Comparison of the effects of physical education and sports course for the handicapped on the attitudes of sports science students towards the handicapped

2021 ◽  
Vol 9 (4) ◽  
pp. 877-883
Author(s):  
Ömer Sivrikaya ◽  
Keyword(s):  
Physical Education ◽  
Prospective Teachers ◽  
Disabled Persons ◽  
Reliability Coefficient ◽  
School Type ◽  
Study Group ◽  
Science Students ◽  
Sports Science ◽  
Positive Attitudes ◽  
Test Retest Reliability

It is an important research topic to what extent the training received by the prospective teachers in order to have positive attitudes towards the handicapped is successful. This study aims to evaluate the effect of physical education and sports course for the handicapped on the attitudes of sports science students towards the handicapped. In the study, the "Attitude Toward Disabled Persons (ATDP) Scale", which was developed by Yuker and Block (1986) and adapted to Turkish by Özyürek (2006), was used as a data collection tool. The reliability coefficient of the scale was .67-.83, and the test-retest reliability coefficient was .76. A total of 76 students from Bülent Ecevit University School of Physical Education and Sports (n = 40) and Düzce University Faculty of Sport Sciences (n = 36) formed the study group who taking physical education and sports courses for the handicapped in the 2017-2018 academic year. The Kolmogorov-Smirnov test and independent samples t-test were used to analyze the data. Descriptive analyzes were conducted to determine the level of attitudes of the participants towards people who were handicapped. As a result of the research, it was determined that the attitude scores of the study group towards the handicapped were higher for the participants whose school type is faculty than those of the college. A difference in other parameters could not be detected.

Effects of Practica Type, Experience, and Gender on Attitudes of Undergraduate Physical Education Majors Toward Disabled Persons

1987 ◽  
Vol 4 (4) ◽  
pp. 268-277 ◽  
Author(s):  
Joanne Rowe ◽  
Rose Marie Stutts
Keyword(s):  
Physical Education ◽  
Disabled Persons ◽  
Education Majors ◽  
Attitudes Toward Disabled ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Physical Education Majors ◽  
The Disabled ◽  
And Gender

The purpose of this study was to determine variables that affect change of attitudes of undergraduate physical education majors toward disabled persons. The subjects (175) were assigned to one of four practicum sites. They were not matched with a particular disabled person, nor were they given a choice of practicum sites. The practica were with (a) preschool disabled, (b) adult CP disabled, (c) elementary school disabled, and (d) adolescent MR disabled. The practica was for 12 weeks, 2 days per week. The physical education majors were administered the Attitudes Toward Disabled Persons Scale, Form A, on a pre- and posttest basis. Of the total subjects, 109 (63%) had negative attitudes toward disabled persons before the practica experience but had a change in attitude at the completion of the practica experience. Another 20 (11%) had negative attitudes before the practicum and remained unchanged. The remaining 46 (26%) had positive attitudes and remained positive in their attitudes toward the disabled. There was no significant difference between the results of males and females.

scholarly journals Disability Studies and the Language of Physical Education Curriculum

2011 ◽  
Vol 31 (2) ◽  
Author(s):  
Susan S. Lee
Keyword(s):  
Physical Education ◽  
Lived Experience ◽  
Disability Studies ◽  
Theoretical Perspective ◽  
Disabled Persons ◽  
Collective Identities ◽  
Education Curriculum ◽  
Attitudes And Practices ◽  
Positive Attitudes ◽  
The Impact

<p>Disability studies questions taken-for-granted practices which can marginalize and exclude disabled students. Consciousness raising and questioning of attitudes and practices need to happen at all levels from educators to administrators to researchers to be able to transform a physical education curriculum. Meaningful change which desires the appearance of disability can facilitate future physical educators to learn and build positive attitudes towards working with disabled persons. Desiring disability is a critical paradigm shift from perceiving disabled persons as the &ldquo;other&rdquo; to embracing their individual and collective identities as valued lived experience. Disability studies provides a theoretical perspective to contribute to the discourses on special education, adapted physical education, personhood, and difference to reveal the complexity of the impact of taken-for-granted language in our everyday lives. Recommendations for changes to the language of university curriculum may contribute to the desire for the appearance of disability within higher education culture, and physical education practices.</p>

scholarly journals The Self stepping into the shoes of the Other: Understanding and developing self-perceptions of empathy among prospective physical education teachers through a special school placement

2019 ◽  
Vol 26 (4) ◽  
pp. 848-864
Author(s):  
Anthony J Maher ◽  
David Morley
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Prospective Teachers ◽  
Situated Learning ◽  
The Other ◽  
Special School ◽  
Special Schools ◽  
Self Perceptions ◽  
Positive Attitudes ◽  
School Placement

Teachers who demonstrate a high degree of empathy are said to have more positive attitudes towards pupils with disabilities. Therefore, this article sought to explore the influence of a special school placement on prospective teachers’ self-perceptions of empathy. Thirty-two final year undergraduate students participated in focus group interviews and were selected because they aspired to be a physical education teacher and had attended a placement in a special school. Interview transcripts were analysed and the following themes constructed: Stepping into the shoes of the Other; Frustrated ‘for’ not ‘with’ pupils with disabilities; Empathy for planning inclusive lessons and ‘reading’ pupil body language; and Knowing when not to show empathy. All prospective teachers felt that: (a) they could empathise with pupils with disabilities; (b) situated learning experiences within the placement enabled them to reflect on the ways in which their empathy influences their teaching now and could continue to do so in the future; and (c) it was important that teachers demonstrated empathy. Thus, it is recommended that all prospective teachers gain some experience teaching in special schools. Our research also warns against teachers claiming the last, conclusive word about who children with disabilities are, what they think, how they feel and what they want, in myriad contexts and situations.

Determinants of Attitudes Toward Physical Education

1985 ◽  
Vol 4 (4) ◽  
pp. 229-240 ◽  
Author(s):  
Grace E. Figley
Keyword(s):  
Physical Education ◽  
Critical Incident ◽  
Great Majority ◽  
Teacher Education Programs ◽  
Physical Educators ◽  
Incident Report ◽  
Education Programs ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Attitudes Toward Physical Education

The development of positive attitudes toward physical education has been a longstanding and desirable goal of the program of physical education. The intent of this investigation was to identify those aspects of the program students reported as turning them on to or turning them off from physical education. The critical incident report was the tool used to gather information. The subjects (N = 100) classified the reported incidents as either positive or negative, and their comments were then categorized into five broad categories: (a) teacher, (b) curriculum, (c) atmosphere of the classroom, (d) peer behavior, and (e) perceptions of self. Further classification occurred within each category. The results indicated that the items most frequently mentioned in relation to both positive and negative attitudes related to the teacher and the curriculum. Some interesting patterns evolved both within and between the various categories. The most encouraging aspect of the investigation is that the great majority of causal determinants of negative attitudes are amenable to change. If physical educators value the goal of developing positive attitudes toward physical education, then information gathered in studies such as this should prove valuable to both current physical educators and those involved in teacher education programs.

Step count for 7th and 8th grade students in structured and unstructured physical education classes

2021 ◽  
Vol 9 (1) ◽  
pp. 54-61
Author(s):  
Necip Demirci ◽  
Refika Yilmaz ◽  
Ayda Karaca
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
School Type ◽  
School Students ◽  
Step Counts ◽  
Significant Difference ◽  
8Th Grade ◽  
Private And Public ◽  
Type Data

The aim of the study was to analyze step counts of middle school students in structured and unstructured physical education classes (PE) according to age, gender, and school type. Data were collected on a sample of 74 students, 40 7th and 34 8th grade students recruited from private and public middle schools. Omron HJ-112 pedometers were used in this study to obtain step counts. There were statistically significant differences between boys and girls in the step counts in both structured and unstructured PE. A significant difference was observed between school types in step counts during structured PE in both genders, while no significant difference was found for unstructured PE. Significant difference was found between step counts of only boys of different grades in unstructured PE. Boys made more steps than girls both in structured and unstructured PE. In structured PE, 7th grade boys reached a higher number of steps than 8th grade boys.

Test–Retest Reliability, Training, and Detraining Effects Associated With the Dynavision D2™ Mode A Visuomotor Reaction Time Test

2021 ◽  
pp. 1-9
Author(s):  
Adam J. Wells ◽  
Bri-ana D.I. Johnson
Keyword(s):  
Reaction Time ◽  
Repeated Measures ◽  
Intraclass Correlation ◽  
Analysis Of Covariance ◽  
Repeated Testing ◽  
Retest Reliability ◽  
Sports Science ◽  
Test Retest Reliability ◽  
Mode A ◽  
Training And Detraining

Context: The Dynavision D2™ Mode A test (ModeA) is a 1-minute reaction time (RT) test commonly used in sports science research and clinical rehabilitation. However, there is limited data regarding the effect of repeated testing (ie, training) or subsequent periods of no testing (ie, detraining) on test–retest reliability and RT performance. Therefore, the purpose of this study was to examine the test–retest reliability, training, and detraining effects associated with the D2™ ModeA test. Design: Repeated measures/reliability. Methods: Twenty-four recreationally active men and women completed 15 training sessions consisting of 2 ModeA tests per session (30 tests). The participants were then randomized to either 1 or 2 weeks of detraining prior to completing 15 retraining sessions (30 tests). The training and retraining periods were separated into 10 blocks for analysis (3 tests per block). The number of hits (hits) and the average RT per hit (AvgRT) within each block were used to determine RT performance. Intraclass correlation coefficients, SEM, and minimum difference were used to determine reliability. Repeated-measures analysis of variance/analysis of covariance were used to determine training and detraining effects, respectively. Results: The ModeA variables demonstrated excellent test–retest reliability (intraclass correlation coefficient2,3 > .93). Significant improvements in hits and AvgRT were noted within training blocks 1 to 5 (P < .05). No further improvements in RT performance were noted between training blocks 6 through 10. There was no effect of detraining period on RT. The RT performance was not different between blocks during retraining. Conclusions: It appears that 15 tests are necessary to overcome the training effect and establish reliable baseline performance for the ModeA test. Detraining for 1 to 2 weeks did not impact RT performance. The authors recommend that investigators and clinicians utilize the average of 3 tests when assessing RT performance using the D2 ModeA test.

scholarly journals Gender Differences in Attitudes of Students Attending Non-Inclusive School Towards Inclusive Physical Education

2021 ◽  
Vol 61 (2) ◽  
pp. 156-171
Author(s):  
Dagmar Nemček ◽  
Julie Wittmannová
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Intellectual Disabilities ◽  
Motor Skills ◽  
Positive Attitude ◽  
Goal Achievement ◽  
School Students ◽  
Positive Attitudes ◽  
Inclusive School

Summary The objective of the study was to determine and compare the attitudes of high school students of the non-inclusive school towards inclusive physical education according to gender. This study deepened the knowledge about the students’ attitudes toward the inclusion of students with physical and intellectual disabilities. The research sample comprised a total of 181 able-bodied high school students (56 boys and 125 girls) attending one non-inclusive high school in Bratislava, Slovakia. Modified Czech version of the CAIPE (Children’s Attitude toward Inclusive Physical Education) questionnaire was used as a primary research method. Girls presented higher levels of positive attitudes towards inclusive physical education (IPE) in goal achievement, motivation, and motor skills learning. Boys showed a higher level of positive attitudes in the self-confidence of students with disabilities through IPE. In the goal achievement, girls expressed a significantly higher positive attitude towards IPE in students with intellectual disabilities inclusion (U = 2817, p = 0.029, r = 0.168). The highest level of a positive attitude toward IPE declared both genders by society inclusion and the lowest level of positive attitude by motor skills acquisition. Slovak students of a non-inclusive high school showed a positive attitude toward IPE for the inclusion of pupils with physical as well as intellectual disabilities.

scholarly journals Validity and Reliability of the Solidarity in Pandemics Scale

2021 ◽  
Vol 8 (3) ◽  
pp. 230-241
Author(s):  
Müge ULUMAN MERT ◽  
Derya ERYİĞİT ◽  
Emine Burcu TUNÇ ◽  
Simel PARLAK
Keyword(s):  
Factor Analysis ◽  
Internal Consistency ◽  
Dimensional Structure ◽  
Study Group ◽  
Validity And Reliability ◽  
Scale Scores ◽  
Psychometric Tool ◽  
Fit Indexes ◽  
Test Retest Reliability ◽  
T Values

This study developed a measure of solidarity levels during pandemics, the Solidarity in Pandemics Scale (SPS). This was achieved using a study group of 842 individuals aged between 18 and 65 from different segments of society who had experienced the COVID-19 pandemic and differed in age, gender, and socioeconomic status. Exploratory factor analysis was used to establish the construct validity of the scale, producing a 15-item scale with a one-dimensional structure that explained 34.36% of the variance. Confirmatory factor analysis using a different study group revealed that all items have significant t-values, and the model established according to model fit indexes has meaningful and acceptable fit values. The internal consistency of the scale results was calculated using the Cronbach Alpha coefficient, and a reliability of .85 in terms of internal consistency was obtained. Test-retest reliability results as another indicator of reliability were found to be .85. Scores on the Altruism Scale were compared with those on the SPS to evaluate the scale’s criterion validity, and a significant relationship was found between the two scale scores. This analysis indicates that the Solidarity in Pandemics Scale is a valid and reliable psychometric tool.

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