Background: Inclusion refers to the notion that all students, regardless of disability (mild or severe), will be taught in regular education classes even if special resources are needed. Attitudes about inclusion are extremely complex and vary from country to country and school to school. One of the factors influencing the effective implementation of inclusion is the teacher's attitudes. The latest results from literature show that attitudes toward people with disabilities are changing in a positive direction over the last few decades. Objective: The purpose of this study was to examine the effects of an undergraduate adapted physical education course on the attitudes of pre-service physical educators toward individuals with disabilities. Methods: The Attitudes Towards Individuals with Physical Disabilities in Physical Education (ATIPDPE) instrument, based upon the Theory of Planned Behaviour (Ajzen, 1991) was used to measure the attitudes of pre-service teachers within three groups of students of the Department of Sport Science at the Università Degli Studi di Napoli "Parthenope" (Italy) enrolled in the 1 st and 3 rd year of Bachelor's studies in the Department of Sport Science, and students enrolled in the last year of a Master degree in Motor Activities and Preventive for Health. The software package SPSS 19.0 was used to analyze results via a Mann-Whitney U test and multiple regression analysis. Results: Although no significant differences between the groups were found in relation to group year or subject major, results found positive attitudes of pre-service teachers towards inclusion (Physical Education (PE) 1 st year attitude (ATT) mean = 58.93; PE 3 rd year ATT mean = 61.11; Postgraduate 2 nd year mean = 59.80), as well as very high intentions. Attitudes were found to account for 30% of variance of intentions (R² = .30). Conclusion: This research concluded that it is necessary to further improve and develop attitudes and intentions of pre-service teachers to ensure the implementation of successful inclusive physical education programs. In order to achieve this, university courses need to provide more effective courses and experiences relating to the teaching of students with disabilities.

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V rámci našeho příspěvku jsme se zaměřili na analýzu balancování ve stoji na rukou, jakožto jedné ze základních pohybových struktur sportovní gymnastiky. Její specifičnost je determinována z mechanického hlediska výškou těžiště, velikostí opěrné plochy a celkovou rovnovážnou polohou, ve které udržujeme stabilitu. Tímto výzkumem se zabývalo mnoho autorů, jsou však neucelené a bez aplikace do praxe. Cílem projektu byla optimalizace nácviku stoje na rukou v závislosti na strategii udržování rovnováhy v této labilní statické pohybové struktuře. Do výzkumu jsme použili synchronizaci 3D kinematické analýzy pomocí přístroje SIMI Motion, stabilometrie a elektromyografii EMG, které nám odhalili vnitřní podstatu vnějšího projevu techniky. Jednalo se o případovou studii, kde byl testovanou osobou gymnasta z žákovské kategorie a zaměřili jsme se na změny úhlu v kyčelním kloubu („rameno – kyčel – koleno“) a ramenním kloubu („zápěstí – rameno – kyčel“) ve spojitosti se svalovou aktivitou sledovaných svalů a svalových skupin. Právě aplikací těchto poznatků v praxi můžeme optimalizovat nácvik, který je v některých případech zdlouhavý.

The purpose of the study was to identify trends in research abstracts published in the books of abstracts of the European Congress of Adapted Physical Activity from 2004 to 2012. A documentary analysis of the contents of 459 abstracts was completed. Data were coded based on subcategories used in a previous study by Zhang, deLisle, and Chen (2006) and by Porretta and Sherrill (2005): number of authors, data source, sample size, type of disability, data analyses, type of study, and focus of study. Descriptive statistics calculated for each subcategory revealed an overall picture of the state and trends of scientific inquiry in adapted physical activity research in Europe.

Background: Professionals working in the area of special education are exposed to the unique situation of occupational stress. Adapted physical education teachers are experiencing several symptoms of the burnout phenomenon. Objective: The purpose of this study was to identify factors causing job dissatisfaction among certified adapted physical education specialists in the USA. Methods: The survey was developed based on: (a) Herzberg's (1959) theory of job satisfaction, and (b) a pilot study, which examined specific factors of job dissatisfaction among adapted physical education (APE) teachers in the USA. The survey consisted of three parts: (a) demographic information, (b) paired comparison of nine general factors which could cause job dissatisfaction, and (c) paired comparison of ten APE specific factors which could cause job dissatisfaction. The participants were 113 certified adapted physical education specialists (CAPES) (88 females, 25 males), a 38% return rate of all mailed surveys. Results: The results indicated that 39% of CAPES have seriously considered another job outside of APE and 26% of CAPES have actively searched for job outside of APE in the last two years. 113 CAPES indicated the general factors that they found the most dissatisfying in their job (listed accordingly to rank, frequency and percent of times chosen, N for each factor = 1017) were working conditions (644, 71%); policies and administration (619, 68%); interpersonal relationship with supervisors (552, 61%); supervision (484, 54%); salary (404, 45%); interpersonal relationship with subordinates (404, 45%); benefits on job (301, 33%); interpersonal relationship with peers (293, 32%); and job security (245, 27%). 110 CAPES indicated the APE specific factors they found the most dissatisfying on their job (listed accordingly to rank, frequency and percent of times chosen, N for each factor = 990) were paperwork (687, 69%); scheduling (659, 67%); facilities (617, 62%); individualized education plan meetings (464, 47%); travel (450, 45%); number of students (429, 43%); equipment (417, 42%); variability of disabilities (381, 38%); severity of disabilities (357, 36%); and home base (353, 36%). Conclusion: It appears that the efforts should be focused in teacher preparation and in-service support in the areas related to cooperation and communication with school administrators.