|Title||Three frameworks to predict physical activity behavior in middle school inclusive physical education: a multilevel analysis.|
|Publication Type||Journal Article|
|Year of Publication||2013|
|Authors||Jin, J, Yun, J|
|Journal||Adapted physical activity quarterly : APAQ|
|Date Published||2013 Jul|
The purpose of this study was to examine three frameworks, (a) process-product, (b) student mediation, and (c) classroom ecology, to understand physical activity (PA) behavior of adolescents with and without disabilities in middle school inclusive physical education (PE). A total of 13 physical educators teaching inclusive PE and their 503 students, including 22 students with different disabilities, participated in this study. A series of multilevel regression analyses indicated that physical educators' teaching behavior and students' implementation intentions play important roles in promoting the students' PA in middle school inclusive PE settings when gender, disability, lesson content, instructional model, and class location are considered simultaneously. The findings suggest that the ecological framework should be considered to effectively promote PA of adolescents with and without disabilities in middle school PE classes.