Using Visual Supports for Students With Autism in Physical Education

Kahoot is an internet-based educational platform that operates as an interactive game, serving as a digital assessment tool. The purpose of this study is to find out the perception of students in using Kahoot in Physical Education class. The research was conducted using a quantitative methodology, employing a questionnaire as the primary research instrument. In this study, a questionnaire was employed as the research instrument to assess the students' perception on the utilization of Kahoot in the context of Physical Education. The sample for this research was selected as class B by the researchers. In class B, there were 26 students in the class. All students in class B were given a questionnaire to find out the perceptions of students in physical education classes. Based on the findings of the research, most students have a positive perception of the use of Kahoot in physical education classes. The positive category was obtained from students' perceptions about the use of Kahoot in physical education class. This proves that the use of Kahoot is a learning tool that can be used for English learning in physical education classes. It can be concluded that Kahoot offers a viable way to improve students' experiences learning English. Its capacity to increase self-assurance, inspire students, and encourage participation attests to its applicability in modern learning environments.

The purpose of this study was to investigate the effects of students’ grit on their deliberate practice and goal commitment in Physical Education classes and the effects of deliberate practice on their goal commitment. For this purpose, the investigator set middle and high school students in Gyeonggi-do as the population and selected 319 through convenience sampling. Collected data was put to the multiple regression analysis with the PASW Ver 18.0 statistical program. The findings were as follows: First, perseverance of effort, a subfactor of grit, had statistically significant effects on the deliberate practice of students in Physical Education classes, but consistency of interest had no significant effects on it; secondly, deliberate practice had statistically significant impacts on their goal commitment in Physical Education classes; and finally, perseverance of effort, a subfactor of grit, had statistically significant influences on the goal commitment of students in Physical Education classes, but consistency of interest had no significant influences on it.

Executive function (EF) challenges, including difficulties with cognitive flexibility, planning/ organization, and emotional control, are common in neurodivergent children. We developed the Behavioral Observation of Classroom Executive Functioning (BOCEF) tool to examine observable EF-related behaviors of elementary students and EF-supporting strategies of their teachers. The BOCEF student score correlated significantly with teacher-completed ratings of similar behaviors. Autistic students ( n = 48) and students with ADHD ( n = 98) were rated as having similar rates of several EF-related behaviors, while autistic students were rated as significantly more likely to get “stuck.” Teachers were found to be more likely to display strategies of planning, clear instructions, and visual supports, and less likely to utilize favorable praise to correction ratios, transition priming, flexibility, rule referencing, or behavioral reward systems. Praise was the teacher strategy found to have the greatest association with student behavior. Implications for student accommodation/support and teacher training are discussed. Lay abstract Autistic children and children with ADHD often have difficulties with thinking flexibility, planning, and managing frustration. We developed a tool called the Behavioral Observation of Classroom Executive Functioning (BOCEF) to evaluate how children struggle with these executive functioning behaviors in the classroom, and how often teachers are using strategies known to support these behaviors. Our ratings of students on the BOCEF were similar to how teachers rated these same types of behaviors in these students. Autistic students ( n = 48) and students with ADHD ( n = 98) were rated as having similar rates of difficulties in the classroom, with the exception that autistic students got “stuck” more often, meaning they had more difficulty moving on from specific ideas or topics. Teachers were found to be more likely to display strategies of planning, clear instructions, and visual supports, and less likely to utilize adequate praise, warnings prior to transitions, flexibility, rule referencing, or behavioral reward systems. Praise was the teacher strategy found to be most related to student behavior. Findings from this study indicate the BOCEF could be helpful for schools to determine how much these types of challenges are impacting neurodivergent students in the classroom. Additional teacher training on incorporating praise and other ways to support neurodivergent students in the classroom is also likely to be important moving forward.

In recent years, the role of perceived responsibility in classroom climates has gained attention due to its potential impact on students’ cognitive performance. This study examined how a Responsibility-Based educational framework influenced cognitive failures—such as forgetfulness, distractibility, and false triggering—among undergraduate students in Physical Education classes at a State University in the Philippines. A sample of 617 students was used, and multiple regression analysis was performed to explore the relationship between the perceived responsibility classroom climate shaped by students and instructors and various cognitive failures. The results revealed that overall cognitive failures were significantly influenced by the perceived responsible classroom climate generated by both students and instructors. Notably, the perceived responsibility classroom climate generated by students significantly influenced forgetfulness, while the climate generated by students and instructors directly affected false triggering. Although the overall classroom climate did not influence distractibility, an independent analysis showed that the perceived responsibility climate generated solely by instructors predicted distractibility. These findings suggested that fostering a culture of accountability and support in educational environments could enhance students’ organizational skills and stress management, ultimately reducing cognitive failures. This study presented a vital advancement to educational scholarship by emphasizing the intricate link between responsibility in classroom settings and cognitive outcomes, particularly in Physical Education environments. The implications of these findings for educational practices, along with the study’s recommendations and limitations, were discussed in detail.

The Picture Exchange Communication System (PECS) is widely recognised as initially developed for children with autism and has since been identified as beneficial for individuals with hearing impairments. This study, therefore, seeks to explore the adaptation of PECS for toddlers with hearing impairments in inclusive classroom settings. The structured six-phase protocol of PECS, emphasising visual and tactile supports, is examined for its potential to bridge communication barriers and foster independent interaction. Special attention is given to integrating situational visual cues, such as photographs and tangible symbols, to enhance engagement and contextual understanding during playtime, a critical developmental activity for young children. Parental involvement and environmental adjustments are pivotal factors in successfully implementing PECS for toddlers with hearing impairment. Training parents to use PECS in naturalistic contexts, such as play, improves communication consistency and motivation. The paper highlights the role of customised PECS strategies in supporting communication development and toddlers' social and emotional well-being. Despite promising outcomes, this study underscores the need for further research to validate the effectiveness of PECS adaptations for this specific population, particularly in fostering spontaneous communication and joint attention.

Participation of students in physical education classes provides them with the opportunity to experience moods such as competition, a sense of disagreement and confrontation, despair and joy while at the class and, then, to evaluate their own reactions. The idea that physical education and sports have a role in the development of socialization and morals is generally accepted by many researchers. The positive impact of physical education and sports upon social and moral development will not occur automatically by participation in classes. It is more likely to think that it will come through by taking advantage of the opportunities gained by the carefully designed experience. Hellison’s Teaching Personal and Social Responsibility (TPSR) is one of the programs in which these values are successfully applied through sports during physical education classes. The purpose of this study is; to examine the effects that may arise from the intervention of the TPSR by determining the needs of the 9th grade students for fair play behavior within the framework of Kohlberg's moral development theory. In the study, the action research approach was employed and the data were obtained from video records, student reflections, and semi-structured individual interviews. The study was conducted with 30 students in the 9th grade of a medical vocational high school in Ankara and 6 focus students selected by the purposeful sampling method were evaluated. The obtained data were analyzed by content analysis. The findings of the study are grouped under 3 themes. And these are; 1) I can escape from punishment and care only about my own interests, 2) Reciprocal Relations: “They also supported our team”, 3) I am listening to my own conscience: I care about my competitor and respect him. The findings prove that fair play descriprions of students and attitudes are at the preconventional level according to Kohlberg’s moral development theory while descriptions and attitudes after the implementation are mostly at the conventional level or the postconventional level and students can internalize the concept of fair play and can make decisions in accordance with their own moral judgments. As a consequence, TPSR is a very effective model in providing fair play to students when used as a (frisbee) tool. However, the model does not lead to change in children’s thoughts about the behaviors of their favorite teams not in accordance with fair play while influencing the children to acquire values related to and for themselves.

The aim of the study was to test the effect of an autonomy support teaching style on subject interest, academic competence, basic psychological needs and autonomous motivation in adolescent students in physical education classes. The sample consisted of 142 students aged 12 to 14, out of whom 84 students were in the intervention group and 58 in the control group. After an intervention with autonomy support for 22 classes, differences were found in favour of the intervention group in satisfaction of basic psychological needs, autonomous motivation, interest and academic competence in physical education classes. The study provides evidence of the effectiveness of autonomy support programs in physical education classes, emphasizing the importance of pedagogical strategies and educational programs that promote the development of basic psychological needs, self-determined motivation and their positive consequences in relation to physical education classes. El objetivo del estudio fue comprobar el efecto de un estilo interpersonal de apoyo a la autonomía del docente en el interés por la materia, la competencia académica, las necesidades psicológicas básicas y la motivación autónoma en estudiantes adolescentes en clases de educación física. La muestra estuvo compuesta por 142 estudiantes de entre 12 y 14 años, de ellos 84 estudiantes estaban en el grupo de intervención y 58 en el grupo control. Tras una intervención con apoyo a la autonomía durante 22 clases, se encontraron diferencias a favor del grupo de intervención en la satisfacción de las necesidades psicológicas básicas, la motivación autónoma, el interés y la competencia académica en clases de educación física. El estudio proporciona evidencias de la eficacia de los programas que apoyan a la autonomía en las clases de educación física, haciendo hincapié en la importancia de las estrategias pedagógicas y los programas educativos que promueven el desarrollo de las necesidades psicológicas básicas, la motivación autodeterminada y sus consecuencias positivas en relación con las clases de educación física.

In synchronized trampolining, two gymnasts perform the same routine at the same time. While trained gymnasts are thought to coordinate their own movements with the movements of another gymnast by detecting relevant movement information, the question arises how visual and auditory information contribute to the emergence of synchronicity between both gymnasts. Therefore the aim of this study was to examine the role of visual and auditory information in the emergence of coordinated behaviour in synchronized trampolining. Twenty female gymnasts were asked to synchronize their leaps with the leaps of a model gymnast, while visual and auditory information was manipulated. The results revealed that gymnasts needed more leaps to reach synchronicity when only either auditory (12.9 leaps) or visual information (10.8 leaps) was available, as compared to when both auditory and visual information was available (8.1 leaps). It is concluded that visual and auditory information play significant roles in synchronized trampolining, whilst visual information seems to be the dominant source for emerging behavioural synchronization, and auditory information supports this emergence.

The aim of this cross-sectional study was to analyse the relationships between the satisfaction of psychological basic needs, physical education, academic controlling motivation, and self-esteem, and to propose a prediction model in line with the postulates from the hierarchical model found in the self-determination theory. The participants were 618 physical education students from primary and secondary school (317 girls and 301 boys) aged between 10 and 14 years old (M = 11.62; SD = 0.94). The questionnaires basic psychological needs in exercise measurement scale (BPNES), perceived locus of causality scale (PLOC), the academic motivation scale (EME), and physical self-perception profile (PSPP) were used to measure the studied variables. The results showed that autonomy and relatedness significantly and negatively predicted physical education controlling motivation, which predicted a positive and significant academic controlling motivation. This, in turn, negatively and significantly predicted self-esteem. It is concluded that it is essential to avoid controlling motivation to promote the development of a positive self-perception in students.

BackgroundPhysical education (PE) is part of the curriculum in Chinese universities. The psychological burden, or anxiety levels, for students in PE classes, can result from several factors, including teaching content, teaching environment, and the organization of the teaching methods. The aim of this study was to assess the psychological burden on students in PE classes in Chinese universities.Material/MethodsThe study included 400 students (200 men and 200 women) from a Chinese university, who participated in PE classes. The distribution of the levels of psychological burden associated with PE was assessed using subjective measurements and a fuzzy comprehensive evaluation method that to provide an integrated framework combining the results of judgments made at multiple stages of the evaluation process.ResultsOf the 400 study participants who attended PE classes, 61.5% of male students and 47.5% of female students coped well or very well when dealing with the perceived psychological burden; 33.5% of male students and 42.5% of female students reported a medium level of psychological burden. Few students reported a high level of psychological burden associated with PE classes. The average psychological burden in female students was greater than for male students who participated in PE classes.ConclusionsThe combination of subjective measurement of the psychological burden associated with PE classes by university students in China, combined with a fuzzy comprehensive evaluation method showed that female university students might require more support than male students to overcome any psychological burden associated with PE classes.

The purpose of this study was to verify the prolonged effect of the intervention program on university students in physical education class. Subjects were 211 university students who participated in physical education class. The intervention group is comprised of 81 students (40 males, 41 females), and the control group is comprised of 128 students (80 males, 48 females). All data were obtained through questionnaires. The questionnaires consisted of personal characteristics, skills relating to bachelor’s degree ability (communication skill, teamwork skill, problem-solving skill, leadership skill), and exercise behavior (the stage of exercise behavior change, self-efficacy for exercise, decisional balance). The questionnaire data were obtained “at the beginning of the semester (pre)”, “at the end of the semester (post)”, and “two years after the end of the semester (the two-year follow-up)”. Communication program and behavior change skills were applied to the intervention group. The main finding was that the stage of exercise behavior changed in the intervention group. Comparing “pre” with “post”, the ratio of students with improved stage was 51.8%; the ratio of students who maintained their stage was 37.3%; and the ratio of students whose stage worsened was 10.8%. Additionally, comparing “post” with “the two-year follow-up”, the ratio of students with improved stage was 19.3%; the ratio of students who maintained their stage was 43.4%; and the ratio of students whose stage worsened was 37.3%. The results of two- way repeated measures ANOVA (group-time) showed that there were significant interactions for “perceived benefits of exercise (Pros)”, “decoding skill”, “properly transmitted skill”, “teamwork skill”, and “leadership skill”. The results of one-way repeated measures ANOVA showed that “properly transmitted skill”, “teamwork skill”, and “leadership skill” significantly increased on account of the intervention program post and at the two-year follow-up. These results indicate that the intervention program on university students, which consists of a communication program and behavior change skills, was partly effective for improving skills relating to bachelor’s degree ability two years after the end of semester.

Recent years have seen calls to amplify the voices of autistic people in research about their subjective experiences. Despite this, we know little about how autistic youth experience integrated physical education, particularly in the United States. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. In this study, we sought to explore the perspectives of autistic youth toward their experiences in integrated physical education, and the roles of social interactions and relationships with peers in those experiences. Findings noted that several factors influenced the ways and extent to which our participants interacted with their peers during physical education. Unfortunately, most of our participants recalled experiencing bullying, and that physical education offered an environment where bullying was most frequent and comparatively unique compared to other contexts throughout the school day. The locker room, a space linked to physical education, was of particular concern because of a lack of teacher presence. Despite the negative views of and experiences in physical education, there was evidence of participants actively pursuing to connect with peers in this context. However, most instances where participants recalled pursuing friendship were not welcomed from others, which stunted their sense of belonging in this space. Given the role that belonging plays in what it means "to be included," our research supports emerging ideas that even though autistic students were educated in the same physical spaces as their non-autistic peers, feelings of inclusion were largely absent.

The reduction of physical activity among children continues to be a major concern globally, including in Indonesia. The purpose of this study is to analyze physical literacy in upper-grade elementary students (V and VI) from SD Negeri Cepoko and SD Negeri Sadeng 01, Semarang City, employing a descriptive quantitative survey method. The study employed a total sampling method, involving 89 participants. Physical literacy was assessed across three domains: physical competence (measured through TIAMSA, PACER, and Sit-Up tests), motivation and self-confidence, as well as knowledge and understanding. The results revealed that most students were classified as progressing, with only a quarter reaching the achieving category. At SD Negeri Cepoko, all students were categorized as progressing, whereas in SD Negeri Sadeng 01, a number of students particularly male students in grade V and female students in grade VI reached the achieving level. These results highlight disparities in physical literacy outcomes between schools and student groups. Hence, improvements in PJOK learning strategies, teacher development, and supportive learning environments are required to encourage sustainable participation in physical activity.

A model for improving the process of aesthetic education of students in physical education classes

В данной статье анализируются особенности круговой тренировки, как практического метода повышения физической подготовленности учащихся старших классов на уроках физической культуры.