Inclusive Physical Literacy for All

Zengaro, Franco; Zengaro, Sally A.

doi:10.4018/979-8-3693-3952-7.ch017

Advances in Educational Technologies and Instructional Design

2024

DOI: 10.4018/979-8-3693-3952-7.ch017

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Inclusive Physical Literacy for All

Franco Zengaro,

Sally A. Zengaro

Abstract: The purpose of this chapter is to discuss the role of innovation in physical education via the auspice of teaching effectiveness that promotes literacy for all. The main question addressed is how teachers of physical education incorporate innovation as they work to be more inclusive of students with disabilities. This chapter addresses innovation in physical education via teaching effectiveness that promotes physical literacy for all. It includes looking at the ways technology can assist in promoting physical … Show more

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Cited by 4 publications

References 44 publications

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Determinants of Teachers' Intentions to Integrate Education for Sustainable Development (ESD) Into Physical Education and Health Curricula

Acut,

Lobo,

Garcia

2024

Advances in Educational Technologies and Instructional Design

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Education for Sustainable Development (ESD) is essential for promoting sustainability and environmental stewardship among students. However, the intent of Filipino teachers to incorporate ESD principles into Physical Education and Health remains underexplored. This study examines the relationships between attitudes towards ESD, subjective norms, perceived behavioral control, behavioral intentions, self-reported behavior, subjective task value, ESD knowledge, and ESD integration beliefs among 363 educators. Utilizing PLS-SEM, the study finds perceived behavioral control as the strongest predictor of both behavioral intentions and self-reported behaviors, underscoring its role in enabling educators to implement ESD practices. ESD knowledge significantly influences perceived behavioral control, suggesting that enhancing knowledge could boost educators' confidence in ESD integration. Additionally, ESD integration beliefs impact attitudes and behavioral intentions. These findings offer insights for targeted interventions to support ESD integration within PE and Health curricula.

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Determinants of Teachers' Intentions to Integrate Education for Sustainable Development (ESD) Into Physical Education and Health Curricula

Acut,

Lobo,

Garcia

2024

Advances in Educational Technologies and Instructional Design

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Building Capacity

Barber,

Walters,

Bates

et al. 2024

Advances in Educational Technologies and Instructional Design

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This chapter explores the pressing need for innovative pre-service physical education teacher education (PETE) that challenges preservice teachers (PSTs) to take ownership of their learning in broad, collaborative ways that immediately connect their learning processes to other PSTs and local community-based PE resources nationwide. The authors describe a pedagogical model for PETE that is currently in ten Canadian universities, a rapidly growing national body of locally developed student leadership communities that is supported by national professional organizations (Physical and Health Education (PHE) Canada and PHE Canada Research Council. PHE Canada Student Chapters are a new phenomenon in Canadian universities (2023-2024), and represent groups of 5-8 PSTs in each university faculty, taking executive leadership roles within their respective university student unions. The chapter includes emphasis on real world practice, with voices of student leaders expressing lessons learned in the process of running chapters at their respective universities.

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An Application of Cognitive Diagnosis Model in the Evaluation of Physical Literacy Among K-12 Graduates in the Philippines

Nozaleda

2024

Advances in Educational Technologies and Instructional Design

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Despite recent enhancements in the PE curriculum in the Philippines, a substantial gap persists in actualizing educational outcomes, as evidenced by low activity levels and the discrepancy between expected and actual physical literacy competencies among college freshmen. This chapter leverages Cognitive Diagnosis Modeling (CDM) to assess the attributes of physical literacy among K-12 graduates. It discusses foundational information about cognitive diagnosis modeling and the processes done prior to formal analysis. By using real data in physical literacy assessment, this chapter provides a pragmatic orientation on CDM. Employing an adapted assessment tool alongside an empirically validated Q-matrix, it evaluates the mastery of specific physical literacy attributes within a freshman cohort at a state university in the Philippines. The chapter concludes with recommendations for curriculum reforms to create a balanced and comprehensive PE program in secondary education, emphasizing the need for enhanced teacher training to improve instructional quality and effective skill transfer.

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Inclusive Physical Literacy for All

Cited by 4 publications

References 44 publications

Determinants of Teachers' Intentions to Integrate Education for Sustainable Development (ESD) Into Physical Education and Health Curricula

Determinants of Teachers' Intentions to Integrate Education for Sustainable Development (ESD) Into Physical Education and Health Curricula

Building Capacity

An Application of Cognitive Diagnosis Model in the Evaluation of Physical Literacy Among K-12 Graduates in the Philippines

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