Skip to main content
SpringerLink
Log in

The Impact of an Online Course of Inclusive Physical Education on Teachers’ Skills and Knowledge

  • Conference paper
  • First Online:
Advances in Information and Communication (FICC 2020)

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 1130))

Included in the following conference series:

Abstract

In order to integrate pupils with disabilities into physical education (PE) classes, an online training course has been developed for PE teachers. The goal of the course was to provide knowledge and skills for teachers concerning issues of integration and inclusion of students with different physical and cognitive disabilities. The purpose of the study was to examine the contribution of the course to the teacher’s self-efficacy (SE) for integration of students with various disabilities in PE classes. The research method was to collect background data of about 100 teachers in the course, examining their status of entry in terms of knowledge of the integration of students with disabilities and their ability to resolve various situations and assessing their self-capable perception of the course. Throughout the course, the teachers watched videos and performed various tasks involving disability issues and possibilities for integrating students with disabilities into their classes. At the end of the course, the teachers were given a knowledge test, in which they provided information on the use of their own perception of their own level of knowledge. Findings indicate that the teachers improved their capability for inclusion in general, and also for educating their peers in terms of fitness and motor skills. The teachers reported that they gained their highest SE in the inclusion of children with developmental coordination disorders (mean = 3.6), and that the smallest gain involved the inclusion of those with spinal cord injury (mean = 3.0). The conclusion was that teachers benefited from the online course mostly through reflecting on the knowledge gained from their past experiences.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 169.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 219.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Ainscow, M., Miles, S.: Making education for all inclusive: where next? Prospects 145(1), 15–34 (2008)

    Article  Google Scholar 

  2. Ammah, J.O., Hodge, S.R.: Secondary physical education teachers’ beliefs and practices in teaching students with severe disabilities: a descriptive analysis. High Sch. J. 89, 40–54 (2005)

    Article  Google Scholar 

  3. Blinde, E.M., McCallister, S.G.: Listening to the voices of students with physical disabilities. J. Phys. Educ. Recreat. Dance 69, 64–68 (1998)

    Article  Google Scholar 

  4. Block, M., Hutzler, Y., Klavina, A., Barak, S.: Creation and validation of the situational-specific self-efficacy scale. Adapt. Phys. Act. Q. 29, 184–205 (2013)

    Google Scholar 

  5. Bredahl, A.-M.: Sitting and watching the others being active: the experienced difficulties in PE when having a disability. Adapt. Phys. Act. Q. 30, 40–58 (2013)

    Google Scholar 

  6. Chee, T.S., Divaharan, S., Tan, L., Mun, C.H.: Self-Directed Learning with ICT: Theory, Practice and Assessment, pp. 1–65. Ministry of Education, Singapore (2011)

    Google Scholar 

  7. Dibapile, W.T.S.: A review of literature on teacher efficacy and classroom management. J. Coll. Teach. Learn. 9(2), 79–92 (2012). http://trace.tennessee.edu/utk_educpubs/31. Accessed 20 Sept 2018

  8. Donkor, F.: The comparative instructional effectiveness of print-based and video-based instructional materials for teaching practical skills at a distance. Int. Rev. Res. Open Distrib. Learn. 11(1), 96–116 (2010)

    Google Scholar 

  9. Draus, P.J., Curran, M.J., Trempus, M.S.: The influence of instructor-generated video content on student satisfaction with and engagement in asynchronous online classes. J. Online Learn. Teach. 10(2), 240–254 (2014)

    Google Scholar 

  10. Fejgin, N., Talmor, R., Erlich, I.: Inclusion and burnout in physical education. Eur. Phys. Educ. Rev. 11(1), 29–50 (2005)

    Article  Google Scholar 

  11. Fullan, M., Langworthy, M.: Towards a New End: New Pedagogies for Deep Learning. Collaborative Impact, Washington (2013)

    Google Scholar 

  12. Geri, N., Winer, A.: Patterns of online video lectures use and impact on student achievement. In: Eshet-Alkalai, Y., Blau, I., Caspi, A., Geri, N., Kalman, Y., Silber-Varod, V. (eds.) Proceedings of the 10th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era, pp. 9E–15E. The Open University of Israel, Raanana (2015). (in Hebrew)

    Google Scholar 

  13. Goodwin, D.L., Watkinson, E.J.: Inclusive physical education from the perspective of students with physical disabilities. Adapt. Phys. Act. Q. 17, 144–160 (2000)

    Google Scholar 

  14. Hahn, E.: Video lectures help enhance online information literacy course. Ref. Serv. Rev. 40(1), 49–60 (2012)

    Article  MathSciNet  Google Scholar 

  15. Hardin, B.: Physical education teachers’ reflections on preparation for inclusion. Phys. Educ. 62, 44–56 (2005)

    Google Scholar 

  16. Horizon Report. Higher Education Edition. NMC (2016)

    Google Scholar 

  17. Huffaker, D., Calvert, S.: The new science of learning: active learning, metacognition, and transfer of knowledge in E-Learning applications. J. Educ. Comput. Res. 29(3), 325–334 (2003)

    Article  Google Scholar 

  18. Hutzler, Y., Barak, S.: Self-efficacy of physical education teachers in including students with cerebral palsy in their classes. Res. Dev. Disabil. 68, 52–65 (2017). https://doi.org/10.1016/j.ridd.2017.07.005

    Article  Google Scholar 

  19. Hutzler, Y., Shama, E.: Attitudes and self-efficacy of Arabic-speaking physical education teachers in Israel toward including children with disabilities. Int. J. Soc. Sci. Stud. 5(10), 28–42 (2017). https://doi.org/10.11114/ijsss.v5i10.2668

    Article  Google Scholar 

  20. Hutzler, Y., Fliess, O., Chacham, A., van den Auweele, Y.: Perspectives of children with physical disabilities on inclusion and empowerment: supporting and limiting factors. Adapt. Phys. Act. Q. 19, 300–317 (2002)

    Google Scholar 

  21. Hutzler, Y., Zach, S., Gafni, O.: Physical education students’ attitudes and self-efficacy towards the participation of children with special needs in regular classes. Eur. J. Spec. Needs Educ. 20(3), 309–327 (2005)

    Article  Google Scholar 

  22. Kelly, L.: Adapted Physical Education National Standards, 2nd edn. Human Kinetics, Champaign (2006)

    Google Scholar 

  23. Kugelmass, J.W.: The Inclusive School: Sustaining Equity and Standards. Teachers College Press, New York (2004)

    Google Scholar 

  24. Kwon, E.H., Block, M.E.: Implementing the adapted physical education E-learning program into physical education teacher education program. Res. Dev. Disabil. 69(1), 18–29 (2017)

    Article  Google Scholar 

  25. McLoughlin, C., Lee, M.J.: Personalised and self regulated learning in the Web 2.0 era: international exemplars of innovative pedagogy using social software. Australas. J. Educ. Technol. 26(1), 28–43 (2010)

    Article  Google Scholar 

  26. Mega, C., Ronconi, L., De Beni, R.: What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. J. Educ. Psychol. 106(1), 121 (2014)

    Article  Google Scholar 

  27. Nirje, B.: The normalisation principle and its human management implications. In: Kugel, R., Wolfensberger, W. (eds.) Changing Patterns in Residential Services for the Mentally Retarded. President’s Committee on Mental Retardation, Washington, DC, chap. 7 (1969)

    Google Scholar 

  28. Nodoushan, M.A.S.: Self-regulated learning (SRL): emergence of the RSRLM model. Int. J. Lang. Stud. 6(3), 1–16 (2012)

    Google Scholar 

  29. Pecora, P.J., Whittaker, J.K., Maluccio, A.N., Barth, R.P.: The Child Welfare Challenge: Policy, Practice, and Research, 4th edn. Adline Transaction, London (2012)

    Google Scholar 

  30. Piletic, C.K., Davis, R.: A profile of the introduction to adapted physical education course within undergraduate physical education teacher education programs. ICHPER-SD J. Res. 5(2), 27–32 (2010). https://files.eric.ed.gov/fulltext/EJ913329.pdf. Accessed 29 Sept 2018

  31. Platt, C.A., Amber, N.W., Yu, N.: Virtually the same?: student perceptions of the equivalence of online classes to face-to-face classes. J. Online Learn. Teach. 10(3), 489–503 (2014)

    Google Scholar 

  32. Rimmer, J.A., Rowland, J.L.: Physical activity for youth with disabilities: a critical need in an underserved population. Dev. Neurorehabilitation 11(2), 141–148 (2008)

    Article  Google Scholar 

  33. Rimmer, J.H., Riley, B., Wang, E., Rauworth, A., Jurkowski, J.: Physical activity participation among persons with disabilities: barriers and facilitators. Am. J. Prev. Med. 26, 419–425 (2004)

    Article  Google Scholar 

  34. Rose, K.K.: Student perceptions of the use of instructor-made videos in online and face-to-face classes. J. Online Learn. Teach. 5(3), 487–495 (2009)

    Google Scholar 

  35. Sato, T., Haegele, J.A.: Professional development in adapted physical education with graduate web-based professional learning. Phys. Educ. Sport Pedagogy 22(6), 618–631 (2017)

    Article  Google Scholar 

  36. Sato, T., Haegele, J.A., Foot, R.: In-service physical educators’ experiences of online adapted physical education endorsement courses. Adapt. Phys. Act. Q. 34, 162–178 (2017)

    Google Scholar 

  37. Shamir, T.A., Blau, I.: “The flipped classroom” at the open university? Promoting personal and collaborative self-regulated learning in an academic course. In: Eshet-Elkalay, Y., Blau, I., Caspi, N., Gerri, N., Kelmn, Y., Zilber-Warod, W. (eds.) The 11 Conference for Innovation Study and Learning Technologies Chaise: The Learning Person on the Digital Era, pp. 226–233 (2016). (in Hebrew)

    Google Scholar 

  38. Sherrill, C.: Adapted Physical Activity, Recreation, and Sport: Crossdisciplinary and Lifespan, 6th edn. McGraw-Hill, New York (2004)

    Google Scholar 

  39. Svinicki, M.D.: Student learning: from teacher-directed to self-regulation. New Dir. Teach. Learn. 2010(123), 73–83 (2010)

    Article  Google Scholar 

  40. UNESCO: International Charter of Physical Education, Physical Activity and Sport (2015). http://unesdoc.unesco.org/images/0023/002354/235409e.pdf

  41. Villa, R., Thousand, J.: Restructuring for Caring and Effective Education. Brookes, Baltimore (2000)

    Google Scholar 

  42. Wolfensberger, W.P., Nirje, B., Olshansky, S., Perske, R., Roos, P.: The Principle of Normalization in Human Services. National Institute of Mental Retardation. Online: Books: Wolfensberger Collection (1972). http://digitalcommons.unmc.edu/wolf_books/1

  43. Wright, A., Roberts, E., Bowman, G., Crettenden, A.: Barriers and facilitators to physical activity participation for children with physical disability: comparing and contrasting the views of children, young people, and their clinicians. Disabil. Rehabil. (2018). https://doi.org/10.1080/09638288.2018.1432702

    Article  Google Scholar 

  44. Zee, M., Koomen, H.M.Y.: Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: a synthesis of 40 years of research. Rev. Educ. Res. 86(4), 981–1015 (2016)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The Academic College at Wingate, Netanya, Israel

    Noa Choresh & Yesha’ayahu Hutzler

Authors
  1. Noa Choresh
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Yesha’ayahu Hutzler
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Noa Choresh .

Editor information

Editors and Affiliations

  1. Faculty of Science and Engineering, Saga University, Saga, Japan

    Kohei Arai

  2. The Science and Information (SAI) Organization, Bradford, West Yorkshire, UK

    Supriya Kapoor

  3. The Science and Information (SAI) Organization, Bradford, West Yorkshire, UK

    Rahul Bhatia

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Choresh, N., Hutzler, Y. (2020). The Impact of an Online Course of Inclusive Physical Education on Teachers’ Skills and Knowledge. In: Arai, K., Kapoor, S., Bhatia, R. (eds) Advances in Information and Communication. FICC 2020. Advances in Intelligent Systems and Computing, vol 1130. Springer, Cham. https://doi.org/10.1007/978-3-030-39442-4_67

Download citation

Publish with us

Policies and ethics

Search

Navigation