Samuel R. Hodge

High School General Physical Education Teachers' Behaviors and Beliefs Associated with Inclusion.

The purpose of this study was to describe the behaviors and beliefs of secondary general physical education (GPE) teachers relative to inclusion and teaching of students with disabilities. Participants were nine experienced high school GPE teachers from suburban school districts in California, Ohio, and Pennsylvania. The research method was naturalistic inquiry. Qualitative data were collected using observer field notes and interview schedules. Findings were presented using descriptive summaries and thematic narratives. These teachers regularly verbally interacted with and expressed mostly favorable beliefs about teaching students with disabilities. Teacher interviews revealed three recurring themes: (a) teachers were positively disposed to inclusion as an educational philosophy, (b) teachers had differential efficacy in achieving successful inclusion, and (c) teachers encountered challenges to establishing inclusive practice. Despite their mostly favorable beliefs about inclusion, several teachers felt inadequately prepared or lacked support and resources to effectively teach students with more severe disabilities.

From Colorblindness to Intercultural Sensitivity: Infusing Diversity Training in PETE Programs

In this paper, we advocate infusing diversity training across physical education teacher education (PETE) programs and curricula (DeSensi, 1995). Specifically, we call for PETE programs to provide curriculum content and professional socialization experiences that enhance intercultural sensitivity to better prepare novice teachers for working effectively with students of various cultures and ethnicities (DeSensi, 1995; Hodge, 2003). We discuss (a) changing demographics in society and schools with implications for preparing teachers, (b) moving from ethnocentricism to ethnorelativism of intercultural sensitivity, (c) implementing NCATE diversity initiatives, (d) infusing diversity training in PETE programs, and (e) understanding physical activity and sport participation patterns of a diversity of learners and athletes. We also provide some closing arguments for implementing diversity training in PETE programs.

Brown in black and white-then and now: A question of educating or sporting African American males in America

The U.S. Supreme Courts decision in the Brown v. Board of Education case was used as a point of reference to elaborate on the often divergent realities in education and sport for Black and White Americans. The impetus to integrate sport and the movement to integrate educational institutions in America were two separate yet often paralleled phenomena. It is typically argued that efforts to integrate educational institutions were about ensuring equitable access and opportunity. Less so, due to moral principles, integration in sports was more about winning and generating revenue. Still today, race-related divergences are reflected in education and sport. The intent of this article is to reflect on Americas education and sport histories (then) and highlight some present-day realities (now) as associated with the social construct of race, particularly for Black male students and athletes.

Japanese physical education teachers’ beliefs about teaching students with disabilities

The purpose of this study was to describe Japanese physical education (PE) teachers’ beliefs about teaching students with disabilities in integrated classes. Participants were five Japanese PE teachers (one women and four men). The research was descriptive and qualitative, using an interviewing method. Data were gathered in interviews, analysed and presented as descriptive narratives and themes. Themes that emerged from the data were: satisfactions, ambivalences and concerns; professional preparation inadequacies; and communication, collaboration and support. PE teacher education faculty must provide apposite training for teachers to more competently teach students with disabilities and better ensure that they have satisfying experiences doing so. The study brings to the literature information on Japanese PE teachers’ beliefs about integration and teaching students with disabilities. This is particularly important as teachers in Japan grapple with the current historic, societal and educational transition from segregated to integrated schools.

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.

Perceptions of African American Faculty in Kinesiology-Based Programs at Predominantly White American Institutions of Higher Education

The purpose of this study was to examine the perceptions of African American faculty on their organizational socialization in kinesiology-based (i.e., sport pedagogy, exercise physiology, motor behavior, sport management/history) programs at predominantly White American1 institutions of higher education (PW-IHE). Participants were 9 African American tenure-track faculty members from various kinesiology-based programs at PW-IHE. Data were gathered via interviewing and analyzed within the framework of critical race theory (Ladson-Billings, 2000). Findings are presented using storytelling and thematic narratives. Interviews with the participants revealed four major recurring themes with regard to: (a) resources, opportunities, and power structures; (b) programmatic neglects and faculty mentoring needs; (c) social isolation, disengagement, and intellectual inferiority issues; and (d) double standards, marginalization, and scholarship biases. This study suggests that faculty and administrators at PW-IHE should develop sensitivity toward organizational socialization issues relevant to faculty of color.

The African American Experience in Physical Education and Kinesiology: Plight, Pitfalls, and Possibilities

In this paper, we offer discourse on the historical plight and contemporary experiences of African American faculty in Kinesiology and Physical Education (KPE) programs at predominantly White institutions (PWI) of higher education. First, we discuss the historical plight of African American KPE professionals. Second, we discuss the current demographics and status of African American faculty in the academe. Third, we elaborate on the experiences of African American faculty in KPE programs, particularly at PW-IHE. Fourth, we identify some common issues and pitfalls to avoid in recruiting, hiring, retaining, tenuring, and promoting African American faculty. Lastly, we offer recommendations to increase the presence and improve the experiences of African Americans in KPE programs.

Social Inclusion of Students with Disabilities in Middle School Physical Education Classes.

Abstract The purpose of this study was to describe the social interactions of students with and without disabilities in a general physical education (GPE) program. Participants were a girl with Down syndrome and mental retardation, a boy with severe juvenile scoliosis, and their 16 classmates (9 females, 7 males) without disabilities at a rural middle school. Research method was qualitative case study (Bogdan & Biklen, 1994). Data were gathered with nonparticipant observations, a behavioral coding system, and interviews. We found that students with and without disabilities engaged in mostly positive (e.g., friendly, cooperative) yet infrequent social interactions. Overall findings lend support to inclusive GPE practices.

High School Physical Educators’ Beliefs About Teaching Differently Abled Students in an Urban Public School District

The purpose of this study was to examine general physical education (GPE) teachers’ beliefs about teaching differently abled students in inclusive classes.The participants were 5 GPE teachers from a large urban school district. The research method was explanatory multiple-case study situated in planned behavior theory. Data were gathered using a demographic questionnaire, attitude survey, and interviews. Survey data were analyzed with descriptive statistics and revealed that the teachers’ judgments vary on inclusion and their level of acceptance in teaching differently abled students. The teachers agreed that more professional training was a need. Interview data were analyzed with constant comparative method.The emergent themes were: (a) teachers’ pedagogies troubled, (b) dependent self-efficacy, (c) paradoxes, (d) motives, and (e) concerns. Findings thus implied that urban school districts should regularly engage teachers in professional development focused on teaching differently abled students.

Adapted Physical Education Teachers’ Concerns in Teaching Students with Disabilities in an Urban Public School District

The purpose of this study was to determine whether or not adapted physical education (APE) teachers had job‐related concerns associated with teaching students with disabilities in an urban public school district. The participants were six experienced, itinerant APE teachers, who taught in urban public schools in a midwestern state in the United States. The research method was a collective case study situated in concerns theory. Data were collected from teacher interviews, on‐site observations, and stimulated recall sessions. Case analyses and cross‐case analyses were conducted using constant comparative procedures. Findings indicate that the teachers had job‐related concerns explainable within the tenets of concerns theory. They also had concerns not situated within concerns theory that were unique to their itinerant status.