The influence of school inclusive education climate on physical education teachers' inclusive education competency: The mediating role of teachers' agency.

Introduction: Teachers' inclusive education competency is the key to the successful implementation of inclusive education. Under the background of China's vigorous development of inclusive education, the influence mechanism of inclusive education competency of Chinese physical education teachers has not been paid attention to. The present study concentrates on the relationships between school inclusive education climate, physical education teachers' agency, and inclusive education competency. Methods: Data were collected from 286 primary and junior high school physical education teachers through nationwide convenience sampling on the Internet in China by completing the School Inclusive Education Climate Scale, Physical Education Teachers' Agency Scale, PE Teachers' Inclusive Education Competency Scale. Results: Results of structural equation modelling revealed that school inclusive education climate had a significant effect on physical education teachers' agency. School inclusive education climate had a significant influence on physical education teachers' inclusive education competency. The mediation effect of physical education teachers' agency on the relationship between school inclusive education climate and inclusive education competency was significant as well. Discussion: These results demonstrate that school inclusive education climate plays a direct and indirect role in promoting physical education teachers' inclusive education competency.

What Matters on Rural Left-Behind Children's Problem Behavior: Family Socioeconomic Status or Perceived Discrimination.

With the acceleration of China's industrialization and urbanization, there is a large number of left-behind children in China who are reported with more challenges in development. The study aims to analyze the differences in family socioeconomic status (SES) and discrimination perception between left-behind children and non-left-behind children and further explore whether SES or discrimination perception has a greater impact on the problem behaviors of left-behind children. We found the family SES of left-behind children was significantly lower than that of non-left-behind children; left-behind children's perceived discrimination was significantly higher than that of non-left-behind children; perceived discrimination of left-behind children had a greater impact on their problem behavior than the family SES.

Configurations of actual and perceived motor competence among elementary school children in China: differences in physical activity.

Background: Actual motor competence (AMC) and perceived motor competence (PMC), as determinants of children's active participation in physical activity (PA), were important for children's healthy development. The correlation between the two had been confirmed. To further understand this relationship, this study investigated the current status of AMC, PMC, and PA in Chinese school-age children, used a person-centered approach to reveal the characteristics of the development of motor competence (MC) in Chinese school-age children and the differences in the level of PA among different MC profiles of children. Materials and methods: A total of 532 children (age: M = 9.37, SD = 1.80 years-old) from grades 1 to 6 participated in this cross-sectional study (male, n = 284, 53.4%; female, n = 248, 46.6%). The Test of Gross Motor Development-3 (TGMD-3) was used to measure children's AMC, the Pictorial Scale of Perceived Movement Skill Competence (PMSC) to measure children's PMC, and the revised Chinese version of Physical Activity Questionnaire for Older Children (PAQ-C) to assess children's PA levels. Results: There were some gender differences in AMC but no significant gender differences in PMC and PA in children. AMC and PA levels increased as the children aged, while PMC showed some decline. Cluster analysis identified four groups of children with different MC profiles. Two groups of children had corresponding AMC and PMC levels (the "high-high" cluster, N = 200, 38.91%; the "low-low" cluster, N = 63, 12.26%), and the other two groups were inconsistent in AMC and PMC (the "high-low" cluster, N = 100, 19.46%; the "low-high" cluster, N = 151, 29.38%). Significant differences in PA levels were found between children with different MC profiles. The "high-high" cluster children had the highest PA levels, whereas the "low-low" cluster children demonstrated the lowest PA levels. Conclusion: AMC, PMC, and PA in Chinese school-age children were consistent with the pattern of child growth and development. Children with high AMC and high PMC usually had high levels of PA. Therefore, it was recommended to seize the best opportunity to intervene with children, and family, school, and community should synergize to help children improve AMC and PMC, and then actively participate in PA.