Teaching Styles and the Inclusion of Students with Difficulties in Regular Physical Education

Chatzipanteli, Athanasia; Dean, Richard E.

doi:10.1080/07303084.2019.1705142

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…Despite the pivotal role PE teachers play in ensuring that such inclusive educational policies are successfully implemented [9][10][11], overall, PE teachers remain under-prepared and ill-equipped to meet the challenges of providing inclusive educational environments [12]. This has reflected negatively on general PE classes, with some PE teachers reporting that they struggle to include students with disabilities in their general PE classes and often feel unable to satisfy this cohort's specific educational needs [13,14], resulting in negative experiences of PE for both students and teachers [15,16].…”

Section: Introductionmentioning

confidence: 99%

Physical Education Teachers’ Self-Efficacy toward Including Students with Autism in Saudi Arabia

Alhumaid

2021

IJERPH

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The inclusion of students with autism in physical education (PE) curricula has become a global trend. Although the self-efficacy of PE teachers has been identified as a major factor supporting the successful implementation of inclusive PE, limited research exists on this area in non-Western societies, especially Saudi Arabia. To address this paucity, the present study aimed (1) to determine the level of self-efficacy among PE teachers in Saudi Arabia toward including students with autism in PE classes via investigating specific independent variables; and (2) to identify the predictors of Saudi PE teachers’ self-efficacy toward including students with autism. A total of 214 Saudi PE teachers (male n = 188; female n = 26; mean age = 41.07 years) participated in this study. Self-efficacy level toward including students with autism was measured using the Arabic version of the Physical Educators’ Self-Efficacy Towards Including Students with Disabilities-Autism (PESEISD-A) instrument. Statistical analysis revealed that PE teachers had a moderate level (M = 4.51, SD = 2.04) of self-efficacy toward including students with autism in PE classes. Multiple linear regression analysis indicated that age and feelings of preparedness of the teachers were significant predictors (β = −0.297; p = 0.012; β = 0.178; p = 0.012, respectively) of their self-efficacy toward including students with autism in PE classes. The findings highlight the need for continued efforts to improve Saudi PE teachers’ level of self-efficacy and preparedness towards successfully including students with autism.

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Section: Introductionmentioning

confidence: 99%

Physical Education Teachers’ Self-Efficacy toward Including Students with Autism in Saudi Arabia

Alhumaid

2021

IJERPH

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“…Teacher creativity is required to enable students who are less able to participate in learning to feel capable of carrying out each process, which will lead to these students finding interest and meaning in physical education classes [34,35].…”

Section: Discussionmentioning

confidence: 99%

Survey of Junior High School Athletic Learning Quality

Kurniawan¹,

Nopembri²,

Purnomo³

2022

saj

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The objective of this research is to determine the effectiveness of athletic learning in junior high school. This descriptive study employs a mixed method design, combining quantitative and qualitative data as primary and secondary data. This study sample consisted of 100 junior high school physical education teachers in Yogyakarta and East Java who were chosen as the best athletic development centers in Indonesia based on the results of the O2SN competition for junior high schools over the previous five years. This research instrument, known as QPE, is an online questionnaire based on Walter King Yan Ho's (Quality Physical Education). The results showed that:(1) Quality teaching of the 6 indicators asked, 43.5 percent chose the answer Yes and as many as 56.5 percent chose the answer No. ( 2) Skill Development Bodily Awareness of the eight indicators tested, 45.5 percent chose Yes and 54.5 percent chose No. (3) Cognitive Skill Development: Of the five indicators asked, 40.8 percent chose Yes, while 59.2 percent chose No. (4) Habituated Behavior out of the four indicators tested, 51.5 percent chose Yes and 48.5 percent chose No.According to the findings of this study, the majority of respondents still find it difficult to meet the quality of physical education learning for athletic material because the average "yes" answer is 45.33%, which falls into the poor quality category.

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“…The model usedteachers in teaching is one of the success of the learning process.The teacher demonstrates skills with verbal instructions about the important cues of movement. (Chatzipanteli & Dean, 2020).…”

Section: Core Activitiesmentioning

confidence: 99%

Problems of Learning Sports and Health Physical Education in the Special School

Risdiyanto,

Suherman

2023

IJMRA

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This study has the main objective of describing a situation concerning the problems of physical education, sports and health in Special Schools which focus on: (1) Analyzing the process of preparing for physical education in SLB (2) Analyzing the process of implementing Physical Education learning activities in SLB and (3) Analyzing the form of physical education learning assessment in SLB. This study uses evaluation research methods. Data were analyzed using the Countenance Stake Model. This model emphasizes two types of operations, namely descriptions and judgments, and distinguishes three phases in the evaluation of Physical Education learning in SLB, namely: (1) preliminary (antecedent) stage, (2) process (transaction) stage, (3) ) stage of results (outcomes). The subjects of this study were school supervisors, school principals, physical education teachers. Data collection techniques in this study using interview techniques. Research data were analyzed using qualitative descriptive analysis techniques. The results of this study indicate: (1) the preliminary stage (antecedent), namely the description of Penjasorkes learning is good, because the learning objectives have been adapted to the conditions of the students, the teacher has qualifications so that they are able to compile semester programs, syllabus and lesson plans, the condition of supporting infrastructure, teacher understanding on learning strategies and having mastery of Penjasorkes learning materials; (2) the process (transaction) stage, namely the description of Physical Education learning is quite good because the implementation of Physical Education learning is in accordance with the curriculum, namely using integrative thematic learning with a scientific approach and carrying out authentic assessments; (3) the outcome stage, namely the measurement of the results of the teacher's assessment which includes aspects of attitude, knowledge.

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Teaching Styles and the Inclusion of Students with Difficulties in Regular Physical Education

Cited by 4 publications

References 11 publications

Physical Education Teachers’ Self-Efficacy toward Including Students with Autism in Saudi Arabia

Physical Education Teachers’ Self-Efficacy toward Including Students with Autism in Saudi Arabia

Survey of Junior High School Athletic Learning Quality

Problems of Learning Sports and Health Physical Education in the Special School

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