scholarly journals Improving Self-Efficacy Towards Inclusion in In-Service Physical Education Teachers: A Comparison between Insular and Peninsular Regions in Spain

2019 ◽  
Vol 11 (20) ◽  
pp. 5824 ◽  
Author(s):  
Reina ◽  
Santana ◽  
Montesdeoca ◽  
Roldan
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Education Policies ◽  
Post Test ◽  
Service Training

Physical education teachers play a significant role in educating students with special education needs, but they often feel frustrated and unprepared to achieve a successful inclusion process. The lack of inadequate training has proven to have an unfavorable effect on educators’ perceived competence, confidence, and attitudes when working in inclusive settings with children with disabilities. This study evaluates the effect of a training program implemented with in-service physical educators from two different regions in Spain, insular and peninsular, in order to improve their self-efficacy in including students with disabilities in physical education. A pre- vs. post-test intervention was conducted with two groups of 142 in-service physical educators with similar age and teaching experience. The intervention improved their perceived self-efficacy in including students with physical, visual, and intellectual disabilities in physical education (p < 0.01, effect sizes = large). The physical educators teaching in the insular region improved their self-efficacy to a higher extent. This study demonstrates the invariant effect of the training program in both regions, but the self-efficacy scores of the physical educators might be constrained by the contents regarding inclusion in their pre-service training, the education policies of the region where the teaching takes place or the geographical characteristics of their workplace.

Validation of the Physical Education Teachers' Physical Activity Self-efficacy Scale with a Turkish Sample

2009 ◽  
Vol 37 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Okkes Alpaslan Gencay
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Test Results ◽  
Validity And Reliability ◽  
One Way Anova ◽  
Reliable Scale

The main purpose of this study was to determine the validity and reliability of the Physical Education Teachers' Physical Activity Self-efficacy Scale (PETPAS), developed by Martin and Kulinna (2003), in a Turkish setting, and to test if there are any differences according to gender and teaching experience of Turkish PE teachers. The Turkish version of the PETPAS was administered to 227 physical educators from 3 cities in Turkey. Exploratory factor analysis showed that the scale consists of 4 dimensions, as does the original. Cronbach's alpha was .86, and both the Equal-Length Spearman Brown split-half coefficient (r = .72) and Guttman's split-half coefficient (r = .73) showed good results. The independent t test results revealed that there were significant gender differences in space, time, and institution subscales. One way ANOVA results also indicated that student and space subscales significantly differed according to teaching experience of the PE teachers. These results indicated that the PETPAS is a valid and reliable scale for Turkish culture.

Creation, implementation, and evaluation of a values-based training program for sport coaches and physical education teachers in Singapore

2017 ◽  
Vol 12 (6) ◽  
pp. 795-806 ◽  
Author(s):  
Koon Teck Koh ◽  
Martin Camiré ◽  
Gordon A Bloom ◽  
CKJ Wang
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Thematic Analysis ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Individual Interview ◽  
Years Of Teaching Experience ◽  
Teaching Values ◽  
Sport Coaches

The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience ( M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience ( M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.

Perceptions and Practices of Adapted Physical Educators on the Teaching of Social Skills

2009 ◽  
Vol 26 (2) ◽  
pp. 172-186 ◽  
Author(s):  
Amaury Samalot-Rivera ◽  
David L. Porretta
Keyword(s):  
Social Skills ◽  
General Education ◽  
Students With Disabilities ◽  
Community Integration ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Years Of Teaching Experience ◽  
Adapted Physical Educators ◽  
Test Retest Reliability

The purpose of this study was to determine adapted physical educators’ perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura’s social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face and content validity as well as test/retest reliability (0.89) were established. Of those that were surveyed, 53% (225 teachers; 148 females and 77 males) responded. Results indicate that 93% (209) believe it is important to explicitly teach social skills in PE; however, 60% (135) expressed not feeling properly prepared to teach them. Teachers with more than 20 years of teaching experience were more likely to actually teach social skills. When compared with other teachers with less years teaching, however, they identified a greater need for training in the teaching of social skills. Results are discussed relative to teacher preparation and practices as well as social skills taught for general education and community integration.

Health-Related Fitness and Physical Education Teachers’ Content Knowledge

2007 ◽  
Vol 26 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Darla Castelli ◽  
Lori Williams
Keyword(s):  
South Carolina ◽  
Physical Education ◽  
Teacher Development ◽  
Self Efficacy ◽  
Teaching Experience ◽  
National Standards ◽  
Physical Education Teachers ◽  
Education Assessment ◽  
Health Related ◽  
Health Related Fitness

This study examined what teachers know about health-related fitness (HRF) and how confident they are in their knowledge. Seventy-three middle school physical education teachers completed a 3-part cognitive HRF test and a self-efficacy questionnaire that required responses to statements about how confident they were in passing a HRF knowledge test. Results indicated that teachers were very confident in their knowledge of HRF; however, their actual HRF test scores did not meet the standard of achievement expected of a ninth-grade student as assessed by the South Carolina Physical Education Assessment Program. Further investigation of the influence of teacher characteristics related to HRF knowledge revealed that age and years of teaching experience significantly related to self-efficacy but not to HRF knowledge. This study implies that targeted teacher development is a necessary part of attaining and maintaining HRF knowledge required to teach to state and national standards.

scholarly journals Preliminary Study on Primary Physical Educators' Attitudes toward Integrated Physical Education: Hong Kong Perspectives

2012 ◽  
Vol 18 (1) ◽  
pp. 76-84
Author(s):  
Chunxiao LI ◽  
Shihui CHEN ◽  
Wing See Emily TSOI
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Class Size ◽  
Teaching Experience ◽  
Physical Educators ◽  
Teaching Experiences ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference ◽  
Preliminary Study

LANGUAGE NOTE | Document text in Chinese; abstract also in English. The aim of the survey was to examine the attitudes of general primary PE teachers toward integrated PE and the relationships of gender, teaching experience, and class size. Eighty three teachers participated in the survey. The results indicated a neutral attitude towards integrated PE by teachers. There was a significant difference between male and female teachers in their perception of whether “students with disabilities like my teaching” (p = 0.018), but no significant differences with other attitudes by gender. There was a significant difference between teachers’ teaching experiences and their perceptions of whether “Little support offered to integrated PE” (p = 0.006), however, no significant differences with other items by experience. There was also a relationship between perceived teaching competency and class size (p < 0.001, r = 0.454). The results were mainly discussed in relation to teaching competency, support, teaching experience and class size. 本研究的目的在於探討香港主流小學體育教師融合體育教學態度。83位小學體育教師回應了本次調查。通過分析發現教師對於融合體育教學持較為中立的態度。文章最後主要對融合體育態度與教學效能，支援，教學經驗和班級大小的關係進行了討論。

scholarly journals Physical Education Teachers’ Self-Efficacy toward Including Students with Autism in Saudi Arabia

2021 ◽  
Vol 18 (24) ◽  
pp. 13197
Author(s):  
Majed M. Alhumaid
Keyword(s):  
Saudi Arabia ◽  
Physical Education ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Physical Education Teachers ◽  
Successful Implementation ◽  
Global Trend ◽  
Students With Autism

The inclusion of students with autism in physical education (PE) curricula has become a global trend. Although the self-efficacy of PE teachers has been identified as a major factor supporting the successful implementation of inclusive PE, limited research exists on this area in non-Western societies, especially Saudi Arabia. To address this paucity, the present study aimed (1) to determine the level of self-efficacy among PE teachers in Saudi Arabia toward including students with autism in PE classes via investigating specific independent variables; and (2) to identify the predictors of Saudi PE teachers’ self-efficacy toward including students with autism. A total of 214 Saudi PE teachers (male n = 188; female n = 26; mean age = 41.07 years) participated in this study. Self-efficacy level toward including students with autism was measured using the Arabic version of the Physical Educators’ Self-Efficacy Towards Including Students with Disabilities-Autism (PESEISD-A) instrument. Statistical analysis revealed that PE teachers had a moderate level (M = 4.51, SD = 2.04) of self-efficacy toward including students with autism in PE classes. Multiple linear regression analysis indicated that age and feelings of preparedness of the teachers were significant predictors (β = −0.297; p = 0.012; β = 0.178; p = 0.012, respectively) of their self-efficacy toward including students with autism in PE classes. The findings highlight the need for continued efforts to improve Saudi PE teachers’ level of self-efficacy and preparedness towards successfully including students with autism.

scholarly journals The Self-Efficacy of Preservice Physical Education Teachers in Disabilities Education in China

2020 ◽  
Vol 12 (18) ◽  
pp. 7283
Author(s):  
Yong-Shun Wang ◽  
Liu Liu ◽  
Xiao-Wen Wei ◽  
Martin E. Block
Keyword(s):  
Social Support ◽  
Physical Education ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Perceived Social Support ◽  
The Self ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Different Types ◽  
Education In China

The adapted physical education (APE) field is developing vigorously in China, and an increasing number of students with physical education (PE) as their major will encounter students with disabilities in their future teaching careers. This study thus surveyed PE major students from eight Chinese sports colleges and universities in order to explore how perceived social support could affect the self-efficacy of PE major students who are expected to face students with different types of disabilities; furthermore, it aimed to demonstrate the regulating effect of APE studies and internships. The survey found that (1) perceived social support positively affected self-efficacy among Chinese PE majors who would be facing students with different types of disabilities; (2) APE studies and internships positively affected self-efficacy among Chinese PE majors who would be facing students with different types of disabilities, and; (3) APE studies and internships strengthened perceived social support’s effects on self-efficacy among Chinese PE majors who would be facing students with different types of disabilities.

Psychometric Properties of the Physical Educators’ Self-Efficacy Toward Including Students With Disabilities—Autism Among Chinese Preservice Physical Education Teachers

2018 ◽  
Vol 35 (2) ◽  
pp. 159-174 ◽  
Author(s):  
Chunxiao Li ◽  
Lijuan Wang ◽  
Martin E. Block ◽  
Raymond K.W. Sum ◽  
Yandan Wu
Keyword(s):  
Physical Education ◽  
Psychometric Properties ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Factor Model ◽  
Total Sample ◽  
Autism Spectrum ◽  
Physical Educators ◽  
Internal Reliability ◽  
Two Samples

Teachers’ self-efficacy is a critical predictor for successful inclusive physical education. However, little is known about preservice physical educators’ self-efficacy toward teaching students with autism spectrum disorders in China. A sound instrument is necessary to measure their self-efficacy level. This validation study examined the psychometric properties of the Chinese version of the Physical Educators’ Self-Efficacy Toward Including Students with Disabilities—Autism. A multisection survey form was administered to preservice physical educators in Mainland China (n = 205) and Hong Kong (n = 227). The results of confirmatory factor analysis confirmed the one-factor model of the scale in the total sample and each of the two samples. Invariance tests across the two samples supported configural and metric invariance but not scalar invariance. The scale scores showed good internal reliability and were correlated with theoretically relevant constructs (i.e., burnout and life satisfaction) in the total sample and subsamples. These findings generally support the utility of the scale for use among Chinese preservice physical educators.

Correlating Self-Efficacy for Teaching Personal and Social Development With Other Aspects of Physical Educators’ Self-Efficacy

2021 ◽  
Vol 78 (2) ◽  
Author(s):  
Paul Wright ◽  
Shaine Henert ◽  
Marilyn Looney
Keyword(s):  
Physical Education ◽  
Teacher Beliefs ◽  
General Education ◽  
Social Development ◽  
Self Efficacy ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Education Curriculum ◽  
Research And Practice ◽  
Pearson Correlations

Research indicates physical education can foster personal and social development. However, few studies have examined teacher beliefs about delivering this aspect of the curriculum. To move research and practice forward, it is important to understand educators’ selfefficacy beliefs. Therefore, the purpose of this study was to examine the relationships between physical education teachers’ self-efficacy for teaching personal and social development, and other aspects of teachers’ self-efficacy. Participants were 116 (73 women, 43 men) practicing, licensed physical education teachers who completed the Exemplary Physical Education Curriculum Self-Efficacy Survey and the General Education Efficacy Survey. Pearson correlations indicate significant (p < 0.001) positive relationships (r > 0.30) between participants’ self-efficacy for teaching personal and social development and other aspects of physical education as well as general teacher efficacy. Findings support the relevance of selfefficacy for teaching personal and social development in physical education. Implications for practice and professional development are discussed as well as the need for continued research.

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