The Self-Efficacy of Physical Education Teachers to Teach Students With Disabilities: A Systematic Review of Literature

in Adapted Physical Activity Quarterly

Click name to view affiliation

Lindsey A. Nowland Department of Human Movement Sciences, Old Dominion University, Norfolk, VA, USA

Search for other papers by Lindsey A. Nowland in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0002-4327-113X *
and
Justin A. Haegele Department of Human Movement Sciences, Old Dominion University, Norfolk, VA, USA

Search for other papers by Justin A. Haegele in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0002-8580-4782
DOI:
https://doi.org/10.1123/apaq.2022-0135
Keywords:
physical educators; integrated classes; disability
First Published Online:
13 Feb 2023
In Print:
Ahead of Print
Page Range:
1–23
Restricted access

The purpose of this article is to examine the content of previously published empirical literature utilizing self-efficacy theory with regard to physical education teachers’ perceived self-confidence to teach students with disabilities in general physical education. Keyword searches were used to identify relevant literature from electronic databases published from 2000 to 2022. Twenty-four articles, from 11 countries, met all inclusion criteria, and relevant data regarding participants, theory, measurement, research design, and dependent variables were extracted. Of the 24 studies, nine were survey validation, eight were experimental, six were cross-sectional, and one was mixed-methods design. Major findings across the examined studies indicate that teachers’ perceptions of training, amount of experience, and support from personnel significantly influence their self-efficacy toward teaching students with disabilities.

  • Collapse
  • Expand

Adapted Physical Activity Quarterly

Cover Adapted Physical Activity Quarterly

  • Alhumaid, M.M., Khoo, S., & Bastos, T. (2021). The effect of an adapted physical activity intervention program on pre-service physical education teachers’ self-efficacy towards inclusion in Saudi Arabia. Sustainability, 13, Article 3459. https://doi.org/10.3390/su13063459

    • Search Google Scholar
    • Export Citation

  • Baloun, L., Kudláček, M., Sklenaříková, J., Ješina, O., & Migdauová, A. (2016). Czech self-efficacy scale for physical education majors towards children with disabilities. Acta Gymnica, 46(1), 44–54. https://doi.org/10.5507/ag.2016.002

    • Search Google Scholar
    • Export Citation

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191

    • Search Google Scholar
    • Export Citation

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3

    • Search Google Scholar
    • Export Citation

  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

  • Beamer, J.A., & Yun, J. (2014). Physical educators’ beliefs and self-reported behaviors toward including students with autism spectrum disorder. Adapted Physical Activity Quarterly, 31(4), 362–376. https://doi.org/10.1123/apaq.2014-0134

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Beyazoglu, G., & Gunel, I. (2022). Self-efficacy scale children with disabilities for physical education teachers: Turkish validity and reliability study. International Journal of Education Technology and Scientific Research, 7(17), 347–377. https://doi.org/10.35826/ijetsar.444

    • Search Google Scholar
    • Export Citation

  • Block, M.E., Hutzler, Y.S., Barak, S., & Klavina, A. (2013). Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion. Adapted Physical Activity Quarterly, 30(2), 184–205. https://doi.org/10.1123/apaq.30.2.184

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Block, M.E., & Obrusnikova, I. (2007). Inclusion in physical education: A review of literature from 1995–2005. Adapted Physical Activity Quarterly, 24(2), 103–124. https://doi.org/10.1123/apaq.24.2.103

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Block, M.E., & Rizzo, T. (1995). Attitudes and attributes of physical educators associated with teaching individuals with severe and profound disabilities. The Journal of the Association for Persons With Severe Handicaps, 20(1), 80–87. https://doi.org/10.1177/154079699502000108

    • Search Google Scholar
    • Export Citation

  • Block, M.E., Taliaferro, A., Harris, N., & Krause, J. (2010). Using self-efficacy theory to facilitate inclusion in general physical education. Journal of Physical Education, Recreation & Dance, 84(3), 43–46. https://doi.org/10.1080/07303084.2010.10598448

    • Search Google Scholar
    • Export Citation

  • Centers for Disease Control and Prevention. (2019). Results from the school health polices and practices study 2016. U.S. Department of Health and Human Services.

    • Search Google Scholar
    • Export Citation

  • Coates, J. (2012). Teaching inclusively: Are secondary physical education student teachers sufficiently prepared to teach in inclusive environments? Physical Education and Sport Pedagogy, 17(4), 349–365. https://doi.org/10.1080/17408989.2011.582487

    • Search Google Scholar
    • Export Citation

  • Crowe, M. (2013). Crowe Critical Appraisal Tool (CCAT) user guide. Conchra House.

  • Crowe, M., & Sheppard, L. (2011). A general critical appraisal tool: An evaluation of construct validity. International Journal of Nursing Studies, 48(12), 1505–1516. https://doi.org/10.1016/j.ijnurstu.2011.06.004

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Crowe, M., Sheppard, L., & Campbell, A. (2012). Reliability analysis for a proposed critical appraisal tool demonstrated value for diverse research designs. Journal of Clinical Epidemiology, 65(4), 375–383. https://doi.org/10.1016/j.clinepi.2011.08.006

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Feltz, D.L., Short, S.E., & Sullivan, P.J. (2008). Self-efficacy in sport: Research and strategies for working with athletes, teams, and coaches. Human Kinetics.

    • Search Google Scholar
    • Export Citation

  • Foley, J.T., Santarossa, S., Tindall, D.W., & Lieberman, L.J. (2020). The impact of a summer sports camp for children with visual impairments on the self-efficacy of physical education pre-service teachers: A pilot study. European Journal of Adapted Physical Activity, 13(1), Article 3. https://doi.org/10.5507/euj.2019.011

    • Search Google Scholar
    • Export Citation

  • Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.

  • Haegele, J.A. (2019). Inclusion illusion: Questioning the inclusiveness of integrated physical education. Quest, 71(4), 387–397. https://doi.org/10.1080/00336297.2019.1602547

    • Search Google Scholar
    • Export Citation

  • Haegele, J.A., Ball, L.E., Xihe, Z., Keene, M.A., & Nowland, L.A. (2022). Absent, incapable, and “normal”: Understanding the inclusiveness of visually impaired students’ experiences in integrated physical education. Adapted Physical Activity Quarterly, 39(4), 424–445.

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Hammersley, M. (2020). Reflections on the methodological approach of systematic reviews. In O. Zawacki-Richter, M. Kerres, S. Beddenlier, M. Bond, & K. Buntins (Eds.), Systematic reviews in educational research (pp. 23–39). Springer VS. https://doi.org/10.1007/978-3-658-27602-7_2

    • Search Google Scholar
    • Export Citation

  • Hodge, S.R., Davis, R., Woodard, R., & Sherrill, C. (2002). Comparison of practicum types in changing preservice teachers’ attitudes and perceived competence. Adapted Physical Activity Quarterly, 19(2), 155–171. https://doi.org/10.1123/apaq.19.2.155

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Holland, K., & Haegele, J. (2021). Perspectives of students with disabilities toward physical education: A review update 2014-2019. Kinesiology Review, 10(1), 78–87. https://doi.org/10.1123/kr.2020-0002

    • Search Google Scholar
    • Export Citation

  • Hutzler, Y. (2003). Attitudes toward the participation of individuals with disabilities in physical activity: A review. Quest, 55, 347–373. https://doi.org/10.1080/00336297.2003.10491809

    • Search Google Scholar
    • Export Citation

  • Hutzler, Y., & Barak, S. (2017). Self-efficacy of physical education teachers in including students with cerebral palsy in their classes. Research in Developmental Disabilities, 68, 52–65. https://doi.org/10.1016/j.ridd.2017.07.005

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Hutzler, Y., & Daniel-Shama, E. (2017). Attitudes and self-efficacy of Arabic-speaking physical education teachers in Israel toward including children with disabilities. International Journal of Social Science Studies, 5(10), 28–42. https://doi.org/10.11114/ijsss.v5i10.2668

    • Search Google Scholar
    • Export Citation

  • Hutzler, Y., Meier, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: A narrative review of international literature. Physical Education and Sport Pedagogy, 24(3), 249–266. https://doi.org/10.1080/17408989.2019.1571183

    • Search Google Scholar
    • Export Citation

  • Hutzler, Y., Zach, S., & Gafni, O. (2005). Physical education students’ attitudes and self-efficacy towards the participation of children with special needs in regular classes. European Journal of Special Needs Education, 20(3), 309–327. https://doi.org/10.1080/08856250500156038

    • Search Google Scholar
    • Export Citation

  • Individuals With Disabilities Education Act. (2004). Public Law No. 108–446, Federal Register.

  • Jovanović, L., Kudláček, M., Block, M.E., & Djordjević, I. (2014). Self-efficacy of pre-service physical education teacher toward teaching students with disabilities in general physical education classes in Serbia. European Journal of Adapted Physical Activity, 7(2), 32–46. https://doi.org/10.5507/euj.2014.009

    • Search Google Scholar
    • Export Citation

  • Kavanaugh T.C., Tomaka, J., & Moralez, E. (2021). Professional preparedness and psychosocial beliefs as predictors of quality physical education and recreation services to students with disabilities. Therapeutic Recreation Journal, 55(4), 414–431. https://doi.org/10.18666/TRJ-2021-V55-14-11040

    • Search Google Scholar
    • Export Citation

  • Koh, Y. (2018). A strategy to improve pre-service teachers’ self-efficacy towards inclusive physical education for students with intellectual disability and autism. International Journal of Inclusive Education, 22(8), 839–855. https://doi.org/10.1080/13603116.2017/1412511

    • Search Google Scholar
    • Export Citation

  • Koh, Y. (2021). Combining adapted physical education with individualized education programs: Building Korean pre-service teachers’ self-efficacy for inclusive physical education. Sustainability, 13(5), Article 2879. https://doi.org/10.3390/su13052879

    • Search Google Scholar
    • Export Citation

  • Kozub, F.M., McKay, C., & Columna, L. (2020). Adapted physical education research from the perspectives of teachers, peers, and parents. In J.A. Haegele, S.R. Hodge, & D.R. Shapiro (Eds.), Routledgehandbook of adapted physical education (pp. 410–431). Routledge.

    • Search Google Scholar
    • Export Citation

  • Kudláček, M., Baloun, L., & Ješina, O. (2018). The development and validation of revised inclusive physical education self-efficacy questionnaire for Czech physical education majors. International Journal of Inclusive Education, 24(1), 77–88. https://doi.org/10.1080/13603116.2018.1451562

    • Search Google Scholar
    • Export Citation

  • Kwon, E.H., & Block, M.E. (2017). Implementing the adapted physical education e-learning program into physical education teacher education program. Research in Developmental Disabilities, 69, 18–29. https://doi.org/10.1016/j.ridd.2017.07.001

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Li, C. (2020). Self-efficacy theory. In J.A. Haegele, S.R. Hodge, & D.R. Shapiro (Eds.), Routledgehandbook of adapted physical education (pp. 313–325). Routledge.

    • Search Google Scholar
    • Export Citation

  • Li, C., Wang, L., Block, M.E., Raymond, S.K.W., & Yandan, W. (2018). Psychometric properties of the physical educators’ self-efficacy toward including students with disabilities-autism among Chinese preservice physical education teachers. Adapted Physical Activity Quarterly, 35(20), 159–174. https://doi.org/10.1123/apaq.2017-0086

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Lirgg, C.D., Gorman, D.R., Merrie, M.D., & Shewmake, C. (2017). Exploring challenges in teaching physical education to students with disabilities. Palestra, 31(2), 13–17.

    • Search Google Scholar
    • Export Citation

  • McNamara, S., Brian, A., & Bittner, M. (2022). Content acquisition podcasts and preservice physical educators’ knowledge and self-efficacy toward teaching students with visual impairments. Journal of Teaching in Physical Education, 41(3), 356–363. https://doi.org/10.1123/jtpe.2020-0228

    • Search Google Scholar
    • Export Citation

  • McNeil, S., Lante, K., & Pill, S. (2017). A review of the literature on inclusive pedagogy in physical education 2005–2015. Paper presented at the Learning Communities: International Journal of Learning in Social Context [Special Issue: 2017 30th ACHPER International Conference].

    • Search Google Scholar
    • Export Citation

  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D.G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), Article e1000097. https://doi.org/10.1371/journal.pmed.1000097

    • PubMed
    • Search Google Scholar
    • Export Citation

  • National Center for Education Statistics. (2021). Students with disabilities. Condition of education. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cgg

    • Search Google Scholar
    • Export Citation

  • Neville, R.D., Makopoulou, K., & Hopkins, W.G. (2020). Effect of an inclusive physical education (IPE) training workshop on trainee teachers’ self-efficacy. Research Quarterly for Exercise and Sport, 91(1), 102–114. https://doi.org/10.1080/02701367.2019.1650877

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Page, M.J., McKenzie, J.E., Bossuyt, P.M., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10, Article 89. https://doi.org/10.1186/s13643-021-01626-4

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Qi, J., & Ha, A.S. (2012). Inclusion in physical education: A review of literature. International Journal of Disability, Development and Education, 59(3), 257–281. https://doi.org/10.1080/1034912X.2012.697737

    • Search Google Scholar
    • Export Citation

  • Reina, R., Ferriz, R., & Roldan, A. (2019). Validation of a physical education teachers’ self-efficacy instrument toward inclusion of students with disabilities. Frontiers in Psychology, 10, 2169. https://doi.org/10.3389/fpsyg.2019.02169

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Reina, R., Healy, S., Roldàn, A., Hemmelmayr, I., & Klavina, A. (2019). Incluye-T: A professional development program to increase the self-efficacy of physical educators towards inclusion. Physical Education and Sport Pedagogy, 24(4), 319–331. https://doi.org/10/1080/17408989.2019.1576863

    • Search Google Scholar
    • Export Citation

  • Reina, R., Santana, A., Montesdeoca, R., & Roldan, A. (2019). Improving self-efficacy towards inclusion in in-service physical education teachers: A comparison between insular and peninsular regions in Spain. Sustainability, 11, Article 5824. https://doi.org/10.3390/su11205824

    • Search Google Scholar
    • Export Citation

  • Schunk, D.H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 85–105). The Guilford Press.

    • Search Google Scholar
    • Export Citation

  • Selickaitė, D., Hutzler, Y., Pukėnas, K., Block, M.E., & Rėklaitienė, D. (2018). Validity and reliability of a Lithuanian physical education teachers’ self-efficacy scale toward inclusion of students with autism spectrum disorder. Baltic Journal of Sport & Health Sciences, 3(110), 38–49. https://doi.org/10.33607/bjshs.v3i110.249

    • Search Google Scholar
    • Export Citation

  • Selickaitė, D., Hutzler, Y., Pukėnas, K., Block, M.E., & Rėklaitienė, D. (2019). The analysis of the structure, validity, and reliability of an inclusive physical education self-efficacy instrument for Lithuanian physical education teachers. SAGE Open, 9(2). https://doi.org/10.1177/2158244019852473

    • Search Google Scholar
    • Export Citation

  • Taliaferro, A.R., Block, M.E., Harris, N., & Krause, J. (2010). Physical educators’ self-efficacy toward including students with disabilities-autism version 8.2. Unpublished survey instrument.

    • Search Google Scholar
    • Export Citation

  • Taliaferro, A.R., Hammond, L., & Wyant, K. (2015). Preservice physical educators’ self- efficacy beliefs toward inclusion: The impact of coursework and practicum. Adapted Physical Activity Quarterly, 32(1), 49–67. https://doi.org/10.1123/apaq.2013-0112

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Taliaferro, A.R., & Harris, N.P. (2014). The effects of a one-day workshop on physical educators’ self-efficacy toward inclusion of students with autism. Palaestra, 28(3), 38–43.

    • Search Google Scholar
    • Export Citation

  • Tant, M., & Watelain, E. (2016). Forty years later, a systematic literature review on inclusion in physical education (1975–2015): A teacher perspective. Educational Research Review, 19, 1–17. https://doi.org/10.1016/j.edurev.2016.04.002

    • Search Google Scholar
    • Export Citation

  • Tanure Alves, M.L., Grenier, M., Haegele, J.A., & Duarte, E. (2020). ‘I didn’t do anything, I just watched’: Perspectives of Brazilian students with physical disabilities toward physical education. International Journal of Inclusive Education, 24(10), 1129–1142. https://doi.org/10.1080/13603116.2018.1511760

    • Search Google Scholar
    • Export Citation

  • Thomas, J.R., Nelson, J.K., & Silverman, S.J. (2005). Research methods in physical activity (5th ed.). Human Kinetics.

  • Tindall, D., Culhane, M., & Foley, J. (2016). Pre-service teachers’ self-efficacy towards children with disabilities: An Irish perspective. European Journal of Adapted Physical Activity, 9(1), 27–39. https://doi.org/10.5507/euj.2016.003

    • Search Google Scholar
    • Export Citation

  • United Nations. (2006). United Nations convention on the rights of persons with disabilities.

  • United Nations Educational Scientific and Cultural Organization. (2015). Revised international charter of physical education, physical activity and sport. https://unesdoc.unesco.org/images/0023/002354/235409e.pdf

    • Search Google Scholar
    • Export Citation

  • United States Department of Education. (2021). To assure the free appropriate public education of all children with disabilities: Forty-third annual report to Congress on the implementation of the individuals with disabilities education act.

    • Search Google Scholar
    • Export Citation

  • Usher, E.L. (2009). Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 46(1), 275–314. https://doi.org/10.3102/0002831208324517

    • Search Google Scholar
    • Export Citation

  • Usher, E.L. (2016). Personal capability beliefs. In L. Corno& E.M. Anderman (Eds.), Handbook of educational psychology (pp. 160–173). Routledge.

    • Search Google Scholar
    • Export Citation

  • Wang, Y.S., Liu, L., Wei, X.W., & Block, M.E. (2020). The self-efficacy of preservice physical education teachers in disabilities education in China. Sustainability, 12(18), Article 7283. https://doi.org/10.3390/su12187283

    • Search Google Scholar
    • Export Citation

  • Wilhelmsen, T., & Sørensen, M. (2017). Inclusion of children with disabilities in physical education: A systematic review of literature from 2009 to 2015. Adapted Physical Activity Quarterly, 34, 311–337. https://doi.org/10.1123/apaq.2016-0017

    • PubMed
    • Search Google Scholar
    • Export Citation

  • Wilson, W.J., Kelly, L.E., & Haegele, J.A. (2019). ‘We’re asking teachers to do more with less’: Perspectives on least restrictive environment implementation in physical education. Sport, Education and Society, 25(9), 1058–1071. https://doi.org/10.1080/13573322.2019.1688279

    • Search Google Scholar
    • Export Citation

  • Zhu, X. (2020). Systematic reviews and meta-analysis. In J.A. Haegele, S.R. Hodge, & D.R. Shapiro (Eds.), Routledgehandbook of adapted physical education (pp. 213–224). Routledge.

    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 1648 1648 271
Full Text Views 49 49 11
PDF Downloads 60 60 6