Search Results

You are looking at 11 - 12 of 12 items for

  • Author: John T. Foley x
Clear All Modify Search
Restricted access

Michael W. Beets, Arissa G. Eilert, Kenneth H. Pitetti and John T. Foley

Child-parent pairs (n = 109) completed a questionnaire assessing whether changes in normal physical activity levels occurred (child) or were observed (parent) when the children wore a pedometer for 7 days. Over two-thirds of the children (78.5%) and almost half of the parents (47.3%) indicated an increase in the child’s normal physical activity. Reduced television viewing (75.2%) and increased outdoor play on the weekend (35.8%) were the most frequently reported means of behavior change as reported by the children and parents, respectively. Results indicate that both children and parents perceive a reactive effect to wearing an unsealed pedometer.

Restricted access

Luis Columna, Luz Amelia Hoyos-Cuartas, John T. Foley, Jose Rafael Prado-Perez, Dana Milena Chavarro-Bermeo, Ana Lorena Mora, Maria Antonieta Ozols-Rosales, Luis Álvarez-del Cid and Ivana Rivero

Purpose:

To analyze Latin American physical education (PE) teachers’ intentions toward teaching students with disabilities.

Participants:

474 in-service PE teachers from 5 different Latin American countries.

Method:

Descriptive survey. Data were collected using a modified version of the Physical Educators’ Intention Toward Teaching Individuals With Disabilities Survey. Multiple-regression analysis showed significant differences in the attitudes of teachers by gender, the number of adapted-PE courses taken, and years of experience working with individuals with disabilities.

Results:

The predictor variables had a significant impact on the participants’ intentions toward teaching children with disabilities; however, the effects of these predictor variables differed between countries.