Inclusive and accessible physical education: rethinking ability and disability in pre-service teacher education

Barber, Wendy

doi:10.1080/13573322.2016.1269004

Cited by 49 publications

(34 citation statements)

References 27 publications

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“…For example, interviews, open-ended questionnaires, reflective diaries, focus groups, and portfolios could measure/assess individuals’ motivation and confidence towards participating in physical activity, as well as provide opportunities to gauge knowledge and understanding of physical activity and healthy lifestyle behaviors [ 4 ]. Interviews, open-ended questionnaires, reflective diaries, focus groups, and portfolios were, however, unable to measure/assess an individual’s physical competence as they are reliant on self-perceptions and/or perceptions of others [ 70 , 73 , 74 , 77 , 78 , 80 , 82 – 84 ]. Indeed, aside from participant observation and video recordings, there were very few qualitative methods that measured/assessed the physical domain of physical literacy [ 76 – 78 , 80 , 82 – 84 , 94 ].…”

Section: Discussionmentioning

confidence: 99%

“…Interviews, open-ended questionnaires, reflective diaries, focus groups, and portfolios were, however, unable to measure/assess an individual’s physical competence as they are reliant on self-perceptions and/or perceptions of others [ 70 , 73 , 74 , 77 , 78 , 80 , 82 – 84 ]. Indeed, aside from participant observation and video recordings, there were very few qualitative methods that measured/assessed the physical domain of physical literacy [ 76 – 78 , 80 , 82 – 84 , 94 ]. Using a range of qualitative methodologies and considering all three domains (physical, affective, and cognitive) could address limitations in measuring/assessing physical literacy in a holistic manner [ 95 ].…”

Section: Discussionmentioning

confidence: 99%

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‘Measuring’ Physical Literacy and Related Constructs: A Systematic Review of Empirical Findings

et al. 2017

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BackgroundThe concept of physical literacy has received increased research and international attention recently. Where intervention programs and empirical research are gaining momentum, their operationalizations differ significantly.ObjectiveThe objective of this study was to inform practice in the measure/assessment of physical literacy via a systematic review of research that has assessed physical literacy (up to 14 June, 2017).MethodsFive databases were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols guidelines, with 32 published articles meeting the inclusion criteria. English-language, peer-reviewed published papers containing empirical studies of physical literacy were analyzed using inductive thematic analysis.ResultsQualitative methods included: (1) interviews; (2) open-ended questionnaires; (3) reflective diaries; (4) focus groups; (5) participant observations; and (6) visual methods. Quantitative methods included: (1) monitoring devices (e.g., accelerometers); (2) observations (e.g., of physical activity or motor proficiency); (3) psychometrics (e.g., enjoyment, self-perceptions); (4) performance measures (e.g., exergaming, objective times/distances); (5) anthropometric measurements; and (6) one compound measure. Of the measures that made an explicit distinction: 22 (61%) examined the physical domain, eight (22%) the affective domain; five (14%) the cognitive domain; and one (3%) combined three domains (physical, affective, and cognitive) of physical literacy. Researchers tended to declare their philosophical standpoint significantly more in qualitative research compared with quantitative research.ConclusionsCurrent research adopts diverse often incompatible methodologies in measuring/assessing physical literacy. Our analysis revealed that by adopting simplistic and linear methods, physical literacy cannot be measured/assessed in a traditional/conventional sense. Therefore, we recommend that researchers are more creative in developing integrated philosophically aligned approaches to measuring/assessing physical literacy. Future research should consider the most recent developments in the field of physical literacy for policy formation.Electronic supplementary materialThe online version of this article (10.1007/s40279-017-0817-9) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

‘Measuring’ Physical Literacy and Related Constructs: A Systematic Review of Empirical Findings

et al. 2017

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“…The process of integrating technologies into teaching-learning practices in the different educational modalities is a reality, and also in inclusive school (Al-Harthi & Emam, 2018;Young & Courtad, 2016). In this situation, the initial training of future professionals in education (Barber, 2018, Hall & Theron, 2016 is essential. There are numerous studies suggesting that teachers have not received a true qualification throughout their training, to incorporate the technologies to his professional activity (Carruba, 2016;Fiorini & Manzini, 2016).…”

Section: Discussionmentioning

confidence: 99%

Technologies for attention to diversity: a bibliometric study

Esteve¹,

Suelves²,

Chacón³

et al. 2019

5th International Conference on Higher Education Advances (HEAd'19)

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In these last decades, digital systems and playful dynamics have penetrated the inclusive education field, in some cases to attend the diversity of the classroom as a whole and, in others, to study in a specific way the use of technologies in students with special needs. About this topic, on the following pages we study the trends of the research carried out through a bibliometric analysis of the scientific production in the Scopus database, which includes an amount of 59 articles, published between 1999 and 2019, are included. The results indicate an increase in the last years of the presence of scientific publications in journals in the field of Social Sciences. Furthermore, data show that the number of articles and the impact of these is scarce, that the predominant country in the publications is United States and that in the cooccurrence of the terms the agents involved in the process, technology and inclusive practices stand out as relevant issues, which implies the urgent need for digital teacher training.

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“…In the field of Physical Education, authors such as Sang, Younghwan & Block [10] define the factors that promote a successful inclusive Physical Education: (a) additional services; (b) positive attitudes; (c) supports; (d) adaptations; (e) peer tutoring. It is in this context that technologies are an important tool that would contribute to inclusive education [11][12][13][14]. Despite this, studies on inclusive physical education are generally scarce, with small samples that are specific to the context and limited in their applicability to other environments [15].…”

Section: Introductionmentioning

confidence: 99%

Physical Education Teachers and Their ICT Training Applied to Students with Disabilities. The Case of Spain

et al. 2019

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1) Background: The introduction of Information and communication technologies (ICTs) in the area of Physical Education is a very recent phenomenon, and its implementation is a challenge for teachers in Spain. It implies pedagogic innovation for the improvement of the teaching and learning processes, especially for people with a disability (functional diversity). The aim of this study was to identify the degree of technological knowledge (ICT) of the physical education teachers for students with disabilities. (2) Methods: A sample of 341 Physical Education teachers from Spain volunteered for this cross-sectional study. A questionnaire named "DIFOTICyD", created "ad hoc" was used as the data-gathering instrument. (3) Results: the results revealed the low training of the participants with respect to the use of the ICTs in the field of disability. The degree of training of the teachers was determined by the personal (gender, age), professional (teaching experience) and educational (training received) outcomes. (4) Conclusions: the findings of the study point to the need for didactic training that can be used to train the Physical Education teachers to use ICTs in order to facilitate the learning and educational innovation of students with disabilities.

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Inclusive and accessible physical education: rethinking ability and disability in pre-service teacher education

Cited by 49 publications

References 27 publications

‘Measuring’ Physical Literacy and Related Constructs: A Systematic Review of Empirical Findings

‘Measuring’ Physical Literacy and Related Constructs: A Systematic Review of Empirical Findings

Technologies for attention to diversity: a bibliometric study

Physical Education Teachers and Their ICT Training Applied to Students with Disabilities. The Case of Spain

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