Inclusion in Physical Education in primary schools in Europe through the lens of an Erasmus+ partnership

Marron, Susan; Murphy, Frances M.; Pitsia, Vasiliki; Scheuer, Claude

doi:10.1080/03004279.2021.2002382

Cited by 11 publications

(4 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, appropriate actions must be undertaken to build effective inclusion [1][2][3][4]. The study of attitudes towards inclusive education (IE) must consider perspectives from all educational stakeholders, including future teachers [5][6][7][8], teaching staff [9][10][11][12][13], children with disabilities' peers [14][15][16][17], and families [18][19][20].…”

Section: Introductionmentioning

confidence: 99%

Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons

Rojo-Ramos

Vega-Muñoz

Contreras-Barraza

et al. 2022

IJERPH

View full text Add to dashboard Cite

Physical education (PE) lessons offer an excellent opportunity to encourage participation and learning for students with and without disabilities. However, there are still barriers that prevent educative inclusion (EI) from being achieved, with negative attitudes being one of the major issues. This study aimed to explore students without disabilities’ attitudes toward their peers with disabilities in the second stage of Primary Education, examining possible differences according to sex (male or female) and school location (urban or rural). The Scale of Attitudes toward Students with Disabilities in Physical Education–Primary Education (SASDPE-PE), a four-item instrument with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), was administered to 545 Spanish students aged 9 to 12 years old. The results revealed that girls and students from rural schools showed more positive attitudes toward their peers with disabilities during the PE lessons; differences were significant in both cases. Thus, according to our findings, the SASDPE-PE is a practical tool to assess attitudes, even after an attitude-change programme. Furthermore, PE attitude-change programmes should be implemented, especially considering male students and those enrolled in urban schools.

show abstract

Section: Introductionmentioning

confidence: 99%

Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons

Rojo-Ramos

Vega-Muñoz

Contreras-Barraza

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Given the perceived value of UDL in educational contexts, it is not surprising that it has gained considerable attention in PE circles (Hutzler, 2020;Lieberman et al, 2020) and is starting to branch into other related contexts like outdoor recreation (Kelly et al, 2022). Though UDL's position is most firmly established in PE practice and scholarship in the US, it also features and is advocated for in many European countries as part of calls for better 'inclusion', including England, Ireland, Luxembourg, France, the Netherlands, Scotland, Slovakia, and Spain, as evidenced by Marron et al (2023). While this scholarship may have utility, the unbridled application of UDL to PE contexts is concerning, as matters associated with UDL have largely gone unquestioned in the body of PE literature, including its recommendations for best practices.…”

Section: Problematizing Udl In Pementioning

confidence: 99%

Universal design for learning in physical education: Overview and critical reflection

Haegele,

Holland,

Wilson

et al. 2023

European Physical Education Review

View full text Add to dashboard Cite

Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and empirical work relating to UDL generally and in physical education in particular to critically discuss the scientific research supporting, or not, the use of UDL as a so-called inclusive approach. We end this article with a call to action for scholars in this field, ourselves included, to conduct theoretically guided and empirically informed research relating to UDL in physical education, which adheres to established hallmarks of research quality that are tied to the ontological and epistemological assumptions of researchers because, at present, it is conspicuous by its absence.

show abstract

“…Children who enjoy PE perceive it as fun, interesting, and exciting (Cairney et al, 2012; Moore et al, 2009). Creating enjoyable PE lessons is challenging, as children vary in their characteristics, perceptions of the environment, and learning requirements (Barić et al, 2014; Marron et al, 2021). A comprehensive understanding of children's PE enjoyment (what makes PE fun?)…”

Section: Introductionmentioning

confidence: 99%

That's what I like! Fostering enjoyment in primary physical education

Adank,

Van Kann,

Borghouts

et al. 2023

European Physical Education Review

View full text Add to dashboard Cite

Enjoyment in primary physical education (PE) is a key factor in increasing children's physical activity engagement in PE and leisure time. While existing PE research has largely focused on a motivational PE climate and meaningful experiences in PE, research on children's perceptions of enjoyable teaching practices (TPs) in PE is limited. Therefore, this study aimed to explore primary school children's perspectives on TPs that foster PE enjoyment. In addition, we observed to what extent these TPs were applied in daily PE practice. Four focus groups with 10- to 12-year-old children (12 boys, 12 girls) from four primary schools were formed and inductive analysis resulted in 32 child-identified TPs categorized into 10 dimensions. Thirty-one PE lessons taught by 19 different PE teachers (11 generalists, 8 PE specialists) were recorded and coded using the child-identified TPs. Teachers regularly performed a substantial number of these TPs during their PE lessons. However, TPs such as the use of cooperative learning, instructional methods to promote children's (social) learning process, an emphasis on children's individual improvements, and consciously grouping were rarely observed. Moreover, PE specialists showed TPs supporting exploratory learning and children's individual learning processes more frequently than generalists. In addition, PE specialists provided challenging, differentiated tasks with a creative use of equipment more often than generalists. Including children's perspectives contributes to a comprehensive understanding of PE enjoyment and TPs that can promote enjoyable PE experiences. Children's voices need to be heard continuously by PE teachers to ensure enjoyable PE experiences for all children.

show abstract

Inclusion in Physical Education in primary schools in Europe through the lens of an Erasmus+ partnership

Cited by 11 publications

References 31 publications

Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons

Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons

Universal design for learning in physical education: Overview and critical reflection

That's what I like! Fostering enjoyment in primary physical education

Contact Info

Product

Resources

About