A meta-analysis of the effect of adapted physical activity service-learning programs on college student attitudes toward people with disabilities

Sporting Mind: The Interplay of Physical Activity and Psychological Health

The symbiotic relationship between sports practice and psychological well-being has, in recent times, surged to the forefront of academic and public attention. The aim of this narrative review is to comprehensively explore the intricate pathways linking physical engagement in sports to its subsequent impacts on mental health and synthesize the multifarious effects of sports on psychological health, offering insights for integrating physical and psychological strategies to enhance well-being. From neurobiological underpinnings to therapeutic applications, this comprehensive manuscript provides an in-depth dive into the multifaceted world of sports and psychology. Highlighting evidence-based interventions, this review aspires to offer actionable insights for practitioners, athletes, and individuals alike, advocating for a holistic approach to mental well-being. This manuscript highlights the profound impact of sports on mental health, emphasizing its role in emotional regulation, resilience, cognitive function, and treating psychological conditions. It details how sports induce neurochemical changes, enhance brain functions like memory and learning, and aid against cognitive decline. This review also notes the benefits of regular exercise in mood improvement, stress management, and social skill enhancement, particularly when combined with mindfulness practices. It underscores the importance of considering cultural and gender perspectives in sports psychology, advocating for an integrated physical-psychological approach to promote overall well-being.

Problematic Internet use and attitudes towards persons with disabilities - cross-sectional research among Polish students

BACKGROUND

Problematic Internet use (PIU) can have detrimental effects on physical, emotional, psychological, and social functioning. Besides well-described PIU correlations in psychological domains such as personality traits, or life satisfaction, and self-assessment, the social aspect of PIU risk also appeared to be important. This study aimed to investigate the association between PIU and attitudes towards persons with disabilities.

METHODS

A total of 595 Polish students aged 18-29 participated in this research by completing the Internet Addiction Test, Multidimensional Attitudes Scale Towards Persons With Disabilities, and personal information form.

RESULTS

The findings revealed that 30.6% of the respondents were at high risk for PIU. Moreover, heightened levels of PIU were more prevalent among male participants and students in technical fields of study than in those in medical and social fields of study. Increased PIU was also associated with more negative attitudes towards persons with disabilities in general and in the domains of emotions and behaviours. Additionally, prior personal contact with individuals with disabilities was related to both PIU rates and attitudes towards persons with disabilities in the domain of emotions and beliefs.

CONCLUSIONS

This study highlights the prevalence of PIU among Polish students and emphasizes the need for preventive measures, particularly targeting male students and those in technical fields of study. The results indicate a relationship between PIU and attitudes towards individuals with disabilities. Further research is required to determine the direction of the relationship. It is recommended that educational programs provide opportunities for interaction with individuals with disabilities to promote understanding and acceptance.

Faculty Perspective Regarding Practical Experience of Adapted Physical Education for Undergraduate Students

Preparing future physical education professionals to teach adapted physical education (APE) is a responsibility of physical education teacher education (PETE) programs. Furthermore, there is limited literature on practicum and/or field experiences as a part of APE courses from the perspective of faculty members. The purpose of this qualitative study was to explore faculty views in relation to the practical experiences in undergraduate APE courses. Structured interviews were conducted with faculty members of higher education institutions in the U.S. There were five study participants in this study. Thematic analysis was employed for data analysis. The findings included three subthemes: (a) quality of quantity, (b) need for diversity in practical experiences, and (c) practical experience pertaining to APE courses. Practical experience in APE courses is an integral part of professional preparation for undergraduate students in kinesiology programs. There are no exact criteria for requirements across the states; however, students could maximize their learning by engaging in diverse APE practicum settings. The instructor of APE courses should provide clear guidelines and feedback for students. Instructors of APE courses must also consider the institutional and environmental context prior to planning and implementing practical experiences to provide successful learning experiences for students.

Research on Service-Learning in Physical Activity and Sport: Where We Have Been, Where We Are, Where We Are Going

Higher education is under constant transformation through the use of new pedagogical models such as university service-learning (SL). Indeed, there has been an exponential uptake of university SL, among others, in the field of physical activity and sport (PAS) along with research examining these practices. However, these initiatives highlight the need to improve the quality of research in this field. This paper presents a systematic review focused on how research in this arena has been carried out, examining the following topics: paradigm, methods, instruments, discipline, limitations, and further research. A total of 45 articles met the inclusion criteria. The results show that qualitative and mixed methods have experienced an increasing progression. The most recurrent instruments have been questionnaires, reflective diaries, and interviews. According to the studies in the sample, the limitations point to research designs and some difficulties that underlie the pedagogical model itself. Finally, further research calls for longitudinal studies and to deepen the reflective process. This review identifies some weaknesses and strengths of research in university SL in PAS that aspire to inform and improve future investigations in this field.

Physical Educators' Qualifications and Instructional Practices Toward Students With Disabilities

The purposes of this study were (a) to investigate the prevalence of physical educators who report delivering high-quality instructional practices to students with disabilities and (b) to examine the relationships between teachers' qualifications and the delivery of high-quality instructional practices. A secondary analysis using data from the School Health Policy and Practice Study 2014 data set was employed. The analytic sample included 256 physical educators who taught students with disabilities. Prevalence estimates of physical educators who reported using high-quality instructional practices were calculated. Two separate binary logistic regressions using weighted data were conducted to evaluate the relative contribution of (a) teacher qualifications and (b) educational degrees in accounting for differences in the use of high-quality instructional practices. Less than half of the sample reported using high-quality instructional practices. Considering the increasing prevalence of students with disabilities in general education classrooms, teacher education programs should prioritize providing teacher candidates with coursework that aligns with the expectations of physical educators who teach students with disabilities.

Investigating the impact of adapted physical education service-learning projects on preservice teachers’ attitudes toward individuals with disabilities

Service-learning (SL) has been implemented widely in teacher education to connect knowledge and practical experiences. In the field of Physical Education Teacher Education, Adapted Physical Education (APE) Courses have been implemented SL to provide hands-on experiences to promote preservice teachers’ attitudes toward individuals with disabilities. The purpose of this study is to investigate the effectiveness of two SL projects, the volunteer project, and the parasports project, in the Intro APE course on preservice teachers’ attitudes toward individuals with disabilities. A total of 130 preservice teachers participated in this study taking the Multidimensional Attitude Scale Toward Persons with Disabilities (MAS) before and after completing two SL projects. The result of the t-test indicated that there is no difference in overall MAS scores between pre- and posttest (Meanpre=2.954, SDpre=0.689, Meanpost=3.01, SDpost=0.679; t(129)=0.390, P=0.784). However, the significant increase observed in affects subscale of MAS (Meanpre=3.47, SDpre=0.374, Meanpost=3.52, SDpost=0.188; t(129)= 0.347, P=0.327). Our finding indicated cognition and behavior of preservice teachers toward individuals with disabilities were positively increased, but not significantly improved yet. Evidence suggested that two SL projects in this study did not significantly improve the overall positive attitudes of preservice teachers toward individuals with disabilities, but it was meaningful to observe that preservice teachers increased their affects toward individuals with disabilities.

Sustainable Service-Learning in Physical Education Teacher Education: Examining Postural Control to Promote ASD Children's Well-Being

As classrooms become more and more diverse, it is imperative to provide physical education teacher education (PETE) students with opportunities to develop competencies that promote quality education for all students. In this study, PETE students applied a physical education service-learning (SL) program aimed at enhancing Autism Spectrum Disorder (ASD) children’s motor domain and general well-being—objectives that are connected to the third focus of the United Nations’ Sustainable Development Goals (SDGs). Traditionally, research on SL has focused on students’ outcomes, and there is a call to examine SL’s effects on service receivers, which is the gap this paper aspires to fill. The aim of this study was to measure the postural control of children with ASD who were involved in a 6-month SL program in comparison to ASD peers in a control group. A quasi-experimental design was used in which a total of 29 children with ASD participated. The results of the experimental group showed a significant improvement in the vestibular pathways, an improvement trend in the somatosensorial and visual pathways and improvements in the dynamic tests. This study provides valuable feedback about how SL programs can benefit ASD children to improve their postural control, thus contributing to the third SDG concerned with well-being promotion.