scholarly journals Perceção de homofobia e discriminação da comunidade LGBTQIA+ no contexto da disciplina de Educação Física em Portugal

2021 ◽  
Vol 7 (2) ◽  
pp. 28-42
Keyword(s):  
Physical Education ◽  
Internalized Homophobia ◽  
Convenience Sample ◽  
Contact Sports ◽  
Future Studies ◽  
Education Practice ◽  
School Settings ◽  
The Everyday ◽  
Group Contact ◽  
Everyday Discrimination

Background and Aim: The aim of this study was to investigate internalized homophobia and the feeling of everyday discrimination among LGBTQIA+ (Lesbian, Gay, Bisexual, Transsexual, Queer, Intersex, Asexual) community in physical education. Methods: Qualitative, quantitative, and exploratory study was used on a convenience sample, non-probabilistic, carried out from May 2021 to July 2021. One hundred eighty individuals, aged between 18 and 60, participated in the study by answering a sociodemographic questionnaire, a questionnaire evaluating comfort with sexual identity (the Internalized Homophobia Scale), and the Everyday Discrimination Scale. Results: Regarding the evaluation of internalized homophobia, the perception of external stigma presented moderate to high correlations with the variables associated with discrimination in school settings and physical education classes. It was possible to confirm statistically significant sex differences in favorite sports practiced in physical education classes, where girls preferred group contact sports and boys preferred individual/non-contact sports. Through qualitative analysis was noticeable that most participants recalled homophobic rhetoric from classmates during physical education classes. Conclusions: There is a need for a greater understanding of gender differences and physical education practice. Concerns arise associated with the abandonment of physical exercise or sport due to the discrimination felt by young students. Future studies should analyze the perspective of those involved in the development of the physical education curriculum, taking into account the evolution of society.

“It’s not just a diet, it’s a lifestyle”: An Exploratory Study into Community Preferences of Vegan Definitions

2019 ◽  
Author(s):  
Madelon North ◽  
Emily Jane Kothe ◽  
Anna Klas ◽  
Mathew Ling
Keyword(s):  
Exploratory Study ◽  
Personal Experience ◽  
Research Literature ◽  
Advocacy Groups ◽  
Convenience Sample ◽  
Future Studies ◽  
Ranking Order ◽  
The Uk ◽  
Community Preferences ◽  
Positivist Approach

Veganism is an increasingly popular lifestyle within Western societies, including Australia. However, there appears to be a positivist approach to defining veganism in the literature. This has implications for measurement and coherence of the research literature. This exploratory study assessed preference rankings for definitions of veganism used by vegan advocacy groups across an Australian convenience sample of three dietary groups (vegan = 230, omnivore = 117, vegetarian = 43). Participants were also asked to explain their ranking order in an open-ended question. Most vegans selected the UK definition as their first preference, omnivores underwent five rounds of preference reallocation before the Irish definition was selected, and vegetarians underwent four rounds before the UK definition was selected. A reflexive thematic analysis of participant explanations for their rankings identified four themes: (1) Diet vs. lifestyle, (2) Absolutism, (3) Social justice, and (4) Animal justice. These four themes represent how participants had differing perceptions of veganism according to their personal experience and understanding of the term. It appears participants took less of an absolutist approach to the definition and how individuals conceptualise veganism may be more dynamic than first expected. This will be important when researchers are considering how we are defining veganism in future studies to maintain consistency in the field.

Reliability and Validity Evidence for the Social Goal Scale-Physical Education (SGS-PE) in High School Settings

2006 ◽  
Vol 25 (2) ◽  
pp. 226-239 ◽  
Author(s):  
Jianmin Guan ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Physical Education ◽  
Social Responsibility ◽  
Social Relationship ◽  
Social Goal ◽  
School Students ◽  
School Settings ◽  
The Social

Two types of social goals associated with students’ academic performance have received attention from researchers. One is the social responsibility goal, and the other is the social relationship goal. While several scales have been validated for measuring social relationship and social responsibility goals in academic settings, few studies have applied these social goal scales to high school students in physical education settings. The purpose of this study was to assess the reliability, validity, and generalizability of the scores produced by the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Participants were 544 students from two high schools in the southern United States. Reliability analyses, principal components factor analysis, confirmatory factor analysis, and multistep invariance analysis across two school samples revealed that the SGS-PE produced reliable and valid scores when used to assess students’ social goal levels in high school physical education settings.

scholarly journals The reality of inclusion in physical education in the Brazilian school system

2020 ◽  
Vol 34 (Esp.) ◽  
pp. 11-28
Author(s):  
Eliane Mauerberg de Castro ◽  
Gabriella Andreetta Figueiredo ◽  
Debra Frances Campbell
Keyword(s):  
Physical Education ◽  
Systems Theory ◽  
Dynamic Systems ◽  
School System ◽  
National Curriculum ◽  
Holistic Approach ◽  
Dynamic Systems Theory ◽  
Education Practice ◽  
Brazilian Government ◽  
Movement Culture

Our purpose in this article was threefold. First, we attempted to analyze evidences of inclusion in the Brazilian school, and we argued that inclusion still is a long road ahead, particularly, in the field of physical education. In relation to inclusion, we used data provided by the Brazilian government itself to demonstrate several issues of concern, including some with educational governing bodies. Second, we examined how the Brazilian physical education national curriculum parameters have been tailored in their pedagogical recommendations to accommodate the “movement culture” approach. Although physical educators endorsed the new curricular directives, their practice in school with inclusion revealed troublesome situations. Overall, they admitted that they did not feel prepared to work with students with disability in their classes, and they feel that they need continuing education, as well as actual administrative/government investments. Third, we introduced concepts from dynamic systems theory to our adapted physical education practice while working with people with disabilities in inclusive settings. We illustrated the theory in its application to the physical education practices by reporting a lifetime of work in outreach programs in the field of adapted physical activity (APA), at São Paulo State University at Rio Claro. The complexities in the practice of inclusive school physical education require a holistic approach, which we feel can be accomplished through the employment of dynamic systems concepts. Whether epistemological directions include the movement culture approach or dynamic systems theory, or a hybrid, these efforts must be sustained by committed teachers, the school system, government leaders, families, and the entire community.

The Everyday Ageism Scale: Development and Evaluation

2021 ◽  
pp. 089826432110361
Author(s):  
Julie Ober Allen ◽  
Erica Solway ◽  
Matthias Kirch ◽  
Dianne Singer ◽  
Jeffrey T. Kullgren ◽  
...  
Keyword(s):  
Healthy Aging ◽  
Psychometric Evaluation ◽  
Well Being ◽  
Preliminary Evaluation ◽  
Internal Reliability ◽  
National Poll ◽  
The Everyday ◽  
Nationally Representative ◽  
Health And Well Being ◽  
Everyday Discrimination

Objectives Older adults regularly encounter age-based discrimination and stereotyping in their day-to-day lives. Whether this type of routine ageism negatively affects their health and well-being is unclear, in part due to the absence of validated scales that comprehensively measure this phenomenon and distinguish it from other sources of everyday discrimination. Methods This study describes the development of a novel scale, the Everyday Ageism Scale, and its psychometric evaluation using a nationally representative sample of US adults age 50–80 from the December 2019 National Poll on Healthy Aging ( N = 2012). Results Exploratory factor analysis indicated a 3-factor structure comprised of ageist messages, ageism in interpersonal interactions, and internalized ageism. The ten-item scale was psychometrically sound and demonstrated good internal reliability. Discussion Everyday ageism is a multidimensional construct. Preliminary evaluation of the Everyday Ageism Scale suggests its utility in future studies examining the prevalence of everyday ageism and its relationships with health.

Research and Practical Implications of Integrating Autobiographical Essays Into Physical Education Teacher Education

2020 ◽  
pp. 1-6
Author(s):  
K. Andrew R. Richards ◽  
Karen Lux Gaudreault ◽  
Wesley J. Wilson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Elementary Education ◽  
Occupational Socialization ◽  
Essay Writing ◽  
Research Perspective ◽  
Education Practice ◽  
Socialization Theory ◽  
Physical Education Teacher Education ◽  
Personal Belief

The purpose of this research note is to introduce and overview both the teaching and research applications of autobiographical essay writing. Grounded in occupational socialization theory and teacher reflection, the authors propose that autobiography can be a powerful tool in helping preservice and in-service teachers more deeply reflect on their prior socialization experiences, which may help them to better understand and be willing to critique their personal belief structures. The authors provide an overview of how autobiographical essays have been used and include recommendations for teacher education practice. From a research perspective, the authors argue that autobiographical essays provide a targeted strategy for collecting reflective data on individuals’ background socialization experiences. Such data are critical for socialization scholars who are interested in understanding how teachers’ biographies influence their current teaching beliefs and practices. Applications for physical education-adjacent spaces, including doctoral education, adapted physical education, and elementary education, are also discussed.

Using meaningful experiences as a vision for physical education teaching and teacher education practice

2019 ◽  
Vol 24 (6) ◽  
pp. 598-614 ◽  
Author(s):  
Déirdre Ní Chróinín ◽  
Stephanie Beni ◽  
Tim Fletcher ◽  
Ciara Griffin ◽  
Caitlin Price
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Education Practice ◽  
Meaningful Experiences

Teaching Material Imitating the Advanced Driver-Assistance System for Measurement and Control Education

2019 ◽  
Vol 31 (3) ◽  
pp. 412-418
Author(s):  
Takatoshi Umeno ◽  
Takeshi Shimoto ◽  
◽  
Keyword(s):  
Junior High School ◽  
Junior High ◽  
Teaching Material ◽  
Teaching Materials ◽  
Training Environment ◽  
Programming Education ◽  
Education Practice ◽  
School Settings ◽  
And Control ◽  
Measurement And Control

The rapid growth of the information technology industry in recent decades requires an increasing number of programmers and engineers, as well as an excellent training environment for relevant human resources. Currently, school curricula promote information education and, since 2012, “measurement and control by programs” have become compulsory topics of study in the technology and home economics (technological field) class in junior high schools. In addition, it has been determined that programming education will be made a compulsory topic in elementary schools from 2020 onward. Thus, programming education is included in the mandatory education program and, accordingly, various associated teaching materials have been developed and distributed to date. However, adequate steps have not been taken to improve the information education skill of the teachers who use the aforementioned teaching materials. In particular, only very few teachers understand the essence of programming control, such as the role played by a program in measurement and control. Hence, there is an urgent need to train teachers to make them capable of providing programming education in school settings. Hence, in this study, we develop a teaching material that helps teachers understand the flow of measurement and control by program using an optical distance sensor and an actuator and design a class practice for the students in the faculty of education. Finally, based on this education practice, we discuss an educational effect of the aforementioned teaching material and its applicability in junior high school settings.

scholarly journals A Pilot Test of the Everyday Stressors Index–Spanish Version in a Sample of Hispanic Women Attending Prenatal Care

2015 ◽  
Vol 23 (3) ◽  
pp. 519-531 ◽  
Author(s):  
María L. Gómez ◽  
Kristin Ashford ◽  
Ana M. Linares ◽  
Lynne A. Hall
Keyword(s):  
Psychosocial Stress ◽  
Hispanic Women ◽  
Secondary Analysis ◽  
Reliability And Validity ◽  
Full Time ◽  
Convenience Sample ◽  
The Everyday ◽  
Two Factors ◽  
Adverse Pregnancy ◽  
Adequate Internal Consistency

Background and Purpose: Prenatal and postpartum psychosocial stress are associated with adverse pregnancy outcomes. Hispanic women experience higher levels of stress during pregnancy. This pilot study assessed the psychometric characteristics of the Everyday Stressors Index-Spanish (ESI-S) version. Methods: Secondary analysis in a convenience sample, n = 51 women. Results: The ESI-S showed adequate internal consistency (Cronbach’s alpha = .86). Two factors accounted for 40% of the item variance. The greatest sources of stress were “having too many responsibilities” and “not enough money for basics”. Higher levels of stressors were associated with older age, living without a partner, and working part or full time. The ESI-S was positively correlated with measures of perinatal depression. Conclusions: Findings support the reliability and validity of the newly translated ESI-S.

scholarly journals Learning movement cultures in physical education practice

2015 ◽  
Vol 20 (5) ◽  
pp. 565-572 ◽  
Author(s):  
Mikael Quennerstedt ◽  
Håkan Larsson
Keyword(s):  
Physical Education ◽  
Education Practice
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