A Comparative Study on General and Special Teachers’ Perceptions Regarding Cooperative Teaching and Instructional Adaptations in Inclusive Physical Education Class for Students with Intellectual Disabilities

2021 ◽  
Vol 23 (3) ◽  
pp. 113-136
Author(s):  
Dong-jin Im ◽  
Jeongsuk Hong ◽  
Chan Woong Park
Keyword(s):  
Physical Education ◽  
Comparative Study ◽  
Intellectual Disabilities ◽  
Physical Education Class ◽  
Cooperative Teaching ◽  
Teachers Perceptions ◽  
Education Class ◽  
Students With Intellectual Disabilities

scholarly journals Accuracy of Pedometer Steps and Time for Youth with Intellectual Disabilities during Dynamic Movements

2009 ◽  
Vol 26 (4) ◽  
pp. 336-351 ◽  
Author(s):  
Kenneth H. Pitetti ◽  
Michael W. Beets ◽  
Judy Flaming
Keyword(s):  
Physical Education ◽  
Intellectual Disabilities ◽  
Adapted Physical Education ◽  
Physical Education Class ◽  
Activity Time ◽  
Dynamic Movement ◽  
Education Class

Pedometer accuracy for steps and activity time during dynamic movement for youth with intellectual disabilities (ID) were examined. Twenty-four youth with ID (13 girls, 13.1 ± 3.2 yrs; 11 boys, 14.7 ± 2.7 yrs) were videotaped during adapted physical education class while wearing a Walk4Life 2505 pedometer in five locations around the waist. Researchers viewed each videotape and recorded observed steps and activity time. Observed findings were compared with pedometer recorded steps and time. On average, pedometer registered steps were underestimated by approximately 14% ± 16.5%, whereas pedometer registered time was overestimated by approximately 8.7% ± 21.8%. The findings indicate that the accuracy of pedometers may be compromised during dynamic movement for youth with ID.

scholarly journals Teachers’ Perceptions of Aspects That Influence the Exclusion in Physical Education Class

2019 ◽  
Vol 09 (03) ◽  
pp. 176-187
Author(s):  
Bruno Inocêncio Vicente ◽  
Rachel Belmont ◽  
Carlos Alberto Figueiredo da Silva
Keyword(s):  
Physical Education ◽  
Physical Education Class ◽  
Teachers Perceptions ◽  
Education Class

The Fun Factor in Physical Education

2006 ◽  
Vol 25 (3) ◽  
pp. 281-297 ◽  
Author(s):  
Alex C. Garn ◽  
Donetta J. Cothran
Keyword(s):  
Physical Education ◽  
Achievement Motivation ◽  
Critical Incident ◽  
Team Sports ◽  
Critical Incident Technique ◽  
Social Aspects ◽  
Physical Education Class ◽  
Teachers Perceptions ◽  
Education Class ◽  
The Social

Using Scanlan and Lewthwaite’s (1986) sport enjoyment model as a conceptual framework, this study was designed to explore two areas: (a) students’ and teachers’ perceptions of “fun” in physical education class and (b) differences that may exist in these perceptions between groups of students (in team sports, individual/dual sports, and fitness) and teachers. The critical incident technique and a fun survey were administered to 191 participants. Critical incident technique narratives and descriptive statistics revealed the importance of achievement motivation concepts, such as teacher, task, and the social aspects of fun in physical education, whereas MANOVA revealed significant differences in perceptions of fun between students and teachers.

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