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Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons

Author

Listed:
  • Jorge Rojo-Ramos

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Alejandro Vega-Muñoz

    (Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile)

  • Nicolás Contreras-Barraza

    (Facultad de Economía y Negocios, Universidad Andres Bello, Viña del Mar 2531015, Chile)

  • Sabina Barrios-Fernandez

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

Abstract

Physical education (PE) lessons offer an excellent opportunity to encourage participation and learning for students with and without disabilities. However, there are still barriers that prevent educative inclusion (EI) from being achieved, with negative attitudes being one of the major issues. This study aimed to explore students without disabilities’ attitudes toward their peers with disabilities in the second stage of Primary Education, examining possible differences according to sex (male or female) and school location (urban or rural). The Scale of Attitudes toward Students with Disabilities in Physical Education–Primary Education (SASDPE-PE), a four-item instrument with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), was administered to 545 Spanish students aged 9 to 12 years old. The results revealed that girls and students from rural schools showed more positive attitudes toward their peers with disabilities during the PE lessons; differences were significant in both cases. Thus, according to our findings, the SASDPE-PE is a practical tool to assess attitudes, even after an attitude-change programme. Furthermore, PE attitude-change programmes should be implemented, especially considering male students and those enrolled in urban schools.

Suggested Citation

  • Jorge Rojo-Ramos & Alejandro Vega-Muñoz & Nicolás Contreras-Barraza & Sabina Barrios-Fernandez, 2022. "Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons," IJERPH, MDPI, vol. 19(10), pages 1-9, May.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:10:p:5881-:d:813862
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    References listed on IDEAS

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    1. Rashed Aldabas, 2020. "Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective," SAGE Open, , vol. 10(3), pages 21582440209, August.
    2. Cindy Sit & Ru Li & Thomas L. McKenzie & Ester Cerin & Stephen Wong & Raymond Sum & Elean Leung, 2019. "Physical Activity of Children with Physical Disabilities: Associations with Environmental and Behavioral Variables at Home and School," IJERPH, MDPI, vol. 16(8), pages 1-10, April.
    3. Tawanda Majoko, 2019. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools," SAGE Open, , vol. 9(1), pages 21582440188, January.
    4. M.A. Sanjeev & Parul Balyan, 2014. "Response Order Effects in Online Surveys: An Empirical Investigation," International Journal of Online Marketing (IJOM), IGI Global, vol. 4(2), pages 28-44, April.
    5. Dorota Tomczyszyn & Anna Pańczuk & Adam Szepeluk, 2022. "Attitudes of Students of Social Sciences and Humanities towards People with Physical Disabilities (MAS-PL)," IJERPH, MDPI, vol. 19(3), pages 1-14, January.
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    Cited by:

    1. Jorge Rojo-Ramos & Santiago Gomez-Paniagua & Jose Carmelo Adsuar & Maria Mendoza-Muñoz & Antonio Castillo-Paredes & Angel Denche-Zamorano & Miguel Angel Garcia-Gordillo & Sabina Barrios-Fernandez, 2023. "Attitudes towards Peers with Disabilities among Schoolchildren in Physical Education Classes," IJERPH, MDPI, vol. 20(5), pages 1-11, February.

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