Perceptions of educators regarding level of knowledge in adapted physical education: a pilot study

Introduction: The configuration of training programs of educators regarding teaching students with disabilities presupposes the previous recording of the existing situation concerning the sufficiency of training that PE teachers received regarding disability issues. before the application of intervention programs can be possible. Purpose: The purpose of the study was to create a reliable instrument examining perceptions of physical education teachers concerning the level of knowledge they received in adapted physical education. Method: A questionnaire of 30 items was filled by 94 physical education teachers (53 men, 41 women). Results: Factor analysis resulted to a 30 items’ questionnaire with Cronbach’s α reliability analysis revealing a high internal consistency of the 3 consisting factors related to the perceived level of knowledge, cooperation and organization ability and perceived importance of adapted physical education training.. Statistically significant differences were noted in all factors in relation to previous teaching experience with children with disabilities. PE teachers with specialty other that adapted physical education perceived themselves as having more knowledge (t =6.97, df = 92, p = .000) and ability to cooperate (t =4.87, df = 92, p = .000) whereas they gave more importance in training (t =2.64, df = 92, p = .000). Conclusions: In conclusion, previous teaching experience and specialty emerged as important factors that determined the perceived education sufficiency of physical education teachers.