Evidence map›Paper›PMID 36507010›Full record

ArticleFrontiers in psychology2022

Physical education teachers' attitudes toward inclusion of students with disabilities in Saudi Arabia.

Majed M Alhumaid, Bashaer A Althikr Allah, Abeer A Alhuwail, Maryam A Alobaid, Naflah N Abu Hamad, Zainab A Alsalman, Sarah S Alqahtani, Ayat M Alherz, Walla M Alwael, Aeshah K Alhelal and 22 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

32 authors.

Majed M AlhumaidDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Bashaer A Althikr AllahDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Abeer A AlhuwailDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Maryam A AlobaidDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Naflah N Abu HamadDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Zainab A AlsalmanDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Sarah S AlqahtaniDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Ayat M AlherzDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Walla M AlwaelDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Aeshah K AlhelalDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Sheikh A AlsubaieDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Maryam S AlwarthanDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Fay O AlnaeemDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Shamma H AleidDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Sara Y AlmuhaisenDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Atheer A AlobaydullahDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Ameera R AlzamamiDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Shuaa A AlqadiriDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Shoug H AlsubhiDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Abeer M AlshikhDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Khulud K AlmazruiDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Madhawi A AlamerDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Afrah M AlfadhelDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Areej R Al-SariDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Reamah S AlqatariDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Fatema A AlmaghrabiDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Sara M AlfahaidDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Jailan A AlhashimDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Hawra A AlsalmanDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Amnah A AlmatarDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Najla M AlmutiriDepartment of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia.
Tânia BastosCentre of Research, Education, Innovation, and Intervention in Sport, Faculty of Sport, University of Porto, Porto, Portugal.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The attitudes of physical education (PE) teachers toward inclusion are critical to the successful provision of inclusive teaching for students with disabilities. Therefore, the purpose of this study was to investigate the attitudes of Saudi Arabian PE teachers toward the inclusion of students with disabilities in PE classes and the effect of sociodemographic variables (e.g., gender and length of teaching experience) on their attitudes toward inclusion. A total of 1,314 PE teachers (

Indexed as

children with disabilitiesdisabilityinclusioninclusive physical educationphysical educators

Identifiers

PMID36507010
PMCPMC9730338

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.