Roberto Alsasua, Rubén Arroyo, J. Arana, Daniel Lapresa, M. Anguera
The objective of the present study was to analyse the construction and effectiveness of the offensive sequences of shots by members of the 2016 Paralympic gold medal men’s wheelchair basketball team. The analysis included the shot situation and of the actions leading up to the shot (reception prior to the shot, last pass, reception prior to the last pass, penultimate pass, and previous reception to the penultimate pass), based on the classification level of the player who performs the technical-tactical action. The registration and coding of the data was performed on the software programme LINCE. The reliability of the data was examined by inter-observer agreement through Cohen's Kappa coefficient. The results allow to deepen the specificity of the game of this sport, having characterized the construction of effective and ineffective (shot from the right lateral or the centre; from the offensive outside or from the offensive intermediate zone; shot made by players with the greatest functional limitations; players with greater functional difficulties perform the last reception, the last pass, and the reception prior to the last pass) sequences.
{"title":"Sequential analysis of the construction of shots in wheelchair basketball and efficiency by player classification level","authors":"Roberto Alsasua, Rubén Arroyo, J. Arana, Daniel Lapresa, M. Anguera","doi":"10.5507/euj.2020.016","DOIUrl":"https://doi.org/10.5507/euj.2020.016","url":null,"abstract":"The objective of the present study was to analyse the construction and effectiveness of the offensive sequences of shots by members of the 2016 Paralympic gold medal men’s wheelchair basketball team. The analysis included the shot situation and of the actions leading up to the shot (reception prior to the shot, last pass, reception prior to the last pass, penultimate pass, and previous reception to the penultimate pass), based on the classification level of the player who performs the technical-tactical action. The registration and coding of the data was performed on the software programme LINCE. The reliability of the data was examined by inter-observer agreement through Cohen's Kappa coefficient. The results allow to deepen the specificity of the game of this sport, having characterized the construction of effective and ineffective (shot from the right lateral or the centre; from the offensive outside or from the offensive intermediate zone; shot made by players with the greatest functional limitations; players with greater functional difficulties perform the last reception, the last pass, and the reception prior to the last pass) sequences.","PeriodicalId":37918,"journal":{"name":"European Journal of Adapted Physical Activity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44269386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bradley MacCosham, E. Webb, Wahid Hamidi, Jessica Oey, F. Gravelle
Physical activity (PA) can benefit individuals with Parkinson’s disease (PD), however, many individuals tend to be sedentary. This qualitative study explored factors influencing PA behaviour for individuals with PD using the social ecological model. Twelve individuals with PD took part in semi-structured interviews. Data were thematically analysed. Results suggest that individuals with PD experience several constraining and facilitating factors to PA behaviour. Intrapersonal constraints revolved around uncertainties that PA is beneficial for individuals with PD, a lack of interest in available PA programs, and disease-specific issues whereas intrapersonal facilitators included prior experiences of enjoyment in PA, seeing improvements, and wanting to maintain independence. Interpersonal constraints related to lacking social support and perceived stigma whereas interpersonal facilitators were, passionate PA program staff, and being active with similar others. Environmental constraints pertained to PA programs failing to adapt program activities, lack of time, and transportation accommodations, whereas environmental facilitators were exposure to non-traditional PA programs, access to resources on PA, and accessibility to community PA programs. Findings highlight the need to address factors influencing PA behaviour for individuals with
{"title":"A Qualitative Exploration of Factors Influencing Physical Activity Behaviour for Individuals with Parkinson's Disease Using the Social Ecological Model","authors":"Bradley MacCosham, E. Webb, Wahid Hamidi, Jessica Oey, F. Gravelle","doi":"10.5507/EUJ.2020.012","DOIUrl":"https://doi.org/10.5507/EUJ.2020.012","url":null,"abstract":"Physical activity (PA) can benefit individuals with Parkinson’s disease (PD), however, many individuals tend to be sedentary. This qualitative study explored factors influencing PA behaviour for individuals with PD using the social ecological model. Twelve individuals with PD took part in semi-structured interviews. Data were thematically analysed. Results suggest that individuals with PD experience several constraining and facilitating factors to PA behaviour. Intrapersonal constraints revolved around uncertainties that PA is beneficial for individuals with PD, a lack of interest in available PA programs, and disease-specific issues whereas intrapersonal facilitators included prior experiences of enjoyment in PA, seeing improvements, and wanting to maintain independence. Interpersonal constraints related to lacking social support and perceived stigma whereas interpersonal facilitators were, passionate PA program staff, and being active with similar others. Environmental constraints pertained to PA programs failing to adapt program activities, lack of time, and transportation accommodations, whereas environmental facilitators were exposure to non-traditional PA programs, access to resources on PA, and accessibility to community PA programs. Findings highlight the need to address factors influencing PA behaviour for individuals with","PeriodicalId":37918,"journal":{"name":"European Journal of Adapted Physical Activity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42601695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Asfarina Zanudin, T. Mercer, C. Samaan, Kavi C. Jagadamma, Gillian McKelvie, M. L. Van der Linden
The aim of this study was to investigate the feasibility of an 18-week exercise program for adolescents with cerebral palsy (CP). Fourteen individuals aged 16-25 (GMFCS I-III) performed aerobic and strength exercises at their community leisure centre up to three times a week. A physiotherapist provided instruction at the first session and between 2-4 times thereafter. The fitness instructor on duty provided supervision when required. Feasibility of the exercise program was explored through an exercise logbook and participant feedback questionnaire. Gross motor function, muscle strength, aerobic capacity and the Timed Up and Go test were assessed at baseline, 6, 12 and 18 weeks. Quality of life and self-esteem were measured at baseline and 12 and 18 weeks. Participants completed a mean 14.8 (range 5-23) weeks of the exercise program and a mean of 31 (range 10-52) sessions. The results of the feedback questionnaire suggested that the exercise program was mostly well accepted. Adverse effects (muscle soreness and fatigue) were reported by three participants. Results indicated the feasibility of a community exercise program for adolescents with CP and recommendations for sustainable exercise programs for this group were provided.
本研究的目的是调查针对青少年脑瘫（CP）的18周锻炼计划的可行性。14名16-25岁的人（GMFCS I-III）在社区休闲中心进行有氧和力量训练，每周最多三次。理疗师在第一节课上提供指导，之后在2-4次之间提供指导。值班健身教练在需要时提供监督。通过锻炼日志和参与者反馈问卷，探讨了锻炼计划的可行性。在基线、第6周、第12周和第18周评估总运动功能、肌肉力量、有氧能力和Timed Up and Go测试。在基线、12周和18周测量生活质量和自尊。参与者完成了平均14.8周（范围5-23）的锻炼计划和平均31次（范围10-52）的训练。反馈问卷的结果表明，锻炼计划基本上被接受。三名参与者报告了不良反应（肌肉酸痛和疲劳）。结果表明，为患有CP的青少年制定社区锻炼计划是可行的，并为该群体提供了可持续锻炼计划的建议。
{"title":"A community-based exercise program for ambulant adolescents with cerebral palsy, a feasibility study","authors":"Asfarina Zanudin, T. Mercer, C. Samaan, Kavi C. Jagadamma, Gillian McKelvie, M. L. Van der Linden","doi":"10.5507/euj.2021.003","DOIUrl":"https://doi.org/10.5507/euj.2021.003","url":null,"abstract":"The aim of this study was to investigate the feasibility of an 18-week exercise program for adolescents with cerebral palsy (CP). Fourteen individuals aged 16-25 (GMFCS I-III) performed aerobic and strength exercises at their community leisure centre up to three times a week. A physiotherapist provided instruction at the first session and between 2-4 times thereafter. The fitness instructor on duty provided supervision when required. Feasibility of the exercise program was explored through an exercise logbook and participant feedback questionnaire. Gross motor function, muscle strength, aerobic capacity and the Timed Up and Go test were assessed at baseline, 6, 12 and 18 weeks. Quality of life and self-esteem were measured at baseline and 12 and 18 weeks. Participants completed a mean 14.8 (range 5-23) weeks of the exercise program and a mean of 31 (range 10-52) sessions. The results of the feedback questionnaire suggested that the exercise program was mostly well accepted. Adverse effects (muscle soreness and fatigue) were reported by three participants. Results indicated the feasibility of a community exercise program for adolescents with CP and recommendations for sustainable exercise programs for this group were provided.","PeriodicalId":37918,"journal":{"name":"European Journal of Adapted Physical Activity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43003159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research regarding the integration of students with disabilities in physical education has progressively increased during the last three decades, as has the number of published reviews. The objective of this umbrella review was to synthesise findings from reviews published between 2010 and 2020 to obtain a comprehensive picture of the current literature regarding the integration of students with disabilities in physical education. Search strings were developed and the four electronic databases Educational Research Complete, ERIC, Scopus, and SportDiscus were searched to identify reviews published between January 2010 and January 2020. After removing duplicates, 117 individual documents were screened and reviewed for eligibility, and eight reviews published between 2012 and 2019 were included. These reviews included quantitative, qualitative, and mix methods research. From the reviews, to some degree, SWDs, SWODs and PETs have mixed experiences from and ambiguous attitudes towards the integration of SWDs in PE.
在过去的三十年里，关于残疾学生融入体育教育的研究逐渐增加，发表的评论也越来越多。本综述的目的是综合2010年至2020年间发表的综述的研究结果，以全面了解当前关于残疾学生融入体育教育的文献。开发了搜索字符串，并检索了四个电子数据库Educational Research Complete、ERIC、Scopus和SportDiscus，以确定2010年1月至2020年1月间发表的综述。在删除重复文件后，对117份单独的文件进行了筛选和资格审查，其中包括2012年至2019年发表的8份审查。这些综述包括定量、定性和混合方法研究。从综述中可以看出，在一定程度上，社会福利机构、社会福利机构和专业教育机构对社会福利机构在体育教育中的整合有着不同的经验和模糊的态度。
{"title":"Perspectives on the integration of students with disabilities in physical education: An umbrella review of reviews published between 2010 and 2020","authors":"A. Fröberg","doi":"10.5507/euj.2021.002","DOIUrl":"https://doi.org/10.5507/euj.2021.002","url":null,"abstract":"Research regarding the integration of students with disabilities in physical education has progressively increased during the last three decades, as has the number of published reviews. The objective of this umbrella review was to synthesise findings from reviews published between 2010 and 2020 to obtain a comprehensive picture of the current literature regarding the integration of students with disabilities in physical education. Search strings were developed and the four electronic databases Educational Research Complete, ERIC, Scopus, and SportDiscus were searched to identify reviews published between January 2010 and January 2020. After removing duplicates, 117 individual documents were screened and reviewed for eligibility, and eight reviews published between 2012 and 2019 were included. These reviews included quantitative, qualitative, and mix methods research. From the reviews, to some degree, SWDs, SWODs and PETs have mixed experiences from and ambiguous attitudes towards the integration of SWDs in PE.","PeriodicalId":37918,"journal":{"name":"European Journal of Adapted Physical Activity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70742569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is research on the barriers teachers face including students with disabilities, and the extant literature is limited with regard to collaboration between general and special education. To increase the likelihood of effective collaboration, relationships among colleagues should involve on-going and sustained communication regarding students’ skills. The purpose of this study was to examine the collaborative practices between general and special educators in providing access to the curriculum for students with severe disabilities in general physical education. Our primary questions included: How do general and special educators define and provide access to the general education curriculum for students with severe disabilities? How are educational goals between students with severe disabilities and their peers without disabilities developed in a general education setting? Semi-structured interviews were conducted on general and special educators (N = 9), field note observations (n=16) were conducted on one 2nd and 4th grade physical education class that included two students with severe disabilities and their peers (n = 35). Collected documents included lesson plans and a teacher journal across 15 weeks of one academic semester. Data were analyzed using a thematic analysis. Three themes were identified: 1) Taking the Mystery Away, 2) Building Relationships Between Peers Through Communication Strategies and 3) It Makes Sense: Mutual Goals Between the Disciplines. Collaborative practices between special and general educators can bridge knowledge differences on content, curriculum and modes of communication that facilitate student engagement between students with severe disabilities and their peers. Recommendations for identifying communication protocols and establishing collaborative practices are provided.
{"title":"A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education","authors":"M. Grenier, M. Patey, L. Lieberman, A. Brian","doi":"10.5507/euj.2020.007","DOIUrl":"https://doi.org/10.5507/euj.2020.007","url":null,"abstract":"There is research on the barriers teachers face including students with disabilities, and the extant literature is limited with regard to collaboration between general and special education. To increase the likelihood of effective collaboration, relationships among colleagues should involve on-going and sustained communication regarding students’ skills. The purpose of this study was to examine the collaborative practices between general and special educators in providing access to the curriculum for students with severe disabilities in general physical education. Our primary questions included: How do general and special educators define and provide access to the general education curriculum for students with severe disabilities? How are educational goals between students with severe disabilities and their peers without disabilities developed in a general education setting? Semi-structured interviews were conducted on general and special educators (N = 9), field note observations (n=16) were conducted on one 2nd and 4th grade physical education class that included two students with severe disabilities and their peers (n = 35). Collected documents included lesson plans and a teacher journal across 15 weeks of one academic semester. Data were analyzed using a thematic analysis. Three themes were identified: 1) Taking the Mystery Away, 2) Building Relationships Between Peers Through Communication Strategies and 3) It Makes Sense: Mutual Goals Between the Disciplines. Collaborative practices between special and general educators can bridge knowledge differences on content, curriculum and modes of communication that facilitate student engagement between students with severe disabilities and their peers. Recommendations for identifying communication protocols and establishing collaborative practices are provided.","PeriodicalId":37918,"journal":{"name":"European Journal of Adapted Physical Activity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43676819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Volunteering in adapted sports competitions has not been studied as much as in other competitions. Survey data from volunteers in a supportive role at the European Transplant Sport Week 2016 in Finland were analysed to report the way involvement in the event increased knowledge of transplantation. Through social learning theory, the aim of the study was to report the associations between changes in knowledge, training and volunteering experience of supportive role volunteers. A representative sample of the adult volunteers (n=95, Male=35, Female=60; Disabled=31, non-Disabled=64; Mage=49.7y old, SD=16.8) responded to a web-based survey. Questions included self-perceived knowledge of transplantation before training, after training and after the event. The data was analysed through ANOVA repeated measures to test the changes of knowledge at each phase, after adjusting for prior experience with transplantation. There were large effects from the knowledge rating (ranged from 4-10) prior to training (mean 6.04; SD=1.46) to after training (mean=7.89; SD=1.01, d=1.48) after the event (mean=8.82; SD=0.81, d=2.36) for people with no experience with transplantation. People with experience with transplantation (n=11) reported increased knowledge from training (mean=8.91, SD=0.70, d=1.31), but not from between after training and after the event. As volunteers' knowledge of the organ transplant sport had increased significantly due to the volunteer training and working at the event, it can be noted that the volunteer programme was successful in terms of achieving the desired goal.
{"title":"Social Learning among Transplant Event Volunteers","authors":"Kwok Ng, Anna-Katriina Salmikangas","doi":"10.5507/EUJ.2019.008","DOIUrl":"https://doi.org/10.5507/EUJ.2019.008","url":null,"abstract":"Volunteering in adapted sports competitions has not been studied as much as in other competitions. Survey data from volunteers in a supportive role at the European Transplant Sport Week 2016 in Finland were analysed to report the way involvement in the event increased knowledge of transplantation. Through social learning theory, the aim of the study was to report the associations between changes in knowledge, training and volunteering experience of supportive role volunteers. A representative sample of the adult volunteers (n=95, Male=35, Female=60; Disabled=31, non-Disabled=64; Mage=49.7y old, SD=16.8) responded to a web-based survey. Questions included self-perceived knowledge of transplantation before training, after training and after the event. The data was analysed through ANOVA repeated measures to test the changes of knowledge at each phase, after adjusting for prior experience with transplantation. There were large effects from the knowledge rating (ranged from 4-10) prior to training (mean 6.04; SD=1.46) to after training (mean=7.89; SD=1.01, d=1.48) after the event (mean=8.82; SD=0.81, d=2.36) for people with no experience with transplantation. People with experience with transplantation (n=11) reported increased knowledge from training (mean=8.91, SD=0.70, d=1.31), but not from between after training and after the event. As volunteers' knowledge of the organ transplant sport had increased significantly due to the volunteer training and working at the event, it can be noted that the volunteer programme was successful in terms of achieving the desired goal.","PeriodicalId":37918,"journal":{"name":"European Journal of Adapted Physical Activity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48810356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Published: 1st May 2019 From when the European Journal of Adapted Physical Activity (EUJAPA) began publishing scholarly articles, it was always through an open access mechanism. Open access means that the scientific papers are free to access to anyone without extra costs. The Budapest Open Access initiative was formed in 2002 (BOAI, 2002) and stressed research can be accelerated through open access. Moreover, science needs to be available to all, irrespective of being rich or poor so everyone can access the same information. Thus, through open access the enlargement of the readership through open access to science there can be more humanity throughout understanding through intellectual debates. To achieve this, BOAI published two strategies; 1. publishing through self-archiving (the authors store articles in open electronic archives) and 2. publishing through open access journals. These strategies are commonly known as Green Open Access (self-archiving) and Gold Open Access (published through the journal). EUJAPA is a Gold Open Access journal, whereby the readers have rights to read, download, copy, distribute, print, search, or link to the full texts of these articles under the Creative Commons Attribution (CC BY) license. Over 15 years later since the initiative met, even the European Commission has embraced the philosophy of the BOAI, by stipulating that science that comes from projects funded by the European Commission, such as Horizon 2020 must be published in a way that is openly accessible (Schiltz, 2018). Yet, only two countries in Europe (Switzerland and United Kingdom) have over half their publications that are openly accessible (European Commission, 2019). One of the main drawbacks to open access publishing is the cost associated with publishing. Many of the publishers who provide open access options do so by charging the authors to pay for the costs. To cover the cost for publishers, authors may be asked to pay an article submission charge, so that the authors pay for it to be reviewed, or asked to pay an article processing charge, which would pay for the processing of a manuscript through to publication. In some cases, publishers charge both. EUJAPA is run by volunteers, hence there are no article submission or processing charges despite being a Gold Open Access journal. One way that was identified to reduce the costs, is to ask the authors to be compliant with the templates used for submission and publishing. To date, just under half of the submissions did not follow these instructions and were deleted from the system immediately. It is important that authors can help the editors as much as possible so that publishing in this journal continues to be free and without the need of bringing a paid person to carry out the tasks from submission to publication.
{"title":"EUJAPA as an open access journal","authors":"Kwok-chuen. Ng","doi":"10.5507/EUJ.2019.007","DOIUrl":"https://doi.org/10.5507/EUJ.2019.007","url":null,"abstract":"Published: 1st May 2019 From when the European Journal of Adapted Physical Activity (EUJAPA) began publishing scholarly articles, it was always through an open access mechanism. Open access means that the scientific papers are free to access to anyone without extra costs. The Budapest Open Access initiative was formed in 2002 (BOAI, 2002) and stressed research can be accelerated through open access. Moreover, science needs to be available to all, irrespective of being rich or poor so everyone can access the same information. Thus, through open access the enlargement of the readership through open access to science there can be more humanity throughout understanding through intellectual debates. To achieve this, BOAI published two strategies; 1. publishing through self-archiving (the authors store articles in open electronic archives) and 2. publishing through open access journals. These strategies are commonly known as Green Open Access (self-archiving) and Gold Open Access (published through the journal). EUJAPA is a Gold Open Access journal, whereby the readers have rights to read, download, copy, distribute, print, search, or link to the full texts of these articles under the Creative Commons Attribution (CC BY) license. Over 15 years later since the initiative met, even the European Commission has embraced the philosophy of the BOAI, by stipulating that science that comes from projects funded by the European Commission, such as Horizon 2020 must be published in a way that is openly accessible (Schiltz, 2018). Yet, only two countries in Europe (Switzerland and United Kingdom) have over half their publications that are openly accessible (European Commission, 2019). One of the main drawbacks to open access publishing is the cost associated with publishing. Many of the publishers who provide open access options do so by charging the authors to pay for the costs. To cover the cost for publishers, authors may be asked to pay an article submission charge, so that the authors pay for it to be reviewed, or asked to pay an article processing charge, which would pay for the processing of a manuscript through to publication. In some cases, publishers charge both. EUJAPA is run by volunteers, hence there are no article submission or processing charges despite being a Gold Open Access journal. One way that was identified to reduce the costs, is to ask the authors to be compliant with the templates used for submission and publishing. To date, just under half of the submissions did not follow these instructions and were deleted from the system immediately. It is important that authors can help the editors as much as possible so that publishing in this journal continues to be free and without the need of bringing a paid person to carry out the tasks from submission to publication.","PeriodicalId":37918,"journal":{"name":"European Journal of Adapted Physical Activity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48371398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Internationally, several studies have indicated insufficient emphasis on the theory and practice of inclusion in relation to disability, in both initial teacher education and continuing professional development programmes for Physical Education (PE) teachers. This has resulted in some negative attitudes and perceived lack of competency among teachers in relation to inclusive practices in PE. There is a lack of in-depth studies in this regard from an Irish perspective. This current study sought to explore seven PE teachers’ experiences and perspectives in relation to the inclusion of students with disabilities in four post primary schools using a multiple case study design. Qualitative data was generated from in-depth semi structured interviews. Teachers felt that there was a lack of both theory and particularly ‘hands-on’ praxis in initial teacher education and continuing professional education in relation to inclusion and PE. Teachers appear to be comfortable with inclusion; however, the word “challenge” emerged as a concern in relation to interviewees’ experiences. This study has implications for more appropriate theoretical and experiential learning in both initial teacher education and continuing professional development for PE teachers to facilitate quality inclusion for students with disabilities
{"title":"'It's a challenge': Post primary physical education teachers' experiences of and perspectives on inclusive practice with students with disabilities","authors":"Ona McGrath, S. Crawford, D. O'Sullivan","doi":"10.5507/EUJ.2018.011","DOIUrl":"https://doi.org/10.5507/EUJ.2018.011","url":null,"abstract":"Internationally, several studies have indicated insufficient emphasis on the theory and practice of inclusion in relation to disability, in both initial teacher education and continuing professional development programmes for Physical Education (PE) teachers. This has resulted in some negative attitudes and perceived lack of competency among teachers in relation to inclusive practices in PE. There is a lack of in-depth studies in this regard from an Irish perspective. This current study sought to explore seven PE teachers’ experiences and perspectives in relation to the inclusion of students with disabilities in four post primary schools using a multiple case study design. Qualitative data was generated from in-depth semi structured interviews. Teachers felt that there was a lack of both theory and particularly ‘hands-on’ praxis in initial teacher education and continuing professional education in relation to inclusion and PE. Teachers appear to be comfortable with inclusion; however, the word “challenge” emerged as a concern in relation to interviewees’ experiences. This study has implications for more appropriate theoretical and experiential learning in both initial teacher education and continuing professional development for PE teachers to facilitate quality inclusion for students with disabilities","PeriodicalId":37918,"journal":{"name":"European Journal of Adapted Physical Activity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43313933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
V. Temple, Kendal F. Alston, Jaymie J. Elder, L. Stuart-Hill
Using a pacer when administering fitness tests reduces the practicality of testing. Additionally, presuming that a pacer is needed for all Special Olympics athletes is potentially discriminatory. We examined the need for a pacer to enhance performance and the test retest-reliability of the six-minute walk test administered with a pacer (Criterion-m6MWT) and without a pacer (No-pacer 6MWT). Participants were n=18 Special Olympics athletes (men = 12, Mean age=37 years (SD=10.1) with low support needs. After familiarization, participants completed the Criterion-m6MWT and the No-pacer 6MWT. The order of the tests was randomized. A week later, participants completed these tests again. There were no significant differences between any of the walk distances and both the Criterion-m6MWT and the No-pacer 6MWT had high test-retest reliability, intraclass correlation coefficients =.90 and .93, respectively. The interclass correlation coefficients between the first administration of the Criterion-m6MWT and both of the No-Pacer tests were not as strong (i.e. r=.65 and r=.65) as the relationships between the second administration of the Criterion-m6MWT and both No-Pacer tests (r=.81 and r=.87). These results suggest that adult Special Olympics athletes with relatively low support needs can perform the 6MWT without a pacer if the familiarization process is expanded to include a complete 6MWT.
{"title":"The effect of a pacer versus no-pacer on submaximal fitness test results among Special Olympics athletes","authors":"V. Temple, Kendal F. Alston, Jaymie J. Elder, L. Stuart-Hill","doi":"10.5507/EUJ.2019.005","DOIUrl":"https://doi.org/10.5507/EUJ.2019.005","url":null,"abstract":"Using a pacer when administering fitness tests reduces the practicality of testing. Additionally, presuming that a pacer is needed for all Special Olympics athletes is potentially discriminatory. We examined the need for a pacer to enhance performance and the test retest-reliability of the six-minute walk test administered with a pacer (Criterion-m6MWT) and without a pacer (No-pacer 6MWT). Participants were n=18 Special Olympics athletes (men = 12, Mean age=37 years (SD=10.1) with low support needs. After familiarization, participants completed the Criterion-m6MWT and the No-pacer 6MWT. The order of the tests was randomized. A week later, participants completed these tests again. There were no significant differences between any of the walk distances and both the Criterion-m6MWT and the No-pacer 6MWT had high test-retest reliability, intraclass correlation coefficients =.90 and .93, respectively. The interclass correlation coefficients between the first administration of the Criterion-m6MWT and both of the No-Pacer tests were not as strong (i.e. r=.65 and r=.65) as the relationships between the second administration of the Criterion-m6MWT and both No-Pacer tests (r=.81 and r=.87). These results suggest that adult Special Olympics athletes with relatively low support needs can perform the 6MWT without a pacer if the familiarization process is expanded to include a complete 6MWT.","PeriodicalId":37918,"journal":{"name":"European Journal of Adapted Physical Activity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41602021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to examine beliefs, intentions, and behaviors of promoting out-of-school physical activity among adapted physical education teachers and comparing these beliefs, intentions, and behaviors with those of general physical education teachers. A total 253 physical educators including 208 general physical education and 45 adapted physical education teachers completed the survey measuring their behavior, attitude, self-efficacy, social normative beliefs, intention, and implementation intention of out-of-school physical activity promotion. Multiple linear regression analysis revealed significantly lower out-of-school physical activity promotion self-efficacy among adapted physical education teachers (β = .66; BCI = .18, 1.13) than general physical education teachers with no difference in other outcome variables between groups. This finding could be due to a lack of training on out-of-school physical activity promotion in teacher preparation programs and institutional limitations on adapted physical education.
{"title":"Adapted physical educators' beliefs and intentions for promoting out of school physical activity","authors":"Jill Pawlowski Joonkoo Yun","doi":"10.5507/EUJ.2019.003","DOIUrl":"https://doi.org/10.5507/EUJ.2019.003","url":null,"abstract":"The purpose of this study was to examine beliefs, intentions, and behaviors of promoting out-of-school physical activity among adapted physical education teachers and comparing these beliefs, intentions, and behaviors with those of general physical education teachers. A total 253 physical educators including 208 general physical education and 45 adapted physical education teachers completed the survey measuring their behavior, attitude, self-efficacy, social normative beliefs, intention, and implementation intention of out-of-school physical activity promotion. Multiple linear regression analysis revealed significantly lower out-of-school physical activity promotion self-efficacy among adapted physical education teachers (β = .66; BCI = .18, 1.13) than general physical education teachers with no difference in other outcome variables between groups. This finding could be due to a lack of training on out-of-school physical activity promotion in teacher preparation programs and institutional limitations on adapted physical education.","PeriodicalId":37918,"journal":{"name":"European Journal of Adapted Physical Activity","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44698810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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