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The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education

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The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education

dc.contributor.author	Reina, Raúl
dc.contributor.author	Íñiguez-Santiago, María CarmenC
dc.contributor.author	Ferriz, Roberto
dc.contributor.author	Martínez-Galindo, Celestina
dc.contributor.author	Cebrián-Sánchez, Marta
dc.contributor.author	Roldan, Alba
dc.date.accessioned	2022-05-17T14:35:01Z
dc.date.available	2022-05-17T14:35:01Z
dc.date.issued	2020
dc.identifier.citation	Reina, Raúl Íñiguez-Santiago, María CarmenC Ferriz-Morell, Roberto Martínez-Galindo, Celestina Cebrián-Sánchez, Marta Roldan, Alba 2020 The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education European Journal Of Special Needs Education 1 17
dc.identifier.uri	https://hdl.handle.net/10550/82810
dc.description.abstract	This quasi-experimental study analyses the effects of an awareness intervention programme with five different branches designed to improve the attitudes of physical education (PE) students towards the inclusion of classmates with disabilities. The contact (yes/no) and its frequency (×1 vs. ×3) with para-athletes, the duration of the programme (1 vs. 6/7 sessions), and the provision of teaching strategies and materials (yes/no) were manipulated. The study involved 603 students aged 14‒19 from five public educational centres in southern Spain. Attitudes were assessed pre- and post-intervention with the Spanish version of the Children's Attitude towards Integrated Physical Education (general and specific subscales) and the Scale of Attitudes towards Students with Disabilities in PE. The three groups having contact with para-athletes during the interventions improved in the three attitude variables (p < 0.05; −0.20 < d < −0.24). Pairwise comparisons of the improvement ratios also revealed several positive effects of the intervention duration and provision of teaching strategies (p < 0.05; −0.07 < d < 0.18). These findings could assist PE teachers in educating students to improve their knowledge and attitudes towards people with disabilities, having different strategies and resources to conduct awareness interventions based on para-sports in their regular PE classes.
dc.language.iso	eng
dc.relation.ispartof	European Journal Of Special Needs Education, 2020, p. 1-17
dc.subject	Ciència Ensenyament
dc.subject	Educació Experiències
dc.subject	Educació física
dc.title	The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education
dc.type	journal article	es_ES
dc.date.updated	2022-05-17T14:35:03Z
dc.identifier.doi	10.1080/08856257.2020.1842973
dc.identifier.idgrec	153695
dc.rights.accessRights	open access	es_ES