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Statements

Subject Item
n2:RIV%2F61989592%3A15510%2F11%3A33119073%21RIV12-MSM-15510___
rdf:type
n10:Vysledek skos:Concept
dcterms:description
BACKGROUND: The process of educating children with and without disabilities together has had many titles in the past, starting with mainstreaming, changing into integration and finally arriving at the current title of inclusion. While inclusion has become widespread, studies aiming to help us understand this phenomenon and variables that influence it have been limited mainly to the study of inclusion as a process and attitudes of teachers towards inclusive physical education. In order to study inclusion we also need to have questionnaires to measure the beliefs of children without disabilities. OBJECTIVE: The purpose of this study was to translate and modify the CAIPE-R instrument, to describe the structure of its components and to compare the structure of CAIPE's Czech version (CAIPE-CZ) to the original instrument. METHODS: The original questionnaire, CAIPE-R (Block, 1995), was modified and translated using a standard back translation procedure. Data were collected from 140 girls (mean age 13.12 years, SD = 1.61) and 146 boys (mean age 13.26 years, SD = 1.48) and analyzed using SPSS-PC 19.0 software. RESULTS: The results of principal component factor analysis with Varimax rotation have proven the two component structure of the CAIPE-CZ questionnaire. The first four items are loaded in one factor which was titled as %22General beliefs about inclusion in physical education%22. In contrast with the original CAIPE-R questionnaire, the fifth and sixth items are loaded to the second component together with 4 other items. This component was titled %22Beliefs about actual behavior%22. CONCLUSION: CAIPE-CZ was translated using a standardized procedure and shows a high internal consistency and is also sensitive to detecting differences between groups of children with personal experiences with students with disabilities and those without such experiences. Thus CAIPE-CZ is ready to use for future studies about the attitudes of children towards inclusive physical education. BACKGROUND: The process of educating children with and without disabilities together has had many titles in the past, starting with mainstreaming, changing into integration and finally arriving at the current title of inclusion. While inclusion has become widespread, studies aiming to help us understand this phenomenon and variables that influence it have been limited mainly to the study of inclusion as a process and attitudes of teachers towards inclusive physical education. In order to study inclusion we also need to have questionnaires to measure the beliefs of children without disabilities. OBJECTIVE: The purpose of this study was to translate and modify the CAIPE-R instrument, to describe the structure of its components and to compare the structure of CAIPE's Czech version (CAIPE-CZ) to the original instrument. METHODS: The original questionnaire, CAIPE-R (Block, 1995), was modified and translated using a standard back translation procedure. Data were collected from 140 girls (mean age 13.12 years, SD = 1.61) and 146 boys (mean age 13.26 years, SD = 1.48) and analyzed using SPSS-PC 19.0 software. RESULTS: The results of principal component factor analysis with Varimax rotation have proven the two component structure of the CAIPE-CZ questionnaire. The first four items are loaded in one factor which was titled as %22General beliefs about inclusion in physical education%22. In contrast with the original CAIPE-R questionnaire, the fifth and sixth items are loaded to the second component together with 4 other items. This component was titled %22Beliefs about actual behavior%22. CONCLUSION: CAIPE-CZ was translated using a standardized procedure and shows a high internal consistency and is also sensitive to detecting differences between groups of children with personal experiences with students with disabilities and those without such experiences. Thus CAIPE-CZ is ready to use for future studies about the attitudes of children towards inclusive physical education.
dcterms:title
Structure of a questionnaire on children's attitudes towards inclusive physical education (CAIPE-CZ) Structure of a questionnaire on children's attitudes towards inclusive physical education (CAIPE-CZ)
skos:prefLabel
Structure of a questionnaire on children's attitudes towards inclusive physical education (CAIPE-CZ) Structure of a questionnaire on children's attitudes towards inclusive physical education (CAIPE-CZ)
skos:notation
RIV/61989592:15510/11:33119073!RIV12-MSM-15510___
n10:predkladatel
n12:orjk%3A15510
n3:aktivita
n18:S
n3:aktivity
S
n3:cisloPeriodika
4
n3:dodaniDat
n5:2012
n3:domaciTvurceVysledku
n8:5562082 n8:2160439 n8:8937001
n3:druhVysledku
n17:J
n3:duvernostUdaju
n14:S
n3:entitaPredkladatele
n15:predkladatel
n3:idSjednocenehoVysledku
232803
n3:idVysledku
RIV/61989592:15510/11:33119073
n3:jazykVysledku
n4:eng
n3:klicovaSlova
special education; disability; adapted physical education; adapted physical activity
n3:klicoveSlovo
n13:disability n13:special%20education n13:adapted%20physical%20activity n13:adapted%20physical%20education
n3:kodStatuVydavatele
CZ - Česká republika
n3:kontrolniKodProRIV
[5318CDC6FDA9]
n3:nazevZdroje
Acta Universitatis Palackianae Olomucensis. Gymnica
n3:obor
n11:AM
n3:pocetDomacichTvurcuVysledku
3
n3:pocetTvurcuVysledku
3
n3:rokUplatneniVysledku
n5:2011
n3:svazekPeriodika
41
n3:tvurceVysledku
Wittmannová, Julie KUDLÁČEK, Martin Ješina, Ondřej
s:issn
1212-1185
s:numberOfPages
6
n9:organizacniJednotka
15510