title: Preservice physical educators' self-efficacy beliefs toward inclusion: the impact of coursework and practicum.
abstract: The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators' self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.
authors.affiliation: College of Physical Activity and Sport Sciences, Dept. of Coaching and Teaching Studies, West Virginia University, Morgantown, WV.
authors.forename: Andrea R
authors.initials: AR
authors.lastname: Taliaferro
authors.forename: Lindsay
authors.initials: L
authors.lastname: Hammond
authors.forename: Kristi
authors.initials: K
authors.lastname: Wyant
mesh_terms: D000293:Adolescent; D000328:Adult; D001290:Attitude; D003479:Curriculum; D006233:Persons with Disabilities; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D015146:Midwestern United States; D010806:Physical Education and Training; D020377:Self Efficacy; D011795:Surveys and Questionnaires; D014481:United States; D055815:Young Adult