Adapted physical educators' beliefs and intentions for promoting out of school physical activity

Abstract

The purpose of this study was to examine beliefs, intentions, and behaviors of promoting out-of-school physical activity among adapted physical education teachers and comparing these beliefs, intentions, and behaviors with those of general physical education teachers. A total 253 physical educators including 208 general physical education and 45 adapted physical education teachers completed the survey measuring their behavior, attitude, self-efficacy, social normative beliefs, intention, and implementation intention of out-of-school physical activity promotion. Multiple linear regression analysis revealed significantly lower out-of-school physical activity promotion self-efficacy among adapted physical education teachers (β = .66; BCI = .18, 1.13) than general physical education teachers with no difference in other outcome variables between groups. This finding could be due to a lack of training on out-of-school physical activity promotion in teacher preparation programs and institutional limitations on adapted physical education.

Dynamics of courage: Personal learning processes in an adapted physical activity- based rehabilitation context, a single case study

“…The experiential learning processes fundamental to APA rehabilitation are constituted within the social systems of sports, physical activities, and rehabilitation traditions, all embedded with expectancies related to bodies in movement (Pawlowski & Yun, 2019;Standal et al, 2018). The nature of APA inherently presents challenges and therefore the risk of feeling unsuccessful or experiencing physical inadequacy, with the potential for the exposure of vulnerabilities and limitations to others (Williams et al, 2014).…”

“…The nature of APA inherently presents challenges and therefore the risk of feeling unsuccessful or experiencing physical inadequacy, with the potential for the exposure of vulnerabilities and limitations to others (Williams et al, 2014). APA is a sociopedagogical strategy that places great emphasis on learning as a value-laden and interactional process, requiring staff to be open and sensitive to the individual's needs, the ongoing process, and surrounding social context (Pawlowski & Yun, 2019;Standal et al, 2018). Because APA learning processes are highly person-centered and therefore unique, it is of great importance to understand how APA staff balance their professional knowledge with sensitivity to each learning situation (Pawlowski & Yun, 2019;Standal, 2008).…”

“…For young adults with the experience of living with a disability, as for their peers not sharing this experience, engaging in physical and recreational activities is important in supporting optimal physical functioning, health, and wellbeing through meaningful experiences and developmental processes (Cussen et al, 2012;Pawlowski & Yun, 2019;Powrie et al, 2015;Williams et al, 2014). However, many young adults with the experience of living with a disability struggle in finding appropriate and meaningful activity settings suited to their needs (Hammel et al, 2008;Kramer et al, 2012;Williams et al, 2014).…”

“…A sense of alienation, limitations, and feelings of being different are common experiences for young people with the experience of living with a disability when engaging in social, recreational, and physical activities together with their peers not sharing the experience of living with a disability (Goffman, 1963;King et al, 2000;Kramer et al, 2012). The lack of opportunities for engaging in activities may limit their chances to explore their capacities, eujapa.upol.cz build resilience, and gain important resources for navigating and negotiating social environments (Hammel et al, 2008;Kramer et al, 2012;Pawlowski & Yun, 2019). Rehabilitation and specialized activity programs designed for people with the experience of living with a disability are identified as having a different set of social norms and reference points for activity engagement than the environment outside the programs (Miklos, Jahnsen, Nyquist, & Ullenhag, 2021;Pawlowski & Yun, 2019).…”

“…The lack of opportunities for engaging in activities may limit their chances to explore their capacities, eujapa.upol.cz build resilience, and gain important resources for navigating and negotiating social environments (Hammel et al, 2008;Kramer et al, 2012;Pawlowski & Yun, 2019). Rehabilitation and specialized activity programs designed for people with the experience of living with a disability are identified as having a different set of social norms and reference points for activity engagement than the environment outside the programs (Miklos, Jahnsen, Nyquist, & Ullenhag, 2021;Pawlowski & Yun, 2019). These programs are therefore recognized as providing an understanding and safe arena for engaging in activities, facing challenges, practicing skills, and exploring own capacities without feeling over-or underestimated (Miklos, Jahnsen, Nyquist, & Ullenhag, 2021).…”