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Thesis (MScSportSc) -- University of Stellenbosch, 2003. / ENGLISH ABSTRACTThe purpose of this study was to determine whether or not inclusion opportunities would improve the attitudes of children with disabilities and children without disabilities towards inclusion in physical activities. A total of 75 pre-and 71 post-test questionnaires were completed. Thirty-nine pre-test and 37 post-test questionnaires were completed by participants with disabilities and 36 pre-test and 34 post-test questionnaires were completed by participants without disabilities. All participants were pre-tested by means of questionnaires presented to them prior to each inclusion opportunity and were post-tested by means of questionnaires presented to them on the day of the inclusion opportunity, once the event was completed. All questionnaires were developed by the researcher and have not been used previously for any other study of this kind. Results revealed that: 1. Attitudes in both the participants without disabilities and participants with disabilities changed after attending the inclusion opportunities. 2. There was a reduction in negative attitudes in both participating groups towards inclusion in physical activities. 3. Participants associated the inclusion opportunities with positive categories such as enjoyment, friendship and play. 4. There was a positive response to suggestions of participation in future inclusion opportunities. Based on the results determined, it was concluded by the researcher that inclusion opportunities do improve attitudes of children with and children without disabilities towards participating in inclusive activities, specifically physical activities. Further research in South Africa should however be conducted to determine the long-term effects of participation in inclusion opportunities on children with and without disabilities. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om te bepaal of inklusiewe geleenthede die gesindhede van kinders met gestremdhede en kinders sonder gestremdhede kon verbeter met betrekking tot die beginsel van inklusiewe onderrig. 'n Totaal van 75 pre- en 71 post-toetse is gevoltooi. Nege en dertig pre-toetse en 37 post-toetse is deur deelnemers met gestremdhede voltooi en 36 pretoetse en 34 post-toetse deur deelnamers sonder gestremdhede. Aile deelnemers is vooraf getoets deur middel van vraelyste wat voltooi is voor die aanvang van elke geleentheid. Na die voltooing van elke geleentheid het aile deelnemers weer 'n vraelys voltooi. Die vraelyste is deur die navorser ontwikkel en is nog nooit voorheen gebruik vir hierdie tipe studie nie. Resultate van hierdie studie het aangetoon dat: 1. Gesindhede van kinders met gestremdhede en van kinders sonder gestremdhede het verbeter na deelname in hierdie geleenthede. 2. Daar was 'n vermindering in negatiewe houdings van kinders met gestremdhede en kinders sonder gestremdhede na insluiting in hierdie gemeenskaplike aktiwiteite. 3. Deelnemers het hierdie gesamentlike geleenthede geassosieer met postitiewe ervarings soos genot, speel en nuwe vriendskappe. 4. Daar was positiewe voorstelle van deelname in verderer gesamentlike geleenthede. Na aanleiding van hierdie resultate, is dit duidelik dat inklusiewe fisieke aktiwiteitsgeleenthede die gesindhede van kinders met en kinders sonder gestremdhede, positief van beinvloed. Verdere navorsing om die langtermyn effek van inklusiewe geleenthede op Suid-Afrikaanse kinders met en sonder gestremdhede te bepaal, sal egter steeds nodig wees.

published_or_final_version / Education / Master / Master of Arts in Education

The role of a best friend for students with and without a disability in inclusive physical education has been conspicuously neglected in sport psychology and adapted physical activity research. Although the last decade has seen an increase in empirical research pertaining to the perceived experiences of students with a physical disability in inclusive physical education (Blinde & McCallister, 1998; Goodwin & Watkinson, 2000; Hutzler, Fliess, Chacham, & Van den Auweele, 2002), the effect of a best friend for both students with and without a disability has generally been overlooked. Thus the current study compared friendship in inclusive physical education from the perspective of students with (n=8) and without (n=8) physical disabilities. All participants attended a reversely integrated school and were interviewed using an unstructured, open-ended interview format. An interview guide from Weiss, Smith, and Theeboom (1996) that explored friendship in the sport domain was adapted to account for the context of inclusive physical education. Four categories emerged from the analysis: spectrum of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. Specifically, similarities and differences were noted in best friendship, between the two groups regarding physical activity patterns, and features of best friendship valued in physical education.

Thesis (Ed. D.)--State University of New York at Binghamton, School of Education, 2008. / Includes bibliographical references.

Thesis (M.S.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 63-68). Also available on the World Wide Web.

Thesis (M.S.)--Oregon State University, 2006. / Includes bibliographical references (leaves 86-92).

Thesis (M.S.)--Oregon State University, 2006. / Includes bibliographical references (leaves 63-68).

Thesis (M.S.)--Oregon State University, 2006. / Includes bibliographical references (leaves 63-68). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Oregon State University, 2006. / Includes bibliographical references (leaves 86-92). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.