Attitudes of Undergraduate Physical Education Majors in Brazil toward Teaching Students with Disabilities

1998 ◽  
Vol 86 (2) ◽  
pp. 699-706 ◽  
Author(s):  
Maria Zanandrea ◽  
Terry Rizzo
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Teaching Experience ◽  
Perceived Competence ◽  
Education Majors ◽  
Course Work ◽  
Attitudes Toward Teaching ◽  
Physical Education Majors ◽  
Relationship Of

This study assessed the relationship of attitudes of physical education majors in Brazil to specific disabling conditions, i.e., Emotional and Behavioral Disorders, Specific Learning Disabilities, Moderate Mental Retardation, and Orthopedic Impairment. This study also identified which selected teachers' attributes, i.e., age, sex, years of teaching, course work in adapted physical education, course work in special education, years teaching students with disabilities, quality of teaching experience, and perceived competence were related to favorable attitudes. Analysis showed no significant differences toward teaching students with these disabilities. Simultaneous multiple regression procedure also showed perceived competence was the only statistically significant predictor of attitudes toward teaching such students.

Evaluating Effectiveness of an Infusion Learning Model on Attitudes of Physical Education Majors

2005 ◽  
Vol 101 (1) ◽  
pp. 177-186 ◽  
Author(s):  
R. R. Goyakla Apache ◽  
Terry Rizzo
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Core Curriculum ◽  
Physical Education Teachers ◽  
Education Majors ◽  
Course Content ◽  
Attitudes Toward Teaching ◽  
Physical Education Majors ◽  
Significant Positive Change

The purpose was to evaluate the effect of an infusion curriculum model on attitudes of physical education majors toward teaching students with disabilities. 91 undergraduate students (61 men, 30 women) matriculating through the core curriculum of physical education teachers were exposed to the infusion curriculum as part of each course during one academic year. Attitudes were assessed pre- (Fall) and posttest (Spring) on the Physical Educator's Attitude Toward Teaching Individuals with Disabilities III. Analysis indicated a significant positive change in attitudes toward teaching students with disabilities. Findings suggest, when exposed to issues of disability by infusion into course content, these students self-reported they would have increased confidence in teaching and an appreciation when teaching students with disabilities. An independent validation of this change would be valuable.

scholarly journals Student Teachers' Interactions with Students during Middle School Physical Education Game Play

2008 ◽  
Vol 14 (2) ◽  
pp. 20-25
Author(s):  
David BARNEY ◽  
Gary LIGUORI
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Game Play ◽  
Student Interactions ◽  
Teacher Student ◽  
Course Work ◽  
Physical Education Majors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Teacher/student interactions are a daily occurrence during a class period. What the teachers say, and how they say it, can affect student learning (Rink, 2002). The purpose of this study was to investigate the types of interactions student teachers had with the students during their middle school physical education game play. The subjects were two male senior physical education majors who were concluding their course work with their student teaching experience. For this study students wore a wireless microphone in order for the researcher to hear the types or interactions they had with their students during class time. It was found that these student teachers generally had positive and general interactions with students. Many of the interactions that were given usually included the word “good” or “nice” in it. It is recommended that student teachers are more specific in their interactions with students during class work. 老師與學生的互動作用是在學校內常見的現象。老師所説的和所做的事情都能夠影響學生的學習(Rink, 2002)。這項研究的目的是調查師生之間互動作用的種類，實習教師與學生的體育遊戲活動。本研究以兩位男性體育教師為對象，了解他們與學生的互動行為。學生佩帶一個無線話筒，研究員能聽見所表現的互動行為。結果顯示實習教師與學生一般有正面的互動作用。教師時常給予互動作用的詞語有「好」，這是一種很多的師生互動。

Change in Control Orientation of Physical Education Majors after an Adapted Physical Education Practicum

1993 ◽  
Vol 76 (3_suppl) ◽  
pp. 1274-1274
Author(s):  
Robert A. Rider ◽  
Charles H. Imwold
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Control Group ◽  
Education Majors ◽  
Control Orientation ◽  
Physical Education Majors

This study examined changes in ideas about control of pupils of 32 majors in physical education after exposure to students with disabilities in an adapted physical education practicum. No control group was included. Analysis indicated subjects were significantly more custodial after the practicum.

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.

Comparison of Learning Styles between Physical Education and Dance Majors

1984 ◽  
Vol 58 (2) ◽  
pp. 583-588 ◽  
Author(s):  
Dorothy B. Zakrajsek ◽  
Rebecca L. Johnson ◽  
Diane B. Walker
Keyword(s):  
Physical Education ◽  
Learning Styles ◽  
Learning Style ◽  
T Test ◽  
Education Majors ◽  
Learning Style Inventory ◽  
Physical Education Majors

Learning styles of dance and physical education majors were described and compared. Subjects were 167 declared majors in 1982 from 9 universities (87 PE, 80 dance; 44 males, 115 females). Kolb's Learning Style Inventory which measures abstractness or concreteness and activity or reflectivity was given. By t test (.05) no significant differences in preferred learning style were found between majors or genders.

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