A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion

Research has indicated the importance of preservice teacher education programs that focus on fostering positive psychological aspects relevant to teaching in inclusive settings, such as attitudes or self-efficacy. Previous research lacks theoretical underpinning and is limited because of methodological characteristics of the studies (e.g., no control group). Thus, in a quasi-experimental design the current study aimed to investigate the effects of theoretically derived interventions (IG1: information-based cognitive intervention group; IG2: information-based and practical field experience intervention group) in comparison to a control group (CG) on changes in preservice teachers’ perspective on teaching inclusively, i.e. explicit and implicit attitudes, selfefficacy, and stress perception, all relevant to teach in inclusive settings. Results of four separated repeated-measure analysis of variances, with time of assessment (before vs. after) as a within-subject factor and group (CG, IG1, and IG2) as a between-subject factor, showed no differences in the development (pre- to post-intervention) between CG and IG1 as well as CG and IG2 in any of the dependent variables. However, significant differences in changes in explicit attitudes and stress perception were found between IG1 and IG2 in favor of IG2. Results will be discussed considering confounding variables that future research should further investigate

Physical Activity in Different Preschool Settings: An Exploratory Study

Introduction. Physical activity (PA) in preschoolers is vital to protect against obesity but is influenced by different early-life factors. The present study investigated the impact of different preschool programs and selected family factors on preschoolers’ PA in different countries in an explorative way. Methods. The PA of 114 children (age = 5.3 ± 0.65 years) attending different preschool settings in four cities of the trinational Upper Rhine region (Freiburg, Landau/Germany, Basel/Switzerland, and Strasbourg/France) was measured by direct accelerometry. Anthropometrical and family-related data were obtained. Timetables of preschools were analyzed. Results. Comparing the preschool settings, children from Strasbourg and Landau were significantly more passive than children from Basel and Freiburg (P<.01). With regard to the family context as an important early-life factor, a higher number of children in a family along with the mother’s and child’s anthropometrical status are predictors of engagement in PA. Conclusion. More open preschool systems such as those in Basel, Freiburg, and Landau do not lead to more PA “per se” compared to the highly regimented desk-based system in France. Preliminaries such as special training and the number of caregivers might be necessary elements to enhance PA. In family contexts, targeted PA interventions for special groups should be more focused in the future

Précautions empiriques et consensus épistémologique dans la comparaison européenne: à propos d’une enquête qualitative sur la santé et les activités physiques dans des quartiers pauvres

Dans le cadre d’un programme de recherche sur les représentations et les usages sociaux de santé et d’activité physique d’enfants et de leur famille, habitant des quartiers pauvres situés dans quatre pays européens (France, Allemagne, Suisse et Italie), nous présentons les conditions d’accès aux données et de recueil du matériel, les divergences rencontrées et les outils de systématisation et de mise en cohérence utilisés dans ce protocole de recherche collective. Afin de permettre l’analyse interprétative comparée de ces études de cas, l’équipe a mis en place un arsenal de standardisation de la recherche dans une démarche collaborative. Nous proposons de discuter de l’articulation d’une vigilance interprétative, amarrée à un comparatisme réflexif et relationnel contextualisé

Abstracts from the 8th International Conference on cGMP Generators, Effectors and Therapeutic Implications

This work was supported by a restricted research grant of Bayer AG

An Empirical Study about the Importance of Teachers´ Educational Beliefs and Acculturation Attitudes for the Implementation of Intercultural Education in Physical Education

Previous research suggests that teachers’ behaviour is influenced by educational beliefs and attitudes. This article focuses on two explorative studies among 99 and 18 physical education teachers, and aims to find out if educational beliefs and acculturation attitudes influence teachers’ willingness and behaviour to promote students’ intercultural competence through physical education lessons. The research design is based on a mixed-method approach. By interlocking quantitative and qualitative data, a mismatch between the expressed willingness and the real behaviour is uncovered. Educational beliefs influence the willingness but not the behaviour, whereas acculturation attitudes do not have any significant influence on the expressed willingness or on the behaviour. The impact depends on the accessibility of the namely constructs that is attained by reflection. Therefore, teacher education must be more than the conveyance of knowledge and techniques but provides teachers with strategies to reflect on their belief systems and their implication on teaching

Quantitative and qualitative results of a body image pilot intervention in (pre)adolescent girls

Body image concerns are reported especially by (pre)adolescent girls. Since standard physical education lessons have rarely been considered as a possible setting for intervention studies, especially for the purpose of increasing body satisfaction, we developed and implemented a theoretically-driven pilot intervention study in physical education lessons for secondary schoolgirls. The aim of the study was to reduce body dissatisfaction in girls and to have the intervention content evaluated by the students. Thirty 12–13-year-old girls took part either in the intervention (n = 12) or control group (n = 18). The results of this study revealed that, as compared to the control group, participation in a 6-week physical education intervention significantly improved post-intervention weight and shape concern scores. Participants in both groups showed positive but non-significant changes in body dissatisfaction, body satisfaction and restrained eating following the trial, but there were no significant between group differences. Two girls from the intervention classes were interviewed after the intervention. They positively emphasised the practical and critical reflection components of the physical education intervention. These preliminary findings suggest that body image interventions in physical education represent important content for (pre)adolescent body-dissatisfied girls. However, the effectiveness of such intervention studies must be further investigated

Subclinical disordered eating and body dissatisfaction in normal weight children—the role of physical activity and motives to exercise

Body dissatisfaction is considered to be one of the most important risk factors for disordered eating. The role of physical activity in the context of body dissatisfaction and disordered eat-ing is by and large ambiguous, even more so in childhood. Therefore, the aim of the present study was to explore the interaction effects between physical activity and motives for exercise and body dissatisfaction on restrained eating in normal weight children. The cross-sectional analyses refer to N = 602 primary scholars (7-12 years old). Multiple stepwise regression mod-els showed that the enhancing effect of body dissatisfaction on restrained eating can be buff-ered by physical activity among boys (R2 = 0.15, F(1, 261) = 2.31, p = 0.05). Among girls, physi-cal activity in combination with body dissatisfaction increases restrained eating significantly (R2 = 0.26, F(1, 225) = 15.46, p< 0.0001). Concerning the motives for exercise, the emotional motive and the health and fitness motive in relation with body dissatisfaction significantly increase restrained eating in boys (R2 = 0.23, F(1, 181) = 6.93, p=0.05). Similarly, for girls, the emotional motive and the health and fitness motive in relation with body dissatisfaction in-crease restrained eating significantly (R2 = 0.48, F(1, 131) = 15.60, p< 0.001). Thus, the reflec-tion upon the role of physical activity and motives for exercise in young children might be an approach to preventing disordered eating in relation to body dissatisfaction