Three frameworks to predict physical activity behavior in middle school inclusive physical education: a multilevel...

Area of Science:

• Physical Education
• Adolescent Health
• Disability Studies

Background:

• Inclusive physical education (PE) aims to provide equitable opportunities for physical activity (PA) for all students.
• Understanding factors influencing PA in adolescents, particularly those with disabilities, is crucial for effective program design.

Purpose of the Study:

• To examine process-product, student mediation, and classroom ecology frameworks in middle school inclusive PE.
• To understand physical activity (PA) behavior of adolescents with and without disabilities.

Main Methods:

• Multilevel regression analyses were conducted.
• 13 physical educators and 503 middle school students (including 22 with disabilities) participated.

Main Results:

• Physical educators' teaching behavior significantly influences student PA.
• Students' implementation intentions are vital for promoting PA in inclusive PE.
• Gender, disability, lesson content, instructional model, and class location were considered.

Conclusions:

• The classroom ecology framework is recommended for promoting PA in middle school inclusive PE.
• Effective strategies should consider both teacher behaviors and student-level factors.
• Interventions should be tailored to diverse student needs within inclusive settings.