STRUCTURE OF A QUESTIONNAIRE ON CHILDREN ’ S ATTITUDES TOWARDS INCLUSIVE PHYSICAL EDUCATION ( CAIPE-CZ )

BACKGROUND: The process of educating children with and without disabilities together has had many titles in the past, starting with mainstreaming, changing into integration and fi nally arriving at the current title of inclusion. While inclusion has become widespread, studies aiming to help us understand this phenomenon and variables that infl uence it have been limited mainly to the study of inclusion as a process and attitudes of teachers towards inclusive physical education. In order to study inclusion we also need to have questionnaires to measure the beliefs of children without disabilities. OBJECTIVE: The purpose of this study was to translate and modify the CAIPE-R instrument, to describe the structure of its components and to compare the structure of CAIPEʼs Czech version (CAIPE-CZ) to the original instrument. METHODS: The original questionnaire, CAIPE-R (Block, 1995), was modifi ed and translated using a standard back translation procedure. Data were collected from 140 girls (mean age 13.12 years, SD = 1.61) and 146 boys (mean age 13.26 years, SD = 1.48) and analyzed using SPSS-PC 19.0 software. RESULTS: The results of principal component factor analysis with Varimax rotation have proven the two component structure of the CAIPE-CZ questionnaire. The fi rst four items are loaded in one factor which was titled as “General beliefs about inclusion in physical education“. In contrast with the original CAIPE-R questionnaire, the fi fth and sixth items are loaded to the second component together with 4 other items. This component was titled “Beliefs about actual behavior”. CONCLUSION: CAIPE-CZ was translated using a standardized procedure and shows a high internal consistency and is also sensitive to detecting diff erences between groups of children with personal experiences with students with disabilities and those without such experiences. Thus CAIPE-CZ is ready to use for future studies about the attitudes of children towards inclusive physical education.


INTRODUCTION
International studies (Kudláček, Válková, Sherrill, Myers, & French, 2002;Lienert, Sherrill, & Myers, 2001;Meegan & MacPhail, 2006or Smith, 2004) tell us that with a growing number of students with disabilities being included in general education, more and more physical education teachers face the reality of teaching these students together with students without disabilities.In most cases teachers cannot make decisions as to whether to include or not a student with a disability in their class, they can only decide to which extent to include this student (Lienert et al., 2001).The process of educating children with and without disabilities together has had many titles in the past starting with mainstreaming, changing into integration and fi nally arriving to the current title of INCLUSION.This term is almost universally accepted in English terminology, however, in some countries diff erent names (e. g. integration) are still used preferably.While inclusion has become a widespread phenomenon (Block, 2007;Sherrill, 2004), stud-ies aiming to help us understand this phenomenon and variables that infl uence it have been limited.A recent review of studies on inclusion from 1995 to 2005 by Block and Obrusníková (2007) distinguished six focus areas of the state of knowledge -(a) support; (b) eff ects on peers without disabilities; (c) attitudes and intentions of children without disabilities; (d) social interactions; (e) ALT-PE of students with disabilities; and (f) training and attitudes of GPE teachers.In this article we are interested in one of the key areas titled -attitudes and intentions of children without disabilities toward inclusive physical education.
In literature focused on adapted physical activity attitudes toward participation in physical activity and attitudes toward inclusion a very important part is played by what is considered to be one of the key competencies of physical educators (Hutzler, 2003;Sherrill, 2004) and that is this important variable infl uencing the behavior and interaction of peers without disabilities in inclusive physical education.Founders of social psychology Krech and Crutchfi eld (1948, p. 152) defi ned attitudes as: "An enduring organization of motivational, emotional, perceptual, and cognitive processes with respect to some aspect of the individual world."Belief was defi ned by Krech and Crutchfi eld (1948) as an enduring organization of perception and cognition.They also used the term belief as a representation of (a) knowledge, (b) opinions, and (c) faith.Opinion was said to be a "…special kind of belief, which may persist in a stable way for the individual over a period of time" (Krech & Crutchfi eld, 1948, p. 158).In a later phase of attitudinal inquiry, a multicomponent view of attitudes was adopted almost universally.Attitudes were conceptualized as (a) a person's beliefs about an object, (b) a person's feelings toward the object, and (c) action tendencies with respect to the object (Ajzen & Fishbein, 1980, p. 19).Attitudinal research in adapted physical activity has focused on the past twenty years in attitudes of physical education teachers starting with research utilizing the theory of planned behavior by Terry Rizzo (1984) followed by the in line of research using the theory of reasoned action (Downs & Williams, 1994;Rizzo & Kirkendall, 1995;Rizzo & Vispoel, 1991;Rizzo & Wright, 1988).In a Czech context, attitudes of physical educators towards inclusion were studied by Kudláček et al. (2002) and recently by Kudláček (2007).Participation in inclusive physical education in the Czech lands was also studied by Halamičková and Válková (2003).
Studies of students in relation to inclusive physical education focus predominantly on experiences of students with special educational needs (Goodwin, 2000;Goodwin & Watkinson, 2001).Block and Vogler (1994) and Obrusníková, Válková, and Block (2003) focused on the impact of inclusion on students without disabilities.In order to study the impact of inclusive physical education on students' attitudes we need a valid and reliable instrument.Such an attitudinal questionnaire entitled CAIPE (Children's Attitude toward Inclusive Physical Education) was developed and validated by American scholar Martin Block (1995).The purpose of this study was to translate the CAIPE-R instrument, to describe the structure of its components, compare the structure of CAIPEʼs Czech version to the original instrument and to compare attitudes of students with and without personal experience with persons with disabilities.

Questionnaire CAIPE
According to Block (1995), the CAIPE-R is generalizable to more than one disability label and appears to be a valid and reliable instrument measuring attitudes of children without disabilities towards including children with disabilities in physical education.The original ver-sion of the CAIPE-R, a validated attitude survey with an internal reliability coeffi cient of 0.37, a test-retest reliability coeffi cient of 0.78 for the general attitude scale, and a 0.66 internal and 0.56 test-retest reliability coeffi cients for the sport-specifi c scale, is designed to measure childrenʼs attitudes toward having students with disabilities in their regular physical education class (Block, 1995).The questionnaire consists of basic questions, where we were informed about each pupil (name, gender, age, class and place of residence).Further the questionnaire informs us if in his/her family, class or somebody from among his/her friends has the disability.Other information is if the pupil had the contact with children with disability in physical education or in some other subject.Other questions said to us how it is with competitiveness: very competitive (I like to win, and I get very upset if I lose), kind of competitive (I like to win, but it is OK if I lose sometimes), not competitive (It really doesnʼt matter to me if I win or lose; I just play for fun).The next questions were about a boy named Peter, who has a disability and can go to physical education.Before the children enter their answers into the questionnaire, they were read to about Peter using the following text: "Peter is the same age you are.However, he cannot walk, so he uses a wheelchair to get around.Peter likes playing the same games you do, but he does not do very well in the games.Even though he can push his wheelchair, he is slower than you and tires easily.He can throw a ball, but not very far.He can catch balls that are tossed straight to him, and he can hit a baseball off a tee, but he cannot shoot a basketball high enough to make a basket.Because his legs do not work, he cannot kick a ball."

Modifi cation and translation of the instrument
CAIPE-R was initially modifi ed by a group of European experts in the project Paralympic School Day as CAIPE-R uses baseball related items, a sport not widely used in European physical education.Based on personal communication with the author of a questionnaire modifi cation using basketball, a new version was developed by a group of four experts, who were university teachers holding PhDs. in adapted physical activity from the Czech Republic, Belgium, Latvia and Greece.The modifi ed CAIPE-R was translated from English to Czech using standard back translation procedures suggested by Banville, Desrosiers, and Genet-Volet (2000).
"The four translators were bilingual university academic staff in kinesiology.First, two translators (A and B) translated the original English version of the CAIPE-R questionnaire into the Czech language.The following instruction was given to the translators: "The literal translation was neither essential nor desired.Please look for the meaning of the statement rather than the word for word translation."When translators A and B fi nished, they compared their versions and engaged in a discussion to arrive at agreement.The Czech version of the CAIPE questionnaire was then given to two other bilingual persons (C and D) who translated the instrument back to English.Translators C and D did not know the original version.If the meaning of the retranslated statement was the same as the original, the translated statement was kept.If the meaning was diff erent, the committee consisted of a principal investigator and translator A revised the translated version so that, when retranslated into English, its meaning was identical to that of the original version" (Kudláček et al., 2002, p. 285).

Participants
Data were collected from 140 girls (mean age 13.12 years, SD = 1.61) and 146 boys (mean age 13.26 years, SD = 1.48).Fifty six students had previous experiences with students with disability in their physical education class and 230 students did not have such experience.Students were selected from a school which signed up for the program Paralympic School Day.Data for this article were collected prior to the program Paralympic School Day.

Statistical analysis
In order to describe the structure of the translated questionnaire we have used the factor analysis test using SPSS PC 19.0 principal component extraction with varimax rotation.For comparison of the attitudes of students with and without personal experience with persons with disabilities, an independent sample t-test with a set value of statistical signifi cance below 0.05 in SPSS PC 19.0 was utilized.

RESULTS
Following the structure of CAIPE-R we have compared students who had personal experience with students with disabilities with those who did not have such personal experience using the t-test in SPSS-PC 19.0.The overall results were not signifi cantly diff erent, but the analysis of separate items favored students with personal experience (TABLE 1) with two items showing signifi cant diff erences.
CAIPE-CZ shows high internal consistency analyzed by means of Cronbach alpha (α = 0.84).Factor analysis was done in agreement with the attitudinal studies of Block (1995) and Kudláček (2007) using principal component factor analysis with Varimax rotation.The results prove the two component structure of the CAIPE-CZ questionnaire (TABLE 2).
This structure is similar to the original CAIPE-R scale by Block (1995).However items were structured in a slightly diff erent way.Item no. 10 (in basketball it would be good if nobody could steal the ball from Peter while passing) did not load and thus we suggest leaving this item out of the CAIPE-CZ questionnaire.The fi rst four items loaded in one factor which was entitled as "General beliefs about inclusion in physical education".In contrast to the original CAIPE-R questionnaire, the fi fth and sixth items loaded to the second component together with the other 4 items.This component was entitled "Beliefs about actual behavior".

DISCUSSION
The purpose of this study was to translate the CAIPE-R instrument, to describe the structure of its components, compare the structure of CAIPEʼs Czech version to the original instrument and compare attitudes of students with and without personal experience with persons with disabilities.Translation was done using a procedure outlined by Banville et al. (2000) and the CAIPE-CZ shows a high internal consistency comparable to the original CAIPE-R (Block, 1995).In contrast to CAIPE-R components, CAIPE-CZ consists of slightly diff erent items, which were named -(a) general beliefs about inclusion in physical education and (b) beliefs about actual behavior while Block (1995) divided CAIPE-R into two components -(a) beliefs about inclusion and (b) beliefs about sport specifi c rule modifi cations.The study shows also diff erences between groups of students with and without experience with children with physical disabilities.The availability of a questionnaire focused on attitudes of children without disabilities is a foundation for further studies aimed at specifi c intervention programs or pre-conditions of inclusive physical education.The questionnaire CAIPE-CZ has been already utilized for studies of the impact of the Paralympic School Day in the Czech Republic on attitudes towards inclusion (Xafopoulos, Kudláček, & Evaggelinou, 2009;Yang, Kudláček, & Ješina, 2010).

CONCLUSIONS
CAIPE-CZ was translated using a standardized procedure and shows a high internal consistency and is also sensitive to detecting diff erences between groups of children with personal experience with students with disabilities and those without such experience.Thus CAIPE-CZ is ready to use for future studies about the attitudes of children towards inclusive physical education.A limitation of this study of the instrument CAIPE-CZ and the original instrument CAIPE-R is in the description of the student with physical disabilities using a vignette.On one hand some students without disabilities might have problems imagining the student with a physi-  cal disability and at the same time the vignette focuses on the limitations of the student with a physical disability in participation and thus can negatively infl uence their responses.In future studies of the attitudes of children without disabilities in inclusive physical education, we suggest translating and utilizing the Adjective checklist by Siperstein (1980) and the theoretically sound TPB scale measuring children's intentions to play with a hypothetical peer with a disability in inclusive physical education recently developed by Obrusníková, Block, and Dillon (2010).

Scientifi c orientation
Social-psychological dimensions of disability and sport, recreation and physical education, comparative studies of adapted physical activities, inclusion of people with disabilities through physical education.First-line publication Kudláček, M. (2011)

It would be OK having Peter come to my P. E. class.
TABLE1Descriptive statistics on CAIPE-CZ items of students with and without personal experience with peers with disability

TABLE 2
Component loadings, eigenvalues and percentages of variance using principal component extraction with varimax rotation for total composite scores Item # means the number of the statement on the questionnaire.The order of items is available in TABLE 1.