Examining theoretical factors that influence teachers' intentions to implement inclusive physical education.

Autor/inn/en	Tristani, L.; Sweet, Shane; Tomasone, Jennifer; Bassett-Gunter, R.
Titel	Examining theoretical factors that influence teachers' intentions to implement inclusive physical education. Gefälligkeitsübersetzung: Untersuchung theoretischer Faktoren, die die Absicht von Lehrern beeinflussen, inklusiven Sportunterricht umzusetzen.
Quelle	In: Research quarterly for exercise and sport, 93 (2022) 3, S. 564-577 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0270-1367; 2168-3824
DOI	10.1080/02701367.2021.1877605
Schlagwörter	Empirische Untersuchung; Einstellung (Psy); Emotion; Identität; Kind; Lehrer; Motivation; Inklusion; Schulsport; Sportpädagogik; Sportunterricht; Behinderung; Modell; Theorie
Abstract	Purpose: The purpose of the current study was to apply the Theoretical Domains Framework (TDF) and Capability, Opportunity, Motivation, and Behavior model (COM-B) to examine theoretical predictors of teachers' intentions to implement inclusive physical education. Methods: Ontario primary and secondary teachers (n = 383) completed an online questionnaire which assessed potential factors associated with intentions toward implementation of inclusive physical education. Results: The final statistical model explained 72% of variance in intentions to implement inclusive physical education with the following theoretical domains identified as significant (p(.05) predictors: knowledge (beta.09), professional role and identity (beta.22), memory, attention, and decision making (beta.14), social influence (beta.37), and emotion (beta -.20). Regarding the COM-B, the component Motivation explained the greatest amount of variance in intentions to implement inclusive physical education. Conclusions: The application of the TDF and COM-B model in this study work to extend current literature through advancing understanding regarding cognitive, affective, and social factors related to teachers' intentions to implement inclusive physical education. Teacher training strategies should take into consideration multidimensional approaches to support teachers' motivations to implement inclusive physical education. Future research and intervention should seek to target and foster factors such as social influences, social/professional role and identity, and knowledge. These factors, in turn, may improve teachers' intentions to implement inclusive physical education. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2024/1