Amaury Samalot-Rivera

A Diversity of Voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities

The purpose of this study was to analyse the beliefs about inclusion and teaching students with disabilities of physical education teachers from various countries and cultures. The participants were 29 physical education teachers from Ghana (Africa), Japan, the US and Puerto Rico. The research method was explanatory multiple‐case study situated in the theory of planned behaviour. The primary data sources were attitude surveys and interviews. Survey data were analysed with descriptive statistics and the interview data were analysed using a constant comparative method. Results indicate that the teachers’ beliefs tended to vary on inclusion and teaching students with disablities. Paradoxically, they expressed compelling intrinsic motives while voicing a multiplicity of concerns on teaching students with disabilities. They all desired greater opportunities for relevant professional development, which should be made available more frequently by school districts.

Role Playing in Physical Education to Teach in the Affective Domain

Using role playing during physical education provides limitless opportunities for intervention and for the demonstration of personal and social qualities. The purpose of this article is to provide easy steps for implementing role playing as a strategy to teach social skills to students in the physical education setting.

The influence of social skills instruction on sport and game related behaviours of students with emotional or behavioural disorders

Background: Many educators assume that students develop appropriate social skills as a by-product of participation in physical education and sports (Hellison 2003). However, it has been demonstrated that appropriate social behaviours improve when interventions are implemented (Balderson and Sharpe 2005). It is known that students with disabilities, especially those with emotional or behavioural disorders, typically do not exhibit appropriate social behaviors (Gresham, Sugai, and Horner 2001). Purpose: The purpose of this study was to examine the influence of social skills instruction on the sport- and game-related behaviours of students with emotional or behavioural disorders. The study specifically addressed the instructions influence on appropriate and inappropriate behaviours within both physical education and recess (break time) settings. Participants and setting: Six students (two females and four males) ages 10 through 17 and attending alternative education school programs designed to serve children and youth with emotional or behavioural disabilities participated in the study. Research design and intervention: A multiple baseline across participants design was used. A validated Appropriate Sport and Game Behaviours Curriculum modeled on the one used by Moore, Cartledge, and Heckman (1995) was implemented. The curriculum consisted of 15 lesson plans focusing on appropriate behaviours. Examples of appropriate behaviours consisted of respecting ones own equipment and that of others, congratulating the winner, avoiding blaming teammates, following rules, working cooperatively, and avoiding criticizing the loser. Instructional sessions took place three times per week and were between 20 and 25 minutes in duration. Data collection and analysis: Data were gathered from videotaped sessions for both physical education and recess settings. Observers were trained to code the dependent variables. In addition, interobserver reliability data were collected during randomly selected sessions for all participants across both settings. Procedural integrity was established to ensure that the intervention was implemented as intended. Visual analysis of behaviours was performed using graphical representation of data. Data were subjected to a trend analysis. Mean increases and decreases of appropriate and inappropriate behaviours were presented. Results and recommendations: In general, results were mixed. Five of the six participants (83%) were able to increase appropriate sports/games behaviours and decrease inappropriate behaviours in a physical education (acquisition) setting, and three of the six participants (50%) in a recess (generaliszation) setting. While appropriate behaviours were above and inappropriate behaviours were below baseline levels, only one participant (17%) was able to maintain intervention levels. It is recommended that the intervention be extended over a longer period of time.

Steps to Teach Appropriate Sports and Games Behaviors through Physical Education.

Social interventions during physical education classes can help students increase their appropriate behaviors and decrease inappropriate ones. Many educators assume that students develop appropriate social skills as a byproduct of participating in physical education and sport. However, the physical education literature shows that appropriate social behaviors improve when interventions are implemented. The purpose of this article is to provide physical educators with an instructional tool called “Appropriate Sports and Games Behaviors Curriculum.” This curriculum aims to enhance the development of appropriate behaviors by teaching sport- and game-oriented social skills to students with all ability levels. This curriculum consists of three units: (1) appropriate behaviors to winning, (2) appropriate behaviors to losing, and (3) appropriate behaviors during the game. Each unit highlights five different social skills. A seven-step lesson plan for teaching the skills is also provided.

The Hispanic Experience in Physical Education Teacher Education Programs: A Qualitative Study

ABSTRACT The purpose of this study was to describe the experiences of Hispanic faculty involved in physical education teacher education programs at predominantly White colleges and universities in the United States. The study was positioned in the theoretical framework of organizational socialization. Participants were Hispanic (n = 6) faculty from various kinesiology-based programs in tenure-track positions at institutions of higher education in the United States. Data were collected via semi-structured interviews and transcribed, triangulated, and analyzed with constant comparative procedures. We uncovered the following themes: (a) underrepresented, (b) socialized, and (c) cultured and determined. The study’s findings magnify the need for faculty and administrators to heighten their awareness and implement strategies to improve the organizational socialization of Hispanic faculty, particularly at predominantly White doctoral-granting colleges and universities. This means, for instance, identifying strategies to recruit, prepare, retain, and mentor Hispanic faculty at such institutions.

Students' Academic and Social Transition to New Graduate Programs in Physical Education Teacher Education.

Abstract The purpose of this study is to describe and explain master students’ academic and social experiences during the transition to teacher education master programs. This study is based on the theory of transition that supports the understanding of students’ transition to graduate studies as they connect to the academic supports needed to cope with the demands of advanced training in physical education. The participants were eight teacher education master students from two institutions who participated in a descriptive-qualitative design. The data sources were a demographic questionnaire, face-to-face interviews, and the program of graduate study. Results in themes related to (a) competing agendas, (b) hesitant to ask for help from professors, and (c) time management shock. To better support teacher education graduate students, we encourage academic departments, administrators, faculty, and all students to learn how to view themselves as playing various roles, such as academic advisors and graduate students.

Instructional Strategies to Consider when Teaching Hispanic English-Language Learners in Physical Education

Schools in the United States are becoming more ethnically, racially, linguistically and economically diverse. It is projected that by 2050 the Hispanic population that speaks English as a second language in the United States will increase from 49.7 million to 132.8 million. Students who speak Spanish as their first langue are one of the largest English language learner (ELL) groups in U.S. schools. Many of these students do not speak, read or comprehend English, which ultimately affects their learning and social interactions within the school community. Further, many of these children lack family support due to parents who are also not fluent in English, use primarily other languages at home, or have a lower economic status. The purpose of this article is to provide physical education teachers with a set of guidelines and strategies for teaching ELLs whose first language is Spanish.

The Road Less Traveled in Elementary Physical Education: Exploring Human Relationship Skills in Adventure-Based Learning

Teachers who are looking for ways to develop social and emotional learning with their students can use a curriculum model called Adventure-Based Learning (ABL). ABL consists of structured physical activities (cooperative in nature) with periods of reflection. The purpose of this study was to explore elementary physical education students’ lived experience with intrapersonal and interpersonal relationship skills (IIRS) from an ABL unit of instruction. The aim of this study was to determine the credibility of an existing ABL student learning outcome model for use at the elementary school level in the United States. Findings indicated that the elementary students were able to connect, value, develop, and transfer the four IIRS over the course of the ABL unit. The findings provide plausible evidence that IIRS outcomes from the implementation of an ABL unit of instruction are possible to achieve at the elementary school level. Studies that further investigate student outcomes from participation in ABL at the elementary school level are recommended.

New Graduate Entry: Students' Transition to an Adapted Physical Education Graduate Program.

The purpose of this study was to describe and explain master of arts students’ academic and social experiences during the transition to an adapted physical education (APE) graduate program. In this study, we used the theory of transition, which allowed us to understand students’ transition to graduate studies and to assist them in connecting to the academic support needed to cope with their changing circumstances. Seven APE master’s students (3 men and 4 women) participated in the study, which had a descriptive-qualitative design. The data sources were a demographic questionnaire, face-to-face interviews, and the program of graduate study (archival record). Interview data were analyzed using a constant comparative method, and results in themes related to (a) difficulty in academic transition to the graduate program, (b) relationships with program faculty, and (c) experiential learning. To better support APE graduate students, we encourage academic departments, administrators, faculty, and all students to learn how to view themselves as playing various roles, such as academic advisor, graduate student, graduate assistant, and fellowship graduate student.

Increasing transition opportunities for youth with disabilities: steps to follow in program selection.

Participation in community-based recreation and sport programs has been shown to help in the transition process of youth with disabilities. The purpose of this article is to provide two examples of successful programs and their benefits for youth with disabilities.