Hester Henderson

Exercise and Fitness for Persons with Disabilities

SummaryOver the past decade greater attention has been focused on the role of exercise and fitness for persons with disabilities. Increased involvement in exercise programmes, competitive sports and fitness activities has led to further inquiry into the broader concepts of performance, prevention of further deterioration of a given disability, maintenance for activities of daily living, and overall well-being. This paper reviews the literature on 3 categories of disabilities, mental retardation, mental illness and selected physical disabilities, in order to determine the role of exercise and fitness programmes in each. Despite problems in research design, sampling procedures, instrument validity, and delineation of fitness components, there is growing support for the premise that physical exercise has a role to play in breaking the debilitative cycle. Although the research indicates that physical activity can serve as a potential non-pharmacological adjunct therapy for persons with physical disabilities, there is still a need for well-controlled studies to quantify the individualisation of exercise programming.

Behavior management instructional practices and content of college/university physical education teacher education (PETE) programs

Background: Since 1969, the annual United States Educational Gallup Poll has reported the ability to manage behavior and motivate students as a major challenge for teachers and the primary reason why novice teachers leave the profession prematurely. Indeed, over one-third of all new teachers resign within three years due to this perceived incapacity and their resultant frustration. The rate of teacher attrition globally in the first three years of teaching varies by country with such rates as high as 40% in the UK, to less than 5% in Germany, and in France the percentage is reported as insignificant. Although it is common for physical education teacher education (PETE) majors to graduate with knowledge and skills grounded in scientific principles, many do not develop the ability to manage problematic student behaviors. Consequently, physical educators, particularly those who are new to the profession, often have difficulty designing an environment that enhances student learning and promotes self-regulation, cooperation with others, and contributing positively to the school community. Faculty who teach in physical education teacher education (PETE) programs have a responsibility to prepare preservice teachers to meet the instructional needs of all students, including those who lack discipline and motivation. Moreover, they must develop their coursework and practica to include the competencies outlined by the national organization, which includes the ability to manage student behavior. Aims: The purpose of this descriptive survey study was twofold: (1) to describe the instructional behavior management practices and content taught in college/university PETE programs in the United States (US), and (2) to provide recommendations for enhancing behavior management education and training for preservice physical educators. Method: Participants were 134 PETE professionals teaching in colleges and universities throughout the US. Data were collected through the use of an online survey administered during the 2008–09 academic year. A four-part 51-item online survey, accessed from a surveymonkey website, was designed to examine the behavior management instructional practices and content of PETE professionals. Survey questions, which included both category-scaled and open-ended items, were developed from behavior management content knowledge and an extensive review of the literature. Results: The results were compared to those reported in a similar study conducted 20 years ago to determine if behavior management instruction and content has changed over the past two decades. Similar to the respondents in the similar study, this sample of physical education teacher educators spends relatively little teaching time on the topic of behavior management. The participants do believe, however, that teaching behavior management in preservice programs is important. Conclusion: Recommendations for enhancing preservice training in behavior management include: (1) more emphasis on behavior management in PETE coursework; (2) more practicum experiences in school settings, and (3) more behavior management training and experience for faculty teaching in PETE Programs. The implications of this study are discussed. Suggestions for future research and practice are offered such as infusing additional behavior management instruction, practical techniques, and practica across multiple PETE courses.

A Practical Plan for Managing the Behavior of Students with Disabilities in General Physical Education.

JOPERD • Volume 78 No. 2 • February 2007 P hysical education experts agree that a lack of behavior management skills is the most signifi cant barrier to effective teaching (Rink, 2006; Siedentop & Tannehill, 2000). The inability to manage and motivate student behavior is often the number one reason given by beginning teachers for leaving the teaching profession (Rose & Gallup, 2004). The problem is intensifi ed when there are a large number of students with diverse emotional, social, cognitive, and physical abilities in the same physical education class. In recent years, effective behavior management has become even more challenging with the inclusion of an increased number of students identifi ed as at-risk or with serious behavior problems in general physical education classes (Graham, 2001; Loovis, 2005; Rink, 2006; Sherrill, 2004). Based on Sugai et al. (2000), these students represent an estimated one to seven percent of all students in schools. Many physical educators still maintain a narrow perspective about behavior management. They tend to equate behavior management practices with punishment used to control students or make students behave. The current philosophy has shifted to more positive behavior management practices that foster behavior changes through support and intervention to improve performance and learning (Lavay, French, & Henderson, 2006). The purpose of this article is to describe how to develop a positive behavior plan designed to empower students rather than control their performance and learning. Field-based research and best teaching practices will be integrated with behavior management approaches that have been proven effective in creating a positive physical education environment that is conducive for all students, including students with disabilities. The information and examples provided will guide physical educators through the steps of developing their own plan, customized to refl ect their philosophy of behavior management, their behavior management goals, and the characteristics and needs of the students in their classes.

Time-Out and Overcorrection: A Comparison of Their Application in Physical Education

Since physical education classes are typically large and take place in relatively unstructured environments, it is common for inappropriate behaviors to occur. For this reason, physical educators need to have a variety of effective techniques in hand for decreasing inappropriate behaviors and replacing them with appropriate ones as quickly as possible. The most widely used approaches derive from a behaviorist orientation to learning (i.e., one that uses the consequences of a behavior to increase or decrease the future occurrence ofa behavior). There are significant differences of opinion in our profession regarding the choice of behavior-management philosophies and the techniques used to decrease the occurrence of the more severely inappropriate behaviors (Stainback & Stainback, 1980; Braaten, Simpson, Rosell, & Reilly, 1988). In physical education, time-out is one of the most frequently used of such behaviorist techniques (Dunn, 1997; Loovis, 1995: Sherrill, 1998). Overcorrection is another behaviorist technique that has been used effectively to decrease inappropriate behaviors. However, with few exceptions (Auxter, Pyfer, & Huettig, 1997; Lavay, French, & Henderson, 1997; Foxx & Azrin, 1973), overcorrection is rarely discussed in our literature. The purpose of this article is to compare the value of time-out

An Investigation of Body Image in Athletes With Physical Disabilities

The purpose of this study was twofold: (a) to explore the body image of athletes with physical disabilities, and (b) to understand how sport influences body image among these athletes. We interviewed 20 male and female athletes (Mage = 34.25, SD = 8.49) from a variety of sports regarding their body image and the role of sport in influencing body image. A thematic analysis (Braun & Clarke, 2006) was used to generate six themes: (a) personal significance of injury and disability, (b) noncentrality of the body and disability, (c) positive influence of sport on body esteem, (d) social factors influencing body-related emotions and perceptions, (e) body critiques and preferences, and (f) positive thoughts and emotions about the body. Sport seemed to be an important vehicle for experiencing body-related pride, and athletes expressed an intimate connection with the body parts that enabled them to physically compete.