Effects of Field-Based Training on Teachers' Knowledge and Attitudes and the Motor Proficiency of Their Handicapped Students

Abstract

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.