Search

Abstract Background Cardiovascular diseases (CVD) are a precursor for disabilities and death worldwide. Being overweight or obese in combination with physical inactivity and smoking habits may increase the risk for CVD and other health problems such as lower limb osteoarthritis, diabetes, stroke, and various cancer types among children and adolescents. The literature emphasizes the need to follow such groups and evaluate the risk of individuals developing CVD diseases. Therefore, the current study explores the variety of cardiovascular risks in children and adolescents’ profiles clusters with and without disabilities. Methods Data from 42 countries including Israel, was collected with the support of the world health organization (WHO, Europe) through a questionnaire from 11–19 years old school-aged. Results The study finding shows that children and adolescents with disabilities demonstrated a higher prevalence of overweight than those who completed the HBSC youth behavior survey. Moreover, the prevalence of tobacco smoking and alcohol use was statisticaly significantly higher among the disabled group than the non-disabled group. In addition, socioeconomic status of responders who presented a very high CVD risk was found as significantly lower than those from the first and second low risk groups. Conclusion This led to the conclusion that children and adolescents with disability were at a higher risk of developing CVDs than their non-disabled peers. In addition, intervention programs tailored to the needs of adolescents with disability should consider lifestyle habit change and promoting healthy living thus improving their quality of life as well as reducing their risk of being exposed to severe CVD diseases.

The study’s purpose was to examine the prevalence of sedentary screen time behaviour and physical activity (PA) participation, and their association with environmental (socioeconomic status, bullying behaviours) and personal factors (age, sex). We analysed data from the 2013–14 Health Behaviour in School-aged Children survey among Israeli adolescents aged 11–17 [N = 4,241; 56% female; 9.3% = adolescents with disability (AWD)]. A minority ( 30% of AWD and adolescents without disability engaged in sedentary screen time >3 hours/day. In conclusion, AWD in grades 6 and 8 should be given specific attention, to reduce the likelihood of bullying at school and to increase the inclusion of AWD in PA lessons.

This study investigated demographic factors, teaching characteristics, psychological characteristics, school-related characteristics, professional efficacy, and subjective health perceptions among PE teachers during the COVID-19 pandemic. We conducted a cross-sectional research design. Questionnaires were distributed to PE teachers online during COVID-19 closures. PE teachers (N = 757) from elementary, middle, and high schools in Israel voluntary completed surveys on the topics of stress levels, self-resilience, remote teaching, professional efficacy, and subjective health perception. Sex, remote-teaching experience and clear remote school policy significantly predicted professional efficacy. Sex, teaching experience and self-resilience significantly predicted subjective health perception. This study demonstrated the need for a clear remote policy, as it likely empowers teacher professional efficacy. Transparent procedures and guidelines, along with clarifying remote policies by a supportive administration, are important for the professional efficacy of PE teachers. In addition, educational programs that are aimed at developing and strengthening the values of a healthy, positive, and balanced lifestyle are important to subjective health perception among PE teachers.

The purpose of this study was to investigate (a) the validity and reliability of the inclusive Self-efficacy Instrument for Physical Education Teacher scale (SE-PETE-D), using a Lithuanian physical education (PE) teachers’ sample, and (b) the impact of type of disability and personal attributes. The English version of the scale was translated into Lithuanian using the back-translation technique. The participants were 193 PE teachers working in Lithuanian schools (60 males and 132 females), ages between 22 and 65 years ( M = 46.47 years, SD = 9.08 years). The content and construct validity of the instrument was supported. The results of the factor analysis indicated a one-factor solution for the instrument’s intellectual disability (ID), physical disability (PD), and visual impairment (VI) subscales. Cronbach’s alpha reliability was high (ID = 0.96, PD = 0.97, and VI = 0.98). Test–retest correlation analysis showed a satisfactory coefficient (ID = 0.54, p < .05; PD = 0.75, p < .01; and VI = 0.63, p < .01; total of SE-PETE-D = 0.70, p < .01). The type of the students’ disability and the teachers’ adapted physical education (APE) training significantly influenced the teachers’ self-efficacy ( p < .05). The Lithuanian version of the SE-PETE-D appears to be a valid and reliable instrument, enabling future research on Lithuanian PE teachers.

Background. Teacher’s perceptions of Self-efcacy (SE) have been suggested as an important factor in the successful inclusion of students with special educational needs. The purposes of this study were (a) to investigate the validity and reliability of the instrument of physical education teachers’ self-efcacy toward the inclusion of students with Autism Spectrum Disorders (PESEISD-A), using a Lithuanian physical education (PE) teachers’ sample, and (b) to assess relationships between SE scale and subscales. Methods. The English version of the instrument was translated into Lithuanian using the back-translation technique. The participants were 368 PE teachers working in Lithuanian schools (152 males and 216 females), aged between 24 and 65 years (M = 47.09; SD = 9.06). The content and construct validity of the instrument were supported. Results. The results of the factor analysis indicated a one-factor solution for the scale’s SE. Cronbach’s alpha reliability of SE scale and all other subscales was high (α > .93). Test-retest correlation analysis showed a satisfactory coefcient. In this study, positive and signifcant relationships between SE scale, mastery experience, vicarious experience, social persuasion, physiological state, behaviour, and perceived challenges subscales were determined (p < .01). Conclusions. The Lithuanian version of the PESEISD-A appears to be a valid and reliable instrument, enabling future research on Lithuanian PE teachers. Keywords: professional development, special education needs, self-efcacy theory, source of self-efcacy.

The inclusion of children with disabilities in physical education (PE) classes is of the utmost importance and is addressed in teacher training programmes through a range of courses, aimed at providing teachers with knowledge and tools for enhancing inclusion in their PE classes. This paper provides a scoping review of research papers on such courses that are conducted online. The search was conducted through Google Scholar, Sport Discus (via EBSCO Host), and PubMed databases, using two search term clusters: population and subject matter and teaching. Eight articles were then assessed according to participants, programme content and procedures, methodology and instruments, and outcomes and discussion. Four studies provide comparative online/face-to-face courses data between participants. One applied a mixed methods design, three were quantitative, and four were qualitative studies. Most of the findings indicate participant satisfaction with online courses on inclusive PE classes, with scores of knowledge and self-efficacy regarding such inclusion being similar to those seen in face-to-face courses. However, some studies lacked important background variables, such as gender and previous experience working with people with disabilities. The findings of this scoping review highlight several directions for future exploration of such online courses.

In Physical Education (PE), acceptance by and interaction with peers without disabilities is one of the most important factors in determining whether a student with a disability has a successful experience, such as to be perceived as members of the class, to interact with peers, and to feel part of the group. This study establishes the construct validity of a questionnaire in the Spanish language on attitudes toward the inclusion of students with disability in PE, according a model where attitudes are considered to be comprised of three components: cognitive, affective, and behavioral. Nine hundred and seventy-six PE students (491 girls and 485 boys) from eight public educational centers took part in this study. Using Exploratory and Confirmatory Factor Analysis procedures, a two-component model of attitude was confirmed. Therefore this questionnaire may be used for surveying attitudes and measuring attitudinal change of students within the Spanish school system.

Sufficient and regular physical activity is considered a protective factor, reducing the onset of secondary disability conditions in adolescents with chronic diseases and functional limitations. The aim of this study was to explore whether participation in organized sport may be associated to higher levels of physical activity in adolescents with functional limitations, based on a national representative sample. Data from the Health Behaviour in School-aged Children (HBSC) study collected in Finland from two data collection rounds (2002 and 2010) were conducted and pooled from adolescents aged between 13 and 15 years old with functional limitations (n = 1041). Differences in self-reported physical activity over the past week and participation in organized sport activity were analysed for each function. Overall, four in ten (n = 413) participated in organized sport and were significantly (p < 0.001) more physically active (mean = 4.92days, SD = 1.81) than their non-participating (mean = 3.29, SD = 1.86) peers with functional limitations. Despite low population prevalence, adolescents with epilepsy or visual impairments were the least active if they were not participating in organized sport, yet were the most active if they were involved in organized sport. Participating in organized sport appears to be an important factor promoting resources for maintaining recommended levels of physical activity in Finnish adolescents with functional limitations.