Teacher Perceptions of Physical Activity in Special Education: Beliefs, Barriers, and Implementation Practices

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

While the manuscript addresses a relevant topic and demonstrates structural coherence, it would benefit from a more explicit articulation of the knowledge gap it seeks to address. At present, the manuscript does not sufficiently clarify how it advances or challenges the existing body of literature. To strengthen the scholarly contribution, the author is encouraged to more clearly position the study within the current academic discourse, highlighting its originality and the specific ways in which it extends, refines, or contests prior research. 
A critical aspect that requires significant improvement is the treatment of the data collection instrument. The manuscript does not clearly explain how the instrument was validated, nor does it provide sufficient detail regarding the criteria used to establish its validity and reliability. This omission undermines the methodological rigor of the study and raises concerns about the trustworthiness of the findings. The author is strongly encouraged to elaborate on the validation process, including the specific procedures and standards applied, in order to ensure transparency and enhance the credibility of the research.
The discussion is generally well structured and coherent; however, the authors are encouraged to integrate insights from the Global Matrix on Physical Activity for Children and Youth, as well as other relevant global reports and frameworks. Incorporating these sources could enrich the contextualization of the findings and strengthen the international relevance of the study. For example, recent publications from the Active Healthy Kids Global Alliance or WHO global physical activity surveillance data could provide valuable benchmarks and comparative perspectives

Author Response

Please see the attachment

Thank you 

Author Response File: Author Response.pdf

Reviewer 2 Report

Comments and Suggestions for Authors

This paper investigates how special-education teachers in northern Israel perceive the emotional and social benefits of embedding teacher-initiated physical activity (PA) into their classrooms, and how those perceptions—and related implementation practices—vary by teaching experience and by educational level (elementary vs. secondary).

Purpose:

1) To document teacher beliefs about PA’s role in fostering emotional resilience and social inclusion among students with special educational needs and disabilities (SEND).

2)To describe the types of PA activities teachers prefer and report using.

3) To examine whether teachers with more experience—and those in secondary settings—endorse PA more strongly and implement it more fully than less-experienced or elementary teachers.

Although extensive research documents PA’s cognitive, emotional, and social benefits for children with SEND, few studies have examined the teacher-driven side of PA integration—how classroom teachers actually think about, prioritize, and deliver movement-based activities. In particular, no prior work has applied ecological and social-cognitive frameworks to explore both belief and practice among special-education teachers in the Israeli context.

The conclusions are fully in line with the results.

Recommendations:

1) Brief quantitative summaries of the specific infrastructure and training gaps (e.g., percent reporting “insufficient space”) would sharpen the policy implications.

2) Although teachers hinted at cognitive benefits, a few targeted items could capture perceived effects on attention or executive function and strengthen the neuroeducational argument.

3) Acknowledge more directly that classroom observations or lesson-log diaries would be needed to verify that positive beliefs translate into sustained practice.

This study fills a critical gap by documenting teacher-side dynamics in PA integration for students with SEND. Its findings support both theoretical models and practical calls for tiered professional development, infrastructure investment, and policy mandates to ensure that movement-based interventions become an accessible, evidence-based cornerstone of inclusive special-education practice.

Author Response

Please see the attachment.

Thank you

Author Response File: Author Response.pdf

Round 2

Reviewer 1 Report

Comments and Suggestions for Authors

Authors,

This manuscript represents a valuable contribution to the study of teacher perceptions regarding physical activity in special education, offering a solid theoretical foundation and a contextually relevant focus for the educational system. The integration of conceptual frameworks is commendable, as are the enhancements made to the instrument employed. The overall structure of the article has improved and is coherent. The revised introduction and discussion effectively link the findings to recent literature, thereby strengthening the manuscript’s academic relevance.

To further enhance the impact and clarity of your work, I encourage you to consider the following refinements. In the introduction, and particularly within the literature review, the identification of the research gap could be deepened. More clearly distinguishing between international findings and those specific to the Israeli context would sharpen the contribution. Incorporating higher-quality evidence, such as systematic reviews and relevant meta-analyses, would also strengthen the scholarly foundation.

In the methodology section, it would be beneficial to expand the rationale for the use of convenience sampling and reflect on its representativeness—perhaps with greater emphasis in the limitations section. Along with similar lines, acknowledging potential biases arising from the composition of the sample would add transparency.

In the discussion, the explicit connection between your findings and the proposed theoretical frameworks could be reinforced. Causal interpretations should be avoided when discussing correlational results, and the practical implications could be enriched with concrete examples of adapted activities for different educational levels. Unexpected findings—such as the low preference for team sports—deserve more in-depth examination to explore their possible causes and implications.

Overall, this study makes a relevant and timely contribution that could be further strengthened through these adjustments, thereby enhancing its methodological rigor, clarity of exposition, and practical applicability. I trust that these final suggestions will prove useful in refining your manuscript

Author Response

Please see the attachment

Author Response File: Author Response.pdf