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1.
Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.

Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n?=?439). Groups included students with 1. A diagnosed disability, 2. Low grades in PE (D–F) and 3. High grades (A–C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n?=?25). Relationships between student self-reports and PE-teachers’ self-ratings were investigated. Also examined was the potential to which students’ functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n?=?121).

Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D–F group scored lower and the A–C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A–C group.

Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D–F group and likely promote a positive learning environment.  相似文献   

2.
Abstract

The Americans with Disabilities Act mandated the inclusion of people with disabilities in all aspects of social and civil life in the United States including sports. As a result, sport and recreation programmes designed for typically developing youth began to include children with disabilities. One popular recreation context providing sport activities for youth with disabilities is summer camp. Research on inclusive camps has shown mixed results, with some studies suggesting that children with disabilities continue to experience exclusion from physical activity and leadership opportunities, social isolation, and stigma. This conceptual and argumentative essay will review current research on inclusive camps and will argue that, until the mechanisms of inclusive camps are better understood and applied in practice, camps for children with disabilities may be the best delivery system to promote inclusion and a sense of belonging, arguably one of the most important outcomes of camp.  相似文献   

3.
Abstract

The purpose of this study was to examine the relationships between decision-making self-efficacy and task self-efficacy and subsequent decision-making and task performance. Sixty undergraduate students (30 males, 30 females) participated in this study, which involved infield defensive plays in softball. The physical task required participants to throw a ball at a target. The decision-making task required participants to watch video scenes depicting different infield defensive situations and decide where to throw the ball in each situation. Both tasks used manipulated failure. Self-efficacy was assessed before performance. Strength of decision-making and task self-efficacy predicted physical performance, but not decision-making performance.  相似文献   

4.
Abstract

This study explores the often overlooked experiences of women with physical disabilities in the sport and physical fitness activity domain. Interviews with 16 women with a physical disability (age range of 19–54 years) revealed the following major themes: (a) participation in fitness-related as opposed to sport-related activities, (b) participation to maintain the functional level of the body and preserve existing capabilities, (c) intrinsic nature of gains derived from participation (perceived competence, enhanced view of body, motivational outlet, control in life), and (d) perceived differences in the sport and physical fitness activity experiences of men and women with disabilities. Findings support the notion that gender and disability interact in the sport and physical fitness context for women with physical disabilities.  相似文献   

5.
Background: Fundamental motor skill proficiency is essential for engagement in sports and physical play and in the development of a healthy lifestyle. Children with motor delays (with and without disabilities) lack the motor skills necessary to participate in games and physical activity, and tend to spend more time as onlookers than do their peers. As such, intervention programs are crucial in promoting motor skill development of children with motor delays. While mastery climate (MC) interventions have shown to positively impact children’s motor performance, what is unknown is the impact of cognitive strategies used by children within these climates. Furthermore, although vigorous play seems to be related to the development of gross motor skills, it is still unknown if children with and without disabilities would benefit from exercise play (EP) interventions.

Purpose: This study examined the effects of MC and EP interventions on the motor skill development and verbal recall (VR) of children with motor delays. The sample included children with and without disabilities.

Research designs: One hundred and thirty-eight children from 27 urban public schools were referred to the present study. Children were assessed using the Test of Gross Motor Development second edition (TGMD-2) and a VR checklist. Sixty-four children (18 with disabilities and 46 without) met the inclusion criteria, which was a score less than the fifth percentile on the TGMD-2. Participants were randomly assigned to the MC or EP 14-week interventions emphasizing gross motor skill practice.

Data collection and analysis: Children were assessed at pre- and post-intervention. A 2 (groups)?×?2 (disability) × 2 (time) analyses of variance with repeated measures on the last factor was conducted. Change scores, t-test comparisons on the delta scores and Cohen’s D were also calculated.

Results: The MC group demonstrated significant and positive changes over the intervention period. Further, the MC group showed superior locomotor and object control performance and higher recall of verbal cues (p?≤?.05) at post-intervention compared to the EP group. Children with and without disabilities within the MC showed similar patterns of improvement. The EP intervention did not demonstrate significant improvements.

Conclusion: Children with and without disabilities showed improvements in motor skills and VR when exposed to an MC, incorporating the six TARGET structures. These structures included (a) providing feedback and encouragement, providing opportunities for decision-making and establishing personal goals, (b) including parents in the recognition of children’s achievements, (c) creating opportunities to experience leadership and self-pacing, (d) guiding children to use verbal cues and modeling when practicing gross motor skills, and (e) providing demonstrations and teaching children to self-monitor their performance. Instruction is therefore seen as critical to learning gross motor skills, as demonstrated from the findings. Although there were opportunities for vigorous play within the EP intervention, the children did not show improvements in motor performance or VR. These findings suggest that new trends in teacher education physical education to prioritize physical activity over good motor skill instruction may not be advantageous for children in the early years, and should be reconsidered.  相似文献   

6.
Abstract

The purpose of this study was (1) to describe physical activity prevalence, categorised according to the 2008 Physical Activity Guidelines for Americans (2008 Guidelines), using different accelerometer cut points and (2) to examine physical activity prevalence patterns by reported cut points across selected characteristics. Cut points from 9 studies were used to estimate physical activity prevalence in a national adult sample (n = 6547). Estimates were stratified by validation study activity protocols used to derive cut points – ambulatory (walking/running) and lifestyle activities (e.g. gardening, housework, walking). Results showed that the prevalence of meeting the 2008 Guidelines ranged from 6.3% to 98.3% overall and was lower for cut points derived from ambulatory (median = 11.5%, range = 6.3–27.4%) compared to lifestyle (median = 77.2%, range = 60.6–98.3%) protocols. Prevalence patterns across protocols differed for age, but were similar for other characteristics. In conclusion, prevalence of meeting the 2008 Guidelines varied widely, indicating that choice of cut point had an impact on prevalence. To generate future accelerometer cut points one may consider developing cut points for demographic subgroups using a variety of lifestyle physical activities.  相似文献   

7.
运用文献资料、问卷调查和数理统计等方法,对浙江省残疾人群众体育现状进行调查分析。结果表明：浙江省残疾人对参与体育锻炼的认识程度较高,体育人口比例略高于全国城乡的残疾人,但大多数锻炼无规律;残疾人参加体育锻炼的组织形式自发、松散、无序,有组织的活动非常有限;残疾人的体育锻炼缺少专业人士指导;残疾人周围人群对其进行体育活动持支持态度;指出了影响浙江省残疾人参与体育锻炼的主要因素。提出了促进残疾人群众体育的发展建议,以期为浙江省残疾人群众体育的开展和普及提供科学依据和理论参考。  相似文献   

8.
Abstract

This study aimed to investigate the direct and indirect associations between perceived environmental characteristics and psychosocial factors and physical activity levels in adolescents from Northeast Brazil. The sample was composed of 2,361 adolescents aged 14–19 years (56.6% female). Physical activity was measured using a questionnaire and environmental (perceived environmental characteristics) and psychosocial (self-efficacy, social support from parents and friends for physical activity) factors with previously validated scales. Perceived environmental characteristics were not directly associated with the levels of physical activity, but exhibited significant indirect associations, mediated by self-efficacy in males. Self-efficacy and social support were positively and directly associated with physical activity levels, and part of the associations between social support and physical activity was mediated by self-efficacy. Perception of self-efficacy and social support, important factors associated with physical activity levels in adolescents, should be the target of interventions aimed at increasing physical activity. Favorable environments for physical activity also need to be considered, since they have a positive influence on the self-efficacy of adolescents.  相似文献   

9.
Abstract

A longitudinal framework was used to examine the hypotheses of (1) whether physical activity predicts changes in physical self-worth or (2) whether physical self-worth predicts changes in physical activity in adolescent girls. Participants (n=272) completed measures of physical self-worth and participation in physical activities at three different points spanning a two-year interval. A cross-lagged panel model using structural equation modelling analyses indicated that physical self-worth predicted subsequent physical activity and physical activity in turn predicted subsequent physical self-worth across time. Findings demonstrated a reciprocal relationship between physical self-worth and physical activity during early adolescence. This study supports the use of the reciprocal effects model (REM) in gaining an understanding of the cross-lagged relationships between physical self-worth and participation in physical activities amongst adolescent girls.  相似文献   

10.
Abstract

The aim of the present study was to investigate the relationship between self-efficacy and imagery use in older male (n = 40) and female (n = 52) exercisers. Participants’ self-efficacy was evaluated using the Self-Efficacy Questionnaire for Exercisers, and their use of imagery was evaluated using the Exercise Imagery Questionnaire. Results revealed that older adult exercisers were most efficacious in terms of the task, followed by scheduling physical activity into their daily routines, and finally overcoming barriers related to physical activity. Older adult exercisers also reported using appearance and technique imagery to much the same extent, but used both significantly more than energy imagery. In addition, energy imagery predicted task self-efficacy but none of the three functions of imagery predicted barrier and scheduling self-efficacy.  相似文献   

11.
Abstract

A five-level Children's Activity Rating Scale (CARS) was designed to categorize the intensity of physical activities and discriminate between levels of energy expenditure in young children. The CARS was used by trained observers over a 12-month period to assess physical activities of 3-4 year-old children during field observations. Agreement among observers using the CARS was 84.1% for 389 paired observation periods. The energy expenditure for each level was assessed by measuring VO2s and heart rates of 5-6 year-old children (12 boys, 13 girls) while they performed eight activities representing the CARS levels. Mean VO2s for the eight activities in Levels 1-5 ranged from 7.1 to 37.5 ml kg BW?1 min?1 (1 to 5.42 METS; 145% to 80.6% of VO2max). Mean heart rates ranged from 89 to 183 b min?1 for activities in Levels 1-5. VO2s and heart rates at each level were significantly different from all other levels. These data demonstrate that the CARS encompasses a wide range of energy expenditures, discriminates between levels of energy expenditure, and can be used by trained observers to reliably evaluate physical activity and estimate energy expenditure of young children.  相似文献   

12.
Background: The template for the current study was the project conducted by Rosenthal [1973. “An Ecological Study of Free Play in the Nursery School.” Doctoral diss., Wayne State University] where she investigated the attraction and holding power of various learning centres during free play in a naturalistic preschool setting. Rosenthal’s most significant conclusion was that the characteristics of individual settings were more significant predictors of free play than demographic variables.

Purpose: The purpose of this study was to follow Rosenthal’s design within a physical education setting to answer three key questions; (i) across lessons, what is the extent and range of engagement across different activity stations, (ii) which activities have a stronger or weaker attractiveness in terms of enticing children to practice, and (iii) which activities have stronger or weaker holding power in terms of their capacity to sustain engagement?

Participants and setting: The participants in this study were 12, four-year-old children (10 boys, 2 girls) who attended a daycare centre that serves mostly African American children. The children participated in a biweekly motor programme promoting motor-skill instruction over a ten-week period (～600 minutes). The mastery motivational climate of the programme was based on achievement goal theory and included six to eight motor-skill stations designed to promote locomotor and object-control skills, core balance, spatial awareness, as well as leg and arm strength.

Methods: All sessions were videotaped using two wall-mounted cameras located in the top corners of the play area. The total and percentage of time each child spent directly engaged ‘in’ each station was determined, as well as source (self, peer, or teacher) responsible for redirection of activity. Attraction power was measured as the number of different children who visited a station at least one time during a lesson, while holding power was measured as the mean time per focal child entry. Deductive analysis was then conducted by systematically looking for similarities or differences between each activity’s attraction/holding power and those elements suggested by Rosenthal that would lead to satiation or prolonged engagement.

Findings: The data on initiation and termination showed that 86.1% of station entries were spontaneously instigated by the children themselves, where on average they visited 4.43 different stations per 30-minute session. The most attractive settings were characterized by having elements of novelty, authenticity, and appeared to match the skill of the children. There was a wide range of setting differences in holding power, extending from just a little under a minute’s average stay at kicking stations, to involvement lasting four times as long at jumping stations. Holding power was rooted in the extent to which the activity stations were built for success, had the potential for modification, and provided frequent indicators of progress.

Conclusions: The major findings from this study would be that inter-setting variation is perhaps a more appropriate target for consideration in the design of learning tasks than is inter-individual variation, because settings are considerably more amenable to teacher control than are individual personalities. Implications for the design of tasks in physical education are included.  相似文献   

13.
Purpose

The aim of this study was to test the hypothesized structural paths in Bandura's social-cognitive theory (SCT) model on adolescent girls' physical activity following a 12-month physical activity and dietary intervention to prevent obesity.

Method

We conducted a 12-month follow-up study of 235 adolescent girls (M age = 13.2 years, SD = 0.4) from 12 secondary schools located in low-income communities. At baseline, participants completed SCT scales related to physical activity (i.e., self-efficacy, intention, parental support, and outcome expectations). At baseline and 12-month follow-up (postintervention), participants wore accelerometers for 7 days. Structural equation modeling was used to determine if Time 1 measures predicted physical activity at 12-month follow-up after adjusting for baseline activity.

Results

The model explained 28% and 34% of the variance in physical activity and intention, respectively. Model fit indexes indicated the data were a good fit to the model; however, only self-efficacy was associated with physical activity at 12 months. There was no support for intention or outcome expectations as proximal determinants of behavior. Self-efficacy was associated with outcome expectations and parental support; however, only outcome expectations predicted intention.

Conclusions

Current findings indicate a large proportion of the variance for physical activity and intention remains unexplained and that the proposed pathways in the SCT model were not fully supported. Future model testing may need to consider augmentation or integration of theoretical models, which may include ecological components if we are to advance our understanding of physical activity behavior in this subgroup of the adolescent population.  相似文献   

14.
BackgroundAdopting a healthy lifestyle during childhood could improve physical and mental health outcomes in adulthood and reduce relevant disease burdens. However, the lifestyles of children with mental, behavioral, and developmental disorders (MBDDs) remains under-described within the literature of public health field. This study aimed to examine adherence to 24-hour movement guidelines among children with MBDDs compared to population norms and whether these differences are affected by demographic characteristics.MethodsData were from the 2016–2020 National Survey of Children's Health—A national, population-based, cross-sectional study. We used the data of 119,406 children aged 6–17 years, which included 38,571 participants with at least 1 MBDD and 80,835 without. Adherence to the 24-hour movement guidelines was measured using parent-reported physical activity, screen time, and sleep duration.ResultsAmong children with MBDDs, 20.3%, 37.0%, 60.7%, and 77.3% met the physical activity, screen time, sleep, and at least 1 of the 24-hour movement guidelines. These rates were lower than those in children without MBDDs (22.8%, 46.2%, 66.7%, and 83.4%, respectively; all p < 0.001). Children with MBDDs were less likely to meet these guidelines (odds ratio (OR) = 1.21, 95% confidence interval (95%CI): 1.13–1.30; OR = 1.37, 95%CI: 1.29–1.45; OR = 1.29, 95%CI: 1.21–1.37; OR = 1.45, 95%CI: 1.35–1.56) than children without MBDDs. Children with emotional disorders had the highest odds of not meeting these guidelines (OR = 1.43, 95%CI: 1.29–1.57; OR = 1.48, 95%CI: 1.37–1.60; OR = 1.49, 95%CI: 1.39–1.61; OR = 1.72, 95%CI: 1.57–1.88) in comparison to children with other MBDDs. Among children aged 12–17 years, the difference in proportion of meeting physical activity and screen time guidelines for children with vs. children without MBDD was larger than that among children aged 6–11 years. Furthermore, the above difference of meeting physical activity guidelines in ethnic minority children was smaller than that in white children.ConclusionChildren with MBDDs were less likely to meet individual or combined 24-hour movement guidelines than children without MBDDs. In educational and clinical settings, the primary focus should be on increasing physical activity and limiting screen time in children aged 12–17 years who have MBDDs; and specifically for white children who have MBDDs, increasing physical activity may help.  相似文献   

15.
Purpose: The purposes of this article are to: (a) describe the rationale and development of the Youth Compendium of Physical Activities (Youth Compendium); and (b) discuss the utility of the Youth Compendium for audiences in research, education, community, health care, public health, and the private sector. Methods: The Youth Compendium provides a list of 196 physical activities (PA) categorized by activity types, specific activities, and metabolic costs (youth metabolic equivalents of task [METy]) as measured by indirect calorimetry. The utility of the Youth Compendium was assessed by describing ways in which it can be used by a variety of audiences. Results: Researchers can use METy values to estimate PA levels and determine changes in PA in intervention studies. Educators can ask students to complete PA records to determine time spent in physical activities and to identify health-enhancing activities for classroom PA breaks. Community leaders, parents, and health care professionals can identify activity types that promote healthful behaviors. Public health agencies can use the METy values for surveillance and as a resource to inform progress toward meeting national physical activity guidelines. Applications for the private sector include the use of METy in PA trackers and other applications. Conclusion: The National Collaborative on Childhood Obesity Research Web site presents the Youth Compendium and related materials to facilitate measurement of the energy cost of nearly 200 physical activities in children and youth. The Youth Compendium provides a way to standardize energy costs in children and youth and has application for a wide variety of audiences.  相似文献   

16.
Abstract

Third and fourth grade boys (n = 422) and girls (n = 390) in four Texas elementary schools reported their participation in moderate to vigorous physical activities (MVPAs) over a 3-day period. Students were surveyed during class on successive days. On a subsample (n = 44), the agreement between reported and observed physical activities during physical education or recess was 86.3%. Running, walking fast, games and sports, and bicycling accounted for 70% of Total MVPAs. Of Total MVPAs reported, 47.0% for boys and 44.6% for girls were 10 min or longer in duration (LMVPA). The average number of LMVPAs per day was 1.7 for both boys and girls. Students reported significantly more occurrences of LMVPAs out of school than during school. Significant interaction between grade and gender indicated that third grade boys reported more Total MVPAs and LMVPAs than third grade girls, but fourth grade boys reported fewer Total MVPAs and LMVPAs than fourth grade girls. During the 3-day reporting period, 12.3% of boys and 13.3% of girls reported no LMVPAs, and 35.6% of boys and girls reported fewer than one LMVPAs per day. While the majority of children reported obtaining at least some activity daily, a substantial proportion of children in this sample reported fewer than one LMVPA daily, indicating that many children may not be obtaining adequate amounts of physical activity.  相似文献   

17.
Abstract

The majority of physical activity initiatives have been directed toward promoting cardiorespiratory fitness and general health. Far less attention has been devoted to encouraging or understanding muscular fitness-promoting behaviors. The purpose of this study was to determine if constructs from the Transtheoretical Model, a contemporary behavior change framework, could be adapted and applied to the study of muscular fitness-promoting behaviors. Participants were 429 college students who completed measures of stage of change, the behavioral and cognitive processes of change, and self-efficacy. All measures were modified to relate specifically to muscular fitness-promoting behaviors. Two direct discriminant function analyses were performed, revealing that the behavioral processes of change and self-efficacy were the major correlates of the stages of change for muscular fitness-promoting behaviors.  相似文献   

18.
Abstract

This study examined coping and affective experience to perceived challenge in physical activity settings in 30 individuals with physical disabilities in three separate situations over 6 months. On every occasion, each individual was asked to report the most challenging physical activity of the preceding week and indicate how he or she coped with the challenge and what affective states were experienced. Coping was measured using a modification of Carver, Scheier, and Weintraub's (1989) COPE inventory. Self-reported mood was assessed using the Positive Affect Negative Affect Schedule (Watson, Clark, &; Tellegen, 1988). The data indicated that perceived challenge was characterized by high levels of positive affect. Generalizability theory, used to determine the relative stability of coping strategies, indicated that individuals with physical disabilities did not consistently use the same coping skill strategies across settings.  相似文献   

19.
Abstract

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using multiple regression analyses we accounted for 12% of the variance in PA and 13-21% of the variance in fitness. The best predictors of PA were barrier self-efficacy, classmate social support, and gender; whereas, only gender predicted fitness. The results affirmed the importance of barrier self-efficacy and gender differences. Our findings regarding classmate social support are some of the first to illuminate the importance of school-specific peers in promoting PA.  相似文献   

20.
Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children’s motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention strategy combined with a goal-setting strategy may be effective in increasing physical activity participation among school-aged children. The purpose of this study was to evaluate the impact of an 8-week pedometer-based goal-setting intervention on children’s motivation in PE, motor competence, and physical activity.

Methods: A pretest–posttest comparison group design was used with the 8-week intervention (3 days/week for 24 sessions). Participants were 273 (boys?=?136, girls?=?137) students recruited from 3 elementary schools in the US. Classes in each school were randomly allocated to three experimental conditions: (1) an intervention group with a personalized pedometer weekly target to reach in their PE class (N?=?110), (2) an intervention group with the fixed pedometer target range to reach in each PE class based on the recommended criteria (N?=?90), or (3) a control group without intervention (N?=?73).

Analysis/results: The factorial repeated measures MANOVA indicated significant multivariate effects for the group [F(6, 528)?=?12.954, p?Post hoc analyzes showed that both experimental groups had significantly higher expectancy-value beliefs, motor competence, and physical activity compared to the control group (p?Conclusions: Health practitioners should be aware that goal-directed action can contribute to school students’ PE-related achievement motivation, motor competence, and achieving the recommended 60?min of moderate-to-vigorous physical activity.  相似文献   

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