Attitudes towards disability in adapted physical activity contexts

Recommended Prerequisites

NA

Teaching Methods

Module 2 is split into three sub-modules and various themes. The transition between the sub-modules is done freely, although for each sub-module there is a schedule with specific dates and activities. Module 2 has a duration of 42 days, with an estimated average 2h30h work / daily dedication to the contents of the module. Module 2 activities promote the individual study and reflection as well as collaborative work, assuming that the student will investigate and reflect on the contents and materials available in the platform.

Learning Outcomes

This course is intended that the student master a set of content that will allow him/her to frame the perceptions toward the inclusion of people with disabilities in academic and social contexts, including the contribution and the importance of physical activity in changing attitudes towards inclusion of people with disabilities.

 

A7. Meet and review policies from education and sports organizations that are active in recreational physical activity, sport, tourism and motor, psychological and social rehabilitation activities;

A10. Knowing the problem of physical inactivity in contemporary society, risk factors for health and well-being and major policies to combat sedentary lifestyles;

A11. Knowing the fundamentals that support the policies for integration of citizens with special needs from the full integration point of view in different educational, professional and socio-cultural settings

Work Placement(s)

No

Syllabus

• Sub module 2.1 - The concept of attitude

Theme 2.1.1 | Attitude: Definition and Attributes

Theme 2.1.2 | Theories about attitudes

• Sub module 2.2 - Perceptions of the school community towards the inclusion of students with disabilities in physical education classes

Theme 2.2.1 | Attitudes of Physical Education teachers facing the inclusion of pupils with SEN

Theme 2.2.2 | The attitudes of students without disabilities face the inclusion of pupils with SEN

• Sub module 2.3 - Influence of an awareness program on attitudes towards inclusion

Theme 2.3.1 | The impact of intervention programs in the Physical Education class

Head Lecturer(s)

Maria João Carvalheiro Campos

Assessment Methods

Assessement
Module 2 assessment and supervised study activities is provides with specific submission dates. All activities are mandatory, but only the assessment activities are of summative nature, accounted for the final classification of the module and course. : 100.0%

Bibliography

1)     Ajzen, I. (1985). From Intentions to Actions: A Theory of Planned Behavior. In J. Kuhl e J. Beckmann (Eds.), Action Control: From Cognition to Behavior. (pp.11-39). Heidelberg, Germany: Springer.

2)     Block, M. & Obrusnikova, I. (2007). “Inclusion in Physical Education”: A review of the literature from 1995-2005. Adapted Physical Activity Quarterly, vol.24, nº2, p. 103-124.

3)     Hutzler, Y. & Levi, I. (2008). “Including Children with Disability in Physical Education: General and Specific Attitudes of High-School Students”. European Journal of Adapted Physical Activity, vol.1, nº2, p. 21-30.

4)     Válkova, H.; Obrusniková; Block, M. (2003). “Impact of inclusion in general physical education on students without disabilities”. Adapted Physical Activity Quarterly, v.20, p.230-45.

5)     Kozul, F. M., & Lienert, C. (2003). Attitudes Toward Teaching Children With Disabilities: Review of Literature and Research Paradigm. Adapted Physical Activity Quarterly, 20, 323-345.