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The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education
European Journal of Special Needs Education ( IF 1.930 ) Pub Date : 2020-11-08 , DOI: 10.1080/08856257.2020.1842973
Raul Reina 1 , María Carmen Íñiguez-Santiago 1 , Roberto Ferriz-Morell 2 , Celestina Martínez-Galindo 1 , Marta Cebrián-Sánchez 1 , Alba Roldan 1
Affiliation  

ABSTRACT

This quasi-experimental study analyses the effects of an awareness intervention programme with five different branches designed to improve the attitudes of physical education (PE) students towards the inclusion of classmates with disabilities. The contact (yes/no) and its frequency (×1 vs. ×3) with para-athletes, the duration of the programme (1 vs. 6/7 sessions), and the provision of teaching strategies and materials (yes/no) were manipulated. The study involved 603 students aged 14‒19 from five public educational centres in southern Spain. Attitudes were assessed pre- and post-intervention with the Spanish version of the Children’s Attitude towards Integrated Physical Education (general and specific subscales) and the Scale of Attitudes towards Students with Disabilities in PE. The three groups having contact with para-athletes during the interventions improved in the three attitude variables (p < 0.05; −0.20 < d < −0.24). Pairwise comparisons of the improvement ratios also revealed several positive effects of the intervention duration and provision of teaching strategies (p < 0.05; −0.07 < d < 0.18). These findings could assist PE teachers in educating students to improve their knowledge and attitudes towards people with disabilities, having different strategies and resources to conduct awareness interventions based on para-sports in their regular PE classes.



中文翻译:

在意识干预中修改接触、持续时间和教学策略对体育教育包容态度的影响

摘要

这项准实验研究分析了具有五个不同分支的意识干预计划的效果,旨在改善体育 (PE) 学生对包容残疾同学的态度。与残疾人运动员的接触(是/否)及其频率(×1 对 ×3)、计划持续时间(1 对 6/7 节)以及教学策略和材料的提供(是/否) 被操纵。该研究涉及来自西班牙南部五个公共教育中心的 603 名 14-19 岁的学生。态度在干预前和干预后进行了评估,使用西班牙语版本的儿童对综合体育教育的态度(一般和特定子量表)和对体育残疾学生的态度量表。p  < 0.05; -0.20 <  d  < -0.24)。改进比率的两两比较也揭示了干预持续时间和提供教学策略的几个积极影响(p  < 0.05;-0.07 <  d  < 0.18)。这些发现可以帮助体育教师教育学生提高他们对残疾人的知识和态度,在他们的常规体育课上拥有不同的策略和资源来进行基于残疾人运动的意识干预。

更新日期:2020-11-08
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