Exploring Physical Education Teachers' Attitudes Towards Inclusion: A Systematic Review

Osias Kit Kilag; Amelita Riveral; Hezel Mae Gomez; Kristel Canonigo; Joana Marie Timtim; Jenbe Calunsag; Maria Flordelis Cabaluna

Authors

Osias Kit T. Kilag PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0000-0003-0845-3373 (unauthenticated)
Amelita D. Riveral PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0003-1691-1087 (unauthenticated)
Hezel Mae D. Gomez PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0003-2449-3540 (unauthenticated)
Kristel Canonigo PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0003-2247-3669 (unauthenticated)
Joana Marie F. Timtim PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0000-0002-0351-8492 (unauthenticated)
Jenbe E. Calunsag PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0001-1556-4058 (unauthenticated)
Maria Flordelis R. Cabaluna PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines Author https://orcid.org/0009-0001-9963-2061 (unauthenticated)

Keywords:

physical education, inclusion, special educational needs, disabilities

Abstract

This study presents a systematic review and meta-analysis of research examining physical education (PE) teachers' attitudes towards the inclusion of students with special educational needs and disabilities (SEND) in PE settings. The meta-analysis indicates a generally positive disposition among PE teachers towards inclusion, albeit with some variability across studies. Factors influencing attitudes include knowledge and preparation, previous experience working with SEND children, class size, teacher collaboration, and parental support. Gender differences in attitudes were found to be non-significant. Additionally, engaging in professional development activities was positively associated with more favorable attitudes. These findings underscore the importance of targeted training initiatives and ongoing support mechanisms for educators to promote inclusive practices. Overall, this study provides valuable insights into the complexities surrounding teachers' attitudes towards inclusion in PE and highlights the need for continued efforts to foster inclusive learning environments for all students.

References

Abendan, C. F., Kilag, O. K., Uy, F., & Vestal, P. (2023). Transforming Learning in the Digital Age: The Confluence of Innovation and Education. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(5), 1-13.

Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211.

Anunah, J. O., & Hodge, S. R. (2005). Secondary physical education teachers' beliefs and practices in teaching students with severe disabilities: A descriptive analysis. The High School Journal, 89(2), 40-54.

Block, M. E., & Obrusnikova, I. (2007). Inclusion in physical education: A review of the literature from 1995-2005. Adapted physical activity quarterly, 24(2), 103-124.

Bloch, L. M. (2014). One hundred years: A collective case study of climate change education in Georgia. University of Georgia.

Boynton, P. M., & Greenhalgh, T. (2004). Hands-on guide to questionnaire research. Selecting, designing, and developing your questionnaire. Retrieved from bmj. com.

Coates, J., & Vickerman, P. (2010). Empowering children with special educational needs to speak up: Experiences of inclusive physical education. Disability and rehabilitation, 32(18), 1517-1526.

Collins, K., & Staples, K. (2017). The role of physical activity in improving physical fitness in children with intellectual and developmental disabilities. Research in developmental disabilities, 69, 49-60.

Diano Jr, F., Kilag, O. K., Malbas, M., Catacutan, A., Tiongzon, B., & Abendan, C. F. (2023). Towards Global Competence: Innovations in the Philippine Curriculum for Addressing International Challenges. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 295-307.

Echavez Jr, A., Yncierto, C., Obiasada, R., Dayag, M., Alcazar, R., & Kilag, O. K. (2024). Advancing Literacy and Numeracy: Exploring Trends and Strategies for Elementary School Students. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), 144-150.

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British educational research journal, 37(5), 813-828.

Forlin, C. (2001). Inclusion: Identifying potential stressors for regular class teachers. Educational research, 43(3), 235-245.

Haegele, J. A., & Sutherland, S. (2015). Perspectives of students with disabilities toward physical education: A qualitative inquiry review. Quest, 67(3), 255-273.

Hersman, B. L., & Hodge, S. R. (2010). High school physical educators’ beliefs about teaching differently abled students in an urban public school district. Education and urban society, 42(6), 730-757.

Hodge, S., Ammah, J. O., Casebolt, K. M., LaMaster, K., Hersman, B., Samalot‐Rivera, A., & Sato, T. (2009). A diversity of voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities. International journal of disability, development and education, 56(4), 401-419.

Hutzler, Y., & Barak, S. (2017). Self-efficacy of physical education teachers in including students with cerebral palsy in their classes. Research in developmental disabilities, 68, 52-65.

Janssen, I., & LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International journal of behavioral nutrition and physical activity, 7, 1-16.

Leo, J., & Mourton, N. E. (2020). According to the kids: Research from the perspective of children with disabilities. In Routledge handbook of adapted physical education (pp. 432-449). Routledge.

Liberati, A., Altman, D. G., Tetzlaff, J., & Mulrow, C. (2009). G0tzsche PC, Ioannidis JP, et al. The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. J Clin Epidemiol, 62(10), e1-34.

Lienert, C., Sherrill, C., & Myers, B. (2001). Physical educators’ concerns about integrating children with disabilities: A cross-cultural comparison. Adapted physical activity quarterly, 18(1), 1-17.

Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive physical education: Teachers’ views of including pupils with special educational needs and/or disabilities in physical education. European physical education review, 11(1), 84-107.

Murphy, N. A., Carbone, P. S., & Council on Children with Disabilities. (2008). Promoting the participation of children with disabilities in sports, recreation, and physical activities. Pediatrics, 121(5), 1057-1061.

Pan, C. Y., Liu, C. W., Chung, I. C., & Hsu, P. J. (2015). Physical activity levels of adolescents with and without intellectual disabilities during physical education and recess. Research in Developmental Disabilities, 36, 579-586.

Qi, J., Wang, L., & Ha, A. (2017). Perceptions of Hong Kong physical education teachers on the inclusion of students with disabilities. Asia pacific journal of education, 37(1), 86-102.

Rekaa, H., Hanisch, H., & Ytterhus, B. (2019). Inclusion in physical education: Teacher attitudes and student experiences. A systematic review. International Journal of Disability, Development and Education, 66(1), 36-55.

Rimmer, J. A., & Rowland, J. L. (2008). Physical activity for youth with disabilities: a critical need in an underserved population. Developmental neurorehabilitation, 11(2), 141-148.

Sato, T., Hodge, S. R., Murata, N. M., & Maeda, J. K. (2007). Japanese physical education teachers’ beliefs about teaching students with disabilities. Sport, education and society, 12(2), 211-230.

Sato, T., & Hodge, S. R. (2009). Japanese physical educators' beliefs on teaching students with disabilities at urban high schools. Asia pacific journal of education, 29(2), 159-177.

Sit, C. H., McKenzie, T. L., Cerin, E., Chow, B. C., Huang, W. Y., & Yu, J. (2017). Physical activity and sedentary time among children with disabilities at school. Medicine & science in sports & exercise, 49(2), 292-297.

Vestal, P., Kilag, O. K., Alvez, G. G., Escabas, D., Ignacio, R., & Abendan, C. F. (2023). Bridging the Literacy Gap: A Multisensory Approach to Effective Intervention. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 156-168.

Villaver Jr, M., Mugadza, J., Kilag, O. K., Uy, F., Jordan, R., & Samutya, M. (2024). Leadership in Special Education: Promoting Inclusion and Equity. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE)-ISSN: 3028-032X, 1(4), 1-7.

Wilhelmsen, T., & Sørensen, M. (2017). Inclusion of children with disabilities in physical education: A systematic review of literature from 2009 to 2015. Adapted physical activity quarterly, 34(3), 311-337.

World Health Organization. (2020). Physical activity. Retrieved from https://www.who.int/news-room/fact-sheets/detail/physical-activity

Exploring Physical Education Teachers' Attitudes Towards Inclusion: A Systematic Review

Authors

Keywords:

Abstract

References

Downloads

Published

Issue

Section

License

How to Cite

INTERNATIONAL MULTIDISCIPLINARY JOURNAL OF RESEARCH FOR INNOVATION, SUSTAINABILITY, AND EXCELLENCE (IMJRISE)