ATIPE – An international comparative study on attitudes of PETE-students towards inclusive PE

Background and purposeThe attitudes of teachers count as highly relevant variables towards the success of inclusive learning settings and are increasingly examined in recent years (Hutzler, Meier & Reuker, 2017). Nevertheless,... [ view full abstract ]

Background and purpose

The attitudes of teachers count as highly relevant variables towards the success of inclusive learning settings and are increasingly examined in recent years (Hutzler, Meier & Reuker, 2017). Nevertheless, existing studies rarely take into account relevant deeper lying, socialisation effects such as understandings of body and performance (Ruin & Meier, 2017). To fill this gap, the international comparative study “Attitudes of PETE-students towards inclusive PE (ATIPE)” has been designed.

Methods

For comparison, different countries in Europe (Germany, Netherlands, Portugal) were chosen, because of their different traditions in PE. Besides sociodemographic data, the attitudes of PETE-students (N=439) towards PE were recorded with the English version of “HainSL” (Meier, Ruin & Leineweber, 2017), a validated specialist-/requirement-specific scale.

Results

Based on the global empirical model (narrow vs. wide attitudes) the German PETE-students agree more strongly with the narrower items. Conversely, wider attitudes ‒ mainly characterized by a stronger focus on individuality and less norm-orientation ‒ can be observed in the Netherlands.

Conclusions

The international comparative study ATIPE focuses on the difference in the attitudes towards (inclusive) PE of PETE-students to highlight favourable or unfavourable attitudes on an international level. To this end, this small comparison sensitizes for the importance of working against existing narrow attitudes in PETE.

References:

Hutzler, Y., Meier, S. & Reuker, S. (2017). PE Teachers‘ Attitudes towards Inclusive PE ‒ Possible Reference Ponits for (Inter-)National Research. Sonderpädagogische Förderung heute, 62(3), 244–254.

Meier, S., Ruin, S., & Leineweber, H. (2017). HainSL – a testing instrument to assess attitudes of (trainee) teachers regarding inclusive physical education lessons. German Journal of Exercise and Sport Research, 47(2), 161–170.

Ruin, S. & Meier, S. (2017). Body and Performance in (Inclusive) PE Settings ‒ An Examination of Teacher Attitudes. International Journal of Physical Education, 54(3), 11‒23.