Kinesiology
Permanent URI for this collectionhttps://hdl.handle.net/11274/15832
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Browsing Kinesiology by Subject "Adapted physical education"
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Item Adapted physical education professors' perceptions of teaching behaviors of effective general and adapted physical educators(2009-12) Bowers, Sharon Tiffany; French, Ron; Nichols, David L., Ph. D.; Silliman-French, LisaThe purpose of this investigation was to determine, and then compare and contrast, the performance-based teaching behaviors of effective practitioners in three different environments: (a) general physical education (GPE) teachers who work with students without disabilities; (b) GPE teachers who work with students with disabilities in an integrated setting; and (c) adapted physical education (APE) teachers who work with students with disabilities in a segregated setting. A mixed methods design using both qualitative and quantitative methods with sequential procedures was used (Creswell, 2003). The sampling design was purposive. Participants (N = 10) were professors of master's degree programs in Adapted Physical Activity, Adapted Physical Education, and/or Special Physical Education. The questionnaire, Performance-based Teaching Behaviors of General and Adapted Physical Educators , consisted of informed consent information and a combination of close-ended (rating scale) and open-ended (comment) questions. Questions were developed using a three-phase approach: (a) an in-depth review and analysis of performance-based teaching behaviors listed in the literature, the National Standards for Beginning Physical Education Teachers (NASPE, 2003), the Standards for Advanced Programs in Physical Education Teacher Education (NASPE, 2001), and the Adapted Physical Education National Standards (Kelly, 2006); (b) information regarding performance-based teaching behaviors obtained from interviews; and (c) validity and reliability measures. Data were collected in summer of 2008. Participants were asked to rank the importance of each of the 145 teaching behaviors for each of the three physical education environments. Data were analyzed using descriptive and nonparametric statistics. Within the limitations of this study, both similarities and differences were identified in the teaching behaviors of effective physical educators who work with and without students with disabilities. Based on the results of this study, a number of teaching behaviors are necessary for effective physical education teachers in any setting and additional teaching behaviors are required for the effective teaching of students with disabilities in both general and adapted physical education.Item Intention to teach physically active adapted physical education classes to children and youth(5/30/2015) Kim, Jaewha; French, Ron; Kim, Young Hoon; Rosen, Lisa; Sanborn, Charlotte; Silliman-French, LisaThe purposes of the present investigation were: (a) to examine whether adapted physical educators' intentions of teaching moderate to vigorous physical activity (MVPA) at least 50% of their class time with students with disabilities were determined by attitude toward, subjective norms of, perceived behavioral control, based on the theory of planned behavior; and (b) to determine cognitive foundation of the intentions of adapted physical educators. The participants were 122 purposely selected adapted physical educators primarily from California, Texas, and New York. A modified version of the Physical Educators' Intention Toward Teaching Individuals With Disabilities-II (PEITID-II; Rizzo, So, & Tripp, 2007) questionnaire was used to assess adapted physical educators' intentions, attitudes, subjective norms, perceived behavioral control, behavioral beliefs, normative beliefs, and control beliefs. A path analysis and Pearson correlation analyses were performed to analyze the data using SPSS 19.0. Based on the results, the adapted physical educators' intentions were significantly affected by their attitudes, subjective norms (i.e., social expectation), and perceived behavioral control (i.e., confidence) with the positive relationships. Based on the cognitive foundation of the intentions, the adapted physical educators who believed in positive consequences were likely to intend to teach MVPA at least 50% of their class time with students with disabilities. Further, administrators, parents/guardians, and medical personnel were significant individuals that the adapted physical educators felt to need to meet their expectations of teaching MVPA. On the other hands, the students' physical and cognitive limitations were considered a barrier to the adapted physical educators when teaching MVPA. Within the limitations of the study, the conclusions were drawn that the findings in the present study supported the theory of planned behavior was applicable to provide insight into the relationships of attitudes, social expectation, and a sense of control with the intentions of adapted physical educators to teach MVPA at least 50% of their time. More importantly, their strong intentions at least met the national recommendation of physical education (i.e., minimum 50% of class time should be moderate to vigorous to students in their physical education) according to Healthy People 2020 (U.S. Department of Health & Human Services, 2010).