Middle School Student Intentions to Play with Peers with Disabilities in Physical Education: Using the Theory of Planned Behavior

Obrusníková, Iva; Dillon, Suzanna Rocco; Block, Martin E.

doi:10.1007/s10882-010-9210-4

Cited by 12 publications

(6 citation statements)

References 23 publications

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“…Several theoretical frameworks provide insight into the complexity of behavior change, such as the Theory of Planned Behavior (Ajzen, 1991). The Theory of Planned Behavior is an effective framework for predicting and explaining behavior (Armitage and Conner, 2001), also in the field of inclusive education (e.g., Obrusnikova et al, 2011;MacFarlane and Woolfson, 2013). According to the Theory of Planned Behavior, subjective norms and perceived behavioral control also play an important role in predicting both behavioral intentions and actual behavior (see also Ajzen et al, 2019).…”

Section: Reflection On the Conceptual Modelmentioning

confidence: 99%

Applying the Contact Theory in Inclusive Education: A Systematic Review on the Impact of Contact and Information on the Social Participation of Students With Disabilities

et al. 2020

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Section: Reflection On the Conceptual Modelmentioning

confidence: 99%

Applying the Contact Theory in Inclusive Education: A Systematic Review on the Impact of Contact and Information on the Social Participation of Students With Disabilities

et al. 2020

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“…Contact between students without and students with disabilities is essential, as these encounters can increase positive perceptions which may translate into a greater willingness to interact or play between them [47,48]; having relatives with disabilities was found to be related to more positive perceptions, but a high frequency of interactions happen [45]. However, negative attitudes may contribute to the social isolation of students with disabilities [49], so it is important to promote social inclusion and acceptance during PE lessons, as they are linked to how students without disabilities see and act toward their peers with disabilities [50]. Students in PE classes may be more likely to have negative attitudes towards their peers with disabilities due to a lack of understanding of disability and lack of experience with peers with disabilities.…”

Section: Introductionmentioning

confidence: 99%

Attitudes towards Peers with Disabilities among Schoolchildren in Physical Education Classes

Rojo-Ramos

Gómez-Paniagua

Adsuar

et al. 2023

IJERPH

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All children, including those living with disabilities, have the right to be provided with Inclusive Education (IE) together with appropriate support in scholarly settings. A key factor for educational inclusion is peers’ attitudes towards disabilities, which impact disabled students’ social participation and learning. Physical Education (PE) classes represent an opportunity for students with disabilities to get psychological, social, health, and educational benefits. This study aimed to assess Spanish students’ attitudes regarding their peers with disabilities during PE lessons and to explore possible differences between gender, school location, and age group. The sample consisted of 1437 students from public schools in Extremadura (Spain) from the primary and secondary stages. Participants completed the Attitude towards Students with Disabilities in Physical Education (EAADEF-EP) Questionnaire. The Mann-Whitney U test was carried out to establish differences in scores according to sex, school location, age group, and correlations between age and item scores using the Spearman’s Rho test. The results displayed significant differences in the total and item scores considering sex and centre location, with good reliability values (Cronbach’s alpha = 0.86). The EAADEF-EP Questionnaire has proven to be a quick, easy, and inexpensive tool to assess attitudes. Girls and participants whose school was in a rural setting had better attitudes towards inclusion. This study’s results highlight the importance of carrying out educational actions and programs to improve students’ attitudes towards their peers with disabilities considering the influences of the studied variables.

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“…Authors such as Obrusniková, Válková, and Block (2003) have highlighted the importance of students without disabilities' attitudes and intentions in including students with a physical disability. Therefore, akin to the arguments of studies based on the Theory of Planned Behaviour, careful analysis of the factors that influence student intentions and attitudes is necessary (Obrusniková, Dillon, and Block 2011), especially when aiming to identify the impacts of an intervention that seeks to improve attitudes towards people with disabilities.…”

Section: Introductionmentioning

confidence: 99%

Education intervention using para-sports for athletes with high support needs to improve attitudes towards students with disabilities in Physical Education

Pérez-Torralba

Reina

Vicedo

et al. 2018

European Journal of Special Needs Education

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In this research, para-sports for athletes with high support needs are used to sensitise students towards disability in their Physical Education (PE) classes, aiming to: 1) explore the participants' attitudes towards disability and their previous contact with individuals with disabilities; and 2) know the short-and long-term effects of a Para-Sports Awareness Programme (PSAP) on attitudes towards disability. Totally, 88 participants in the sixth-grade of Spanish Primary Schools were divided into a control group (15 males, 30 females; mean age = 11.29, SD = .51), and an intervention group (20 males, 23 females; mean age = 11.51, SD = .59). The PSAP developed is based on boccia and goalball, including an education intervention in natural settings, comprising information, multimedia material and the simulation of physical and visual impairments. A questionnaire based on the Theory of Planned Behaviour and a Spanish version of the Children's Attitudes towards Integrated PE (CAIPE) questionnaire were used to assess students' attitudes towards disabilities in PE classes. After the PSAP, the intervention group demonstrated improved attitudes in all variables, with some statistically significant differences, such as concerning the acceptance of adaptations in sports practice (p < .01; d = .58). Therefore, the intervention proves the effectiveness of the applied PSAP in improving students' attitudes towards disabilities.

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Middle School Student Intentions to Play with Peers with Disabilities in Physical Education: Using the Theory of Planned Behavior

Cited by 12 publications

References 23 publications

Applying the Contact Theory in Inclusive Education: A Systematic Review on the Impact of Contact and Information on the Social Participation of Students With Disabilities

Applying the Contact Theory in Inclusive Education: A Systematic Review on the Impact of Contact and Information on the Social Participation of Students With Disabilities

Attitudes towards Peers with Disabilities among Schoolchildren in Physical Education Classes

Education intervention using para-sports for athletes with high support needs to improve attitudes towards students with disabilities in Physical Education

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