scholarly journals The Effect of Physical Education Class through PAPS-D Program on Physical fitness and Learning Attitude of Students with Autism Spectrum Disorders.

2017 ◽  
Vol 24 (1) ◽  
pp. 238-265 ◽  
Author(s):  
하창완
Keyword(s):  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Physical Fitness ◽  
Autism Spectrum ◽  
Physical Education Class ◽  
Learning Attitude ◽  
Education Class ◽  
Students With Autism ◽  
Spectrum Disorders

School Time Physical Activity of Students with and without Autism Spectrum Disorders during PE and Recess

2008 ◽  
Vol 25 (4) ◽  
pp. 308-321 ◽  
Author(s):  
Chien-Yu Pan
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Autism Spectrum ◽  
School Time ◽  
Significant Difference ◽  
Students With Autism ◽  
Spectrum Disorders

This study compared moderate-to-vigorous physical activity (MVPA) of students with autism spectrum disorders (ASD) and students without disabilities during inclusive physical education and recess. Students (7–12 years) wore a uniaxial accelerometer in school for 5 consecutive school days. Results indicated a significant difference between settings, F(1,46) = 15.94,p < .01, partial eta2 = 0.26, observed power = 0.97. Students with and without ASD spent a higher proportion of time in MVPA during physical education than during recess, relative to the amount of time spent in those settings. In addition, structured physical education offers opportunities to increase students’ MVPA engagement.

scholarly journals Validity and reliability of a Lithuanian physical education teachers’ self-efficacy scale toward inclusion of students with autism spectrum disorders

2018 ◽  
Vol 3 (110) ◽  
pp. 38-49
Author(s):  
Dovilė Selickaitė ◽  
Yeshayahu Hutzler ◽  
Martin E. Block ◽  
Diana Rėklaitienė
Keyword(s):  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Self Efficacy ◽  
Physiological State ◽  
Autism Spectrum ◽  
Future Research ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
Students With Autism ◽  
Spectrum Disorders

Background. Teacher’s perceptions of Self-efficacy (SE) have been suggested as an important factor in the successful inclusion of students with special educational needs. The purposes of this study were (a) to investigate the validity and reliability of the instrument of physical education teachers’ self-efficacy toward the inclusion of students with Autism Spectrum Disorders (PESEISD-A), using a Lithuanian physical education (PE) teachers’ sample, and (b) to assess relationships between SE scale and subscales. Methods. The English version of the instrument was translated into Lithuanian using the back-translation technique. The participants were 368 PE teachers working in Lithuanian schools (152 males and 216 females), aged between 24 and 65 years (M = 47.09; SD = 9.06). The content and construct validity of the instrument were supported. Results. The results of the factor analysis indicated a one-factor solution for the scale’s SE. Cronbach’s alpha reliability of SE scale and all other subscales was high (α > .93). Test-retest correlation analysis showed a satisfactory coefficient. In this study, positive and significant relationships between SE scale, mastery experience, vicarious experience, social persuasion, physiological state, behaviour, and perceived challenges subscales were determined (p < .01). Conclusions. The Lithuanian version of the PESEISD-A appears to be a valid and reliable instrument, enabling future research on Lithuanian PE teachers.

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