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.

scholarly journals The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers’ Self-Efficacy towards Inclusion in Saudi Arabia

2021 ◽  
Vol 13 (6) ◽  
pp. 3459
Author(s):  
Majed M. Alhumaid ◽  
Selina Khoo ◽  
Tânia Bastos
Keyword(s):  
Teacher Education ◽  
Saudi Arabia ◽  
Physical Education ◽  
Self Efficacy ◽  
Intervention Program ◽  
The Self ◽  
Analysis Of Covariance ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

Self-efficacy of pre-service physical education (PE) teachers is an effective predictor of successful inclusion of students with disabilities. However, physical disability is one of the most challenging disabilities to include in PE settings. This study aimed to examine the effectiveness of a 6-week intervention program on the self-efficacy of Saudi pre-service PE teachers towards including students with physical disabilities in general PE classes. Two groups of pre-service PE teachers (35 each in the experimental and control groups; mean age: 22.69 ± 1.17 years) enrolled in two universities in Saudi Arabia were recruited into this study. Self-efficacy was measured before and after the intervention program using the Arabic version of the Self-Efficacy Scale for Physical Education Teacher Education Majors toward Children with Disabilities (SE-PETE-D). One-way analysis of covariance (ANCOVA) revealed that a significant improvement in self-efficacy was demonstrated for the experimental group after participation in the intervention program compared to the control group (p < 0.001, ηp2 = 0.53, large). The results support the systematic implementation of this type of intervention program as an integral part of physical education teacher education programs.

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

Physical Educators’ Judgments About Inclusion: A New Instrument for Preservice Teachers

2002 ◽  
Vol 19 (4) ◽  
pp. 435-452 ◽  
Author(s):  
Samuel R. Hodge ◽  
Nathan M. Murata ◽  
Francis M. Kozub
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Students With Disabilities ◽  
Principal Component ◽  
Physical Educators ◽  
Physical Education Teacher Education ◽  
New Instrument ◽  
Pete Programs ◽  
General Physical ◽  
General Physical Education

The purpose was to develop an instrument for use in physical education teacher education (PETE) programs that would yield valid evidence of the judgments of PETE preservice teachers toward the inclusion of students with disabilities into general physical education classes. Both the conceptualization that judgments represent the cognitive expressions of attitudes (Ajzen, 2001; Sherif & Hovland, 1961) and focus group discussions were used to create the Physical Educators’ Judgments About Inclusion (PEJI) instrument. Following content validation procedures, we administered PEJI to 272 PETE preservice teachers. Subsequent principal component analysis to generate construct validity evidence indicated 15 items should be retained; they collectively explained 53% of the variance using a three-component model. Dimensions of the PEJI pertained to judgments about inclusion, acceptance, and perceived training needs. Alpha coefficients for the three subscales ranged from .64 to .88.

Social Inclusion of Students with Physical Disabilities in General Physical Education: A Behavioral Analysis

2001 ◽  
Vol 18 (4) ◽  
pp. 389-404 ◽  
Author(s):  
Kimberly Place ◽  
Samuel R. Hodge
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Social Inclusion ◽  
Physical Disabilities ◽  
Study Data ◽  
Physical Contact ◽  
Academic Learning ◽  
Average Percentage ◽  
General Physical ◽  
General Physical Education

The purpose was to describe the behaviors of eighth-grade students with and without physical disabilities relative to social inclusion in a general physical education program. Participants were 3 girls with physical disabilities and 19 classmates (11 females, 8 males) without disabilities. The method was case study. Data for a 6-week softball unit were collected using videotapes, live observations, and interviews. Findings indicated that students with and without disabilities infrequently engaged in social interactions. Average percentage of time that classmates gave to students with disabilities was 2% social talk and less than 1% in each category for praise, use of first name, feedback, and physical contact. Two themes emerged in this regard: segregated inclusion and social isolation. Students with disabilities interacted with each other to a greater degree than with classmates without disabilities. Analysis of use of academic learning time revealed different percentages for students with and without disabilities.

scholarly journals Primary School Physical Education at the Time of the COVID-19 Pandemic: Could Online Teaching Undermine Teachers’ Self-Efficacy and Work Engagement?

2021 ◽  
Vol 13 (17) ◽  
pp. 9830
Author(s):  
Erica Gobbi ◽  
Maurizio Bertollo ◽  
Alessandra Colangelo ◽  
Attilio Carraro ◽  
Selenia di Fronso
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Work Engagement ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Online Teaching ◽  
Analysis Of Covariance ◽  
Classroom Teachers ◽  
Digital Competence ◽  
Online Questionnaire

This study aimed to evaluate whether primary school classroom teachers reported changes in physical education teaching self-efficacy (SE-PE) and work engagement (WE) during the first COVID-19 wave. A total of 622 classroom teachers filled in an online questionnaire on SE-PE and WE, referring to before and during the lockdown, and on perceived digital competence. While controlling for perceived digital competence, a mixed between-within Repeated Measures Multivariate Analysis of Covariance (RM-MANCOVA) was performed, using a factorial design with two time categories (before vs. during the lockdown) and three age categories (≤40 vs. 41–50 vs. ≥51 years). The RM-MANCOVA revealed that perceived digital competence significantly adjusted teachers’ SE-PE and WE values (p < 0.001). The analysis yielded a significant multivariate main effect by time (p < 0.001) and by time × age categories (p = 0.001). Follow-up univariate ANCOVA showed significant differences by time in teachers’ SE-PE (p < 0.001) and WE (p < 0.001), with a reduction in both values from before to during the lockdown. A Bonferroni post hoc pairwise comparison showed teachers’ SE-PE significantly decreased in all age categories (p < 0.001). The present findings confirm the importance of promoting SE-PE among primary school teachers, regardless of the crisis due to the COVID-19 pandemic. Teachers’ self-efficacy and WE are essential to master the challenges of PE teaching.

scholarly journals Primary School Physical Education at the Time of the COVID-19 Pandemic: Could Online Teaching Undermine Teachers’ Self-Efficacy and Work Engagement?

2021 ◽  
Author(s):  
Erica Gobbi ◽  
Maurizio Bertollo ◽  
Alessandra Colangelo ◽  
Attilio Carraro ◽  
Selenia di Fronso
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Work Engagement ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Online Teaching ◽  
Analysis Of Covariance ◽  
Classroom Teachers ◽  
Digital Competence ◽  
Online Questionnaire

This study aimed to evaluate whether primary school classroom teachers reported changes in physical education teaching self-efficacy (SE-PE) and work engagement (WE) during the first COVID-19 wave. Six-hundred-twenty-two classroom teachers filled in an online questionnaire on SE-PE and WE, referring to before and during the lockdown, and on perceived digital competence. While controlling for perceived digital competence, a mixed between-within Repeated Measures Multivariate Analysis of Covariance (RM-MANCOVA) was performed, with a two-time (before vs. during the lockdown) and three age-categories (&le;40 vs. 41-50 vs. &ge;51 years) factorial design. The RM-MANCOVA revealed that perceived digital competence significantly adjusted teachers&rsquo; SE-PE and WE values (p&amp;lt;0.001). The analysis yielded a significant multivariate main effect by time (p&amp;lt; 0.001) and by time &times; age-categories (p=0.001). Follow-up univariate ANCOVA showed significant differences by time in teachers&rsquo; SE-PE (p&amp;lt;0.001) and WE (p &amp;lt; 0.001), with a reduction of both values from before to during the lockdown. A Bonferroni post hoc pairwise comparisons showed teachers&rsquo; SE-PE significantly decreased in all age categories (p&amp;lt;0.001). The present findings confirm the importance of promoting SE-PE among primary school teachers, regardless of the crisis due to the COVID-19 pandemic. Teachers&rsquo; self-efficacy and WE are essential to master the challenges of PE teaching.

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 Integrace žáků s tělesným postižením do hodin školní tělesné výchovy

2010 ◽  
Vol 4 (1) ◽  
pp. 127-132 ◽  
Author(s):  
Lucie Rybová ◽  
Martin Kudláček
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Physical Disabilities ◽  
Adapted Physical Education ◽  
Essential Factor ◽  
Current State ◽  
The Family ◽  
Complex Development ◽  
General Physical ◽  
General Physical Education

The presented paper is concerned with the analysis of the current state of inclusion in general physical education (PE). Even though, students with physical disabilities form a majority and permanently growing group of individually included students, this topic is not yet well described. Th e survey took place in 2007 in elementary schools. A research sample consisted of 164 PE teachers who taught students with physical disabilities (164 boys, 90 girls). Out of the whole research sample 160 students were included to PE classes. Th e other students were released from PE based on a recommendation from their physicians. It is evident that the inclusion within the frame of PE represents a unique phenomenon enabling a complex development of the student’s personality. However, there are a number of important factors infl uencing success of inclusion, e.g. lack of fi nancial means, low family support, and lack of knowledgeable PE teachers in the fi eld of adapted physical education. Th ose crucial factors signifi cantly infl uence the process. An essential factor in the successful inclusion of students with disabilities to the system is the creation of appropriate conditions by the school (material, personal, spatial). Also the family has to undertake certain steps leading to a more eff ective cooperation. Inclusive PE should be based on a complex assessment of students. It should suit their individual needs and should be highly planned and systematic.

Sign in / Sign up

Export Citation Format

Share Document