, F(1, 154) = 21.31, p < .001. It was concluded that criteria for grading students with disabilities are significantly different from those for nondisabled classmates. Neither attitude nor gender made a significant difference in grading practices.

Examining the Role Clarity, Ability, and Training Needs of Paraeducators Supporting Students With Disabilities in Physical Education Settings

2022 ◽  
Vol 79 (1) ◽  
Author(s):  
Tim G. Swenson ◽  
Justin A. Haegele
Keyword(s):  
Physical Education ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Training Needs ◽  
Descriptive Statistics ◽  
Working Environment ◽  
Physical Educators ◽  
Role Clarity ◽  
Significant Difference ◽  
And Training

Paraeducators are often utilized in physical education environments to assist instructors as well as students with disabilities; however, there is little research on the utilization of these professionals within this setting. This study explored paraeducators’ perceived roles and competencies in physical education from the perspectives of both paraeducators and physical educators. This study was conducted with physical educators and paraeducators serving as participants and completing a content-validated survey on the various roles typically assumed by paraeducators when assisting in physical education classes. Data were analyzed via descriptive statistics and t tests, and differences between physical educators and paraeducators were identified. Results indicated these key findings: (1) There was a significant difference in the perception of role clarity of paraeducators between participant groups, (2) there was a significant difference in the perception of role ability of paraeducators between participant groups, and (3) there was not a significant difference between groups in terms of the training needs of paraeducators specific to physical education. Using the results of this study, physical educators and paraeducators can work together to provide the best learning environment possible within physical education for students with disabilities and within the working environment for both physical educators and paraeducators.

Paraprofessionals' Attitudes toward Inclusion of Students with Disabilities in Physical Education

1998 ◽  
Vol 86 (1) ◽  
pp. 98-98 ◽  
Author(s):  
John O'Connor ◽  
Ron French
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Students With Disabilities ◽  
Attitudes Toward Inclusion ◽  
Physical Educators ◽  
Years Of Experience ◽  
Significant Difference

The Physical Educators' Perceptions of Inclusion Inventory was administered to 80 paraprofessionals in special education. A Mann-Whitney U analysis indicated a significant difference in scores on knowledge related to inclusion by years of experience working. There was a significant difference between knowledge scores for length of time working but none for scores on perception.

scholarly journals Improving Self-Efficacy Towards Inclusion in In-Service Physical Education Teachers: A Comparison between Insular and Peninsular Regions in Spain

2019 ◽  
Vol 11 (20) ◽  
pp. 5824 ◽  
Author(s):  
Reina ◽  
Santana ◽  
Montesdeoca ◽  
Roldan
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Education Policies ◽  
Post Test ◽  
Service Training

Physical education teachers play a significant role in educating students with special education needs, but they often feel frustrated and unprepared to achieve a successful inclusion process. The lack of inadequate training has proven to have an unfavorable effect on educators’ perceived competence, confidence, and attitudes when working in inclusive settings with children with disabilities. This study evaluates the effect of a training program implemented with in-service physical educators from two different regions in Spain, insular and peninsular, in order to improve their self-efficacy in including students with disabilities in physical education. A pre- vs. post-test intervention was conducted with two groups of 142 in-service physical educators with similar age and teaching experience. The intervention improved their perceived self-efficacy in including students with physical, visual, and intellectual disabilities in physical education (p < 0.01, effect sizes = large). The physical educators teaching in the insular region improved their self-efficacy to a higher extent. This study demonstrates the invariant effect of the training program in both regions, but the self-efficacy scores of the physical educators might be constrained by the contents regarding inclusion in their pre-service training, the education policies of the region where the teaching takes place or the geographical characteristics of their workplace.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

“I Say What I Mean,” Said Alice: An Analysis of Gendered Discourse in Physical Education

1991 ◽  
Vol 10 (2) ◽  
pp. 210-225 ◽  
Author(s):  
Jan Wright ◽  
R.C. King
Keyword(s):  
Comparative Analysis ◽  
Physical Education ◽  
Social Order ◽  
Gender Relations ◽  
Functional Model ◽  
Grammatical Structure ◽  
Teacher Language ◽  
Male And Female ◽  
Distinctive Features ◽  
Female Teachers

An analysis of the teacher language used in physical education lessons reveals the influence of many discourses that are current in our culture, including those related to gender. The subtle meanings carried in the linguistic choices made by teachers provide one framework through which girls and boys come to form particular relationships with their bodies. These relationships are culturally constructed and influence the desire to be active and the choice of activities. The process of gender production can be made visible by a comparative analysis of the lexico-grammatical structure of texts from two gymnastic lessons using the systemic functional model of linguistics developed by Michael Halliday (1978, 1985). The most distinctive features that have emerged from the analysis have been the different linguistic choices made by male and female teachers in the grammatical realization of interpersonal meanings. These differences contribute to the construction of a social order for the participants in physical education lessons that mirrors the gender relations in the culture of the larger society. Revealing the way the language works provides for the possibility of different linguistic choices—choices that may constitute a different social reality.

Perceptions and Practices of Adapted Physical Educators on the Teaching of Social Skills

2009 ◽  
Vol 26 (2) ◽  
pp. 172-186 ◽  
Author(s):  
Amaury Samalot-Rivera ◽  
David L. Porretta
Keyword(s):  
Social Skills ◽  
General Education ◽  
Students With Disabilities ◽  
Community Integration ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Years Of Teaching Experience ◽  
Adapted Physical Educators ◽  
Test Retest Reliability

The purpose of this study was to determine adapted physical educators’ perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura’s social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face and content validity as well as test/retest reliability (0.89) were established. Of those that were surveyed, 53% (225 teachers; 148 females and 77 males) responded. Results indicate that 93% (209) believe it is important to explicitly teach social skills in PE; however, 60% (135) expressed not feeling properly prepared to teach them. Teachers with more than 20 years of teaching experience were more likely to actually teach social skills. When compared with other teachers with less years teaching, however, they identified a greater need for training in the teaching of social skills. Results are discussed relative to teacher preparation and practices as well as social skills taught for general education and community integration.

Validation of the Physical Education Teachers' Physical Activity Self-efficacy Scale with a Turkish Sample

2009 ◽  
Vol 37 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Okkes Alpaslan Gencay
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Test Results ◽  
Validity And Reliability ◽  
One Way Anova ◽  
Reliable Scale

The main purpose of this study was to determine the validity and reliability of the Physical Education Teachers' Physical Activity Self-efficacy Scale (PETPAS), developed by Martin and Kulinna (2003), in a Turkish setting, and to test if there are any differences according to gender and teaching experience of Turkish PE teachers. The Turkish version of the PETPAS was administered to 227 physical educators from 3 cities in Turkey. Exploratory factor analysis showed that the scale consists of 4 dimensions, as does the original. Cronbach's alpha was .86, and both the Equal-Length Spearman Brown split-half coefficient (r = .72) and Guttman's split-half coefficient (r = .73) showed good results. The independent t test results revealed that there were significant gender differences in space, time, and institution subscales. One way ANOVA results also indicated that student and space subscales significantly differed according to teaching experience of the PE teachers. These results indicated that the PETPAS is a valid and reliable scale for Turkish culture.

scholarly journals Motivational Techniques Used by Elementary School Teachers: A Comparative Analysis based on Gender

2021 ◽  
Vol VI (III) ◽  
pp. 62-70
Author(s):  
Nazir Haider Shah ◽  
Muhammad Naqeeb ul Khalil Shaheen ◽  
Sobia Yaseen
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Level ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Jammu And Kashmir ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference

The study aimed to compare the emotional techniques of males and females at the elementary school level in Azad Jammu and Kashmir. The nature of this study was descriptive, and a cross-sectional survey was applied for the collection of data. All male and female teachers working in the elementary school of district Sudhnuti were the population of the study. Three hundred nine elementary school teachers of District Sudhnuti were selected by using a random sampling technique. A questionnaire was developed to collect data based on a five-point Like rt scale from elementary school teachers. For data collection, the researcher collected the data personally from the nearest areas while using the postal service for far-flung areas. The data collected through the questionnaire were analyzed by using mean scores and an independent sample t-test. It was found that there is a significant difference in the mean score of male and female teachers regarding motivational techniques. Furthermore, female teachers are using all the motivational techniques instead of male teachers.

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