Editorial: Addressing the Impact of Urbanization on Health and Well-Being in African and Asian Cities

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dc.contributor.authorDarko, Regina Akuffo
dc.contributor.authorMwangi, Jane
dc.contributor.authorWachira, Lucy-Joy
dc.date.accessioned2023-11-30T09:39:48Z
dc.date.available2023-11-30T09:39:48Z
dc.date.issued2022
dc.descriptionArticleen_US
dc.description.abstractThis study aimed at determining PE student-teachers’ intention of including SWDs in practical PE lessons in Ghana. The study involved student-teachers from two universities that train physical education teachers in Ghana. The study used sequential mixed-method design with a sample of 152 level 300 student-teachers selected using the purposive sampling technique. Student-teachers’ intentions, outcome of intention (behavioural beliefs and perceived control beliefs) as well as predictors of intention to include SWDs were ascertained using the Attitude towards Teaching Individuals with Physical Disabilities in Physical Education (ATIPDPE) instrument. The results indicated that student-teachers’ intention to include SWDs was positive however they had anticipated fear rooted from the inadequacy of their training programme and perceived fear of lack of support in terms of equipment and facilities for effective inclusion. Hierarchical multiple regression analysis indicated that perceived behavioural control belief predicted 14.0% of variance in intention than behavioural beliefs did. This study concludes that student-teachers have positive intention to include SWDs in their PE practical lessons. It is recommended that university coursework in Adapted Physical Education and Special Education should be modelled in line with inclusion principles and practices to help student-teachers to frequently reflect on their beliefs and intentions of teaching SWDs in practical PE lessons.en_US
dc.identifier.citationRegina Akuffo Darko, Jane Mwangi, Lucy-Joy Wachira, Intention of Including Learners with Disabilities in Practical Physical Education Lessons by University Teacher Trainees in Ghana, Education, Vol. 12 No. 1, 2022, pp. 7-15. doi: 10.5923/j.edu.20221201.02.en_US
dc.identifier.otherdoi: 10.5923/j.edu.20221201.02.
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27230
dc.language.isoenen_US
dc.publisherSAPen_US
dc.subjectBehavioural beliefsen_US
dc.subjectInclusionen_US
dc.subjectIntentionen_US
dc.subjectPerceive control beliefsen_US
dc.subjectPhysical educationen_US
dc.subjectStudents with disabilitiesen_US
dc.titleEditorial: Addressing the Impact of Urbanization on Health and Well-Being in African and Asian Citiesen_US
dc.typeArticleen_US
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