High school general physical education teachers' behaviors and beliefs associated with inclusion

By Samuel Hodge, Jonathon Ammah, K. Casebolt, K. LaMaster, M. O’Sullivan. 2004

155 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d151a6b1d2a0834906d68abbfd91081cadfbbcab

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Physical Therapy, Sports Therapy and Rehabilitation

1. Philip Vickerman
2. Janine K. Coates

In Safety Research

1. A. Ha
2. M. Tant
3. É. Watelain
4. Philip Vickerman
5. Jing Qi
6. Janine K. Coates
7. Justin A. Haegele

In Sociology and Political Science

1. A. Ha
2. M. Tant
3. É. Watelain
4. Philip Vickerman
5. Jing Qi
6. Janine K. Coates
7. Justin A. Haegele

Citations in the corpus

• Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature (2019, background): “One such study was performed in the USA with nine general high school PE teachers (Hodge et al. 2004).”
• Inclusion in Physical Education: A review of literature (2012, background): “Hodge et al. (2004) studied the behaviours and the beliefs of experienced high school PE teachers in suburban school districts in the United States regarding teaching students with disabilities.”
• Trainee and recently qualified physical education teachers' perspectives on including children with special educational needs (2009, background): “…as Slee (2001, 119) suggests, due to ‘concerns about teachers being unprepared for the challenges of inclusive schooling’, while Brent (2005) and Hodge et al. (2004) suggest the key to preparing PE teachers for inclusion rests with initial teacher training (ITT) providers creating an…”
• Inclusion in Physical Education: Teacher Attitudes and Student Experiences. A Systematic Review (2019, background): “Many teachers seem to have the attitude that as an educational philosophy, inclusion is conceptually ‘a good thing’ (Hodge et al., 2004).”
• Let the children have their say: children with special educational needs and their experiences of Physical Education – a review (2008, background): “As such children with disabilities tend to co-exist separately from their peers in the same PE lessons, rather than experiencing full inclusion (Hodge et al., 2004).”
• Forty years later, a systematic literature review on inclusion in physical education (1975–2015): A teacher perspective (2016, background): “…of inclusion as an ideal, but they ask themselves many questions about its practical implications, and they quickly feel helpless and concerned when facing the reality and complexity of inclusion (Ammah and Hodge, 2005, Hersman and Hodge, 2010, Hodge et al., 2004 and Hodge et al., 2009).”