Physical Education and the gifted: A qualitative exploration of educator perspectives

Paraeducators are often utilized in physical education environments to assist instructors as well as students with disabilities; however, there is little research on the utilization of these professionals within this setting. This study explored paraeducators’ perceived roles and competencies in physical education from the perspectives of both paraeducators and physical educators. This study was conducted with physical educators and paraeducators serving as participants and completing a content-validated survey on the various roles typically assumed by paraeducators when assisting in physical education classes. Data were analyzed via descriptive statistics and t tests, and differences between physical educators and paraeducators were identified. Results indicated these key findings: (1) There was a significant difference in the perception of role clarity of paraeducators between participant groups, (2) there was a significant difference in the perception of role ability of paraeducators between participant groups, and (3) there was not a significant difference between groups in terms of the training needs of paraeducators specific to physical education. Using the results of this study, physical educators and paraeducators can work together to provide the best learning environment possible within physical education for students with disabilities and within the working environment for both physical educators and paraeducators.

Background: This research investigated the inclusion of students with special needs during Physical Education lessons in the Central Region, Ghana. Many learners only observe during Physical Education lessons because the teachers simply ignore them or are challenged with how to integrate them into the lessons. There were also challenges with the nature of the facilities and equipment available for lesson delivery. Methodology: A concurrent research design was used thus, combining both quantitative and qualitative approaches. The design selected presents the best perspective of the issues. Participants were made up of 230 respondents sampled from Senior High Schools purposively consisting of 116 Physical Education teachers and 114 students with disabilities. The qualitative data was thematically analysed according to the objectives. Chi square was used for the analysis of the quantitative data. Results: Many Physical Education teachers perceived inclusive Physical Education as a right to full participation for every learner; therefore, expected full participation by all students irrespective of their physical, mental status, sex orientation ethnic origin but confirmed that they did not have adequate knowledge, expertise and are challenged in other ways to successful integrate students with special needs at their lessons. Conclusion: Physical Education teachers perceived inclusive education as a right for everyone including persons with disability. Though they had some training in inclusive education, they were not equipped enough to handle persons with special in their PE lessons to the appreciable level. They supported the idea of including students with special needs during their lessons due to the benefits they will gain but of the opinion that this most often disrupts the harmony of their teaching because they are unable to handle them the best way. Keywords Inclusive Education, Physical Education Lessons, Students with special needs, In-Service Training

This study aimed to determine the attitudes of physical education teachers towards the inclusion of students with physical disabilities or physical disabilities in physical education learning programs in Elementary Schools. This study uses a qualitative approach with a descriptive-analytical method. The subjects of this study were physical education teachers in Gugus 1 Praya Tengah; as many as 5 Physical Education, Sports, and Health teachers were directly involved in this study, consisting of 4 men and one woman with an average teaching experience of 12.5 years. The object of this study is the implementation of physical education learning programs in elementary schools, which are incredibly inclusive services for people with physical disabilities. Data collection techniques used in this study were interviews, observations, and documentation. The main instrument in this study was the interview guideline, while the additional instrument was the observation guideline. The research data analysis technique used the Miles and Huberman interactive analysis model. Teachers argue that physical education classes are a good place for developing students with disabilities. They realize that students with disabilities can get the same opportunity to participate in physical education programs and develop social skills. Teachers recognize that the seminars or professional training provided are very lacking. This study has significant impacts in encouraging ongoing training for physical education educators to improve their ability to implement inclusive education and in the development of adaptive curricula that meet the needs of students with special needs. This study also emphasizes the importance of stronger collaboration between teachers, parents, and other stakeholders. In addition, the findings of this study open up opportunities for further research in creating adaptive physical education learning models that are appropriate to the local context and can be used as guidelines for more efficient inclusive education policies and practices.

Students with special needs are one of the most vulnerable groups in our society. Special needs students require distinct treatment and attention to function and make sense of the world. The COVID-19 pandemic has disrupted the routine and the special attention that are normally available to these students when they are in face-to-face school. One of the most anticipated aspects of face-to-face school is participating in physical education (PE) and sports, which provides physical, social, and psychological benefits for special needs students. However, the pandemic has forced schools online and has changed the ascetics of PE and sports. Furthermore, like a third-world country, Jamaica does not have the technological resources needed to fully engage special needs students in PE. As a result, this study sought to investigate the challenges that are facing special needs students and teachers in PE while conducting classes online during the COVID-19 pandemic, from the teacher’s perspective. The research took the form of a qualitative approach while utilizing a multiple case study design that used a purposive sampling method in selecting the four (out of 11) most prominent public special education schools in Jamaica. The results revealed that student participation in PE was significantly impacted. In some cases, up to 80% of the students were unaccounted for in PE classes since the start of the pandemic. The challenges were seen as magnified twofold, ranging from physical, psychological, social, environmental, and societal issues. The results of this study raise serious concerns about the physical health of students with special needs, with Jamaica struggling to reduce physical inactivity rates and chronic lifestyle diseases. The risk of special needs students developing secondary disabilities because of sedentary lifestyles practices is very worrying. A lack of physical activity also means lower levels of socialization and increased psychological issues that could worsen with the strict COVID-19 lockdown measures, internet connectivity issues, and lack of devices.

The Problems of child molestation are still occurring and in some instances are victims. This provides anxiety for educators, especially parents who have children. The method used in this discussion is the library method (library research). The approach used is a qualitative approach with the analysis used being is descriptive analysis. The purpose of this study aims to describe the importance of physical and mental education for children from the perspective of Islamic education so that it can become a treasure of knowledge for educators so that children avoid bullying that occurs, especially in the school environment.The results showed that from an Islamic educational perspective, physical and mental education is very important for children. Physical education is a preventive measure to protect children's physique from bullying behavior and mental education is an effort to train children's ability to face the problems they experience. Physical education and mental education are needed for children according to their needs based on the observations of educators in their daily lives. This will be donewell if there is continuous communication between child educators in the home environment, namely parents and in the school environment, namely teachers.Keywords: Child; Physical, Education, Islam, Mental.

Sports and physical health education plays a strategic role in the formation of healthy and fit individuals, both physically and mentally. Along with the increasing recognition of the importance of physical education as a key instrument in human resource development, its implementation in various countries, including Indonesia, still faces various challenges. This study aims to identify challenges and opportunities in sports and physical health education in Indonesia. Using quantitative and qualitative approaches, this study involved 300 students and 50 teachers from 10 schools in five provinces, with stratified random sampling techniques. Data were collected through questionnaires and in-depth interviews, as well as quantitative analysis using descriptive statistics and linear regression, and qualitative analysis through content analysis techniques. The results of the study indicate that challenges in physical education involve aspects of curriculum, infrastructure, and students' low perceptions of the importance of physical education. The gap between urban and rural areas and differences in participation based on gender are key issues. In addition, the use of technology in teaching methods needs to be improved, while the rigid curriculum must be reformulated to integrate mental and social health. This study suggests the need for deep policy reform to ensure that physical education does not only function for physical fitness, but also as a medium for creating a more inclusive and healthy society. With joint efforts from the government, schools and the community, it is hoped that physical education can make a more significant contribution to the health and well-being of the younger generation.

Physical education (PE) plays a pivotal role in fostering students’ holistic development, and promoting physical health, along with social, emotional, and cognitive growth. As societies worldwide recognize the importance of physical activity in combating sedentary lifestyles and related health issues, the quality of physical education programs has come under increasing scrutiny. In this context, UNESCO's Quality Physical Education (QPE) guidelines have emerged as a critical framework, setting international standards for effective and inclusive physical education. This paper evaluates Malaysia's physical education program, specifically assessing its alignment with UNESCO's Quality Physical Education (QPE) guidelines. The analysis identifies the strengths and areas for improvement within Malaysia's physical education system in line with UNESCO’s QPE guidelines by drawing upon various sources, including literature, policy documents, and empirical data. The evaluation, employing a qualitative approach, sheds light on the importance of these factors in achieving international standards for quality physical education. The findings highlight the importance of adequate funding, infrastructure development, teacher training, stakeholder collaboration, and monitoring mechanisms in achieving international standards for quality physical education. The outcomes of this evaluation offer valuable recommendations for policymakers, educators, and stakeholders to enhance the quality and effectiveness of physical education in Malaysia, ensuring the promotion of active lifestyles, holistic development, and equitable access to physical education opportunities for all students.

Physical training is an important part of tennis athletes’ daily training, which directly affects the success or failure of tennis. Teenagers are in the golden period of physical development, during which physical quality is strengthened, which has a positive impact on the personal development and tennis skills of teenage tennis players. This paper starts with the concept of physical fitness training of youth tennis, summarizes the content and methods of physical fitness training from three basic training modules of vocational training and comprehensive training, aiming at providing scientific and effective guidance for youth physical training.

Physical Education programs are anchored by their infrastructure, which has a significant impact on students' involvement, engagement, and skill development in both indoor and outdoor game activities. Well-designed spaces, furnishings, and equipment have a big impact on how effective Physical Education situations are. Understanding how infrastructure affects participation in both indoor and outdoor games and skill development is essential to optimizing physical education programs and promoting holistic student development. In order to better understand how infrastructure affects student experiences and outcomes in Physical Education, this review study highlights how it promotes active involvement, enhances skill development, and creates fair learning environments and provides educators, policymakers, and stakeholders with insights by synthesizing the existing literature. It looks at the importance of infrastructure, how it affects player engagement and skill development, inclusion issues, and areas for development. In order to encourage student involvement, skill development, and inclusivity in Physical Education, infrastructure is essential. An extensive variety of physical activities are made possible by well planned areas and equipment, which enhances children's motor abilities, coordination, and teamwork. There is need for development in terms of community involvement, technology integration, and infrastructure investment. In order to encourage student involvement, skill development, and inclusivity In Physical Education, infrastructure is essential. An extensive variety of physical activities are made possible by well planned areas and equipment, which enhances children' motor abilities, coordination. By resolving these issues and seizing opportunities, Physical Education programs can become more inclusive and effective. In addition to highlighting the significance of continued investment and support for infrastructure, this assessment highlights the critical role that infrastructure plays in fostering student involvement and holistic development. Keywords: Infrastructure, physical education, indoor games, outdoor games, participation, skill development.

Technology in physical education: Using movement analysis application to improve feedback on sports skills among undergraduate physical education students

This article discusses the importance of physical and health education for students with special educational needs (SEN) in Malaysia. The study involved 200 respondents, including MBPK. This study uses a mixed methods approach, including surveys and focus group discussions with MBPK teachers and parents. Findings show that physical education can provide a variety of benefits, including improving physical fitness, social interaction, and emotional control. Participation in these classes can promote physical, social and emotional well-being, and help develop new physical skills. This study emphasizes the importance of providing equal access to physical education and health classes for MBPK and suggests that schools prioritize these subjects in their curriculum. However, this study has limitations in terms of sample size and generalizability to all MBPK. Further research is needed to explore the long-term effects of physical education and health classes on academic performance and social skills, as well as parents' and teachers' attitudes and beliefs towards inclusive physical education. The article suggests that the government should prioritize the inclusion of physical education and health in the curriculum for MBPK to promote their overall development and wellbeing. The study also highlighted the need for inclusive and adaptive physical education programs, as well as support for teachers and parents. Overall, the study shows that physical education and health classes have a significant positive effect on the academic, physical and psychological well-being of MBPK in Malaysia.

Physical Education (PE) can improve special needs students’ skills, competencies, and accommodate social behaviours from several aspects, such as cognitive, motoric, and social aspects. Physical Education becomes an important and essential role in improving the special needs students’ quality of life. This study aims to provide a systematic and scientific reviews regarding to the improvement and positive impacts of Physical Education for special needs students. The findings of this study showed that: (1) The Importance of Physical Education for Special Needs Students and (2) The Improvement Skills of Special Needs Students through Physical Education. As the results, Physical Education gives a great and many opportunities to special needs students, which it caused by the improvement in the concentration and cognitive skills. On the other hands, it also gives various important things, such as stimulate the special needs students’ mindset, movements, and psychomotor.

Introduction - Ken Green and Ken HardmanKen Green and Ken Hardman The Nature and Values of Physical Education - Mike McNamee Policy, Power and Politics in Physical Education - Dawn Penney and John Evans Physical Education in Schools in European Context - Ken Hardman and Joe Marshall Charter Principles, Promises and Implementation Realities Physical Activity, Physical Fitness, Health and Young People - Richard Winsley and Neil Armstrong Health-Related Exercise and Physical Education - Jo Harris Extra-Curricular Physical Education in Secondary Schools in England and Wales - Ken Green Reflections on the `State of Play' Teachers, Teaching and Pedagogy Physical Education - Susan Capel Model-Based Teaching and Assessment in Physical Education - David Kirk The Tactical Games Model Examinations - Ken Green A `New Orthodoxy' in Physical Education? Gender and Physical Education - Anne Flintoff and Sheila Scraton Social Class, Young People, Sport and Physical Education - Ken Green, Andy Smith and Ken Roberts `Race' and Physical Education, Sport and Dance - Tansin Benn Inclusion, Special Educational Needs, Disability and Physical Education - Andy Smith and Nigel Thomas

Objective: To outline pathways for the development of physical education amidst new social challenges. Materials and Methods: A survey was conducted among 730 physical education teachers. Main Research Findings: Physical education teachers are more prepared to work with students with special medical needs (SMN) than with general physical education (GPE) students: they rate their competence level in conducting physical education lessons with SMN as above average, whereas with GPE students – as average. We observe a transition in physical education from decades of accumulated experience in methodology and organization of differentiated physical education with students of various medical groups, to a simpler and more convenient practice of organizing physical education for "progressive" and "more humane" inclusive learning, in which many teachers lack experience. Physical education teachers do not practically use division into medical groups. To achieve optimal effectiveness, physical education teachers consider it important to divide the class into groups with a small number of participants who have homogeneous abilities. During inclusive physical education lessons, the means should be adapted and the volume and intensity of workload regulated for each group. Inclusive education does not consider children with certain diagnoses (such as bronchial asthma) as potential recipients of special educational needs, although these diagnoses are criteria for receiving special educational needs in physical education lessons. Teachers are not ready to take responsibility for selecting appropriate physical activities for students with health impairments: they feel the need for additional training and express the need for support. Conclusions: It is important not to disregard the experience of domestic physical education teachers with SMN students, as it can be useful for developing optimal approaches to implementing inclusive education. It is worth legislatively establishing such a system of differentiated physical education in physical education classes, where all students including SMN students will be considered recipients of special educational needs (requiring support of various levels). Addressing the criteria for grouping students in the class based on their abilities is timely and extremely important, albeit very complex. The proposed author's approach to dividing the class not by medical groups, but by indications/contraindications for performing physical exercises has several advantages and deserves implementation in the practice of general secondary education institutions' physical education. Significant improvement in the effectiveness of physical education lessons is possible with the assistance of additional specialists, such as rehabilitation teachers.

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