General Physical Education Classes Research Articles

Exploring Physical Educators' Self-Efficacy to Teach Students With Disabilities in General Physical Education.

The purpose of this study was to explore the ways in which in-service physical education teachers construct their self-efficacy beliefs toward teaching students with disabilities in general physical education classes. Using a qualitative descriptive approach situated within self-efficacy theory, data were collected via semistructured audio-recorded interviews with 16 in-service physical educators. Three interrelated themes were constructed: (a)The more I do it, the better I feel: the importance of professional experiences; (b)I've learned from others: the influence of colleagues; and (c)Being in the general educational setting is a challenge: the impact of contextual factors. Findings supported the influence of the four sources of self-efficacy (i.e.,mastery experience, vicarious experience, social persuasion, and affective and physiological state), in addition to potential contextual factors (i.e.,class sizes and availability of hands-on support), impacting participants' self-efficacy to teach students with disabilities in general physical education classes.

Exploring the Significance of Promoting General Physical Education and the Utilization of Digital Technology after COVID-19

This study explored the significance of promoting college general physical education in the era of COVID-19. Due to the impact of the COVID-19 pandemic, college general physical education classes and various activities have faced numerous challenges and changes. It has become necessary to approach the intrinsic value and importance of college general physical education from a new perspective, considering the disrupted opportunities for students to engage in diverse interactions and experiences. This situation presents an opportunity to develop a new educational paradigm. To address this, previous studies were analyzed and synthesized, leading to the proposal of enhancing college physical education through the active utilization of digital technologies such as new teaching methods, remote learning tools, AR, AI, VR, and big data, which are familiar to students with positive digital experiences. Additionally, an emphasis was placed on the development of new college general physical education programs that apply specialized digital platforms, content, and devices.General physical education, which is based on bodily movement more than any other subject, is highly suitable for integration with various digital devices. Therefore, through various attempts and efforts, it is expected that positive synergies can be created, and that the utilization of such digital technologies can enhance student participation and learning outcomes, thereby elevating the value of physical education as a part of general education.

Inclusion of Students with Disabilities in a Socio-Cultural Perspective: What is the Perception of Physical Education Teachers?

This study aims to examine teachers' perceptions of inclusive physical education in Pekanbaru City and the identity of the factors that influence their perceptions from a socio-cultural perspective. This research is qualitative. The research subjects recruited were physical education teachers in Pekanbaru City. The selection of participants is based on two criteria: (i) teachers who have earned a Bachelor's degree in Physical Education and (ii) teachers who teach students with disabilities in public and private junior high schools. Based on these criteria, only five physical education teachers were found. Individual interviews were conducted with each teacher. Deductive and inductive analysis processes are used to organize and report the data. The results showed that teachers believed general physical education classes were a good place to develop students with disabilities. Teachers realize that students with disabilities can have equal opportunities to participate in general physical education programs and develop social skills. Although the teachers recognized these benefits, they also expressed concern about the instructional and environmental barriers to the inclusion of students with disabilities in mainstream sports programs. Future research should address the importance of teachers' beliefs and practices about effective teaching in inclusive.

The Role of General Physical Education Classes on the Characteristics, Personality and Mental Well-Being of Female Student

The Role of General Physical Education Classes on the Characteristics, Personality and Mental Well-Being of Female Student

Promoting Social Acceptance and Inclusion in Physical Education

In addition to psychomotor and cognitive learning, social development is one of the three pillars of the national standards for physical education instruction. Though a plethora of research has exhibited the benefits social inclusion can have for students with and without disabilities, inclusion cannot be successful unless physical educators are deliberate, persistent, and continually reflective on the needs of students. The purpose of this paper is to outline the state of inclusion of students with disabilities in a general physical education classes and to highlight teacher behaviors and instructional techniques that promote social acceptance and inclusion for all students in physical education.

THE INTENSITIES OF VARIOUS FORMS OF PHYSICAL ACTIVITY IN PHYSICAL EDUCATION PROGRAMS OFFERED BY UNIVERSITIES FOR MALE UNIVERSITY STUDENTS

The aim of this study was to evaluate the effectiveness of various forms of physical activity (PA) among male students in physical education (PE) programs offered by universities in Poland, Hungary and the United Kingdom. The study involved 200 full-time male university students (mean age: 19.86±0.82), enrolled in nine different PA programs. The participants’ anthropometric traits and body composition parameters were determined with the InBody analyser. Based on the students’ physiological parameters, the effectiveness of various types of PA was measured with Suunto. Ambit3 peak heart rate monitors during 60 minutes of physical exertion. The average values of body mass, body mass index (BMI), body fat mass (BFM), percent body fat (PBF), waist hip ratio (WHR), and visceral fat (VFL) were significantly (p<0.05) lower in students who performed jogging, followed by sauna (JFBS) and martial arts than in the remaining PA groups. Minutes of difficult and very difficult intensities were highest in martial art students, followed by jogging students, and they were significantly (p<0.05) higher than the values noted in the remaining PA groups (golf, bodybuilding/fitness, swimming, general PE classes, cycling and individual training). Physiological parameters were significantly (p<0.05) lowest in golf players and students who trained individually. Martial arts and JFBS are the most effective types of PA among male university students. Students performing martial arts and JFBS were characterized by the lowest relative, body fat, whereas students who practiced swimming had the highest body fat levels in the population sample.

중학교 체육수업에서 심리기술훈련 프로그램이 긍정심리에 미치는 효과

The purpose of this study is to verify the effect of physical education classes applied with PST(psychological skill training) program on students" positive psychology. To that end, 342 first-year students from two middle schools located in Seoul were divided into group that applied PST program and group of control. To check the effectiveness of the PST program, the moderating effect was analyzed through pre-post measurement of positive emotion, resilience and internal motivation. As a result of the analysis, the positive emotion, resilience, and perceived competence(internal motivation) scores of group participating in the PST program increased to a significant level, while the students who participated in the general physical education class did not change significantly. Considering that there was no difference in the pre-measurement score between the two groups for each variable, it can be interpreted that the application of the PST training program in the physical education class had a significant effect on the positive psychology. Through this study, we have provided an opportunity to explore the possibility of expanding the scope of PST, which is being conducted mainly on specific subjects, into physical education classes.

Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia

This study aims to determine the differences in levels of self-efficacy toward inclusion in general physical education (PE) classes among Saudi pre-service PE teachers. It also aims to evaluate the effect of independent variables with the covariate of attitude scores on participants’ self-efficacy toward including students with intellectual disabilities (ID), physical disabilities (PD), and visual impairments (VI). In total, 260 pre-service PE teachers enrolled in a university in Saudi Arabia completed the Arabic version of the self-efficacy scale for a physical education teacher education major toward children with disabilities. Repeated-measures multivariate analysis of covariance (MANCOVA) revealed that self-efficacy was highest towards including students with intellectual disability in general PE class and lowest towards students with physical disabilities. Having previous experience of observing a PE teacher teaching a student with a disability significantly influenced participants’ self-efficacy. Participants’ attitudes toward inclusion were only significant with participants’ self-efficacy toward students with physical disabilities. The findings suggest that observing a role model significantly predicts self-efficacy toward the inclusion of students with a disability.

The Long-term Effect of a Paralympic Sports Class on Korean High School Students’ Attitudes towards Peers with Disabilities and Perceptions of Their Human Rights

ABSTRACTPurpose: Negative attitudes towards peers with disabilities can lead to undesirable behaviour and reduced social participation of students with disabilities. The present study aimed to investigate the effectiveness of a Paralympic sports class on the attitudes towards peers with disabilities and perceptions of human rights of Korean high school students without disabilities.Method: Participants were 168 freshmen high school students without disabilities. Participants were randomly divided into two groups. The intervention group participated in a Paralympic sports class and the control group in a general physical education class. The Attitude towards Peer with Disabilities Scale (APDS) and Human Rights Sensitivity Scale (HRSS) were measured three times – pre-intervention, post-intervention, and after a 9-month follow-up period.Results: APDS and HRSS scores significantly increased following intervention and maintained after 12 months. No changes were observed in the control group.Conclusions: The attitudes of high school students towards peers with disabilities and their human rights sensitivity improved and this improvement was maintained for 9 month s after completing a Paralympic sports class. Such classes could provide benefits for the psychosocial development of high school students without disabilities.

운동지속의도에 대한 자율성과 자기통제의 상호작용효과 : 교양체육 참여 대학생을 대상으로

운동지속의도에 대한 자율성과 자기통제의 상호작용효과 : 교양체육 참여 대학생을 대상으로

Pre-service Physical Education Techer Concerns about Teaching Students with Disabilities: Instrument Modification and Validation

ABSTRACT This three-phase study aimed to modify the Concerns about Inclusive Education Scale (CIES) under the Physical Education (PE) setting and to determine if the modified scale was reliable and valid. A total of 645 pre-service teachers (522 males and 123 females) from three universities participated in this study. In Phase 1, the CIES was revised, translated, and renamed to CIES-PE. In Phase 2, the content validity of the CIES-PE was tested by six experts. In phase 3, the construct validity of the CIES-PE was established through exploratory and confirmatory factor analyses and group invariance test across samples with and without adapted PE training experience. Results supported a five-factor, 24-item CIES-PE scale. In conclusion, the CIES-PE may be utilised as a reliable and valid instrument to assess the concerns of pre-service PE teachers about teaching students with disabilities in general PE classes.

The intensities of various forms of physical activity in physical education programs offered by universities for female students

Abstract Aim: This study aimed to evaluate the effectiveness of various forms of physical activity (PA) among female students in physical education (PE) programs offered by universities in Poland, Hungary, and the United Kingdom. Methods: Two hundred full-time female university students (mean age: 19.93±0.82) enrolled in various PA programs. The participants’ anthropometric traits were measured, and their body composition parameters were determined with the InBody analyzer. Based on the students’ physiological parameters, the effectiveness of various types of PA was measured with Suunto Ambit3 peak heart rate monitors during 60 minutes of physical exertion. Results: The average values of body mass index (BMI), body fat mass (BFM), percent body fat (PBF), waist-hip ratio (WHR), visceral fat level (VFL), and obesity degree were significantly (p<0.05) lower among students who participated in jogging followed by sauna (JFBS), performed martial arts and attended general physical education (PE) classes. Physiological parameters were the highest in the martial art group, followed by JFBS and swimming groups, and they were significantly (p<0.05) higher than the values recorded in other PA groups (golf, aerobics, general PE classes, cycling, and individual training). Physiological parameters were significantly (p<0.05) lower among students who played golf and trained individually. Conclusions: Martial arts, JFBS, and swimming were the most effective types of PA among female university students. Students performing martial arts and JFBS had relatively lower body fat levels, whereas students who practiced swimming had the highest body fat levels in the population sample.

НАГЛАСИ И САМОЕФЕКТИВНОСТ НА УЧИТЕЛИ ЗА ПРИОБЩАВАНЕ НА ДЕЦА СЪС ЗРИТЕЛНИ УВРЕЖДАНИЯ В ДВИГАТЕЛНОТО ОБУЧЕНИЕ

The aim of the study is to analyze the attitudes and self-efficacy of current and future preschool and primary teachers for the inclusion of children with various disabilities in general physical education classes. This article presents the results related to children with visual impairments. The study covers a contingent of 723 people – 240 preschool teachers, 143 primary teachers and 340 students graduating in “Preschool and primary school pedagogy”. The main method of research is the questionnaire. Participants filled in modified and adapted versions of two questionnaires: “Attitudes toward Teaching Individuals with Physical Disabilities in Physical Education – ATIPDPE” by Kudlachek and “Self-Efficacy Scale for Physical Education of Teacher Education Majors toward Inclusion – SE-PETE-D” by Blok. The results show that the respondents have relatively positive inclusive attitudes and are rather confident in their ability to include a child with a visual impairment in inclusive physical education.

이공계 교양체육 참여자의 수업만족이 운동열정 및 회복탄력성에 미치는 영향: KAIST 사례를 중심으로

The purpose of this study was to examine how the satisfaction of the dormitory students who were attending several different general physical education classes influences their passion and the motivation of sports and to the resilience. This study includes 487 university students, who lives in Daejeon province, sampled through the sampling method. The collected data were put to factor analysis, reliability analysis, correlation analysis and IBM SPSS Ver 18.0.BR The results of this study were acquired as followed.; First, the satisfaction of cultural sports participants on dormitory students had statically positive influence on harmonius passion and obsessive passion. Second, the satisfaction of cultural sports participants on dormitory students had statically positive influence on optimistic resilience and the emotional control resilience. Third, the harmonius passion and obsessive passion had positive influence on optimistic resilience and the emotional control resilience. This study summarizes the contents and grading methods of the ‘physical education level ’, which was incorporated in order to objectively identify the abilities of students.

경로분석을 통한 교양 체육 수강 여대생의 신체적 자기개념, 수업 만족 및 지속적 참여의 인과관계

경로분석을 통한 교양 체육 수강 여대생의 신체적 자기개념, 수업 만족 및 지속적 참여의 인과관계

플립러닝(Flipped Learning) 교양체육 수업에 대한 대학생들의 참여경험 탐색

Purpose: The purpose of this study is to explore the experience and change of students participating in the general physical education class with flip learning.<BR> Method: The research was explored using qualitative research methods T. he study participants were seven college students who participated in the general physical class in the second semester of 2018. The data were collected through participation observation, in-depth interviews, student reports, daily papers, and related papers. The results of the study are as follows.<BR> Results: First, the general physical education class with flip learning strengthened self-directed learning ability of students, and it was effective in increasing importance of health and human network. Second, the general physical education class with flip learning has shaped students to have the idea of exercise for health, the positive effect of exercise, and exercise habits. Third, the problems of the general physical education class with flip learning appeared as presentation students’ lack of responsibiitly, indifference to other people’s announcements, expedient online lecture courses, and intentional questions to get extra points.<BR> Conclusion: The results of this study show that the general physical eduaction class needs to be activated and expanded at universities.

The Structural Relationship among Professor's Leadership Behaviors, Class Satisfaction, Continuous Participation Intention Perceived by Students Participating in University`s General Physical Education Class

The Structural Relationship among Professor's Leadership Behaviors, Class Satisfaction, Continuous Participation Intention Perceived by Students Participating in University`s General Physical Education Class

대학생의 교양체육수업 참가동기와 수업몰입 및 수업만족의 구조적 관계

대학생의 교양체육수업 참가동기와 수업몰입 및 수업만족의 구조적 관계

Physical Education for Children with Visual Impairment or Blindness

There are over 61,000 school-age children with visual impairments in public schools today. Research has shown that they are often behind their peers in physical activity participation and in motor skills. In order for children with visual impairments to become physically active and self-determined adults, they must be provided the same opportunities as their same-age peers with the support necessary to provide full access to the physical education curriculum. Recent research has shown that teaching children with visual impairments is one of the most complicated inclusion challenges facing physical educators today. Children with visual impairments also experience numerous barriers to physical activity in recreation and personal fitness programs outside of the school setting. Since physical educators report numerous challenges in this area, the purpose of this article is to provide some basic strategies for the inclusion of children with visual impairments in general physical education classes so that they can meet the national and state standards for physical education and make progress toward full participation and self-determination in society.

Social interaction between students with and without disabilities in general physical education: a Chinese perspective

ABSTRACTBackground: Positive interactions with peers are critical to the everyday school experiences of students. Students with disabilities can benefit from social interactions during their general physical education (PE) classes, particularly if such interactions are extensive, frequent, meaningful, and positive and if equal-status relationships are encouraged and formed. However, limited research has been conducted on the actual behaviors of students with disabilities regarding social inclusion.Purpose: This study aims to examine the social interactions between students with and without disabilities in general PE in the Chinese context and to explore contextual factors that may determine their social interaction.Participants and setting: One student with autism, 2 students with attention-deficit/hyperactivity disorder, their 42 classmates without disabilities (17 females and 25 males), and their PE teacher participated in the study. The participants attended a government-granted school in the Yangpu district of Shanghai.Research design: A mixed-methods design was utilized to explore the social interactions between the students with and without disabilities.Data collection: Multiple data collection strategies, including the survey of demographic data, systematic observation, non-participant observation, individual semi-structured interviews, and semi-structured focus group interviews, were used in this study for different purposes.Data analysis: Mean data, including the frequency of occurrence and percentage of time, were used to describe the social interaction behaviors between students with and without disabilities. Qualitative data were reduced, categorized, and thematized by the procedures outlined by Merriam [2009. Qualitative Research: A Guide to Design and Implementation (Revised and Expanded from Qualitative Research and Case Study Application in Education). San Francisco: Jossey-Bass].Findings: Students with disabilities in a middle school in Shanghai had almost no social interactions with classmates without disabilities in their general PE classes. Based on the social model of disability, contextual factors such as emphasis on differences, conflicting attitudes toward social interaction, and individual class activities determined the limited social interaction. Limited interactions occurred between students with and without disabilities, and these interactions included conversations, demonstrations, and assistance. In addition, the frequency of social interactions among students with disabilities was slightly higher than that of their interactions with their peers without disabilities.Conclusion: The findings in this study imply that PE teachers should creatively and actively design inclusive teaching methods and consider strategies or pedagogies for promoting student participation, engagement, and interaction. In addition, the professional knowledge, in-service training, and skills of PE teachers should be addressed to promote the interaction between students with and without disabilities.