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Efficiency of inclusive physical education lessons for schoolchildren with minor deviations in health

100%
Ivanna B., Eugene P.
Advances in Rehabilitation
|
2014
|
vol. 28
|
issue 3
13-19
EN
Introduction: Some contradictory data regarding the effects of inclusive physical education were revealed. The purpose of the research is to determine the efficiency of inclusive physical education for schoolchildren of I-III health groups of middle school age on the base of indices of complaints connected with health conditions, mental development, and physical activity. Material and methods: theoretical knowledge, sociological, educational, psycho diagnostics (degree of anxiety by Spielberger - Hanin, HAM: health, activity, mood) auto timing of motor activity (the Framingham method). The experimental group consisted of schoolchildren who were studying at secondary schools in inclusive terms - in these schools physical culture lessons for schoolchildren of I-III health groups were held both for practically healthy children and children with minor deviations in health status (with differentiation of tasks depending on the needs and capabilities of each child). The control group consisted of schoolchildren from the schools where the physical education lessons were conducted separately (segregatively) for schoolchildren of base, preparatory, and special medical groups. The study involved 1414 pupils of secondary school age (5-9 grades). The experimental group consisted of 694 individuals (320 girls and 374 boys) - the control one - 720 individuals (332 girls and 388 boys). Results: The trend toward the decreasing of the number of schoolchildren complaining of health condition with years of training in the experimental group confirmed the higher efficiency of inclusive physical education. Inclusive physical training lessons are less psychologically traumatic than segregative ones because schoolchildren from different medical groups in such terms suffer from the high level of anxiety less; low, often subjective, self-estimation, well-being, activity and mood are significantly higher. Positive changes in mental health are observed in the most tangible inclusive environment among schoolchildren with health deviations. Intensive everyday household physical activity and sports confirm the benefits of inclusive physical education. Conclusions: A high efficiency inclusive physical education student of I-III health groups was proved.
2

The effectiveness of sport within social intervention projects: a UK case study

88%
Crisp P.
Physical Culture and Sport. Studies and Research
|
2021
|
vol. 89
|
issue 1
55-65
3
Content available remote

The Sports Background, Personality, Att Itudes, and Social Competencies of Coaches and Assistant Coaches in the Just Soccer Program for Pupils with Intellectual Disabilities

75%
Schliermann R., Stolz I., Anneken V.
Human Movement
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2014
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vol. 15
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issue 3
177-185
EN
Purpose. The purpose of this study was to empirically analyze the sports background, personality dimensions, attitudes, and social competencies of adult head coaches and young assistant coaches involved in the German Einfach Fußball (Just Soccer) program, which promotes the participation of pupils with intellectual disabilities in soccer/sports and society. Methods. The study recruited 28 head coaches and 29 assistant coaches who completed a questionnaire battery of standardized instruments (NEO Five-Factor Inventory, Interpersonal Reactivity Index, Social Self-Efficacy) as well as self-developed instruments. Analysis of the data involved descriptive and inferential statistical procedures. A descriptive comparison of the assistant coaches with a normative sample of males aged 16-20 years was performed. Results. The head coaches were found with little soccer/sports experience with persons with disabilities prior to participation in the Just Soccer program. However, the majority were familiar with these persons through personal/vocational contacts. Overall, the head coaches were differentiated by formal coaching levels and playing backgrounds, with very few holding any additional formal qualifications in special education. The assistant coaches presented below average scores in the analyzed five personality dimensions when compared with the normative sample. Their attitudes and social competencies did not change during their 8-month involvement in Just Soccer. Conclusions. The findings highlight the important role of the coaching staff in the success of the Just Soccer program. Coaches involved in such activities should be familiarized with needs of people with disabilities, be stress-resistant, and possess a balanced set of personality traits. In addition, the results suggest that such individuals should be coaches/players from conventional soccer clubs instead of special school physical education teachers.
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