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Teachers' Perspectives on Creating an Inclusive Climate in Middle School Physical Education for Overweight Students
Paul Rukavina1, Sarah Doolittle1, Weidong Li2
1Department of Health and Sport Sciences, Health Studies, Physical Education, and Sport Management, Adelphi University, Woodruff Hall Room 171, 1 South Ave, Garden City, NY 11530.
The Journal of School Health
|April 3, 2019
Summary
Physical education teachers use school-wide strategies to socially include overweight and obese students. Factors like school culture and policies influence these inclusive practices, moving beyond simple accommodations.
Area of Science:
- Physical Education
- Inclusion
- Social Climate
Background:
- Inclusive school environments are crucial for vulnerable students facing social pressures.
- Physical education (PE) is a key setting for social development.
- This study examines PE teachers' views on including overweight and obese students.
Purpose of the Study:
- To explore middle school PE teachers' perceptions of factors influencing social inclusion strategies.
- To understand how teachers implement approaches for overweight and obese students in PE.
- To identify barriers and facilitators to social inclusion in PE.
Main Methods:
- Qualitative multicase study design.
- Utilized the Social Ecological Constraints model.
- Analyzed semistructured interviews, field notes, and artifacts from 9 PE teachers.
Main Results:
- Social-ecological factors (program culture, policies, collaboration norms) significantly influenced teachers.
- Teachers employed strategies at both instructional and school-program levels.
- These strategies aimed to socially include overweight and obese students within PE settings.
Conclusions:
- Effective social inclusion in PE requires addressing environmental constraints and fostering collaboration.
- Teachers can negotiate constraints and create innovative modifications for social inclusion.
- Integrating personal and social skills development is vital in the PE curriculum.
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