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  • Author: Ronald G. Morrow x
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Diane L. Gill, Ronald G. Morrow, Karen E. Collins, Allison B. Lucey and Allison M. Schultz

This study focused on attitudes and sexual prejudice as part of a larger project on inclusive practice in sport and physical activity settings. Questionnaires were administered to a large sample of undergraduate students and to selected samples of upper-level preprofessional students and a campus pride group to investigate attitudes toward gays and lesbians, and other minority groups. Attitude scores were in the middle range, with females more positive than males toward gay men. Evaluation Thermometer scores were generally positive, but markedly lower for gay men and lesbians than for other minority groups. Upper-level preprofessional students were more positive than other undergraduates, but still expressed negative attitudes toward lesbians and gay men. These results confirm persistent sexual prejudice, suggest that attention to sexual minorities is particularly important for effective diversity management, and underscore the need for continuing research and educational programs to enhance cultural competence among sport management professionals and future professionals.

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Monica A.F. Lounsbery, Thomas L. McKenzie, James R. Morrow Jr., Kathryn A. Holt and Ronald G. Budnar

Background:

Physical activity (PA) levels in schools vary widely, and there is interest in studying how student PA accrual relates to school policy and environmental conditions. School PA policy research, however, is in its infancy and generalizable measurement tools do not exist. We developed and assessed reliability of items on the School Physical Activity Policy Assessment (S-PAPA), an instrument designed to assess school PA policy related to physical education (PE), recess, and other opportunities.

Methods:

To develop items, we perused associated literature, examined existing instruments, and consulted school policy makers. For test-retest reliability assessment, 31 elementary school PE teachers completed the survey twice, 14 days apart.

Results:

S-PAPA uses open-ended, dichotomous, multichotomous, and checklist formatting and has 3 modules: 1) Physical Education (47 items), 2) Recess (27 items), and 3) Other Before, During, and After School Programs (15 items). Responses to more than 95% of items were highly related between Times 1 and 2. Generally, physical education and recess items had fair to substantial levels of agreement, and items about other school PA programs had fair to perfect agreement.

Conclusions:

Test-retest results suggest S-PAPA items are reliable and useful in assessing PA policies in elementary schools.