The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers’ Self-Efficacy towards Inclusion in Saudi Arabia

Tânia Bastos,Selina Khoo,Majed M Alhumaid

doi:10.3390/su13063459

Abstract

Self-efficacy of pre-service physical education (PE) teachers is an effective predictor of successful inclusion of students with disabilities. However, physical disability is one of the most challenging disabilities to include in PE settings. This study aimed to examine the effectiveness of a 6-week intervention program on the self-efficacy of Saudi pre-service PE teachers towards including students with physical disabilities in general PE classes. Two groups of pre-service PE teachers (35 each in the experimental and control groups; mean age: 22.69 ± 1.17 years) enrolled in two universities in Saudi Arabia were recruited into this study. Self-efficacy was measured before and after the intervention program using the Arabic version of the Self-Efficacy Scale for Physical Education Teacher Education Majors toward Children with Disabilities (SE-PETE-D). One-way analysis of covariance (ANCOVA) revealed that a significant improvement in self-efficacy was demonstrated for the experimental group after participation in the intervention program compared to the control group (p < 0.001, ηp2 = 0.53, large). The results support the systematic implementation of this type of intervention program as an integral part of physical education teacher education programs.

Highlights

The United Nations Sustainable Development Goal 4 (SDG 4) is intended to provide all students with high-quality inclusive and equitable education [1]
An independent-samples t-test indicated a significant difference between the postintervention self-efficacy scores for the experimental and control groups (p < 0.001), whereas the pre-intervention self-efficacy scores did not reveal any significant differences between the two groups
Significant improvements in self-efficacy levels toward teaching students with physical disabilities in general physical education (PE) settings were found among the experimental group following the 6-week intervention program compared to the control group

Summary

Introduction

The United Nations Sustainable Development Goal 4 (SDG 4) is intended to provide all students with high-quality inclusive and equitable education [1]. Numerous nations supported inclusive education for students with disabilities through government acts and policy frameworks to ensure that inclusive education is provided in all schools throughout their respective education systems [2,3]. Inclusive education refers to the inclusion of students with disabilities in regular schools (instead of being assigned to special schools) [4] with a less restrictive environment [5]. A recent review stated that inclusive education is focused on ensuring equity in education, enhancing engagement, and increasing high-quality learning opportunities for those with and without disabilities [7]. It remains a challenge to successfully incorporate inclusive education to enhance student outcomes and improve teachers’ self-efficacy while teaching inclusive classes [12]

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Discussion

Conclusion