Melograno V J, Loovis E M
HPERD Department, Cleveland State University, OH 44115.
Percept Mot Skills. 1991 Jun;72(3 Pt 2):1211-4. doi: 10.2466/pms.1991.72.3c.1211.
The purpose of this study was to evaluate the effects of field-based training on the knowledge and attitudes of regular physical education teachers and the motor proficiency of their handicapped students. Twenty-four physical education teachers from a large, city school district completed a program in two phases, one on appropriate motor development for special populations followed by an implementation phase involving 46 handicapped students. An inventory was designed to measure teachers' knowledge, the Measurement of Attitudes Toward Disabled Persons scale measured teachers' attitudes, and the Bruininks-Oseretsky Test of Motor Proficiency measured handicapped students' motor ability. Analysis showed that teachers' knowledge increased significantly from pre- to midproject. Nonsignificant changes were noted for teachers' attitudes although positive increases occurred throughout the project. There was a significant increase in the motor ability of the handicapped students as a result of appropriate programming. Some change among teachers and students was encouraging.
本研究的目的是评估实地培训对普通体育教师的知识和态度以及他们残疾学生运动能力的影响。来自一个大型城市学区的24名体育教师分两个阶段完成了一个项目，第一阶段是关于特殊人群的适当运动发展，随后是一个涉及46名残疾学生的实施阶段。设计了一份清单来衡量教师的知识，《对残疾人态度量表》衡量教师的态度，布鲁因inks -奥塞雷茨基运动能力测试衡量残疾学生的运动能力。分析表明，从项目开始到中期，教师的知识有显著增加。教师的态度虽有不显著变化，但在整个项目中呈积极增长。由于适当的课程安排，残疾学生的运动能力有显著提高。教师和学生之间的一些变化令人鼓舞。
