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Dissertations / Theses on the topic 'Physical education for children with disabilities Physical education teachers'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.

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2

Kwan, Tze-keung. "Potential for development of physical education in physically handicapped schools in Hong Kong." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626123.

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3

Aschemeier, Amy R. "The roles of paraprofessionals in physical education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286500.

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Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to physical education and to conduct a needs assessment for training. Participants (N=76) were comprised of paraprofessionals from city and county public schools grades Pre K -12 in Northwest and East Central Indiana, and Northwest Ohio. A twopart questionnaire was given to paraprofessionals in the classrooms to assess current responsibilities in physical education as well as identify training needs they might have in physical education. Data was analyzed using descriptive statistics, frequency counts, and measures of central tendency (means) to answer all research questions. Results indicated that paraprofessionals who assisted in physical education perceived themselves to be adequately trained despite not having much professional training. Paraprofessional responsibilities in physical education remained vague and unclear; however, results showed paraprofessionals were willing to receive training depending on training length of time and training topics offered.
School of Physical Education
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4

Kwan, Tze-keung, and 關子強. "Potential for development of physical education in physically handicapped schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626123.

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5

Fok, Chun-wing Daniel, and 霍俊榮. "Home-school collaboration and parent education for students with physical disabilities: a school-basedstudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27708068.

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6

Kashimba, Sally Salome. "The need for physiotherapy support for teachers in inclusive education for the inclusion of learners with physical disabilities in selected schools in Zambia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2580_1254402740.

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The purpose of the study was to explore the need for physiotherapy support for teachers in selected inclusive schools in Zambia. The study aimed to determine teachers skills and teachers attitudes as they included learners with physical disabilities in their classrooms.

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7

Akuffo, Patrick B. "A descriptive analysis of the roles, responsibilities, and concerns of adapted physical education teachers in an urban school district." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124301495.

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8

Davis, Fuad. "Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50107.

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Thesis (MEd)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: Education systems are in a constant change, more so now in the post-modern global era that we live in. With change comes the stressors associated with it. Some of us are able to cope while others are unable. This thesis focuses on the effect of stress on educators who have learners with physical disabilities in their classroom as well as the coping methods used by these educators to manage these learners in the classroom. Participants were five female educators from disadvantaged areas of the Western Cape. A qualitative research approach was taken and the results indicate the following: Major stress experienced by educators is caused by the fact that educators do not know how far to sustain, let alone challenge an active learning environment, because of lack of experience and relevant in-service training relating to learners with physical disabilities. It was found that the nature of the disability and its severity influences the attitudes of the educators in inclusive practice. The absence of communication or rather the lack of information about the learner from the parent and other parties involved caused stress amongst the participants. Participants identified that improving their self-esteem was one of the key coping methods in dealing with stress. It is clear that educators need some form collaborative support to know they are on the right path or in order to progress in the right direction.
AFRIKAANSE OPSOMMING: Opvoedkundige stelsels is gedurig onderworpe aan verandering, veral tans in die post-modêrne globale era waarin ons leef. Verandering word vergesel deur stressors wat daarmee geassosieer word. Sommige van ons is instaat om hierdie te hanteer en ander nie. Hierdie tesis fokus op die effek van stres op opvoeders wat leerders met fisies gestremde in hul klaskamers het, asook die hanteringsstrategieë wat deur hierdie opvoeders gebruik word om hierdie leerders in die klaskamer te hanteer. Deelnemers was vyf vroulike opvoeders uit agtergeblewe areas in die Wes-Kaap. 'n Kwalitatiewe navorsingsbenadering is gevolg en resultate dui op die volgende. 'n Belangrike stressor wat deur opvoeders ervaar word, is dat hulle nie weet hoe om 'n aktiewe leeromgewing te volhou of uit te daag nie. Dit is die gevolg van 'n tekort aan ondervinding en relevante indiensopleiding aangaande leerders met fisiese gestremdhede. Daar is gevind dat die tipe en graad van gestremdheid die ingesteldheid van die opvoeders in 'n inklusiewe praktyk beïnvloed. Die afwesigheid van kommunikasie of liewer die gebrek aan informasie deur die ouer of ander betrokke partye aangaande die leerder, het stres onder die deelnemers veroorsaak. Deelnemers het die verbetering van hulle eie selfbeeld as 'n belangrike hanteringstategie geïdentifiseer. Dit is duidelik dat opvoeders 'n vorm van samewerking en ondersteuning benodig om te weet of hulle op die korrekte weg is óf om hulle in die regte rigting te stuur.
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9

Goodwin, Lorna. "The inclusion of children with physical disabilities in physical education : rhetoric or reality?" Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685073.

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10

Seymour, Helena. "Friendship in inclusive physical education from the perspective of students with and without physical disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99601.

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The role of a best friend for students with and without a disability in inclusive physical education has been conspicuously neglected in sport psychology and adapted physical activity research. Although the last decade has seen an increase in empirical research pertaining to the perceived experiences of students with a physical disability in inclusive physical education (Blinde & McCallister, 1998; Goodwin & Watkinson, 2000; Hutzler, Fliess, Chacham, & Van den Auweele, 2002), the effect of a best friend for both students with and without a disability has generally been overlooked. Thus the current study compared friendship in inclusive physical education from the perspective of students with (n=8) and without (n=8) physical disabilities. All participants attended a reversely integrated school and were interviewed using an unstructured, open-ended interview format. An interview guide from Weiss, Smith, and Theeboom (1996) that explored friendship in the sport domain was adapted to account for the context of inclusive physical education. Four categories emerged from the analysis: spectrum of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. Specifically, similarities and differences were noted in best friendship, between the two groups regarding physical activity patterns, and features of best friendship valued in physical education.
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11

Storm, Wendy M. "Inclusion models in elementary physical education." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/WStorm2007.pdf.

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12

Llewellyn, Ann. "Perceptions of inclusive education for children and families with physical disabilities." Thesis, University of Wolverhampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393658.

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It was the focus of this thesis to examine the influence of the school community and education system upon the children and families of young people with physical disabilities in one 'designated' mainstream school within the United Kingdom. The first phase of the study examined the self-perceptions of ninety three non-disabled peers between the ages of twelve and thirteen from year 8 of the school. The Twenty Statements Test (Rees and Nicholson. 1994) was used to establish sources of influence and values underlying identity in this group. This served as a basis to establish what the young people saw as the major issues affecting themselves and their friendships at this particular stage of their development. The results suggest that there are cultural nonns associated with identity in mainstream education that may serve to exclude young people with physical disabilities who may not meet peer expectations regarding physical appearance, personality and participation in group activities. The results suggest that children with physical disabilities are in a position of disadvantage in relation to friendship fonnation in mainstream education and also in relation to participation in activities considered crucial at this level of development. The second phase of the study examined the perceptions of mainstreaming of 6 pupils with physical disabilities, their parents and seven teaching staff. In-depth interviews were carried out and fonned the basis of a themed case study that highlighted multi-perspective approaches to issues that arose in mainstream schooling. A major theme emerging from this study was the vulnerability of young people with physical disabilities within a rigid system designed for an ablebodied majority. Evidence presented here suggests that clinical issues affecting the development of a child with a physical disability are not readily identified by teaching staff in mainstream education. It appears from interviews conducted that teachers are not provided with the training to recognise difficulties that can arise when teaching children with physical disabilities. An analysis of the case study material in the light of the transactional model (Sameroff, 1991) provides an example of how the personal attitudes and expectations of teachers can affect the way they interact with children with physical disabilities and also highlights the social and psychological barriers to inclusion that support discriminatory practices in mainstream education. Evidence from the case studies suggests that the processes that can serve to exclude the child with a physical disability from themainstream of "chool life appear to be '1ubtle and can abo impact upon the psychological functioning of individual children and their familie:--. The results of both phases of the study suggest that children with phy:--il'al disabilities are only partially included in main:--trcam school life
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13

Kwan, Wai-fan, and 關慧芬. "Parental involvement in integration of children with physical disabilities in mainstream schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27668551.

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14

LeDrew, June Elizabeth. "Women and primary physical education, a feminist critical ethnography." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21939.pdf.

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15

Hrmo, Jennifer. "Physical activity choices and self-determination in children with intellectual disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/MQ54993.pdf.

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16

Svedjer, Emelie, and Monika Lövsund. "Developing physical literacy in school children: from the perspective of teachers in physical education and health." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159236.

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Physical literacy (PL) is defined as the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement inphysical activities for life. The concept has become more prominent during recent years and has also inspired the latest curriculum for physical education and health (PEH) in Sweden. There has not yet been many empirical studies on the concept. The aim of this study was to explore elementary school PEH teachers’ knowledge, understanding and application of the psychological domains of PL. Five PEH teachers working with school children in grades 1-3 were interviewed and the data was analyzed using thematic analysis. Results showed that the teachers were used to teaching knowledge and understanding, and they had strategies to foster confidence but did not have the same systematic approach or understanding of motivation. In addition, the teachers emphasised emotions and social relations as important dimensions in PEH. The implications of this study is that there is a foundation for letting PL influence PEH in Sweden to a greater extent but there are also challenges to this aspiration. More empirical research on implementation of PL is needed.
Rörelserikedom eller ”physical literacy” (PL) definieras som att med motivation, självförtroende, kunskap, förståelse och fysisk kompetens värdesätta och utveckla ett livslångt intresse för fysisk aktivitet. Konceptet har fått stort genomslag under senare år och har också inspirerat den senaste läroplanen för idrott och hälsa i Sverige. Empiriska studier av konceptet har inte ännu gjorts i någon större utsträckning. Syftet med denna studie var att undersöka kunskap, förståelse och tillämpning av de psykologiska domänerna i PL hos idrottslärare i lågstadiet. Fem lärare som undervisar idrott och hälsa i årskurs 1-3 intervjuades och data analyserades genom tematisk analys. Resultatet visade på att lärarna var vana vid att lära ut kunskap och förståelse, de hade strategier för att främja självförtroende men de hade inte samma systematiska angreppssätt eller förståelse för motivation. Utöver detta så betonade lärarna känslornas och de sociala relationernas vikt inom idrott och hälsa. Studien implicerar att det finns underlag för att låta PL influera idrott och hälsa i Sverige i större utsträckning, men det finns också utmaningar till denna strävan. Det behövs mer empirisk forskning på implementering av PL.
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17

Mustain, Wendy C. "A manual of elementary physical education skill theme activities for physical education specialists to use in collaboration with classroom teachers." Master's thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-01262010-020045/.

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18

Clemente, Isabel. "Children's involvement in Physical Education lessons : Differences between children with high grades and children with disabilities." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40802.

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Children with disabilities need physical activity in order to promote development and health, and this can be fulfilled in their physical education lessons. However, adapting lessons for children with disabilities can be a very complicated task as there are many factors that affect, both positively and negatively, the child´s general self-efficacy, their self-efficacy in their physical education lesson and their aptitude to participate. In a previous descriptive quantitative study teachers self-rated teacher skill were positively correlated to self-efficacy for students with high grades but negatively correlated to self-efficacy for students with disabilities. Therefore, the aim of the study is to test two hypothesis concerning the relations between teacher´s teaching skills, environmental prerequisites and climate and the student´s general self-efficacy, self-efficacy in physical education and aptitude to participate for with high grades and with disabilities respectively. With the help of a quantitative study with questionnaire data the hypotheses were tested for children with disabilities and children with high grades within PE lessons in regular Swedish mainstream schools. The results show that teaching skills are negatively correlated to general self-efficacy, self-efficacy in physical education and aptitude to participate for children with disabilities. For children with high grades the same relations were positive. Regarding prerequisites for physical education and climate in class both were positively related to general selfefficacy, self-efficacy in physical education and aptitude to participate for both children with high grades and children with disabilities. The importance of having an individually adapted lesson planning and grading criteria are discussed.
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19

Gross, Michael K. Hastie Peter A. "The effects of class size in elementary physical education an examination of student activity levels, class management time, and teacher attitudes /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1735.

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20

Clements, Rhonda L. "A multi-case study of the implementation of movement education in selected schools /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10810201.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1988.
Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Nancy BrooksSchmitz. Bibliography: leaves 267-273.
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Chang, Chung-Shiuan. "A creative dance curriculum model for elementary children in Taiwan, the Republic of China /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11169345.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Nancy BrooksSchmitz. Dissertation Committee: Heidi Hayes Jacobs. Includes bibliographical references: (leaves 153-161).
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22

McMurray, Catherine Anne. "The use of inclusive opportunities to promote positive attitudes towards inclusion in physical activities." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49802.

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Thesis (MScSportSc) -- University of Stellenbosch, 2003.
ENGLISH ABSTRACTThe purpose of this study was to determine whether or not inclusion opportunities would improve the attitudes of children with disabilities and children without disabilities towards inclusion in physical activities. A total of 75 pre-and 71 post-test questionnaires were completed. Thirty-nine pre-test and 37 post-test questionnaires were completed by participants with disabilities and 36 pre-test and 34 post-test questionnaires were completed by participants without disabilities. All participants were pre-tested by means of questionnaires presented to them prior to each inclusion opportunity and were post-tested by means of questionnaires presented to them on the day of the inclusion opportunity, once the event was completed. All questionnaires were developed by the researcher and have not been used previously for any other study of this kind. Results revealed that: 1. Attitudes in both the participants without disabilities and participants with disabilities changed after attending the inclusion opportunities. 2. There was a reduction in negative attitudes in both participating groups towards inclusion in physical activities. 3. Participants associated the inclusion opportunities with positive categories such as enjoyment, friendship and play. 4. There was a positive response to suggestions of participation in future inclusion opportunities. Based on the results determined, it was concluded by the researcher that inclusion opportunities do improve attitudes of children with and children without disabilities towards participating in inclusive activities, specifically physical activities. Further research in South Africa should however be conducted to determine the long-term effects of participation in inclusion opportunities on children with and without disabilities.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om te bepaal of inklusiewe geleenthede die gesindhede van kinders met gestremdhede en kinders sonder gestremdhede kon verbeter met betrekking tot die beginsel van inklusiewe onderrig. 'n Totaal van 75 pre- en 71 post-toetse is gevoltooi. Nege en dertig pre-toetse en 37 post-toetse is deur deelnemers met gestremdhede voltooi en 36 pretoetse en 34 post-toetse deur deelnamers sonder gestremdhede. Aile deelnemers is vooraf getoets deur middel van vraelyste wat voltooi is voor die aanvang van elke geleentheid. Na die voltooing van elke geleentheid het aile deelnemers weer 'n vraelys voltooi. Die vraelyste is deur die navorser ontwikkel en is nog nooit voorheen gebruik vir hierdie tipe studie nie. Resultate van hierdie studie het aangetoon dat: 1. Gesindhede van kinders met gestremdhede en van kinders sonder gestremdhede het verbeter na deelname in hierdie geleenthede. 2. Daar was 'n vermindering in negatiewe houdings van kinders met gestremdhede en kinders sonder gestremdhede na insluiting in hierdie gemeenskaplike aktiwiteite. 3. Deelnemers het hierdie gesamentlike geleenthede geassosieer met postitiewe ervarings soos genot, speel en nuwe vriendskappe. 4. Daar was positiewe voorstelle van deelname in verderer gesamentlike geleenthede. Na aanleiding van hierdie resultate, is dit duidelik dat inklusiewe fisieke aktiwiteitsgeleenthede die gesindhede van kinders met en kinders sonder gestremdhede, positief van beinvloed. Verdere navorsing om die langtermyn effek van inklusiewe geleenthede op Suid-Afrikaanse kinders met en sonder gestremdhede te bepaal, sal egter steeds nodig wees.
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23

Downs, Samantha Jayne. "Physical activity, sedentary and playtime behaviours in children and adolescents with intellectual disabilities." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4527/.

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Despite the wealth of research examining physical activity (PA) in children and adolescent without disability, there is a lack of research that has focussed on PA related to children and adolescents with intellectual disabilities (ID). The evidence that does exist in this area suggests that children and adolescents with ID are less active than their non-ID peers. The school environment offers numerous opportunities to engage in PA regularly, yet to date, school-based research focussing on PA in children and adolescents with ID is limited. Thus, the primary aim of this thesis was to investigate PA, sedentary time (ST) and playtime behaviours in children and adolescents with ID.Four study chapters are included in the thesis. Study 1 used uniaxial accelerometers to investigate habitual PA levels, sedentary behaviour and PA patterns in children and adolescents with severe and moderate ID. Results demonstrated that participants engaged in low amounts of PA, spent a large proportion of waking hours in ST and mainly engaged in short, sporadic bursts of PA.Study 2 investigated the PA levels of children and adolescents with severe and moderate ID during playtime and PE contexts using direct observation techniques. Participants engaged in similar levels of moderate to vigorous PA (MVPA), and spent minimal amounts of time engaging in sport based activities during playtime and PE. At playtime participants spent the majority of time playing alone or in small groups and no participants engaged in any large group play. Study 3 explored teachers’ perceptions of PA engagement for children and adolescents with ID. Teachers reported that pupils prefer to engage in fun, unstructured activities. Parents and teachers were identified as key role models who can influence PA engagement for this population and teacher participants explained that pupils with ID have limited understanding around PA and the benefits to health. Study 4 evaluated the effectiveness of a school-based PA intervention, delivered in two primary special educational needs (SEN) schools. The intervention demonstrated promising results, with an increase in accelerometer assessed MVPA levels between baseline and follow up of ~18mins. However, these findings were not statistically significant, possibly due to the small sample size involved. Minimum clinically important difference analysis suggested that changes in MVPA were likely to be beneficial to heath. Furthermore, qualitative data generated through teacher interviews highlighted positive intervention effects across the school. Overall the studies presented in this thesis provide an overview of PA engagement and associated behaviours in children and adolescents with ID. The major findings presented suggest that children and adolescents with moderate and severe ID are not sufficiently active, and the SEN school environment may be an important area to target PA interventions. The current thesis has made a significant contribution to our understanding related to the PA in children and adolescents with ID and has highlighted a number of recommendations for future research.
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Cheng, Yuk Kwan Clare. "Pre-adolescent children and their friendship intentions towards peers with physical impairment." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7534.

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Social inclusion of children with disabilities is considered to be an important aspect of inclusive education. Previous research mostly approached this issue by either examining the attitudes of typically developing children towards disabilities or the friendship quality and status of children with disabilities. By adopting a qualitative research design, the present study is an attempt to draw from these two lines of research to develop a conceptual framework for understanding pre-adolescent children’s friendship intentions towards their peers with physical impairment. The research is also a response to the paucity of local studies in this area. The data are analysed in three domains: Conception of friendship, Attitudes towards people with physical impairment and Factors influencing friendship. Four theoretical constructs, Physical Attribute, Social Attribute, Empathetic Attribute and Cognitive Attribute, are finally developed to explain the relationship between friendship conception and attitude of acceptance. Based on the theoretical constructs, the peer experience of two children with physical impairment, one being a success story and one less satisfactory, is described to illustrate the limiting and facilitating factors for their social inclusion. Recommendations for local inclusive education and suggestions for future research are provided at the end of this project.
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Evans-Worthing, Lesley Jean. "Physical education for Soviet children and teacher and coach education : physical education for children (to seventeen years) : an historical overview and contemporary study of organisation and methods : an examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.

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The starting point for this study was when as a specialist physical education teacher working in a school, I undertook a part-time inservice B. Ed degree and wrote a dissertation comparing the systems of physical education in the USSR and in England and Wales. I made one visit in 1979 to Moscow but, otherwise, had to rely heavily upon Western sources of material owing to my lack of knowledge of Russian and the difficulty in obtaining primary source material. I discovered that virtually no profound study in English had been made of children's physical education in one of the world's largest and most important countries. Yet since the early 1950s, the USSR has been one of the leading sporting nations in international competitions. For many years I have been interested in comparative physical education and, helped by my background of foreign languages' study at school, have visited schools in the USA, Canada, Germany, Austria and Israel, as well as the USSR. In 1981, I began work as a university lecturer with responsibilities for teacher training and started to gather information for this thesis for which I had to learn Russian, helped by staff at the Centre for Modern Languages at the University of Newcastle-upon-Tyne. During several study visits to the USSR, I visited 1981 - Two weeks sports study tour to Moscowt Leningrad and Minsk. 1983 - Four weeks in Leningrad. 1985 - Six weeks in Moscow, Leningrad and Brest on a British Council Travel Scholarship. USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports institutions, interviewed officials, lecturers, teachers, students and pupils and observed lectures, lessons and training sessions. In addition, I gathered text books, syllabuses and journals and, after several years of research and study visits, set out to describe and examine all aspects of Soviet children's physical education from preschool to school-leaving age as well as the training of their teachers and coaches. It has been necessary to describe the whole physical education system since it is a more complex series of activities in and out of school than what we in England and Wales, understand as physical education, that is, lessons in school. Descriptions are fairly extensive since readers are unlikely to be able to read the sources in Russian for themselves or to make their own visits. Because the concept of physical education in the USSR is so different compared to our own, and because its structure is determined by the state of development and needs of Soviet society, a background description of the country and education system is given in Chapter I and an explanation of the development of Soviet sport and physical education in Chapter II. The concepts of Soviet physical culture, sport and physical education are different to our own and are explained. Soviet terminology in direct translation is used, for example, school physical education programmes, but physical culture lessons and teachers to emphasise the different concepts which are employed. The aims, methods and reasons behind the system of physical education for Soviet children are described and analysed and the theory and practice of its implementation have been investigated through primary sources - syllabuses, visits, observations. and interviews. The effectiveness of physical education for all Soviet children is discussed and some cross-cultural comparisons are made. Finally, suggestions are put to physical educators in England and Wales on how this study might be useful to them when considering changes in their own physical education system.
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Evans-Worthing, Lesley J. "Physical education for Soviet children and teacher and coach education. Physical education for children (to seventeen years). An historical overview and contemporary study of organisation and methods. An examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.

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The starting point for this study was when as a specialist physical education teacher working in a school, I undertook a part-time inservice B. Ed degree and wrote a dissertation comparing the systems of physical education in the USSR and in England and Wales. I made one visit in 1979 to Moscow but, otherwise, had to rely heavily upon Western sources of material owing to my lack of knowledge of Russian and the difficulty in obtaining primary source material. I discovered that virtually no profound study in English had been made of children's physical education in one of the world's largest and most important countries. Yet since the early 1950s, the USSR has been one of the leading sporting nations in international competitions. For many years I have been interested in comparative physical education and, helped by my background of foreign languages' study at school, have visited schools in the USA, Canada, Germany, Austria and Israel, as well as the USSR. In 1981, I began work as a university lecturer with responsibilities for teacher training and started to gather information for this thesis for which I had to learn Russian, helped by staff at the Centre for Modern Languages at the University of Newcastle-upon-Tyne. During several study visits to the USSR, I visited 1981 - Two weeks sports study tour to Moscowt Leningrad and Minsk. 1983 - Four weeks in Leningrad. 1985 - Six weeks in Moscow, Leningrad and Brest on a British Council Travel Scholarship. USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports institutions, interviewed officials, lecturers, teachers, students and pupils and observed lectures, lessons and training sessions. In addition, I gathered text books, syllabuses and journals and, after several years of research and study visits, set out to describe and examine all aspects of Soviet children's physical education from preschool to school-leaving age as well as the training of their teachers and coaches. It has been necessary to describe the whole physical education system since it is a more complex series of activities in and out of school than what we in England and Wales, understand as physical education, that is, lessons in school. Descriptions are fairly extensive since readers are unlikely to be able to read the sources in Russian for themselves or to make their own visits. Because the concept of physical education in the USSR is so different compared to our own, and because its structure is determined by the state of development and needs of Soviet society, a background description of the country and education system is given in Chapter I and an explanation of the development of Soviet sport and physical education in Chapter II. The concepts of Soviet physical culture, sport and physical education are different to our own and are explained. Soviet terminology in direct translation is used, for example, school physical education programmes, but physical culture lessons and teachers to emphasise the different concepts which are employed. The aims, methods and reasons behind the system of physical education for Soviet children are described and analysed and the theory and practice of its implementation have been investigated through primary sources - syllabuses, visits, observations. and interviews. The effectiveness of physical education for all Soviet children is discussed and some cross-cultural comparisons are made. Finally, suggestions are put to physical educators in England and Wales on how this study might be useful to them when considering changes in their own physical education system.
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Tsalavoutas, Ioannis. "Competence satisfaction in action : risk taking and achievement by students with and without physical disabilities." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81517.

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The study compared competence satisfaction in a ball striking activity, as measured by risk taking and achievement, of individuals with ( N = 16) and without (N = 18) physical disabilities under mastery and performance orientation climates. The students ranged in age from 7-13 years. They were required to strike a ball into nets of three different size-distance combinations. Results supported the first hypothesis of no competence satisfaction differences between the groups under mastery and performance climates. The second hypothesis that the introduction of performance climate would increase risk taking and this would affect achievement accomplishments and competence satisfaction was also supported. Nonetheless, performance climate had a different effect on each ability group with regard to achievement accomplishments. Specifically, performance climate undermined achievement accomplishments for individuals with physical disabilities and encouraged achievement accomplishments for peers without disabilities. Hence, individuals with physical disabilities did not satisfy their need of competence in the same manner as peers without disabilities in the performance climate. For those with physical disabilities performance appears to be crucial, whereas for peers without disabilities risk taking is essential.
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28

Graziadei, Ann Elizabeth. "Learning outcomes of deaf and hard of hearing students in mainstreamed physical education classes." Full text available online (restricted access), 1998. http://images.lib.monash.edu.au/ts/theses/graziadei.pdf.

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29

Ma, Oi Yee Regine. "Physical activity in school environment for students with mental retardation." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/449.

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30

Cruz, Luz Minerva. "A multi-case study of beginning physical education teachers at the elementary school level /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11039449.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Pearl R. Kane. Includes bibliographical references (leaves 287-296).
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31

Martin, Suzanne. "Play in Children with Motor Disabilities." UKnowledge, 2014. http://uknowledge.uky.edu/rehabsci_etds/21.

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The purpose of this research was to explore and describe the relationship among the child, family, home environment, and pretend play of children with motor disabilities. The environment is a powerful force in early child development. This research is based on Bronfennbrenner’s ecological theory of development and the ubiquitous role of play in all domains of development. Children with motor disabilities may lack exploration of the environment and as a consequence demonstrate deficits in play. Play was measured in 32 children with motor disabilities aged 24.8 to 61.3 months with a mean age of 33.7 (SD 9.3) months. Children demonstrated mild to moderate motor disabilities based on the Gross Motor Function Classification System. The prevalent motor disabilities were cerebral palsy, genetic disorders, delayed development, and myelomeningocele. The questions addressed were what combination of child and family variables will predict play ability in a child with motor disability and do the learning materials in the home or levels of maternal or paternal education affect play ability in children with motor disabilities. Two studies were conducted to establish reliability with the Test of Pretend Play (ToPP) and to determine if children with delayed development would exhibit a delay. One study was done to establish reliability for the Fluharty-2. The results of the main study demonstrated a significant positive correlation between ToPP scores and the learning material subscale (LMS) scores of the Home Observation for Measurement of the Environment Inventory and maternal education. The LMS scores were significantly correlated with family income, maternal and paternal education. The ToPP scores were not significantly correlated to income or paternal education. Age of the child was significantly positively correlated with ToPP scores and the LMS scores. Fifty-three percent of the children exhibited delays in play. The child’s age and the maternal level of education accounted for 60% of the variance in ToPP scores. Children with cerebral palsy and myelomeningocele appear to be at greater risk for pretend play delays than children with developmental delay and genetic disorders. More research is needed to further elucidate the role of play in children with motor disabilities.
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32

Newlin, Yvette Peck. "A comparison of normal and moderately mentally retarded children aged 7 & 8 on three submaximal cardiovascular endurance tests /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265555439012.

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33

Kuaka, Kennedy Born. "Views and experiences of children with disabilities and their parents regarding school attendance." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5838_1318490189.

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The study population was children with physical disabilities who were not attending school and their parents. A sample of 19 participants was purposefully selected. A qualitative approach was used to explore the participants" attitudes, cultural beliefs, and challenges related to school attendance of children with physical disabilities. A content analysis approach was used for data analysis after translating and transcribing raw data from Tonga into English. The data were coded, categorized and themes of the content identified. Ethical procedures included, obtaining permission from the University of Western Cape, the Ministry of Community Development and Social Services in Zambia and Rural Health Centre. Signed consent from parents, consent from parents stating that their children can participate and assent from children was obtained. Anonymity and confidentiality of participants was emphasized and participants were reminded that their participation was voluntary. Participants had the freedom to withdraw without any prejudice. The results indicated positive attitudes of children and their parents towards school attendance of children with disabilities. The traditional and religious beliefs of parents did not influence or contribute to children with disabilities not attending school. The main reason why most children with physical disabilities were not attending school in Mazabuka district was due to physical and social barriers.
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Wong, Shu-sing Paul. "A case study on the problems encountered by kindergarten teachers in the teaching of early childhood physical education in Macau : implications for INSET /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836596.

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Hersman, Bethany L. "The effects of adventure education on the social interactions of students with disabilities in general physical education." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186493320.

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36

De, Swardt Junita. "Leisure functioning of learners with learning and physical disabilities a case study at an ELSEN school in the Tshwane area /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08202008-155351.

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37

Vickerman, Philip Brian. "The training of physical education teachers for the inculusion of children with special educational needs." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/389/.

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The study examined the process of training physical education (PE) teachers for the inclusion of children with special educational needs (SEN). This i nvolved a five-stage research process examining the views and opinions of government, statutory, and professional PE associations (the official line); PE Initial Teacher Training (ITT) providers (professional opinion and practice) and trainee and recently qualified PE teachers (the consumers). The inclusion of children with SEN in PE has risen up both the political and statutory agenda to such an extent that there is widespread evidence of policies being embedded across diverse sectors of society. Consequently, the study set out to examine how the current training of PE teachers for inclusive settings is implemented. As part of this examination it was expected to find evidence of an increased emphasis on the inclusion of children with SEN in PE across official line, professional opinion & practice, and consumer levels. The study found that whilst the inclusion of children with SEN in PE had increased in prominence (through official line policy), there was no systematic approach to implementing this policy (via professional opinion and practice and consumers) in practice. The study concludes by identifying key themes, and issues related to ensuring inclusive PE for children with SEN operates, within a coherent, systematic and joined up framework that ensures inclusive policies impact in practice.
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Savoie, Nicole A. "Goal setting in the acquisition of a motor skill with children who have learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37235.pdf.

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Yu, Shing-ip Francis, and 余成業. "Perceptions of school effects and school effectiveness among key personnel in two local special school for physically handicappedchildren." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960601.

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40

Leieritz, Donald. "An intermediate school physical education curriculum: a guide and its development." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/538.

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41

Gelinas, Joanna E. "The developmental validity of traditional learn-to-swim progressions for children with physical disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37206.pdf.

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42

Flintoff, Anne. ""One of the boys?" : an ethnographic study of gender relations, co-education, and initial teacher education in physical education." Thesis, n.p, 1993. http://ethos.bl.uk/.

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43

Levidioti, Maria. "The effects of structured teaching on stereotypic, on-task, and off-task behaviors of children with autism spectrum disorders in physical education /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79960.

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The effects of a gymnastic unit on stereotypic, on-task, and off task behaviors of two children with Autism Spectrum Disorders (ASD), and two children with Down syndrome were examined using structured teaching, based on adaptations by the TEACCH model. Structured teaching consisted of individual pictorial activity schedules and work systems. The stereotypic, on-task, and off task behaviors were observed during three phases: baseline, treatment, and post-treatment.
Inter-rater reliability of stereotypic, on-task, and off task behaviors was 82.2%. The results indicated reductions on the levels of stereotypic behaviors of both participants with ASD, while no significant changes were observed in the levels of on-task behaviors for these participants. This was probably due to the fact that the gymnastic unit was fairly structured even before the implementation of the treatment. No effects were found on the levels of on-task behaviors of both participants with Down syndrome.
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44

Donovan, Lauren. "Providing the opportunity for self-determination : the development and validation of a survey." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33887.

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The purpose was to develop a valid and reliable survey to determine if physical educators provide students with opportunities for self-determination. It was based on the self-determination model of Wehmeyer et al. (1998) and interviews with four university professors and five physical educators. The survey was sent to 153 physical educators from Montreal and Halifax; a 63.4% return rate resulted. The most frequent aspect of self-determination included in their teaching was the opportunity to "develop a sense of belonging in the class", while "choice-making" was provided least frequently. Class size and inadequate resource material were the most detrimental barriers to self-determination. The temporal stability of the survey was .49 for the elements of self-determination and .84 for barriers to self-determination. Finally four physical education teachers were observed in gymnasium settings, two had scored high on self-determination and two had a low score. Systematic observation techniques revealed that their teaching was consistent with their survey score. It was concluded that the survey had sufficient reliability and validity to warrant further development.
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45

Backlund, Isabelle, and Maria Andersson. "Inkludering av rörelsehindrade högstadieelever i idrott- och hälsoundervisningen : En kvalitativ intervjustudie." Thesis, Örebro University, Department of Health Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-1727.

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Our study illustrates how disabled high school students, their assistant and physical education teacher experience inclusion within the physical education. A total of seven interviews have been done to show their experiences. The questions we have chosen are: How do the student, assistant and physical education teacher experience their relationships? How do the student, assistant and physical education teacher experience the physical education? How do the student, assistant and physical education teacher experience inclusion of the student in the physical education?

To illustrate their experiences a total of seven interviews have been done. They were carried out at the students schools, in the environment they are familiar to. The interviews were taped to later be transcribed and the material was analysed in four steps.

In this study we refer inclusion to participate in an entirety. It is also about to considerate the conditions of every individual and to create the possibilities for the individual from this. To work towards inclusion means that everybody involved has to work towards the same goal to reach the best result.

From this study we have seen that the disabled students are included in the physical education, but it can appear in different ways. They participate as much as they can and some exercises are adjusted to their needs. Another aspect to have in mind is that the students want to participate in the physical education. We have only studied two cases and can therefore not make a generalization of disabled students in general, we can just say how it is for the high school students we have interviewed.

Keywords: Inclusion, children, disabilities, physical activity, education


Sammanfattning

Vår studie belyser hur rörelsehindrade högstadieelever, dess assistent och idrottslärare upplever inkludering inom idrott- och hälsoundervisningen. De frågeställningar vi valt att ta upp är: Hur upplevs relationen mellan elev, personlig assistent och idrottslärare under idrott- och hälsoundervisningen? Hur upplevs idrott- och hälsoundervisningen utifrån elev, personlig assistent och idrottslärare? Hur upplevs den rörelsehindrade eleven vara inkluderad i idrott- och hälsoundervisningen utifrån elevens, personliga assistentens och idrottslärarens syn på inkludering?

För att få fram deras upplevelser har totalt sju intervjuer gjorts som genomfördes i elevernas skolor, i den miljö där de känner sig hemma. Intervjuerna bandades för att sedan transkriberas och materialet analyserades i fyra steg.

Vad vi avser med inkludering i denna uppsats är att deltaga i en helhet. Det gäller även att se till varje individs förutsättningar och därefter skapa möjligheter för individen. Att arbeta mot inkludering innebär att alla inblandade måste arbeta mot samma mål för att nå bästa resultat.

Utifrån vad vi kommit fram till är de rörelsehindrade eleverna inkluderade i idrott- och hälsoundervisningen, men det kan se ut på olika sätt. De är delaktiga i den mån det går och vissa övningar anpassas utifrån deras behov. Det visade sig även vara väldigt viktigt att eleverna själva visade en vilja till att delta i idrott- och hälsoundervisningen. På grund av att vi endast studerat två elever, deras assistenter och idrottslärare kan vi inte göra en generalisering av hur det är för rörelsehindrade elever i allmänhet, vi kan bara delge om upplevelser från de två högstadieelever vi har intervjuat.

Nyckelord: Inclusion, children, disabilities, physical activity, education

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46

Terwilliger, Susan H. "A study of children enrolled in a school-based physical activity program with attention to overweight and depression." Diss., Online access via UMI:, 2008.

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47

Aguilera, Enrique. "Elements and skills of cooperative learning for student learning in physical education." CSUSB ScholarWorks, 2009. https://scholarworks.lib.csusb.edu/etd-project/1701.

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The purpose of this project was to identify and examine the elements and skills of cooperative learning for student learning in physical education. This project is intended for junior high and middle school physical education teachers who want to be informed on cooperative learning for student learning in physical education. Cooperative learning is the main topic of this study. This project searched for elements and skills in cooperative learning. The method for this project was a literature review from peer-reviewed articles.
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48

Duffy, Mark Steven. "Developing the Etiwanda Intermediate School physical education curriculum through inservices and staff development." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1262.

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Despite having a successful physical education program at Etiwanda Intermediate School the need still remains for a written curriculum that ties in with the California State Framework (1994). The development of this project represents the beginnings of the goal of a written curriculum at Etiwanda Intermediate School. This will be an on-going process, through use of needs assessment surveys, including the teachers at all levels, focus on teaching practices, plenty of hands-on practice, and incentives for teachers. There is also an evaluation form to meet the needs in the ever-changing world of physical education.
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49

Coleman, Susan J. "An investigation of the relationships among physical and emotional learning style preferences and perceptual modality strengths of gifted first grade students." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53678.

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Little research has been conducted on the learning styles of very young children and on the planning of specific instructional strategies to incorporate those styles. This is especially true regarding the learning styles of gifted primary grade students. Incorporating learning style information into the curriculum for the gifted is a means of providing differentiated instruction to identified children. The purpose of this study was to determine whether first grade students identified as gifted display different learning style preferences and modality strengths from nongifted first grade students. Two instruments, the Learning Style Inventory: Primary (LSI:P) and the Swassing-Barbe Hodality Index (SBMI), were administered to two groups of first grade students, gifted and nongifted. The findings of this study indicated that first grade students identified as gifted differed from nongifted students on the following variables: mobility, perception, structure, and short term memory. The groups were similar on the following variables: intake, time, motivation, responsibility and persistence, and modality strength. The study also indicated no relationship between perceptual modality preference and strength for first grade students.
Ed. D.
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50

Yuen, Sin-ying, and 阮善盈. "Development of school for children with physical disability in Hong Kong = Xianggang zhi ti shang can xue xiao jiao yu de fa zhan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193006.

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This study aims at the development of School for Children with Physical Disability in Hong Kong. From the first hospital school established by Hong Kong Red Cross those children studied in a ward, to seven well-equipped Special Schools for Children with Physical Disability that many of children with Physical Disability have been benefited. However, there are no structured literatures that could illustrate the history. This study try to find out the major stakeholders, Sponsoring Bodies and Hong Kong Government, their roles and interaction between them in the sixty years history of the development of School for Children with Physical Disability in Hong Kong. The history has divided into five periods, which presented in Chapter Four. In Chapter Five, based on the history presented in Chapter Four, these historical, social and economical factors affecting the decision making of Sponsoring Bodies and Hong Kong Government would be examined. It is found that the influence of Sponsoring Bodies has being weakened during those sixty years, while the influence of Hong Kong Government has been strengthening. However, the changing damage the relationship between them, it might not lead a better future for the development of School for Children with Physical Disability in Hong Kong.
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Chinese Historical Studies
Master
Master of Arts
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