Sport und Behinderung

Wegner, Manfred; Kaminski, Gerhard

doi:10.1007/bf03176914

Cited by 3 publications

(2 citation statements)

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“…This is not in line with the theoretical assumptions, nor with previous research presenting positive effects on attitudes after an information-based cognitive intervention (e.g., Killoran et al, 2014). One possible explanation might be sensitization: Researchers have argued that only providing information might lead to a sensitization of the topic (e.g., Wegner, 2001). This sensitization could increase awareness to inclusive teaching; but without being given, observing, or discussing in detail proper action alternatives or behavioral strategies on how to handle inclusive settings, the stress perception of inclusive teaching might increase and selfconcept of own competencies might decrease.…”

Section: Increase In Explicit Attitudes and Decrease In Stress Percepcontrasting

confidence: 63%

A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion

et al. 2020

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Research has indicated the importance of preservice teacher education programs that focus on fostering positive psychological aspects relevant to teaching in inclusive settings, such as attitudes or self-efficacy. Previous research lacks theoretical underpinning and is limited because of methodological characteristics of the studies (e.g., no control group). Thus, in a quasi-experimental design the current study aimed to investigate the effects of theoretically derived interventions (IG1: information-based cognitive intervention group; IG2: information-based and practical field experience intervention group) in comparison to a control group (CG) on changes in preservice teachers' perspective on teaching inclusively, i.e. explicit and implicit attitudes, selfefficacy, and stress perception, all relevant to teach in inclusive settings. Results of four separated repeated-measure analysis of variances, with time of assessment (before vs. after) as a within-subject factor and group (CG, IG1, and IG2) as a between-subject factor, showed no differences in the development (pre-to post-intervention) between CG and IG1 as well as CG and IG2 in any of the dependent variables. However, significant differences in changes in explicit attitudes and stress perception were found between IG1 and IG2 in favor of IG2. Results will be discussed considering confounding variables that future research should further investigate.

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Section: Increase In Explicit Attitudes and Decrease In Stress Percepcontrasting

confidence: 63%

A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion

et al. 2020

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“…More recent records on integrative physical education in the last 20 years are not available from the school board. In reviewing the current research in physical activity and sports related inclusion 4in particular Fediuk (1999), Wegner (2001), Doll-Tepper and Niewerth (2008) as well as Block and Obrusnikova (2007) a significant deficit can be observed in research in German speaking regions compared to Anglo-American regions (cf. also Hölter, 2011).…”

Section: Inclusive Physical Education In General Schools -Current Stamentioning

confidence: 99%

Physical Education for Children and Youth With Disabilities in the Special Education and General School Systems in Germany

Knoll¹,

Fediuk²

2012

Eur. J. Adapt. Phys. Act.

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This article will present an overview concerning the development and the current status of special education services in Germany. This description will differentiate between physical education programs for students with a disability attending a special education school for their specific type of disability, and for those attending a general school together with students without a disability. Extracurricular physical activity programs are classified separately in the special education system in Germany. Due to the heterogeneity within a specific type of disability as well as between students with and without a disability, concepts for designing physical activity and sport programs for various types of disabilities in Germany are oriented on the primacy of a "pedagogy of diversity" (Prengel, 2006), which is particularly reflected in the qualification of physical education teachers. This individualized orientation coincides with the paradigm change in working with people with disabilitiesfrom a deficit to a resource point of view.

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Bewegungstherapie und Sport bei Patienten mit Multipler Sklerose

Jolk¹,

Platen²,

Marziniak³

2014

Nervenheilkunde

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ZusammenfassungPatienten mit Multipler Sklerose (MS) zeigen im Vergleich zu Gesunden eine geringere allgemeine körperliche Aktivität, es finden sich im Krankheitsverlauf neben MSbedingten Einschränkungen wie Gangschwierigkeiten und Gleichgewichtstörungen auch häufig Zivilisationskrankheiten, z. B. Bluthochdruck. Studien zeigen, dass durch Bewegungstherapie und regelmäßiges Training eine Vielzahl von körperlichen Fähigkeiten positiv beeinflusst werden.Durch gezieltes Ausdauertraining können Komponenten der Herz-Kreislaufleistungsfähigkeit gesteigert werden. Die Kraft der Arme, Beine und des Rumpfes lässt sich durch ein gezieltes Krafttraining erhöhen. Beide Trainingsformen zeigen auch Einfluss auf die Gehfähigkeit, das Gleichgewicht, die Spastik und die Fatigue.MS-Patienten sollte geraten werden, gewohnte Sport- und Bewegungsformen aufrecht zu erhalten oder mit dem regelmäßigen Training zu beginnen. Im Krankheitsverlauf stellt der begleitende Einsatz der Bewegungs- und Sporttherapie in einer multimodalen MS-Therapie eine wichtige Größe dar.

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Sport und Behinderung

Cited by 3 publications

References 0 publications

A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion

A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion

Physical Education for Children and Youth With Disabilities in the Special Education and General School Systems in Germany

Bewegungstherapie und Sport bei Patienten mit Multipler Sklerose

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