School Physical Education Teachers Research Articles

Unidade temática de lutas e esportes de combate na educação física escolar do ensino fundamental no Norte do Brasil

The objective of this study was to analyze the understanding of school physical education (SPE) students and teachers about the causes and restrictions that imply the content of fights in 6th and 7th-year elementary school classes in public schools in Tucuruí-PA-Brazil. 40 6th and 7th-grade students from two public schools and two teachers participated in the research. A descriptive-cross-sectional study was carried out on the content of fights at school. The results showed that teachers teach fight content and preferably use playful activities; they believe that it should be included in early childhood education and that it does not generate violence. As for the students, although they participate in the classes, they do not seem to be attractive; many consider that the way the content is taught can generate violence. In conclusion, fighting content can positively influence student performance and learning when taught at EFE. However, the teacher must understand and face this content's difficulties and controversies to teach classes theoretically and practically with creativity because there are still gaps between what teachers do and what students expect from the content.

Sorvebol como alternativa para educação física escolar: uma visão docente

The aim was to analyze teachers' knowledge of sorvebol in physical education classes at a school in Santana, Amapá, Brazil. A case study with a qualitative approach was carried out by applying a questionnaire to three high school physical education teachers. It was found that the teachers know about and have used some unconventional sports in their classes. However, with regard to sorvebol, the results revealed that the majority of the teachers knew about the sport, but had never used it in their classes. They also expressed that the precariousness of materials and space or structure are characterized as the greatest limitations to working with sorvebol and other sports. Therefore, it is concluded that, given the diversity of sports, it seems necessary to outline possibilities for experimenting with non-traditional sports in the classroom. It is suggested that similar studies be carried out with a larger sample in order to point out other aspects of intervention for the practice of sorvebol at school.

Reliability and Interrater Agreement: Development and Validation of a Universal Values in Sport Instrument

Universal values are one of the greatest aspects that can still be obtained through various sporting activities. Therefore, it is necessary to re-emphasize how this aspect can be assessed. This research aims to develop and test the validity of an instrument measuring universal values in sport, which includes five dimensions. With this instrument, it can later be used by physical education teachers in schools to find out the impact of learning carried out in relation to universal values. This is a descriptive review of inter-rater agreement and inter-rater reliability indices. It outlines the practical application and interpretation of these indices in research. The inter-rater agreement index assesses the extent of the responses of 7 expert raters. The data on agreement between raters and the reliability index were then processed to determine the validity and reliability results of the universal values in sports instrument being developed. The results of the research explain that the average validity value of each dimension was tested and the following results were obtained: Ethics and Morals (0.784), Knowledge and Understanding (0.805), Social (0.825), Psychological (0.855), and Leadership and Organization (0.835). The total reliability value of the five dimensions is 0.990, which shows a very high level of consistency and stability of this instrument. These results indicate that the instrument developed has strong reliability and validity in measuring various aspects of universal values in sports, so that it can be used effectively to support character building and skills development through sports activities. Keywords: Development, validation, interrater, reliability agreement, instruments, universal values.

Professional practice competence of primary school physical education teachers

ABSTRACT This study examined the professional practice competence (PPC) of primary school physical education (PE) teachers. Participants of the study were 382 availably selected primary school PE teachers in Amhara Region, in Ethiopia. Results revealed that, except for their lesson planning (LP), PE teachers’ instructional assessment (IA); their ability to create and maintain a safe and supportive learning environment (CMSSLE), and their overall PPC were low. However, female PE teachers performed their LP better than male teachers. Conversely, female PE teachers, degree holders, beginner and junior teachers, and rural PE teachers demonstrated lower proficiency in IA compared to others. The results also indicated that no significant differences were found in CMSSLE between male and female teachers, rural and urban teachers, and diploma and degree – holder teachers. Accordingly, the regional education bureaus, zonal education departments, and teacher education institutions have to pay due magnanimity and precaution while hiring, training, and deploying PE teachers in different areas of the nation. For the professional development and professional practice competence of PE teachers, need-based and continuous on-the-job capacity-building training should be designed by the concerned education policymakers.

Japanese health and physical education teachers’ positioning in teaching Japanese language learners in high school physical education

ABSTRACT Background In recent years, the number of Japanese Language Learner (JLL) students, or children who speak a language other than Japanese and require Japanese language instruction, has been rapidly increasing in Japanese schools. Successful inclusion of students who use Japanese as a second language in the classroom creates opportunities for all students to engage with multiple languages and learn new cultures, backgrounds, history, and aspects of diversity that help them strengthen their overall cognitive abilities [Sato, T., and S. R. Hodge. 2009. “Asian International Doctoral Students’ Experiences at Two American University: Assimilation, Accommodation, and Resistance.” Journal of Diversity in Higher Education 2(3): 136-148]. In particular, physical education (PE) is considered an academic subject that can be a powerful tool to promote peace, tolerance, and understanding by bringing people together across boundaries, cultures, and religions by promoting the concepts of teamwork, fairness, discipline, and respect for the opponent in a game or activity [Beutler, I. 2008. “Sport Serving Development and Peace: Achieving the Goals of the United Nations Through Sport.” Sport in Society 11 (4): 359–369]. The purpose of this study is to describe and explain Japanese high school health and physical education (HPE) teachers’ positioning of themselves and others, as shown through a storyline, when they teach and assist Japanese Language Learner (JLL) students in academic and social contexts. Participants and setting Seven HPE teachers participated in this study by sharing their thoughts, opinions, and experiences related to teaching JLL students in PE. The teachers had between 3 and 23 years of experience teaching PE, and 2–9 years of experience teaching JLL students in high school PE. Research design This study utilized a descriptive-qualitative design using an in-depth, semi-structured interview approach [Seidman, I. 2019. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. 5th ed. New York: Teacher College Press]. A constant comparative analysis method was used to analyze the data. In this study, the process of constantly comparing data from several sources led to tentative categories that were compared to each other and to other data in order to construct categories. In this study, meaningful narrative phrases were those related to PE pedagogical content and teacher development. Findings Explainable by concepts in positioning theory [Harré, R., and L. van Langenhove. 1999. “The Dynamics of Social Episodes.” In Positioning Theory: Moral Contexts of Intentional Action, edited by R. Harré, and L. van Langenhove, 1–13. Oxford: Blackwell], three major interrelated and complex themes emerged from the data analysis: (a) teachers’ positioning in securing a safe learning environment for JLL students in PE, (b) teachers’ dilemma in assessing JLL students’ learning outcomes based on performance assessments and written exams in PE, and (c) teachers’ positioning in their responsibilities as both teacher and host parent. To enhance the quality of PE classes, school districts need clear and focused goals related to assessment and evaluation, instructional planning, and responsibilities involved in teaching JLL students.

Optimizing Water Rescue and Rescue Swimming for Elementary School Physical Education Teachers

Permasalahan (1) Terdapat kasus tenggelam siswa pada saat pembelajaran pendidikan jasmani di Kota Semarang (2) 90% Guru pendidikan jasmani di Gunungpati belum memiliki pengetahuan dan keterampilan menghadapi kecelakaan di lingkungan kolam renang (3) Guru perlu mengupgrade pengetahuan terkait water rescue yang menjadi kewajiban guru agar tidak mengalami kecelakaan pada saat mengajar pendidikan jasmani (4) 90% mitra belum pernah belajar water rescue dan renang penyelamatan. Meskipun mitra ada yang pernah melakukan water rescue dan renang penyelamatan namun kegiatan tersebut dilakukan pada saat matakuliah di perguruan tinggi. (5) 90% guru kesulitan pada saat ada siswa yang panik dikolam. (6) 100% Guru menyetujui diadakannya pengabdian ini. (7) Dalam satu tahun frekuensi materi renang maksimal dilakukan 1 kali ada yang tidak melakukan sama sekali. Metode penyampaian meliputi pelatihan kelas, demonstrasi, case method dan praktik lapangan langsung kolam renang. Kegiatan ini dilakukan 2 sesi: sesi pertama paparan pengetahuan terkait materi dan sesi kedua adalah praktek lapangan. Pelatihan ini bertujuan untuk (1) meningkatkan pengetahuan dan keterampilan guru (2) meningkatkan profesionalisme guru dalam pembelajaran renang (3) guru mampu mencegah resiko kecelakaan di kolam renang (4) guru bisa melakukan renang penyelamatan. Kegiatan ini berlangsung lancar dan peserta aktif. Kegiatan dilaksanakan di kolam renang Universitas Negeri Semarang. Kegiatan dilaksanakan dua sesi. Sesi teori dan sesi praktek. Kegiatan diikuti oleh guru pendidikan jasmani Se Kecamatan Gunungpati.

Teachers' awareness of equitable physical education lessons: multiple intelligences

Study Purpose. This study aims to determine the level of awareness of elementary school physical education teachers regarding multiple intelligences in the learning process. Methods. This research is quantitative and descriptive. A purposive sampling system was used in this study, involving 57 teachers in the Special Region of Yogyakarta. The instrument is a questionnaire comprising 31 closed statements with a 5-point Likert scale response. Data analysis was performed using descriptive statistical tests. Questionnaire results were analyzed with interval scores. The analysis results were obtained regarding the awareness of elementary school physical education teachers in the Special Region of Yogyakarta regarding multiple intelligences in learning. The results explain that the teacher's mean score for all statements (1-31) is 4.00, categorized as high. Results. The three types of intelligence with the highest scores can be seen in the teacher's awareness of bodily-kinesthetic, interpersonal, and naturalist intelligence, with averages of 4.61, 4.37, and 4.25, respectively, all categorized as very high. Visual-spatial intelligence receives the lowest score, averaging 3.42 (high). The second lowest is musical intelligence, with an average value of 3.56. Other intelligences in the high category include logical-mathematical (4.00), verbal-linguistic (3.84), and intrapersonal (3.91). Conclusions. The findings of this study can be used by the curriculum sector, school principals, and other related organizations to facilitate physical education teachers, especially in integrating visual-spatial and musical intelligence, in training the integration of multiple intelligences in the learning process. Based on the findings of this study, further research into integrating multiple intelligences in physical education is encouraged.

Impact of a model-based paralympic sports project in physical education on primary school pupils’ attitudes, self-efficacy, and intentions toward inclusion of peers with physical disabilities

ABSTRACT Purpose Decreased involvement in physical education (PE) among children with disabilities can result from negative attitudes toward peers with impairment. School-based paralympic sports programs may improve students’ views about people with disabilities. The present study aimed to determine whether a model-based paralympic sports project in PE would have a favourable impact on primary school students’ attitudes, self-efficacy, and intentions toward including peers with physical disabilities in PE, ultimately improving their prosocial behaviour, while considering their previous experience with disability, according to the theory of planned behaviour. Methods Participants included 105 fifth-grade pupils of a primary school (mean age 11.0 ± 0.2 yrs) who were randomly assigned to a control (33 boys, 29 girls) or an experimental (25 boys, 18 girls) group. The intervention consisted of 8 PE lessons developed during 8 consecutive weeks: it incorporated sport-based youth development principles and affective learning into PE according to the Teaching Personal and Social Responsibility model (TPSR). The educational intervention focused on paralympic boccia and sitting volley (adapted to pupils’ skill level), comprised information, multimedia material, and the simulation of physical impairments, and used active learning strategies. Pre and post intervention, participants responded to a questionnaire investigating sociodemographic information, their attitudes, self-efficacy, and intention toward inclusion of peers with physical disability in PE, and their prosocial behaviour. A RM-MANOVA was conducted to investigate group × time, and group × familiarity × time interaction effects, on all the variables. A path analysis was conducted to test antecedents of intention and of prosocial behaviour. Results Results revealed a group × time effect (p < .001) with intervention group reporting significant improvements in all the measures. The intervention efficacy was enhanced by a significant effect of familiarity with disability (group × familiarity × time), with experimental group pupils familiar with interacting with a peer with disability reporting greater improvements in all the investigated variables (p < .001). Conclusions The integration of the TPSR model within a Paralympic sports program in PE showed positive effects on pupils’ psychological dimensions, contributing to the field of inclusive education. These findings could support primary school PE teachers in implementing TPSR-based paralympic sports projects in PE. Further, paralympic sports could assist in educating students to develop and perform appropriate behaviours towards their peers with disability, to facilitate their mutual development and learning.

Interdisciplinary physical education: implementation and insights of indonesian pe teachers

Interdisciplinary physical education (PE) learning is an innovation that combines other subjects with physical education which is really needed at this time. The purpose of this study is to measure the extent of knowledge and implementation of interdisciplinary PE learning of PE teachers in Indonesia. A descriptive quantitative research method through a survey approach was used in this study. A questionaire instrument related to the implementation and knowledge of interdisciplinary PE was used and distributed to 184 PE teachers in Indonesia (80 in elementary school, 45 in senior high school, and 59 in senior high schools). Data processing was analyzed using descriptive statistics. The research results explained that only 17 PE teachers (21.25%) in elementary schools had ever carried out interdisciplinary PE learning and their average knowledge was 49.6 (enough to know). At junior high school level, only 13 PE teachers (28.9%) had carried out interdisciplinary PE learning with an average knowledge of 60.9 (know). At the high school level, only 3 PE teachers (5%) have ever implemented interdisciplinary PE learning with an average knowledge of 40.8 (enough to know). Overall, only 33 PE teachers (17.9%) have implemented interdisciplinary PE learning with an average knowledge of 49.6, which means they are in the "enough to know" category. Very few PE teachers in Indonesia apply interdisciplinary PE learning and their knowledge of interdisciplinary PE is only limited to knowing enough, this of course needs to be improved considering that interdisciplinary learning is a learning innovation that is really needed nowadays. Keywords: interdisciplinary learning, physical education , learning innovation, pe teacher, subject collaboration.

Context, Input, Process, Product (CIPP) Model Evaluation of the Sports, Health and Physical Education Learning Program at Senior High School 1 Tanjungpandan, Indonesia

The aims of this study was evaluate the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency based on the aspects of context, input, process, and product model. The subjects of this evaluation were school principals, sports, health and physical education teachers, and students at Senior High School 1 Tanjungpandan, Belitung Regency. The sampling technique used was purposive sampling, with the criteria: respondents who are willing to be the sample and fill out a questionnaire from the researcher. The sample consisted of 1 school principal, 3 sports, health and physical education teachers, and 30 students with details of 10 students in class X, 10 students in class XI, and 10 students in class XII. Data collection techniques using observation, interviews, questionnaires, and documentation. The data were analyzed with descriptive quantitative and qualitative analysis. The results showed that the evaluation of the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency was 2.47 (poor). Based on each evaluation component, the following conclusions were obtained. (1) Context evaluation of the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency, at 2.70 was good. (2) The input for the evaluation of the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency, was 2.41 (poor). (3) The evaluation process for the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency, was 2.35(poor). (4) Product evaluation of the sports, health and physical education learning program at Senior High School 1 Tanjungpandan, Belitung Regency was 2.29 (poor).

Quality of Work Life and Its Role in Developing the Performance of School Physical Education Teachers in the Sultanate of Oman.

Quality of Work Life and Its Role in Developing the Performance of School Physical Education Teachers in the Sultanate of Oman.

Differences in the Implementation of Physical Education (PE) Learning Management Based on Years of Work: Analysis of Differences in the Quality of Quality Assurance Culture

Abstract. This research aims to determine the implementation of Physical Education (PE) learning management related to 21st-century skills based on the service length of PE teachers in various schools with different quality assurance cultures. The sample in this study was secondary school PE teachers in Southeast Sulawesi Province, Indonesia. This research employed descriptive statistics and inferential factorial one-way Anova to analyze the data. One-way Anova test results in Sig. 0.009 &lt; 0.05 means a significant difference in the average of the three PE learning outcomes between teachers with work periods of 1-7, 8-15, and 16 years or more. Firstly, the Tukey post hoc test Sig value is 0.024 &lt; 0.05, meaning there is a difference in PE learning outcomes between 1-7 and 8-15 years of service. Testing the two Sig values ​​is 0.983 &gt; 0.05, meaning there is no difference in PE learning outcomes for working years 1-7 and 16 years and above. Test the three Sig values. 0.016 &lt; 0.05, so there is a difference in PE learning outcomes between 8-15 and 16 years of service. This research concludes a significant difference in the average PE learning achievement between teachers with tenure of 1-7, 8-15, and 16 years or over. Thus, it can be concluded that the service length of PE teachers influences the effectiveness of implementing learning management containing 21st-century skills. Teaching experience plays a role in implementing teaching methods and techniques that suit the demands of 21st-century skills, including critical thinking, collaboration, communication, and creativity. This underlines the importance of continuous professional development for teachers, especially in improving teaching skills relevant to the student's needs in the current era of the 21st century. The results of this research can assist policymakers, school administrators, and teachers in designing and implementing more effective PE programs in classroom conditions and prioritizing needs according to the conditions of each school.

Capabilities in Physical Education: A Comparative Analysis of School Heads’ and Teachers’ Perspectives

Background: Effective education delivery relies on PE teachers’ abilities. Research indicates that students’ school performance significantly depends on the quality of PE teaching. Objectives: This study focused on assessing instructional capabilities in physical education. Specifically, it examined how school heads and teachers evaluated teachers’ abilities in content knowledge, pedagogical skills, communication, and professionalism. Additionally, the study compared assessments between the two groups. Methods: The study employed a descriptive research design involving 98 physical education teachers and 59 school heads from the Division of Batangas City. Data collection utilized a researcher-made questionnaire and interviews. Statistical analysis involved weighted mean and independent t-tests for data interpretation. Results: The assessment revealed valuable insights regarding PE teachers’ instructional capabilities. Administrators acknowledged strengths in lesson introduction and accurate content delivery. However, areas for improvement included integrating key elements and promoting higher-order thinking skills. PE teachers felt confident introducing lessons but recognized a need to refine performance demonstrations. Administrators praised diverse teaching methods but suggested creating more challenging experiences. Communication skills were positive, with room for improvement in grammatical accuracy. PE teachers expressed dedication to student physical education but identified a need for more decisive leadership in school-based activities. The findings highlighted specific improvement needs while emphasizing contrasting perceptions between administrators and PE teachers. Conclusion: The assessment found that physical education (PE) teachers are capable in delivering junior high school PE. However, they need familiarity with emerging trends to enhance instruction. School heads and PE teachers have differing views on instructional capabilities, attributed to assessment sources: administrators rely on scheduled observations, while PE instructors use self-assessment and daily teaching experiences.

An Examination of Chinese Physical Education Teachers’ Teaching Efficacy and Technology Self-Efficacy at the Time of the COVID-19 Pandemic

The aim of this study was to examine teaching and technology status of physical education (PE) teachers under the ongoing influence of COVID-19. A total of 1,005 in-service PE teachers completed the Physical Education Teaching Efficacy Scale (PETES) and Educator Technology Self-Efficacy Survey (ETS-ES) electronically to measure current teaching efficacy and perceived technology self-efficacy. The findings revealed that the teachers’ overall PE teaching efficacy level was high (8.08 ± 1.27) whereas, technological self-efficacy was at a moderate level (3.45 ± 0.44). Meanwhile, Efficacy for Using Technology significantly and positively predicted Technology Self-Efficacy ( p &lt; .001). In conclusion, Chinese in-service PE teachers in primary and secondary schools exhibited a high level of competence in PE teaching. However, their proficiency in utilizing technology for educational purposes needed improvement. While these educators possessed fundamental online teaching skills, they often encountered challenges in adapting to technology-enhanced teaching methods. Education and training institutions should improve their existing curriculum, and schools need to continue to develop and train in-service teachers.

The Path of Transforming Excellent Retired Athletes into Physical Education Teachers

With the vigorous development of sports in our country, many excellent athletes have been trained over the years, achieving brilliant feats on the field. However, after retirement, they face new challenges—transformation and development. In the new era of the integration of sports and education, the “retired athletes re-employment problem” and “solving the problem of the shortage of primary and secondary school sports teachers” are organically linked. This linkage aims to realize the complementarity of social supply and demand, which the entire Chinese sports industry is actively exploring and addressing. The integration of retired athletes into the education system will not only help improve the quality of physical education and broaden employment channels but, more importantly, address the shortage of physical education teachers in schools. Sports teachers transitioning from athlete roles possess unique advantages. However, due to the shift in professional roles and distinct occupational requirements, they need a bridge and path for successful transformation.

Exploring the Meaning of Teaching Experience of Middle School Physical Education Teachers

Exploring the Meaning of Teaching Experience of Middle School Physical Education Teachers

A Developing Competency of High-School Physical Education Teacher Model in Eastern Guangdong Province

Background and Aim: With the development of the comprehensive reform of China's new college entrance examination, Guangdong province has proposed higher requirements for high school physical education teachers. The objectives of this research were: (1) To explore the components of competence of high school physical education teachers. (2) To construct the competency model of high school physical education teachers in eastern Guangdong. and (3) To propose the guidelines for developing competency of high school physical education teachers in eastern Guangdong. Materials and Methods: This research was divided into three Phases: (1) Exploring the components of high school physical education teachers' competence. In this Phase, the literature, the in-depth interview of 15 experts, and the Delphi method of two rounds of consultation with 17 experts were adopted. (2) Questionnaire distribution and collection. The questionnaire was adopted. There were 1526 high school physical education teachers in Eastern Guangdong, and the sample size for this research was 308 according to Krejcie and Morgan's (1970) sampling table. (3) Data analysis: Descriptive Statistical Analysis, Exploratory Factor Analysis, and Confirmatory Analysis in mathematical statistics were used to analyze the collected data. Data analysis includes mean value, standard deviation analysis, and content analysis. Result: (1) The competency model of high school physical education teachers in eastern Guangdong consisted of 9 dimensions and 38 variables. Namely, The RIC had six variables, IGC had four variables, TOS had five variables, SK had six variables, PC had five variables, IR had three variables, PQ had three variables, TSR had three variables, and PD had three variables. (2) 38 guidelines for developing competency of high school physical education teachers in eastern Guangdong were proposed from 9 dimensions. Conclusion: (1) The competency model of high school physical education teachers in eastern Guangdong was composed of 9 dimensions and 38 variables. (2) There were 38 guidelines for developing competency of high school physical education teachers in eastern Guangdong.

Exploring Online Physical Education Teaching: What Have We Done and What Have We Learnt?

Engaging with physical education teachers who were compelled to integrate technology into their lessons during the COVID-19 pandemic is crucial to understanding how the pandemic has presented this ‘new normal’ circumstance. It is vital to gain insight into the initial experiences of physical education (PE) teachers who transitioned to online physical education (OLPE) teaching, as well as to identify potential areas for improvement in the future. This study investigated the perspectives of secondary school PE teachers on OLPE teaching during the COVID-19 lockdown, their professional development, online training opportunities and future perceptions. Using a mixed-methods approach, this study analysed data from 35 secondary school PE teachers in Fiji, using Google Forms to collect quantitative data and semi-structured interviews for qualitative data. The quantitative data was categorized by age, gender, school setting, qualifications, and teaching experience, while the qualitative data was analysed by themes. The study found that teachers struggled with OLPE due to lack of preparedness, poor Internet connectivity, and lack of emphasis on PE during lockdown. Despite their readiness, integrating technology remains challenging due to a lack of incentives, limited support, and fear of the unknown. The study emphasises the vital importance of technology in creating engaging and relevant PE experiences and recommends the provision of specialised resources, personalised curriculum guidance, and a change in teacher training institutions' paradigms to incorporate contemporary technological applications in PE.

Educational Interactive Video Content as a Media Contemporary Learning for Physical Education Teachers

Teachers still need to gain an understanding of audio-visual-based learning media. How to make learning media, especially interactive videos. Teachers need to develop skills in creating and developing interactive learning videos that support learning activities. This training combines expository methods, demonstrations, and independent practice. This community service activity is carried out to provide training and experience through socialization and a direct approach to elementary school Physical Education teachers. This activity is carried out to increase teachers' knowledge and skills regarding learning media, in this case, interactive learning videos. Besides feeling the benefits of the action, the teachers hope there will be similar follow-up activities, such as training in making learning evaluations with google forms, training in making learning videos and optimizing the making of broadcast materials for learning materials.

The attitudes of physical education teachers towards teaching students with disabilities: a qualitative research in Turkey

ABSTRACT This qualitative research examines the attitudes of physical education teachers in schools towards people with disabilities using the theory of planned behaviour. Fourteen (eleven male, three female) physical education teachers who work in a province in Turkey and have 6–25 years of teaching experience participated in the study. An interview form with semi-structured questions was used to collect the data for the study. The interviews focused on the in-class attitudes of the participants towards students with disabilities. The data of the study were analyzed thematically. It was determined that most of the participants exhibited negative attitudes towards students with disabilities while teaching them in physical education classes. In addition to the emergence of culture-specific themes, it was observed that even though the participants received adequate support from their administrators and colleagues, they failed to include students with disabilities in their classes through inclusive education philosophy in the field of adapted physical education.