Maria Dinold - Academia.edu (original) (raw)

Papers by Maria Dinold

International Journal of Physical Education

educational and social integration of persons with a handicap through adapted physical activity

Inclusive dance encourages participation opportunities for individuals of all abilities. The succ... more Inclusive dance encourages participation opportunities for individuals of all abilities. The success of an inclusive dance environment relies on the pedagogical practices of teachers. The purpose of this article is to discuss the benefits of inclusive dance education across psychomotor, cognitive, affective, and social development domains. Further, this article aims to provide teachers with practical suggestions related to adaptation considerations, instructional language, par ticipation issues, and encouraging social interaction.

Este articulo expone parte de una investigacion titulada ‘Voces Globales acerca de la educacion f... more Este articulo expone parte de una investigacion titulada ‘Voces Globales acerca de la educacion fisica’, con la cual se busca revisar la calidad de la educacion fisica, considerando las voces de profesionales del area. El escrito consta de seis partes: introduccion, metodologia, resultados, discusion, conclusiones y referencias. La introduccion presenta una vision general acerca del estado de la educacion fisica en el mundo con el fin de contextualizar el estudio. Luego se explica la metodologia utilizada para lograr un trabajo de enfoque cualitativo en el cual participaron representantes de 11 paises de America Latina. El instrumento empleado fue la encuesta a partir de tres preguntas: 1. ?Que hace que la educacion fisica / deporte escolar sea de calidad?, 2. ?Cuales son los retos para la educacion fisica / deporte escolar? y 3. ?Como enfrenta/ afronta estos retos? (Ej., estrategias, intervenciones, politicas/ normativas). Los resultados demuestran que existe un bajo estatus de la ...

The works for quality development of physical education turned to be a worldwide concern when UNE... more The works for quality development of physical education turned to be a worldwide concern when UNESCO proposed the International Charter for Physical Education and Sport in 1978. The movement for quality physical education was then established with main focus on different perspectives that covered issues from human right to the curriculum development, teaching, sport coaching, professional training, research and international collaboration and related policy making. The coming of documents such as NASPER’s benchmark in physical education in 2004, UNESCO Report on Quality of Physical Education and Sport (2005), Strategies to Improve the Quality of Physical Education by CDC in 2010 and the recent Quality Physical Education – Guidelines for Policy Makers by UNESCO (2015) were the initiatives to provide rich resources in forming the basic framework for quality development of physical education. Nevertheless, the report on physical education by Ken Hardman in 2008 indicated the worry as “...

The purpose of this research was to look at how physical education teachers perceived quality in ... more The purpose of this research was to look at how physical education teachers perceived quality in physical education and sport, based on their practical experiences. The term “Quality Physical Education and Sport (QPES) came to the attention of UNESCO in 2005 and since then it was indicated various variables that intervene in the process. The International Committee of Sport Pedagogy (ICSP) developed the project to look at how PE teachers in-service viewed the QPES based on their experiences in their countries. This study is based on qualitative research, in which the field work included 436 teachers from 44 different countries; the data was collected at different events through interviews, group discussions and on-line contact. The distinctiveness of this study is the collective voices of teachers and the coincidences in their replies in spite of their different background, cultures and geographical locations.

Building on statements and research findings from the last ten years there is little improvement ... more Building on statements and research findings from the last ten years there is little improvement to report in the field of inclusive physical education (IPE). The legislations of the European countries had changed towards inclusive education in the end of the 1990ies but teacher education and practical realization still seem to stay behind the theoretical intentions. Consulting recent international literature reviews (Block & Obrusnikova, 2007; O’Brien, Kudlacek & Howe, 2009); Kudlacek, Morgulec-Adamowicz & Verellen, 2010) similar problems are confirmed and only few good quality studies are conducted in Europe. Recalling the conclusions of my presentation at the FIE P congress in 2007 • Gap between theory and practice • Stagnation of inclusive developments in PE • PE teachers don’t get sufficient and qualitative education • PE teachers discover their teaching styles through “learning by doing” this contribution will ask questions and will try to suggest provisions for the improveme...

Tanz - Diversität - Inklusion

Positive und motivierende Tanzerfahrungen in einem inklusiven Kontext beruhen auf den pädagogisch... more Positive und motivierende Tanzerfahrungen in einem inklusiven Kontext beruhen auf den pädagogischen Fähigkeiten der Lehrenden (Dinold/Zitomer 2015: 45-50). Erfahrungen aus Unterricht, Bühne und Forschung haben gezeigt, dass eine inklusive Tanzpädagogik das Potenzial hat, zur Verbesserung der Lebensqualität von Menschen mit Behinderung beizutragen, und auch ähnlicher Nutzen für Teilnehmende ohne Behinderung daraus gezogen werden kann. Einige Studien und/oder Beiträge bestätigen die Rolle von Tanz als Förderung der Persönlichkeitsentwicklung von Schüler*innen, wobei Selbstwirksamkeit, Selbstwert, Autonomie, Kognition etc. gemeint sind, in anderen wird tänzerisch-kreative Bewegung als Medium für (interkulturelle) Bildung und Sozialisation oder als Ort ästhetischer Erfahrungen genannt (Reichel 2016; Behrens 2012; Bäcker 2008; Jansen 2012; Fleischle-Braun 2012). Der Aspekt von unterschiedlichen Fähigkeiten bis hin zu Behinderung wird dabei aber kaum oder gar nicht berücksichtigt. Forschungsbeiträge über Tanzen im inklusiven Kontext richten ihre Aufmerksamkeit auf methodisch-didaktische Perspektiven und Konzepte, die einerseits wichtige Einflussfaktoren auf die Persönlichkeitsentwicklung identifizieren (Dinold 2000; Brunnett, 2010) oder andererseits Gelingensbedingungen und Leitungsanforderungen beschreiben (Quinten, 2014). Als oberste Zielorientierung verstehen die meisten Autor*innen, eine freudvolle, sichere und adäquat fordernde Teilhabe für alle Tanzenden zu gewährleisten (Stran/Hardin 2002: 33-35).

Studia sportiva

Dance is known as a phenomenon with manifold appearances, different significances and ways of app... more Dance is known as a phenomenon with manifold appearances, different significances and ways of application. It is part of life, part of regional and local culture, part of gifted artists and can as well as enriches the life of many individuals with disabilities. Motivated by personal experience in practicing, teaching and investigating I would like to present some theoretical as well as practical perspectives of this field. Through recent exchange and cooperation with teachers and researchers in inclusive dance from other continents (Brazil, Canada, China) I could enlarge my view on lived practice and critical reflections about goals and benefits of creative movement and dancing modalities. When including the use of dance and creative movement in adapted/inclusive physical education it seems appropriate to address the as- pects of creativity, the significance of disability and as well the importance of movement in its role for motor and personal development. Starting from these issue...

Inclusive physical education implies the chance to activate positive interpersonal relations betw... more Inclusive physical education implies the chance to activate positive interpersonal relations between children and adolescents with and without disabilities. It moreover offers various opportunities to contribute to every child's personal development. Some findings could be collected in the frame of master theses about the situation in Austria. Studies in three different provinces of Austria used a similar quantitative questionnaire to ask school principals and PE teachers from various types of secondary schools about the degree of participation in inclusive physical education (IPE). This contribution will try to give some examples of important elements which have to be respected for successful inclusion in physical education.

The Tokai Journal of Sports Medical Science, 2002

Building on statements and research findings from the last ten years there is little improvement ... more Building on statements and research findings from the last ten years there is little improvement to report in the field of inclusive physical education (IPE). The legislations of the European countries had changed towards inclusive education in the end of the 1990ies but teacher education and practical realization still seem to stay behind the theoretical intentions. Consulting recent international literature reviews (Block & Obrusnikova, 2007; O’Brien, Kudlacek & Howe, 2009); Kudlacek, Morgulec-Adamowicz & Verellen, 2010) similar problems are confirmed and only few good quality studies are conducted in Europe. Recalling the conclusions of my presentation at the FIEP congress in 2007 • Gap between theory and practice • Stagnation of inclusive developments in PE • PE teachers don’t get sufficient and qualitative education • PE teachers discover their teaching styles through “learning by doing” this contribution will ask questions and will try to suggest provisions for the improvement...

In this article initial results from a joint research project ‘Sharing global voices: Perceptions... more In this article initial results from a joint research project ‘Sharing global voices: Perceptions of physical education and school sport worldwide’ involving four collaborating member associations (IAPESGW -International Association of Physical Education and Sport for Girls and Women, IFAPA -International Federation of Adapted Physical Activity, FIEP – Federation Internationale d'Education Physique / International Federation for Physical Education, and ISCPES - International Society for Comparative Physical Education and Sport) of the International Council for Sport Science and Physical Education (ICSSPE) working group ‘International Committee for Sport Pedagogy’ (ICSP) are reported. Under the leadership of Walter K. Y. Ho (University of Macau) and sponsored by the University of Macau, these four associations developed a project that collected voices of professionals in physical education and school sport throughout the entire world. The purpose was to sample and present the vie...

In order to describe the situation and the value of "disability sport" and "integrative sport" -u... more In order to describe the situation and the value of "disability sport" and "integrative sport" -used in the following as "adapted physical activity" -in Austria and abroad it is important to identify areas and priorities for research. Starting from the actual discussion of terminology the main areas of theory and research concerning pedagogical perspectives (see are mentioned. Two models in which integration and inclusion play leading roles are presented to form an impression of Austrian conditions ("WAT-Projekt and "MiteinanderS"). They should prove that movement concepts for individuals with disabilities within mainstream sport training programs are initiated by people involved in practice. They want to reinforce emancipatory rights of this group of people and to encourage social demands. Therefor it is necessary to follow goals, methods and ways of organization of integrative sport based on an adequate pedagogical concept. At last there is announced the 13 th International Symposium Adapted Physical Activity (ISAPA) 2001 in Vienna and expressed an invitation for participation at this opportunity for interdisciplinary exchange.

International Journal of Physical Education

educational and social integration of persons with a handicap through adapted physical activity

Tanz - Diversität - Inklusion

Studia sportiva

The Tokai Journal of Sports Medical Science, 2002

Building on statements and research findings from the last ten years there is little improvement ... more Building on statements and research findings from the last ten years there is little improvement to report in the field of inclusive physical education (IPE). The legislations of the European countries had changed towards inclusive education in the end of the 1990ies but teacher education and practical realization still seem to stay behind the theoretical intentions. Consulting recent international literature reviews (Block & Obrusnikova, 2007; O’Brien, Kudlacek & Howe, 2009); Kudlacek, Morgulec-Adamowicz & Verellen, 2010) similar problems are confirmed and only few good quality studies are conducted in Europe. Recalling the conclusions of my presentation at the FIEP congress in 2007 • Gap between theory and practice • Stagnation of inclusive developments in PE • PE teachers don’t get sufficient and qualitative education • PE teachers discover their teaching styles through “learning by doing” this contribution will ask questions and will try to suggest provisions for the improvement...