Teachers' Perspectives on Creating an Inclusive Climate in Middle School Physical Education for Overweight Students

Autor/inn/en	Rukavina, Paul; Doolittle, Sarah; Li, Weidong; Beale-Tawfeeq, Angela; Manson, Mara
Titel	Teachers' Perspectives on Creating an Inclusive Climate in Middle School Physical Education for Overweight Students
Quelle	In: Journal of School Health, 89 (2019) 6, S.476-484 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rukavina, Paul) ORCID (Li, Weidong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12760
Schlagwörter	Middle School Teachers; Physical Education Teachers; Teacher Attitudes; Obesity; Inclusion; Middle School Students; Educational Environment; Social Environment; Social Influences + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Physical education; Physical training; Sportlehrer; Lehrerverhalten; Adipositas; Inklusion; Student; Students; Schüler; Schülerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziales Umfeld; Sozialer Einfluss
Abstract	Background: Establishing and maintaining a positive, inclusive social climate in school is essential, especially given the many potential social pressures that make school a toxic environment for vulnerable students. We explored middle school physical education (PE) teachers' perceptions of the factors that influence the implementation of social-oriented approaches to include overweight and obese students. Methods: We used a qualitative multicase study design guided by the Social Ecological Constraints model to study 9 PE teachers' perspectives and actions. We analyzed the transcripts of semistructured interviews, field notes, and artifacts related to teaching, PE programs, and school policies. Trust was established in conventional ways. Results: Social-ecological factors influenced teachers including program and school culture, policies, and norms of collaboration. Teachers acted beyond their instructional setting level strategies and used school-program level strategies to socially include overweight and obese in PE. Conclusions: Some environments challenge employment of more than simple accommodations and a caring attitude; in others, teachers can collaborate with other school personnel to teach social goals through negotiating constraints, creating ingenious modifications and interactive tasks, and incorporating personal and social skills as a primary curricular goal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01