The purposes of this study included (a) to determine if the Theory of Planned Behavior (TPB) predicted intentions of individuals with and without disabilities to be physically active, (b) to determine if the TPB predicted behaviors of individuals with and without disabilities to be physically active, and (c) to determine if significant differences were present in physical activity opportunities between inclusive and non-inclusive elementary physical education classes taught by the same teacher. Students (N = 114, ages 10-13) completed questionnaires assessing the TPB constructs and had four days of PA evaluated through pedometer measurements. Analyses revealed that subjective norm and perceived behavioral control predicted studentsʼ intentions to be active, while behavioral intention was the only significant predictor of activity level by step count accrued in PE classes. Finally, the inclusion of students with autism did not significantly affect overall physical activity.
Behavior and Behavior Mechanisms | Disability and Equity in Education | Health Psychology
Kodish, S. R., Hodges-Kulinna., P., Martin, J. J., Pangrazi, R., & Darst, P. (2006). Determinants of physical activity in an inclusive setting. Adapted Physical Activity Quarterly, 23(4), 390-409.