Attitudes toward Handicapped Peers of Mainstreamed and Nonmainstreamed Children in Physical Education

1989 ◽  
Vol 69 (1) ◽  
pp. 319-322 ◽  
Author(s):  
Valerie Williams Archie ◽  
Claudine Sherrill
Keyword(s):  
Physical Education ◽  
Analysis Of Variance ◽  
Sixth Grade ◽  
Handicapped Children ◽  
Sixth Grade Students ◽  
Children's Attitudes ◽  
Mainstreamed Students

The influence of contact (mainstreamed and nonmainstreamed) and sex on attitudes of fifth- and sixth-grade students toward handicapped children was examined. 143 mainstreamed students attended an integrated school, whereas 86 nonmainstreamed students had no handicapped children in their school. Mean responses to the Children's Attitudes Toward Handicapped Scale were subjected to a 2 × 2 analysis of variance which indicated no significant differences by contact or sex. χ2 analysis of individual items indicated some significant differences, favoring contact, on items “are fun” and “are interesting.”

Improving Children's Attitudes toward Blind Peers

1980 ◽  
Vol 74 (4) ◽  
pp. 132-135 ◽  
Author(s):  
Gary N. Siperstein ◽  
John J. Bak
Keyword(s):  
Sixth Grade ◽  
Blind Child ◽  
Sixth Grade Students ◽  
Blind Children ◽  
Children's Attitudes ◽  
Students Attitudes

Examines the effects of a classroom program designed to improve fifth- and sixth-grade students’ attitudes toward blind peers. The results indicated that children who received the lessons had better feelings about blind children, but were less inclined to engage in activities with them than those who received no lessons. All children responded more favorably to an academically competent blind child than an incompetent one.

scholarly journals Hubungan Antara Tingkat Kepercayaan Diri Dengan Prestasi Belajar Pendidikan Jasmani

2020 ◽  
Vol 11 (01) ◽  
pp. 60-67
Author(s):  
Gumilar Mulya ◽  
Resty Agustryani
Keyword(s):  
Physical Education ◽  
Significant Relationship ◽  
Sampling Technique ◽  
Sixth Grade ◽  
Learning Achievement ◽  
Self Confidence ◽  
Level Of Confidence ◽  
Sixth Grade Students ◽  
Relationship Of ◽  
The Relationship

This study aims to examine the level of confidence relationship with physical education learning achievement in elementary schools in the Tawang sub-district, Tasikmalaya City. The research method uses descriptive-correlational. The sample in this study is the sixth-grade students selected representing several schools in the District of Tawang as many as 60 students employing a purposive sampling technique. The instrument used was a confidential questionnaire. Data processing procedures to obtain answers about whether or not the hypothesis is accepted following the proposed significance are: (1) looking for averages, (2) looking for standard deviations, (3) testing normality through the Lillefors test (4) testing the correlation of two variables. Based on the results of research and statistical calculations on hypothesis testing the relationship of the level of confidence with physical education learning achievement, the authors can conclude as follows; there is a significant relationship between self-confidence and student achievement in class VI in Tawang District, Tasikmalaya City. Because the significance value obtained is greater than 0.05, and the value of Yxy (0.90)> (0.250) rtable (0.05) (60) then H0 is rejected and Ha is accepted, so there is a significant relationship between self-confidence and achievement learning (significant).

scholarly journals Hubungan Antara Tingkat Kepercayaan Diri Dengan Prestasi Belajar Pendidikan Jasmani

2020 ◽  
Vol 11 (01) ◽  
pp. 60-67
Author(s):  
Gumilar Mulya ◽  
Resty Agustryani
Keyword(s):  
Physical Education ◽  
Significant Relationship ◽  
Sampling Technique ◽  
Sixth Grade ◽  
Learning Achievement ◽  
Self Confidence ◽  
Level Of Confidence ◽  
Sixth Grade Students ◽  
Relationship Of ◽  
The Relationship

This study aims to examine the level of confidence relationship with physical education learning achievement in elementary schools in the Tawang sub-district, Tasikmalaya City. The research method uses descriptive-correlational. The sample in this study is the sixth-grade students selected representing several schools in the District of Tawang as many as 60 students employing a purposive sampling technique. The instrument used was a confidential questionnaire. Data processing procedures to obtain answers about whether or not the hypothesis is accepted following the proposed significance are: (1) looking for averages, (2) looking for standard deviations, (3) testing normality through the Lillefors test (4) testing the correlation of two variables. Based on the results of research and statistical calculations on hypothesis testing the relationship of the level of confidence with physical education learning achievement, the authors can conclude as follows; there is a significant relationship between self-confidence and student achievement in class VI in Tawang District, Tasikmalaya City. Because the significance value obtained is greater than 0.05, and the value of Yxy (0.90)> (0.250) rtable (0.05) (60) then H0 is rejected and Ha is accepted, so there is a significant relationship between self-confidence and achievement learning (significant).

scholarly journals Relationship Between Personal and Social Responsibility and the Roles Undertaken in Sport Education

2021 ◽  
Vol 40 (1) ◽  
pp. 76-85
Author(s):  
Eva Guijarro ◽  
Ann MacPhail ◽  
Sixto González-Víllora ◽  
Natalia María Arias-Palencia
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Elementary School Students ◽  
Personal Characteristics ◽  
Sixth Grade ◽  
Sport Education ◽  
School Students ◽  
Sixth Grade Students ◽  
Personal And Social Responsibility ◽  
The Impact

Purpose: To examine the impact of undertaking roles in Sport Education on responsibility levels of elementary school students. Method: Forty-one fifth- and sixth-grade students participated in a 15-lesson season. Students undertook five different roles into the Sport Education season and presented differing initial perceived responsibility scores. Results: Results in this study convey students’ responsibility improvements for both personal and social responsibility during a season of Sport Education. There are differences in students with low perceived responsibility depending on the role they undertake, whereas students with high perceived responsibility do not present any difference according to the role they perform. Conclusion: In the physical education context, the teachers have to consider the personal characteristics of the students in the process of mapping students to roles.

Basic Psychological Needs, Motivation, Engagement, and Disaffection in Mexican Students During Physical Education Classes

2021 ◽  
pp. 1-10
Author(s):  
Jorge Zamarripa ◽  
René Rodríguez-Medellín ◽  
Fernándo Otero-Saborido
Keyword(s):  
Physical Education ◽  
Autonomous Motivation ◽  
Sixth Grade ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Sixth Grade Students ◽  
Gender Groups ◽  
Structural Equations Model

Purpose: To test a structural equations model that analyzes the effects from satisfaction and frustration of the basic psychological needs on motivation types and the same effects on engagement and disaffection in physical education class, and to validate invariance among gender groups. Method: The participants were 1,470 fifth- and sixth-grade students from elementary schools in the metropolitan area of Monterrey, Nuevo León, Mexico. Results: The model showed satisfactory data fit. The results underscore the importance of fulfilling basic psychological needs to generate both autonomous motivation and engagement, as well as to prevent amotivation and disaffection in the students, regardless of sex. Discussion/Conclusion: The findings were discussed and are deemed consistent with other studies, sustaining the idea of basic psychological needs universality as set forth by the self-determination theory.

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 Exploring performance calibration in relation to better or worse than average effect in physical education

2018 ◽  
Vol 14 (3) ◽  
pp. 665-679 ◽  
Author(s):  
Athanasios Kolovelonis ◽  
Eleni Dimitriou
Keyword(s):  
Physical Education ◽  
Sixth Grade ◽  
Sport Performance ◽  
Average Effect ◽  
Average Performance ◽  
Self Regulated Learning ◽  
Accuracy Test ◽  
Sixth Grade Students ◽  
And Performance ◽  
Performance Results

The aim of this study was to explore students’ calibration of sport performance in relation to better or worse than average effect in physical education settings. Participants were 147 fifth and sixth grade students (71 boys, 76 girls) who were tested in a soccer passing accuracy test after they had provided estimations for their own and their peers’ performance in this test. Based on students’ actual and estimated performance, calibration indexes of accuracy and bias were calculated. Moreover, students were classified in better, worse, or equal than average groups based on estimated scores of their own and their peers’ average performance. Results showed that students overestimated their own performance while most of them believed that their own performance was worse than their peers’ average performance. No significant differences in calibration accuracy of soccer passing were found between better, worse, or equal than average groups of students. These results were discussed with reference to previous calibration research evidence and theoretical and practical implications for self-regulated learning and performance calibration in physical education.

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