| Title | The effects of a self-determination theory based training program on teaching styles adapted to inclusive Physical Education. Does previous contact with students with intellectual disabilities matter? |
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| Authors | Ocete, Carmen , Gonzalez-Peno, Alba , Gutierrez-Suarez, Andrea , FRANCO ÁLVAREZ, EVELIA |
| External publication | No |
| Means | ESPIRAL |
| Scope | Article |
| Nature | Científica |
| Publication date | 01/03/2025 |
| ISI | 001470400800002 |
| DOI | 10.25115/ecp.v18i37.10242 |
| Abstract | The promotion of physical activity between people with disabilities has been pointed out as an important issue since they have a higher risk of serious health problems. However, the participation of people with disabilities do not meet the recommended physical activity guidelines. Based on the existing literature, the first aim of the study was to analyze how an inclusive sport training program could affect the intention of physical education (PE) teachers to develop different teaching styles in their classes. The second aim was to explore whether teaching students with disabilities could alter the effect of the intervention. A paired t-test revealed that participants had higher intentions to display autonomy (5.29 vs. 5.50; p<.001) and structure-supportive (5.78 vs. 5.92; p<.001) teaching styles after the intervention. Regarding the influence of having contact with students with disabilities (SWID), it was found that the intervention had slightly different effects on teachers with and without experience teaching SWD. Findings are discussed in terms of inclusion, motivation, and teaching behaviors in PE contexts with SWID, suggesting the existence of a parallelism between teaching behaviors that favor the inclusion of students with disabilities and those that favor motivation between students. |
| Keywords | Disability; Inclusion; Physical education; Teaching behavior |
| Universidad Loyola members |