Free Time Motivation and Physical Activity in Middle School Children

This study examined free time motivation and physical activity in 68 middle school children from a rural public school system (N = 24) and a private school located in the same area of the Midwest (N = 44). Results indicated that free time motivation did not explain variability in physical activity behavior during free time or while students were in school (p \u3e .01). A school (private vs. public) x gender comparison indicated that males had higher activity levels than females during free time and while in school, F(1, 67) = 8.43, p \u3c .01, Eta2 = .12 and F(1, 67) = 27.59, p \u3c .01, Eta2 = .30. There were no differences between public versus private school participants (p \u3e . 05) on free time minutes of MVPA. Males from the study participated in 56 minutes per day while wearing activity monitors, approximating the 60 minutes recommended by health experts, t = -1.028, p \u3e .05, n = 30. Female values were significantly below this Department of Health and Human Services recommendation at 32 minutes per day, t = -7.31, p \u3c .01, n = 38

The Psychometric Properties of the Difficult Behavior Self-Efficacy Scale

The study was designed to estimate the psychometric properties of Hastings and Brown’s (2002a) Difficult Behavior Self-efficacy Scale. Participants were two samples of physical educators teaching in Korea (n = 229) and the United States (U.S.; n = 139). An initial translation of the questionnaire to Korean and pilot study were conducted along with the larger study using a confirmatory factor analysis procedure. Internal consistency estimates (weighed Omega) for the five-item scale were 0.88 both the Korean and U.S. samples. The average variances extracted for the one factor were 0.59 for the total data set and 0.57 each for the Korean and U.S. samples. Confirmatory factor analysis supported a five-item, unidimensional model for self-efficacy for the total sample: Goodness of Fit Index (GFI) = 0.97, Nonnormed Fit Index (NNFI) = 0.95, Comparative Fit Index (CFI) = 0.98, and Standardized Root Mean Square Residual (SRMR) = 0.03. Only the Root Mean Square Error of Approximation (RMSEA = 0.12) fell below criterion levels of acceptable fit, with similar fit indices occurring in separate analyses of the Korean and U.S. samples. Invariance testing across the two samples supported metric invariance (similarity of factor loadings) but not scalar invariance (U.S. means higher on all five items). The factor structure for the self-efficacy scale provides an initial estimate of validity and internal consistency for use with different teacher groups

A Continuum of Paraeducator Support for Utilization in Adapted Physical Education

This article describes three different ways of using paraeducators during adapted physical education. (1.) Having paraeducators read a portion of the lesson plan that describes the desired support towards lesson objectives. Paraeducators then assist all students when needed. (2.) Assigning specific modifications for paraeducators through the IEP process. These modifications maybe designed for a single child and listed in the lesson plan. The paraeducator then provides specific support for a particular child. (3.) Using video modeling to create media clips for paraeducators to view prior to assisting children during the lesson. The media clips include modeling of key lesson concepts aimed at helping paraeducators understand physical education activities that a child is expected to accomplish during the lesson. The physical educator is then free to attend to other learners with different needs during portions of the lesson. Recommendations for using video technology are provided

Perceived Barriers to Including Students with Visual Impairments in General Physical Education

The purpose of this study was to examine barriers perceived by teachers when including students with visual impairments in general physical education. Teachers (52 males, 96 females) who had children with visual impairments in their physical education classes were surveyed prior to in-service workshop participation. The most prevalent barriers were professional preparation, equipment, programming, and time. A logistic regression analysis, regressing gender, in-service training, number of students with visual impairments taught, masters degree attained, masters hours spent on visual impairments (yes or no), undergraduate hours spent on visual impairments (yes or no), and years of experience failed to indicate significant predictors of professional preparation as a barrier, Model x2 (6, n = 148) = 4.48, p \u3e .05

The Emotional Reactions to Challenging Behavior Scale-Korean (ERCBS-K): Modification and Validation

The purpose of this study was to explore the original version of Mitchell and Hastings\u27s (1998) Emotional Reaction to Challenging Behavior Scale (ERCBS) and estimate validity and reliability of a revised version containing 29 items. The Emotional Reaction to Challenging Behavior Scale-Korean (ERCBS-K) was studied using 445 in-service physical educators (228 females; 217 males). Data were collected using onsite administration as well as mail survey administration procedures. Confirmatory and exploratory factor analyses results supported a five factor, 28-item scale (ERCBS-K). Acceptable internal consistency coefficients were found for each of the subscales of the ERCBS-K (Cronbach\u27s alpha ranged from 0.71 to 0.87)

Underlying Dimensions of the Physical Educators\u27 Judgments about Inclusion Instrument: Brazilian-Version

Background/Objective: The available information pertaining to the attitudes of Brazilian physical education teachers about teaching students with disabilities is limited in the extant literature base. Rationally, however, scholars argue that determining, analyzing, and theorizing about the attitudes of physical education teachers is important in the preparation and professional development of these teachers. It is therefore important to extend the research base using valid and reliable measures regarding teachers’ attitudes about inclusion and teaching students with various disabilities. Purpose: The purpose of this study was to examine the underlying dimensions of the Physical Educators’ Judgments about Inclusion (PEJI) scale following translation procedures that converted the existing measure to Portuguese. The PEJI was designed to analyze teachers’ attitudes about inclusion and teaching students with various disabilities. Method: Using a descriptive survey research design, data were collected from 147 participants (women = 57.1%, men = 42.9%) on the PEJI survey instrument. Results: Principal component analysis resulted in salient loadings on three dimensions consistent with prior study using the PEJI and explained 57% of the variance for measuring judgments about: Inclusion versus Exclusion, Acceptance of Students with Disabilities, and Perceived Training Needs. Conclusions: The overall results confirm validity of the PEJI survey consistent with prior study on this measure. The strong magnitude of values indicates that each of the subscales measures separate dimensions of judgments (attitudes). Implications for future use, we recommend reporting individual scale scores rather than a total PEJI score

RT3 accelerometer accuracy in estimating short term physical activity in individuals with visual impairments.

La validité de l'accéléromètre pour estimer l'activité physique d'enfants et adolescents déficients visuels lors de cours d'éducation physique est étudiée par comparaison avec des données d'observation directe

Acquisition and Transfer of Values and Social Skills through a Physical Education Program Focused in the Affective Domain

The purpose of this study was to examine the effectiveness of a physical education (PE) program focused on the affective domain for 6th to 8th grade students with respect to the acquisition and transfer of social skills and values. Further, the extent that general classroom teachers and parents perceived if the learned skills where transferred to other context outside the PE class was examined in a sample of 274 students (ages 11 to 13 years old). One hundred and forty-five males (53%) and 129 females (47%) from five urban schools in Albacete Spain were studied. Three questionnaires were used (pre and post rating scales) as data collection instruments for students, teachers and parents. Results demonstrated encouraging estimates of reliability for the subscales of PE teachers’ perceptions of students’ values and regular education teaches perceptions with very strong values of internal consistency .82 and .93 respectively. Posttest values were slightly higher. Further, findings demonstrated positive outcomes after the intervention in teacher perceptions about students values levels (t =-8,05; p < .01), enjoyment, (t =-7.10; p < .01), fair play (t = -8.09; p < .01), social relation (t = -6.48; p < .01), good habits (t = -7.43; p < .01) and emotional control (t = -6.03; p < .01) in favor of the intervention group. These results support previous studies evidencing that integrating social skills and values intervention in the PE class increase students’ development in the affective domain

Adapted Physical Education and Sport

Editor, Joseph P. Winnick.Includes chapters by several College at Brockport faculty members:Francis X. Short. Measurement, assessment, and program evaluation ; Individualized education programs ; Health-related physical fitness and physical activity.Joseph P. Winnick. Introduction to adapted physical education and sport ; Program organization and management ; Perceptual-motor development.Douglas H. Collier. Instructional strategies for adapted physical education.Cathy Houston-Wilson. Pervasive developmental disorders ; Infants and toddlers.Lauren J. Lieberman. Visual impairments ; Deafness and deafblindness.Francis M. Kozub. Other health-impaired students.Includes chapters by College at Brockport alumus Luke E. Kelly: Spinal cord disabilities ; Winter Sport Activities.Part I introduces foundational topics in adapted physical education and sport, including program organization and management, adapted sport, individualized programs, and instructional strategies. It helps teachers and leaders to plan, assess, prescribe, teach, and evaluate adapted physical education. Part II explores the unique physical education needs of students with various disabilities. Part III examines developmental considerations, including motor development, perceptual motor development, and considerations for infants and toddlers as well as for early childhood. In part IV the focus is on physical activities and sports for people with disabilities. It includes chapters on rhythmic movement and dance, aquatics, team sports, individual and adventure sports, and enhancing wheelchair sport performance. Each chapter identifies skills, lead-up activities, modifications, and variations to make the experience meaningful, motivating, and fun for the participants. Chapter-opening vignettes and numerous real-life problems that must be solved help readers learn and apply the material.https://digitalcommons.brockport.edu/bookshelf/1145/thumbnail.jp

Adapted Physical Education and Sport

Edited by College at Brockport faculty member Joseph P. Winnick. Includes chapters by The College at Brockport faculty: Lauren J. Lieberman, Hard of Hearing, Deaf, or Deafblind Cathy Houston-Wilson, Autism Spectrum Disorders Francis Xavier Short, Health-Related Physical Fitness and Physical Activity Francis M. Kozub, Other Health-Impaired Conditions Douglas Holden Collier, Instructional Strategies for Adapted Physical Education Also includes two chapters co-authored by Brockport alumnus Garth Tymeson, Measurement, Assessment, and Program Evaluation ; and: Individualized Education Programs.https://digitalcommons.brockport.edu/bookshelf/1032/thumbnail.jp