The Effects of Self-Efficacy on College Life Satisfaction in College General Physical Education

2020 ◽  
Vol 4 (2) ◽  
pp. 41-51
Author(s):  
Sang-Il Park ◽  
Jung-Taek Shin
Keyword(s):  
Life Satisfaction ◽  
Physical Education ◽  
Self Efficacy ◽  
College Life ◽  
General Physical ◽  
General Physical Education

Using Self-Efficacy Theory to Facilitate Inclusion in General Physical Education

2010 ◽  
Vol 81 (3) ◽  
pp. 43-46 ◽  
Author(s):  
Martin Block ◽  
Andrea Taliaferro ◽  
Natasha Harris ◽  
Jennifer Krause
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
General Physical ◽  
General Physical Education

scholarly journals ATTITUDES AND SELF-EFFICACY OF TEACHERS TOWARD INCLUSION OF CHILDREN WITH VISUAL IMPAIRMENT IN MOTOR EDUCATION

2020 ◽  
Vol 17 ◽  
Author(s):  
Galena Terzieva
Keyword(s):  
Physical Education ◽  
Visual Impairment ◽  
Self Efficacy ◽  
Primary Teachers ◽  
Education Majors ◽  
Attitudes Toward Teaching ◽  
School Pedagogy ◽  
Teacher Education Majors ◽  
General Physical ◽  
General Physical Education

The aim of the study is to analyze the attitudes and self-efficacy of current and future preschool and primary teachers for the inclusion of children with various disabilities in general physical education classes. This article presents the results related to children with visual impairments. The study covers a contingent of 723 people – 240 preschool teachers, 143 primary teachers and 340 students graduating in “Preschool and primary school pedagogy”. The main method of research is the questionnaire. Participants filled in modified and adapted versions of two questionnaires: “Attitudes toward Teaching Individuals with Physical Disabilities in Physical Education – ATIPDPE” by Kudlachek and “Self-Efficacy Scale for Physical Education of Teacher Education Majors toward Inclusion – SE-PETE-D” by Blok. The results show that the respondents have relatively positive inclusive attitudes and are rather confident in their ability to include a child with a visual impairment in inclusive physical education.

scholarly journals Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia

2020 ◽  
Vol 12 (9) ◽  
pp. 3898 ◽  
Author(s):  
Majed M. Alhumaid ◽  
Selina Khoo ◽  
Tânia Bastos
Keyword(s):  
Saudi Arabia ◽  
Physical Education ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Role Model ◽  
Physical Disabilities ◽  
Analysis Of Covariance ◽  
Physical Education Teacher Education ◽  
General Physical ◽  
General Physical Education

This study aims to determine the differences in levels of self-efficacy toward inclusion in general physical education (PE) classes among Saudi pre-service PE teachers. It also aims to evaluate the effect of independent variables with the covariate of attitude scores on participants’ self-efficacy toward including students with intellectual disabilities (ID), physical disabilities (PD), and visual impairments (VI). In total, 260 pre-service PE teachers enrolled in a university in Saudi Arabia completed the Arabic version of the self-efficacy scale for a physical education teacher education major toward children with disabilities. Repeated-measures multivariate analysis of covariance (MANCOVA) revealed that self-efficacy was highest towards including students with intellectual disability in general PE class and lowest towards students with physical disabilities. Having previous experience of observing a PE teacher teaching a student with a disability significantly influenced participants’ self-efficacy. Participants’ attitudes toward inclusion were only significant with participants’ self-efficacy toward students with physical disabilities. The findings suggest that observing a role model significantly predicts self-efficacy toward the inclusion of students with a disability.

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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