Purpose: This research was undertaken to examine predictors of physical education (PE) teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers' attitudes. Copyright © 2022 Human Kinetics .

It is expected schools and physical education (PE) to play significant roles in helping school children to achieve public health objectives such as accumulation of adequate amounts of physical activity (PA) and reduction of sedentary behaviors. Health-Optimizing Physical Education (HOPE) based programmes have been proposed to attain public health objectives in schools. Guided by the HOPE model, the study intends to inquire the effects of the school-based PA programmes on children’s PA and enjoyment as well as understanding how students and PE teachers experience their learning and teaching within the programmes. Three Hong Kong primary schools (New Territories, Kowloon, and Hong Kong Island) were purposely selected and invited to develop an 8-week HOPE programme for their own school. Three PE lessons of one intact class in upper primary from each school were selected for observation and PA measurement from pedometers and ActiGraph accelerometers were collected in baseline (week 1), mid-intervention (week 8) and end-intervention (week 12), respectively. The Physical Activity Enjoyment Scale was used to measure PA enjoyment in baseline and end-intervention. Meanwhile, 3 teachers and 3 students were interviewed to collect their experiences of the implementation of the programme. A paired samples t-test indicated a significant difference on the step count between baseline and end-intervention in New Territories school (Baseline: 204567; End: 32311, p<0.05) and Kowloon school (Baseline: 34285; End: 40882, p<0.05). Significant effects were found in Sedentary, LPA and MVPA in Hong Kong Island school and Kowloon school (p<0.05). Interestingly, a significant decrease in PA enjoyment was found in Hong Kong Island school (Pre: 1.67; Post: 1.42, p<0.05). The interview results revealed that PE teachers played an important role affecting the implementation of the school based PA programmes. Most students and teachers valued HOPE and agreed that the approach could help student learning

Teachers' self-efficacy is a critical predictor for successful inclusive physical education. However, little is known about preservice physical educators' self-efficacy toward teaching students with autism spectrum disorders in China. A sound instrument is necessary to measure their self-efficacy level. This validation study examined the psychometric properties of the Chinese version of the Physical Educators' Self-Efficacy Toward Including Students with Disabilities--Autism. A multisection survey form was administered to preservice physical educators in Mainland China (n = 205) and Hong Kong (n = 227). The results of confirmatory factor analysis confirmed the one-factor model of the scale in the total sample and each of the two samples. Invariance tests across the two samples supported configural and metric invariance but not scalar invariance. The scale scores showed good internal reliability and were correlated with theoretically relevant constructs (i.e., burnout and life satisfaction) in the total sample and subsamples. These findings generally support the utility of the scale for use among Chinese preservice physical educators.
[Copyright of Adapted Physical Activity Quarterly is the property of Human Kinetics, Inc..]

The aim of the survey was to examine the attitudes of general primary PE teachers toward integrated PE and the relationships of gender, teaching experience, and class size. Eighty three teachers participated in the survey. The results indicated a neutral attitude towards integrated PE by teachers. There was a significant difference between male and female teachers in their perception of whether "students with disabilities like my teaching" (p = 0.018), but no significant differences with other attitudes by gender. There was a significant difference between teachers' teaching experiences and their perceptions of whether "Little support offered to integrated PE" (p = 0.006), however, no significant differences with other items by experience. There was also a relationship between perceived teaching competency and class size (p < 0.001, r = 0.454). The results were mainly discussed in relation to teaching competency, support, teaching experience and class size.
[Copyright © 2012 Hong Kong Baptist University.]

The purpose of this study was to examine how regular primary school PE teachers planning their inclusive physical education in Hong Kong. The questionnaires (IPESDQ) and cover letters with instructions for completing the questionnaire were delivered to 115 physical educators. A follow-up was made to contact nonrespondents two weeks and the final return rate of the survey was at 72.2% (n=83). Results showed most teachers (49.4%) used the curriculum guidance draft by themselves; only 10.4 % of teachers used individualized education plan (IEP), the most common teaching object (74.0%) was for understanding and enjoying exercise and sports; basketball, track and field, football, game, rope skipping, volleyball, badminton, and gymnastics were popularly used for teaching; Direct instruction strategy was popularly used by 72.7% of teachers and only 7.8% of teachers used inquiry teaching for inclusive physical education; Most teachers used sport skills (94.8%), attitude (92.2%) as evaluation contents. Perspectives for developing inclusive physical education service delivery were provided at last.
[Copyright © Hong Kong Baptist University].

The purpose of this study was to analyze the current status of integrated physical education (PE) in general PE classes at elementary schools in Hong Kong. A questionnaire and cover letter were sent to 115 participants. A follow-up was made to contact non-respondents two weeks after the initial dissemination of questionnaires. Of those that were surveyed, 72.17% (N=83) responded. The results indicated that there were 12 different types of students with disabilities integrated into general settings. Most inclusive classroom integrated 1-3 students with disabilities and class sizes vary widely from school to school. Teachers received limited personnel support, faced more serious barriers for integration in the future, and possessed the need for professional development. Seven valuable implications of the results were discussed.
[Copyright © 2010 ACESS, Asian Council of Exercise & Sports Science. Authors are granted permission by ACESS to use their own material in subsequent publications, and to reproduce the material in total or in part for educational purposes or personal use.]