Can preservice physical educators’ implicit attitude toward students with disabilities be changed by adapted physical education training program? Based on an Implicit Association Test
DOI:
https://doi.org/10.12775/QS.2022.08.01.004Keywords
preservice physical educator, student with disabilities, implicit attitude, adapted physical education, Implicit Association TestAbstract
Purpose: Aim to explore whether preservice physical educators’ implicit attitude toward students with disabilities could be improved by a mid-term adapted physical education training program.
Design: A randomized and controlled trial was deployed in the current experiment. Subjects were randomly divided into two groups (Experimental group and control group) after the pre-test of IAT. Post-test IAT was conducted for two groups after the training program for the experimental group.
Findings: Chinese preservice physical educators’ implicit attitudes toward students with disabilities were negative. They also had a prejudice against students with disabilities. But the implicit attitudes toward students with disabilities could be improved by mid-term adapted physical education training. Furthermore, gender and contact experience with disabilities had no significant influence on the change in their implicit attitude.
References
Asadi, Z. (2014), “The effect of educational intervention based on Theory of Reasoned Action (TRA) on selected delivery method, for selective cesarean section in pregnant women”, Iranian Journal of Obstetrics Gynecology & Infertility, Vol. 13, Issue 13, pp. 235-241. https://doi.org/10.1007/s004970000061
Becker, E. A., & Gibson, C. C. (1998), “Fishbein and Ajzen’s Theory of Reasoned Action: Accurate Prediction of Behavioral Intentions for Enrolling in Distance Education Courses”, Adult Education Quarterly, Vol. 49, Issue 1, pp. 43-55. https://doi.org/10.1177/074171369804900105
Block, M. E., & Rizzo, T. L. (1995), “Attitudes and attributes of physical educators associated with teaching individuals with severe and profound disabilities”, Research & Practice for Persons with Severe Disabilities, Vol. 20, Issue 1, pp. 80-87. https://doi.org/10.1177/154079699502000108
Cheen, J. R. (2007), Attitudes of elementary physical educators toward teaching students with disabilities in Taiwan, Doctor degree dissertations, Texas Woman’s University. Retrieved from https://www.proquest.com/docview/304742171?parentSessionId=gCW%2BZn98SsZzcHYWwYwekaMyCgvzFVmcmdDHwvEFqJg%3D (accessed 2 June 2022).
Chen, G., & Zhang, Z. (2012), “On College Students’ Explicit and Implicit Attitudes Towards People with Disabilities”, Chinese Journal of Special Education, Vol. 146, Issue 8, pp. 22-29. Retrieved from https://202.202.113.50/piskns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFD2012&filename=ZDTJ201208006&uniplatform (accessed 2 June 2022).
Chen, J. (2016), Research on Implicit Attitudes of College Students toward People with Disabilities, Master thesis, Zhengzhou University, pp. 25-31. Retrieved from https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201701&filename=1016232528.nh (accessed 27 September 2022).
Chen, S., Ma, L., & Zhang, J. X. (2011), “Chinese Undergraduates’ Explicit and Implicit Attitudes toward Persons with Disabilities”, Rehabilitation Counseling Bulletin, Vol. 55, Issue 1, pp. 38-45. https://doi.org/10.1177/0034355211410705
Costello, S., & Boyle, C. (2013), “Pre-Service Secondary Teachers’ Attitudes towards Inclusive Education”, Australian Journal of Teacher Education, Vol. 38, Issue 4, pp. 129-143. https://doi.org/10.14221/ajte.2013v38n4.8
Combs, R. H., & Harper, J. L. (1967), “Effects of labels on attitudes of educators toward handicapped children”. Exceptional Children, Vol. 33, Issue 6, pp. 399-403. https://doi.org/10.1177/001440296703300607
De, H. J., Teige-Mocigemba, S., Spruyt, A., & Moors, A. (2009), “Implicit measures: A normative analysis and review”, Psychological Bulletin, Vol. 135, Issue 3, pp. 347-368. https://doi.org/10.1037/a0014211
Di Nardo, M., Kudláček, M., Tafuri, D., & Sklenaříková, J. (2014), “Attitudes of Preservice Physical Educators toward Individuals with Disabilities at University Parthenope of Napoli”, Acta Gymnica, Vol. 44, Issue 4, pp. 211-221. https://doi.org/10.5507/ag.2014.022
Downs, P., & Williams, T. (1994), “Student attitudes toward integration of people with disabilities in activity settings: A European comparison”, Adapted Physical Activity Quarterly, Vol. 11, Issue 1, pp. 32-43. https://doi.org/10.1123/apaq.11.1.32
Duchane, K. A., Leung, R. W., & Coulter-Kern, R. (2008), “Preservice physical educator attitude toward teaching students with disabilities”, Clinical Kinesiology, Vol. 62, Issue 3, pp.16-20. Retrieved from https://www.researchgate.net/publication/289916559 (accessed 11 June 2022).
Fishbein, M., & Middlestadt, S. E. (1987), “Using the theory of reasoned action to develop educational interventions: applications to illicit drug use”, Health Education Research, Vol. 2, Issue 4, pp. 361-371. https://doi.org/10.1093/her/2.4.361
Garg, D., & Garg, A. K. (2008), “General Education Courses at the University of Botswana: Application of the Theory of Reasoned Action in Measuring Course Outcomes”, Journal of General Education, Vol. 56, Issue 3, pp. 252-277. https://doi.org/10.1353/jge.0.0005
Glock, S., & Kleen, H. (2020), “Preservice teachers’ attitudes, attributions, and stereotypes: Exploring the disadvantages of students from families with low socioeconomic status”, Studies in Educational Evaluation, Issue 67, pp. 100929. https://doi.org/10.1016/j.stueduc.2020.100929
Greenwald, A. G., & Banaji, M. R. (1995), “Implicit social cognition: attitudes, self-esteem, and stereotypes”, Psychological Review, Vol. 102, Issue 1, pp. 4-27. https://doi.org/10.1037//0033-295X.102.1.4
Haegele, J. A. (2009), The Effects of Education and Experience on the Attitudes of Pre-service Physical Educators Toward Teaching Children with Disabilities, Master thesis, The College at Brockport, Retrieved from http://digitalcommons.brockport.edu/pes_theses/6/ (accessed 10 June 2022).
Jones, D. R., DeBrabander, K. M., & Sasson, N. J. (2021), “Effects of autism acceptance training on explicit and implicit biases toward autism”, Autism, Vol. 25, Issue 5, pp. 1246–1261. https://doi.org/10.1177/1362361320984896
Kim, D. Y. (2003), “Voluntary Controllability of the Implicit Association Test (IAT)”, Social Psychology Quarterly, Vol. 66, Issue 1, pp. 83-96. https://doi.org/10.2307/3090143
Kim, K. (1987), Analysis of Korean physical educators’ attitudes toward teaching handicapped students in regular classes, Master thesis, Oregon State University, Retrieved from https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/gh93h220b?locale=en (accessed 10 June 2022).
Krischler, M., & Pit-ten Cate, I. M. (2018), “Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs”, International Journal of Inclusive Education, pp. 1–19. https://doi.org/10.1080/13603116.2018.1474954
Kudláček, M., Valkova, H., Sherrill, C., Myers, B., & French, R. (2002), “An inclusion instrument based on planned behavior theory for prospective physical educators”, Adapted Physical Activity Quarterly, Vol. 19, Issue 3, pp. 280-299. https://doi.org/10.1123/apaq.19.3.280
Lautenbach, F., & Antoniewicz, F. (2018), “Ambivalent implicit attitudes towards inclusion in preservice PE teachers: The need for assessing both implicit and explicit attitudes towards inclusion”, Teaching and Teacher Education, Issue 72, pp. 24–32. https://doi.org/10.1016/j.tate.2018.01.003
Lipson, J., Taylor, C., Burk, J. A., & Dickter, C. L. (2020), “Perceptions of and behavior toward university students with autism”, Basic and Applied Social Psychology, Vol. 42, Issue 5, pp. 354–368. https://doi.org/10.1080/01973533.2020.1785468
Liu, J. (2014), A Study on Normal University Students’ Stereotypes toward Students with Disabilities, Doctoral degree dissertation, East China Normal University. Retrieved from https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CDFD1214&filename=1014326229.nh (accessed 20 September 2022).
Liu, J. (2017), “The Features of the Implicit Stereotypes Towards Students with Disabilities among Teacher Candidates from a Normal University”, Chinese Journal of Special Education, Vol. 207, Issue 9, pp. 3-8+14. Retrieved from https://202.202.113.50/piskns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2017&filename=ZDTJ201709002&uniplatform (accessed 10 July 2022).
Lynagh, M., Cliff, K., & Morgan, P. J. (2015), “Attitudes and Beliefs of Nonspecialist and Specialist Trainee Health and Physical Education Teachers Toward Obese Children: Evidence for ‘Anti-Fat’ Bias”, Journal of School Health, Vol. 85, Issue 9, pp. 595–603. https://doi.org/10.1111/josh.12287
Ma, Z., Zhang, D., & Wang, J. (2012), “College Students’ Explict Attitude and Implicit Attitude to the Disabled”, China Journal of Health Psychology, Vol. 20, Issue 3, pp. 444-446. Retrieved from https://202.202.113.50/piskns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFD2012&filename=ZDTJ201208006&uniplatform (accessed 10 July 2022).
Mangope, B., Mannathoko, M. C., & Kuyini, A. B. (2013), “Pre-Service Physical Education Teachers and Inclusive Education: Attitudes, Concerns and Perceived Skill Needs”, International Journal of Special Education, Vol. 28, Issue 3, pp.82-92. Retrieved from https://www.researchgate.net/publication/262009046 (accessed 10 October 2022).
Markova, M., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2015), “Preservice Teachers’ Attitudes Toward Inclusion and Toward Students with Special Educational Needs from Different Ethnic Backgrounds”, The Journal of Experimental Education, Vol. 84, Issue 3, pp. 554-578. https://doi.org/10.1080/00220973.2015.1055317
Martin, K., & Kudláček, M. (2010), “Attitudes of pre-service teachers in an Australian university towards inclusion of students with physical disabilities in general physical education programs”, European Journal of Adapted Physical Activity, Vol. 3, Issue 1, pp. 30-48. Retrieved from https://www.researchgate.net/publication/289066451 (accessed 5 May 2022)
Ministry of Education (MOE). (2022), Action Plan for the development and enhancement of special education during the Fourteenth Five-Year period in China. Retrieved from http://www.gov.cn/zhengce/content/2022-01/25/content_5670341.htm (accessed 15 October 2022).
O’Brien, K. S., Puhl, R. M., Latner, J. D., Mir, A. S., & Hunter, J. A. (2010), “Reducing Anti-Fat Prejudice in Preservice Health Students: A Randomized Trial”, Obesity, Vol. 18, Issue 11, pp. 2138–2144. https://doi.org/10.1038/oby.2010.79
Obeid, R., et al. (2021), “Do implicit and explicit racial biases influence autism identification and stigma? An implicit association test study”, Journal of Autism and Developmental Disorders, Vol. 51, Issue 1, pp. 106–128. https://doi.org/10.1007/s10803-020-04507-2
Pedersen, S. J., Cooley, P. D., & Hernandez, K. (2014), “Are Australian Pre-Service Physical Education Teachers Prepared to Teach Inclusive Physical Education?”, Australian Journal of Teacher Education, Vol. 39, Issue 8, pp. 53-62. https://doi.org/10.14221/ajte.2014v39n8.4
Pryor, B. W. (1990), “Predicting and Explaining Intentions to Participate in Continuing Education: An Application of the Theory of Reasoned Action”, Adult Education Quarterly, Vol. 40, Issue 40, pp. 146-157. https://doi.org/10.1177/0001848190040003003
Rizzo, T. L., & Kirkendall, D. R. (1995), “Teaching Students with Mild Disabilities: What Affects Attitudes of Future Physical Educators?”, Adapted Physical Activity Quarterly, Vol. 12, Issue 3, pp. 205-216.
https://doi.org/10.1123/apaq.12.3.205
Rizzo, T. L., & Wright, R. G. (1987), “Secondary school physical educators’ attitudes toward teaching students with handicaps”, American Corrective Therapy Journal, Vol. 41, Issue 2, pp. 52-55. https://psycnet.apa.org/record/1988-28017-001
Rydell, R. J., & Mcconnell, A. R. (2006), “Understanding implicit and explicit attitude change: a systems of reasoning analysis”, Journal of Personality and Social Psychology, Vol. 91, Issue 6, pp. 995-1008. https://doi.org/10.1037/0022-3514.91.6.995
Sofo, S., Ramos, A., & Beard, D. H. (2016), “Physical Education Preservice Teachers’ Attitudes and Intentions to Teach Students with Disabilities”, Journal of Sports and Physical Education, Vol. 3, Issue 5, pp. 45-51. https://doi.org/10.9790/6737-03054551
Stead, K. (1985), “An exploration, using Ajzen and Fishbein’s theory of reasoned action, of students’ intentions to study or not to study science”, Research in Science Education, Vol. 15, Issue 1, pp. 76-85. https://doi.org/10.1007/BF02356528
Stephens, J. M., Rubie-Davies, C., & Peterson, E. R. (2021), “Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time?”, Learning and Instruction, pp. 101480. https://doi.org/10.1016/j.learninstruc.2021.1014
Tan, Q. (2021), Barriers to Inclusive Education in Chinese Primary Schools, Routledge. Retrieved from https://www.routledge.com/Barriers-to-Inclusive-Education-in-Chinese-Primary-Schools-Culture-Policy/Tan/p/book/9781032000268 (accessed 25 October 2022).
Tant, M., & Watelain, E. (2016), “Forty years later, a systematic literature review on inclusion in physical education (1975–2015): A teacher perspective”, Educational Research Review, Issue 19, pp. 1-17. https://doi.org/10.1016/j.edurev.2016.04.002
Tindall, D., MacDonald, W., Carroll, E., & Moody, B. (2015), “Pre-Service Teachers’ Attitudes towards Children with Disabilities: An Irish Perspective”, European Physical Education Review, Vol. 21, Issue 2, pp. 206-221. https://doi.org/10.1177/1356336X14556861
Tsai, M. T., Chen, K. S., & Chien, J. L. (2012), “The factors impact of knowledge sharing intentions: the theory of reasoned action perspective”, Quality & Quantity, Vol. 46, Issue 5, pp. 1479-1491. https://doi.org/10.1007/s11135-011-9462-9
Varcoe, L., & Boyle, C. (2014), “Pre-service primary teachers’ attitudes towards inclusive education”, Educational Psychology, Vol. 34, Issue 3, pp. 323-337. https://doi.org/10.1080/01443410.2013.785061
Wu, Q. (2014), Research on Implicit Attitude and Influence of Undergraduates toward Disabilities, Mater thesis, Guizhou Normal University, pp. 35-38. Retrieved from https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201702&filename=1014052202.nh (accessed 27 September 2022).
Yokota, S., Tanaka, M. (2022), “Less Negative Implicit Attitudes Toward Autism Spectrum Disorder in University Students: A Comparison with Physical Disabilities”, Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-022-05749-y
Zhang, Z. (2012), The Experimental Study on Explicit and Implicit Attitude of College Students towards People with Disability, Master thesis, Shenyang Normal University, pp. 23-28. Retrieved from https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201502&filename=1012364033.nh (accessed 27 September 2022).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Yun Li, Qinyi Tan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Stats
Number of views and downloads: 405
Number of citations: 0
