Three Frameworks to Predict Physical Activity Behavior in Middle School Inclusive Physical Education: A Multilevel Analysis

Jin, Jooyeon; Yun, Joonkoo

doi:10.1123/apaq.30.3.254

Cited by 12 publications

(3 citation statements)

References 39 publications

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“…These three categories (individual-, micro-, and macro-level environmental factors) should work together to improve the PA of students with disabilities. For example, a teacher’s effectiveness is a function of not only teacher behavior but also the interaction with other individual and environmental factors based on the socioecological model (Jin & Yun, 2013).…”

Section: Theoretical Foundations For Promoting Physical Activitymentioning

confidence: 99%

Physical Activity Promotion for School-Age Children With Disabilities

Yun

Sur²,

Shapiro

2021

TEACHING Exceptional Children

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Physical activity (PA) promotion for children with disabilities tends to be less of a priority in physical education teacher education programs when compared with a focus on motor and sport-specific skills and strategies. As a result, physical education teachers tend to have less competence in promoting PA of students with disabilities, leaving students with disabilities to feel disconnected from the physical education class. Students with a disability subsequently are likely not to benefit from physical education in terms of PA participation. This paper aims to provide guidelines and strategies to promote PA in inclusive physical education settings. In this paper, we define PA and provide specific strategies grounded in self-determination theory and the socioecological model to promote PA during physical education class. Strategies proposed include (a) selection of disability sport and instructional models, (b) grouping practices to facilitate relatedness, skill development, and participation, (c) approaches to increase choice and encourage decision making, and (d) use of goal setting and self-evaluation.

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Section: Theoretical Foundations For Promoting Physical Activitymentioning

confidence: 99%

Physical Activity Promotion for School-Age Children With Disabilities

Yun

Sur²,

Shapiro

2021

TEACHING Exceptional Children

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“…Physically literate individuals are students who have the knowledge and skills to be independent exercisers (SHAPE, 2013). Researchers have noted the importance of teachers' behavior as a facilitating factor in students' engagement in physical activity during GPE (Jin & Yun, 2013). The positive influence of teachers along with the established teaching standard around building physically literate individuals make physical education a logical avenue for meeting physical activity promotion needs.…”

Section: Introductionmentioning

confidence: 99%

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

Yun¹

2019

Eur. J. Adapt. Phys. Act.

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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.

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“…Environmental factors have been identified as a critical influence on children's health behaviors, including PA [Aarts, Mathijssen, van Oers, & Schuit, 2013; Davison & Lawson, 2006; Healy, Garcia, & Haegele, 2018; Jin & Yun, 2013; Masoumi, 2017; Yan, Voorhees, Clifton, & Burnier, 2010]. Bronfenbrenner's Social Ecological Model (SEM) considers how the various levels of an individual's environment interact with one another, ultimately influencing behavior [Gauvain & Cole, 2005].…”

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confidence: 99%

Influence of Neighborhood Environment on Physical Activity Participation among Children with Autism Spectrum Disorder

et al. 2020

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Despite the positive influence of environmental factors on physical activity (PA) levels of children, further investigation is necessary when considering the unique characteristics of children with autism spectrum disorder (ASD). The purpose of this study was to examine the relationship between neighborhood environment factors and PA among children with ASD by examining the extent to which (a) the built environment, (b) neighborhood safety, and (c) neighborhood support contributes to PA. A secondary data analysis using the 2016 and 2017 combined dataset of the National Survey of Children's Health was used. The total sample included 14,944 children between the ages of 6–17 years; of this, a sample of 494 children had a parent‐reported diagnosis of ASD. Multivariate logistic regressions were conducted to explore the unique influences of the above three neighborhood environment factors on PA engagement. Among children with and without ASD, an association was found between feeling safe and engaging in PA, that is, the odds of engaging in PA are greater among children who were safe in their neighborhoods than children who were not in safe neighborhoods. Surprisingly, other neighborhood factors do not have a significant relationship with PA participation among children with ASD at this time. Future studies should consider how to incorporate the support of others and feeling of safety into the neighborhood along with how to improve accessibility of the built environment in order to increase PA for children with ASD. Lay Summary The results of this study showed that neighborhood factors influence physical activity (PA) among children with ASD differently compared to their peers without ASD. Children with ASD who live in safe neighborhoods are more likely to engage in PA, while other neighborhood factors, such as playgrounds and support, are not associated with an increased likelihood of engaging in PA at this time. Efforts should be made to improve neighborhood accessibility and design in order to increase PA among children with ASD.

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Three Frameworks to Predict Physical Activity Behavior in Middle School Inclusive Physical Education: A Multilevel Analysis

Cited by 12 publications

References 39 publications

Physical Activity Promotion for School-Age Children With Disabilities

Physical Activity Promotion for School-Age Children With Disabilities

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

Influence of Neighborhood Environment on Physical Activity Participation among Children with Autism Spectrum Disorder

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