Physical Education

Using self-efficacy theory to facilitate inclusion in general physical education

Physical educators who truly believe they can include children with disabilities in their general physical  education programs will find a way to be successful. Unfortunately, due to a lack of coursework and limited experiences, many physical educators do not have confidence in their ability to do so. This article has suggested an application of Bandura’s social cognitive theory to GPE teachers who are faced with including students with disabilities. In particular, the four sources of information— enactive mastery experiences, vicarious experiences, verbal/ social persuasion, and physiological states—can help physical educators develop more self-confidence in their abilities to include students with disabilities (Bandura, 1986, 1997). 

Block, M., Taliaferro, A., Harris, N., & Krause, J. “Using self-efficacy theory to facilitate inclusion in general physical education.” Journal of Physical Education, Recreation & Dance  81, no. 3 (2010): 43–46.

Using peers as natural supports for students with severe disabilities in general physical education

Effectively building interpersonal skills, is an expectation most teachers have for their students in general physical education (GPE) regardless of their skills and abilities. Yet even the most experienced educator can be challenged by the task of including students with severe disabilities (SD). Using peers as natural supports in GPE is a practice teachers can use to promote positive interactions and gains in academic and social learning for students with SD (Cervantes, Lieberman, Magnesio, & Wood, 2013; Klavina & Block, 2008; Klavina & Block, 2013). Peer supports facilitate communicative behaviors through the use of scripts and planned behavioral sequences (Carter & Hughes, 2006). In general, this requires students without disabilities to understand the communication skills of the student with disabilities. This article provides suggestions for developing communication skills between students with SD and their peers in GPE. The adoption of a “holistic" perspective designed to assist teachers in identifying key communicative behaviors that can be used by peers for supporting students with SD will be described.

Grenier, M., & Miller, N. “Using peers as natural supports for students with severe disabilities in general physical education.” Palaestra 29, no. 1 
(2015).

Applying universal design for learning and the inclusion spectrum for students with severe disabilities in general physical education

General physical education (GPE) affords many opportunities for students with and without disabilities to interact and develop positive peer relationships. This case study describes one teacher's use of collaborative practices, universal design for learning (UDL), and the inclusion spectrum to create an accessible learning environment in which the goals of both students with and without disabilities are addressed. Using UDL in conjunction with the inclusion spectrum allows teachers to examine the task structure to optimize learning experiences so that students with disabilities can actively engage with peers. Transitioning from everyone can play, to modified, to parallel and disability sports activities enables teachers to create lessons that incorporate learning objectives across a broad range of skills and abilities while promoting friendship and encouraging students to see their classmates with disabilities as contributing members. In order to serve the needs of all students, GPE teachers should consider using the principals of UDL and the inclusion spectrum to plan and instruct accessible lessons.

Inclusion of children with disabilities in physical education: A systematic review of literature from 2009 to 2015

This systematic review examines research published from 2009 to 2015 on the inclusion of children with disabilities in physical education according to the PRISMA guidelines. We have used a stakeholder approach as a framework for organizing and discussing the results. The searches yielded 535 studies, of which 112 were included. The systematic review outlines which stakeholder perspectives received the most attention, the main themes and findings, the methodological trends that governed the research contribution, and the country of data collection. The main findings indicated that perspectives of pre- and in-service teachers and studies of attitudes still dominate the research contributions. The strengths and limitations of the research conducted to date highlight that several other perspectives need to be discussed. Especially important is seeking information from children with disabilities themselves. 

Wilhelmsen, T., & Sorensen, M. 2017. “Inclusion of children with disabilities in physical education: A systematic review of literature from 2009 to 2015. “Adapted Physical Activity Quarterly 34, no. 3 (2017): 311–337.