18 research outputs found
Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature
Get PDFThis systematic review cites a number of programs and critically analyzes methods and measures used to develop social skills in young students with Autism Spectrum Disorders (ASD). Social skills are interpreted through a ToM theory lens, emphasizing interactions such as understanding, explaining, predicting, and manipulating the behavior of themselves and the others. The aim of this review is to study the role of the theatrical play programs and its effect on social interactions and social skills on students with ASD. An online search through Proquest and First Search resulted in twelve studies of diverse methodologies. All these studies support the value of theatrical play as a means of social skill development. More specifically, the qualitative, as well as the quantitative data, indicate the benefits of these programs on ASD students’ social skills such as cooperation, communication, and social awareness. More longitudinal studies are needed to develop and test pedagogical strategies for social skills development of ASD students in light of theatrical play activities. In addition, studies should be geared towards the teacher’s ability to teach theatrical play and thus promote social interaction between students with and without ASD in integrated school environments. Synchronizing theory with art and cooperative play seems to be the key to answer such assumptions positively
Moral Competence, Personality, and Demographic Characteristics: A Comparative Study
Get PDFThe development of moral competence is affected by both internal and external factors and has been researched by many scientists. The present study investigated a) whether the five factors of personality, gender and geographical area would affect ones’ moral competence, b) whether the personality factors Openness to Experience, Conscientiousness and Agreeableness would be correlated positively with moral competence in everyday life, whereas Extraversion and Neuroticism would be correlated negatively with morality, c) if there will be differences in students’ moral competence exhibited in everyday life and that expressed in PE/sports framework and d) whether type of school, factors of personality, as well as moral competence exhibited in sports-framework would all be significant factors for the interpretation of a student’s moral competence. The sample consisted of 331 junior high students (7th and 8th graders) (Mage = 12.47, SD = 0.740), who were given the Moral Competence Test Greek Version (Mouratidou et al. 2003), the Moral Judgment Test in Physical Education(Mouratidou et al. 2008), and the Inventory of Child Individual Differences (Besevegkis & Pavlopoulos 1998). The results indicated that of the five-factor personality model only Conscientiousness can affect moral reasoning ability in everyday life and that the type of school can account for less than 5% of variance when predicting moral competence in high school students
Curriculum enrichment with self - testing activities in development of fundamental movement skills of first - grade children in greece.
No full textComponents of attitudes toward the inclusion of students with disabilities in physical education in the ATIPDPE-GR instrument for Greek physical educators [Názory na začlenění studentů s postižením do hodin tělesné výchovy v nástroji ATIPDPE-GR pro řecké učitele tělesné výchovy]
No full text<strong>BACKROUND</strong>: Over the last decade the idea of the inclusion of students with disabilities and special educational needs (SEN) in general schools has become increasingly the focus of national and international policies in Greece. An important factor that affects the success of inclusion is attitude and the theory of planned behavior (TPB) provides a useful framework for the study of attitudes toward people with disabilities. <strong>OBJECTIVE</strong>: The purpose of the study was to examine the structure of the attitudinal scale, modified for Greece, of the Attitudes Toward Inclusion of Individuals with Physical Disabilities in Physical Education - Greece (ATIPDPE-GR), an instrument based on the theory of planned behavior (TPB) of Ajzen (2000), aiming to measure Greek physical educators' attitudes. <strong>METHODS</strong>: Participants were 155 physical educators (85 females and 70 males) with a mean age of 37.68 years teaching either the physical education (PE) course or the Olympic & Paralympic education (O & PE) course in seven different prefectures of Greece. <strong>RESULTS</strong>: Based on the one way ANOVA, the attitudinal scale of ATIPDPE-GR measures two psychological properties (components). Two components, which come from a principal component analysis, explain more than 42% of the variance. The two components are: a) positive outcomes for students and b) negative outcomes for teachers and students. <strong>CONCLUSIONS</strong>: Our present results indicate that the ATIPDPE-GR can be a reliable instrument that measures PE teachers' attitudes and that the theory of planned behavior can provide a sound theoretical framework for the study of the attitudes of physical educators.<br>[<strong>VÝCHODISKA</strong>: Za poslední dekádu myšlenka začlenění studentů s postižením a speciálními vzdělávacími potřebami (SVP) do všeobecných škol v Řecku nabývá na významu v rámci národní a mezinárodní politiky. Důležitý faktor, který podmiňuje úspěch tohoto začlenění, je postoj k této otázce a teorie plánovaného chování (TPCH) poskytuje užitečný rámec pro studium postojů k lidem s postižením. <strong>CÍLE</strong>: Účelem studie bylo posoudit strukturu postojové škály, modifikované pro Řecko, dle nástroje Attitudes Toward Inclusion of Individuals with Physical Disabilities in Physical Education - Greece (ATIPDPE-GR), založeného na teorii plánovaného chování (TPCH) Ajzena (2000). Škála je určena pro měření postojů řeckých učitelů tělesné výchovy. <strong>METODIKA</strong>: Zúčastnilo se 155 učitelů tělesné výchovy (85 žen a 70 mužů) v průměrném věku 37,68 let, kteří vyučují buď tělesnou výchovu (TV) nebo olympijskou a paralympijskou výchovu (OPV) v sedmi různých prefekturách Řecka. <strong>VÝSLEDKY</strong>: Na základě jednocestné ANOVA postojové škály ATIPDPE-GR měří dvě psychologické charakteristiky (komponenty). Dva komponenty, jež pocházejí z analýzy hlavních komponentů, objasňují více než 42 % rozptylu. Jedná se o a) pozitivní výsledky pro studenty a b) negativní výsledky pro učitele a studenty. <strong>ZÁVĚRY</strong>: Naše závěry indikují, že ATIPDPE-GR lze považovat za spolehlivý nástroj pro měření postojů učitelů TV a že teorie plánovaného chování může poskytnout solidní teoretický rámec pro studium postojů učitelů tělesné výchovy.
THE EFFECT OF A DISABILITY CAMP PROGRAM ON ATTITUDES TOWARDS THE INCLUSION OF CHILDREN WITH DISABILITIES IN A SUMMER SPORT AND LEISURE ACTIVITY CAMP
No full textConstruct validity of the test of gross motor development: A cross-validation approach
No full textThis study was designed to examine the underlying structure of the Test of Gross Motor Development (TGMD) in Ulrich (1985). The TGMD was administered to 644 children who were randomly divided into two groups (calibration group and validation group). The calibration group (n = 324) included 150 boys and 174 girls, and the validation group included 160 boys and 160 girls, ranging from 3 to 10 years. A two-factor model was postulated and supported. According to the model, seven variables measuring children's ability for moving into space loaded on one factor (locomotor skills), while five variables measuring children's ability for controlling objects loaded on the other factor (object control skills). In addition, the proposed model was found to be invariant across the two groups. Good cross-generalizability of the TGMD appears to support its validity. Physical educators working with young children may use it with confidence when assessing and planning physical education programs involving locomotor and object control skills
The relationship between functional potential and field performance in elite female wheelchair basketball players.
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ATTITUDES OF 5th AND 6th GRADE GREEK STUDENTS TOWARD THE INCLUSION OF CHILDREN WITH DISABILITIES IN PHYSICAL EDUCATION CLASSES AFTER A PARALYMPIC EDUCATION PROGRAM
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