Three Frameworks to Predict Physical Activity Behavior in Middle School Inclusive Physical Education: A Multilevel Analysis

The purpose of this study was to examine three frameworks, (a) process-product, (b) student mediation, and (c) classroom ecology, to understand physical activity (PA) behavior of adolescents with and without disabilities in middle school inclusive physical education (PE). A total of 13 physical educators teaching inclusive PE and their 503 students, including 22 students with different disabilities, participated in this study. A series of multilevel regression analyses indicated that physical educators’ teaching behavior and students’ implementation intentions play important roles in promoting the students’ PA in middle school inclusive PE settings when gender, disability, lesson content, instructional model, and class location are considered simultaneously. The findings suggest that the ecological framework should be considered to effectively promote PA of adolescents with and without disabilities in middle school PE classes.Keywords: student mediation, classroom ecology, process-productThis is the publisher’s final pdf. The published article is copyrighted by Human Kinetics, Inc. and can be found at: http://www.humankinetics.com/

Changing physical education teacher education curriculum to promote inclusion

Many physical education teachers are not well trained to address the needs of students with disabilities in an inclusive physical education class despite inclusion being a general educational policy (Rust & Sinelnikov, 2010). This lack of training could be improved through well-designed physical education teacher education (PETE) curriculum. This article proposes a curriculum framework based on the Transtheoretical Model (TTM) to effectively train pre-service physical educators toward the inclusive physical education. Three curriculum stages (lecture-focused, lectures with teaching practicum, and internship-focused) and the stage-matched strategies adapted from the TTM are discussed as promising ideas to systematically restructure the PETE curriculum and effectively train pre-service teachers to promote inclusion.Keywords: Inclusive physical education, Transtheoretical ModelThis is the publisher’s final pdf. The published article is copyrighted by Taylor & Francis and can be found at: http://www.tandf.co.uk/journals/Keywords: Inclusive physical education, Transtheoretical ModelKeywords: Inclusive physical education, Transtheoretical Mode

A comparison of the effectiveness between traditional and video modeling strategies on motor skill assessments

INTRODUCTION: Children with Autism Spectrum Disorder (ASD) have been shown to possess relative strengths in processing visual stimuli as opposed to verbal stimuli (Tissot & Evans, 2003). Therefore, instructional strategies that use visual means and presentations are recommended over the traditional (verbal) instruction. The effectiveness of video modeling has been demonstrated with social skills, verbal and communication skills, and play skills among children with ASD (Ayres & Langone, 2005; Bellini & Akullian, 2007) but has been used minimally in physical activity and motor skill research. PURPOSE: The purpose of this study was to examine the effectiveness of video modeling strategies compared to traditional instructions on motor skill performance among children with ASD. METHODS: Participants were both children with and without ASD ranging in age from 3 to 16. Nineteen children participated in this study. Ten participants had ASD (ages 11-16) and nine participants were without disabilities (ages 3-10). The participants were recruited from the local community in the Pacific Northwest in the United States. Diagnosis of ASD was confirmed through parental report. Each participant completed two trials, approximately 7 days apart, of the Test of Gross Motor Development-Third Edition (TGMD-3). The TGMD-3 is a standardized motor skill assessment which evaluates 13 different locomotor and ball skills, including running, horizontal jump, one-hand stationary dribble, and overhand throw. One of the trials was administered through video modeling conditions in which the participant watched the desired tasks on an iPad. The other trial was administered through traditional instructions which required direct verbal instruction and live demonstration from the study investigator. The trial conditions were presented to the participants in a counterbalanced order. Each performance was videotaped and then coded by research assistants. In order to eliminate bias, the research assistants were blind to the conditions of performance. The data was analyzed using a 2 x 2 (group by condition) repeated-measures ANOVA. The results of the study showed that, Video Modeling procedures are longer in duration than the traditional condition for both groups. Though not statistically significant, raw data shows there is an increase in scores from live to video modeling for children with ASD, and a decrease in scores from live to video modeling for children without disabilities. Reasoning for insignificant outcomes may have been due to: small sample size, if the children were attending to the videos on the iPad, if the skills were age-appropriate, and importance of blind data coding and lack of bias. Further research is needed to provide additional insight and reasoning for or against video modeling in motor assessment settings for children with ASD

Changes in acceptance of diversity through volunteering with youth with disabilities

Background/Purpose: A variety of models have been proposed to understand individuals with disabilities. Although it is important to consider the perspective of disability each model presents, the social model has gained considerable attention. This model explains disability as limitations and restrictions of society and the environment. A subset of the social model is the minority group model, which focuses on the similarities of racial minority groups and people with disability. To decrease the negative experiences of individuals with disabilities, more research is needed. The purpose of this study was to identify the potential factors influencing acceptance of diversity, in context of a service-learning program. Method: Eighty-Nine participants, volunteered in an 8-week physical activity program for youth with disabilities, and completed weekly surveys based on perceptions of their own experience, the behavior of the youth they were paired with, and support from their activity leader. The pre-and post-survey included the Miville-Guzman Universality-Diversity scale to assess acceptance of diversity. Results: Four multiple regressions were used in this study. The first multiple regression showed the participant’s perceived experience (β =50) and the youth’s behavior (β =-.50) significantly influence acceptance of diversity of contact (R=. 25). The second multiple regression showed own experience (β =. 48) to significantly influence acceptance of relativistic appreciation (R=. 26). The third multiple regression revealed own experience (β =-.56) and of youth’s behavior (β =-.47) significantly influence acceptance of comfort with differences (R=. 30). The fourth multiple regression showed own experience (β =. 62) and of youth’s behavior (β =-.55) significantly influence overall acceptance of diversity (R=. 31). Conclusion: Service-learning programs that give volunteers opportunities to interact with youth with disabilities, have the potential to influence acceptance of diversity. Thus, it may be important to provide students with opportunities to interact in diverse situations

Meta-Analysis of Physical Activity Levels in Youth With and Without Disabilities

The purpose of this study was to explore the current levels of physical activity among youth with disabilities using meta-analysis. The search identified 11 publications including 729 participants (age 4-20 yr). The overall effect size for 11 studies was Hedges g = 0.60 (SE = 0.18, 95% confidence interval [CI] [0.24, 0.96], p .85). Results also suggested that the differences in physical activity between youth with and without disabilities were affected by age (13 yr, g = 0.37, SE = 0.10, 95% CI [0.18, 0.57], p .6)

The relationship between balance and fundamental motor skills in children

Relation entre la capacité d'équilibre statique et dynamique et la performance au saut et au coup de pied chez des enfants de 5 à 9 an

PorterShelbyL2016.pdf

Background/Purpose: A variety of models have been proposed to understand individuals with disabilities. Although it is important to consider the perspective of disability each model presents, the social model has gained considerable attention. This model explains disability as limitations and restrictions of society and the environment. A subset of the social model is the minority group model, which focuses on the similarities of racial minority groups and people with disability. To decrease the negative experiences of individuals with disabilities, more research is needed. The purpose of this study was to identify the potential factors influencing acceptance of diversity, in context of a service-learning program. Method: Eighty-Nine participants, volunteered in an 8-week physical activity program for youth with disabilities, and completed weekly surveys based on perceptions of their own experience, the behavior of the youth they were paired with, and support from their activity leader. The pre-and post-survey included the Miville-Guzman Universality-Diversity scale to assess acceptance of diversity. Results: Four multiple regressions were used in this study. The first multiple regression showed the participant’s perceived experience (β =50) and the youth’s behavior (β =-.50) significantly influence acceptance of diversity of contact (R=. 25). The second multiple regression showed own experience (β =. 48) to significantly influence acceptance of relativistic appreciation (R=. 26). The third multiple regression revealed own experience (β =-.56) and of youth’s behavior (β =-.47) significantly influence acceptance of comfort with differences (R=. 30). The fourth multiple regression showed own experience (β =. 62) and of youth’s behavior (β =-.55) significantly influence overall acceptance of diversity (R=. 31). Conclusion: Service-learning programs that give volunteers opportunities to interact with youth with disabilities, have the potential to influence acceptance of diversity. Thus, it may be important to provide students with opportunities to interact in diverse situations

PorterShelbyL2016.pptx

Background/Purpose: A variety of models have been proposed to understand individuals with disabilities. Although it is important to consider the perspective of disability each model presents, the social model has gained considerable attention. This model explains disability as limitations and restrictions of society and the environment. A subset of the social model is the minority group model, which focuses on the similarities of racial minority groups and people with disability. To decrease the negative experiences of individuals with disabilities, more research is needed. The purpose of this study was to identify the potential factors influencing acceptance of diversity, in context of a service-learning program. Method: Eighty-Nine participants, volunteered in an 8-week physical activity program for youth with disabilities, and completed weekly surveys based on perceptions of their own experience, the behavior of the youth they were paired with, and support from their activity leader. The pre-and post-survey included the Miville-Guzman Universality-Diversity scale to assess acceptance of diversity. Results: Four multiple regressions were used in this study. The first multiple regression showed the participant’s perceived experience (β =50) and the youth’s behavior (β =-.50) significantly influence acceptance of diversity of contact (R=. 25). The second multiple regression showed own experience (β =. 48) to significantly influence acceptance of relativistic appreciation (R=. 26). The third multiple regression revealed own experience (β =-.56) and of youth’s behavior (β =-.47) significantly influence acceptance of comfort with differences (R=. 30). The fourth multiple regression showed own experience (β =. 62) and of youth’s behavior (β =-.55) significantly influence overall acceptance of diversity (R=. 31). Conclusion: Service-learning programs that give volunteers opportunities to interact with youth with disabilities, have the potential to influence acceptance of diversity. Thus, it may be important to provide students with opportunities to interact in diverse situations