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Promoting Parent-Teacher Communication within Adapted Physical Education Using the Media Richness Theory

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Title: Promoting Parent-Teacher Communication within Adapted Physical Education Using the Media Richness Theory
Language: English
Authors: Ku, Byungmo (ORCID 0000-0002-0668-9190), Case, Layne (ORCID 0000-0002-1162-7672), Sung, Ming-Chih
Source: Journal of Physical Education, Recreation & Dance. 2021 92(8):15-20.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 6
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Parent Teacher Cooperation, Interpersonal Communication, Adapted Physical Education, Students with Disabilities, Physical Activities, Computer Mediated Communication, Telecommunications, Meetings, Videoconferencing, Electronic Mail, Video Technology, Health Promotion, Physical Education Teachers
DOI: 10.1080/07303084.2021.1962447
ISSN: 0730-3084
Abstract: The Media Richness Theory (MRT) is an important framework that has been used to explain how teachers and/or parents may use media to communicate with each other. Choosing an inappropriate medium may instead oversimplify or overcomplicate information, which may negatively influence a child's participation in physical activity. The purpose of this article is therefore to describe practical examples for adapted physical education teachers to communicate with parents regarding child physical activity using the MRT.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1316754
Database: ERIC
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  Value: <anid>AN0153218778;erd01oct.21;2021Oct28.03:11;v2.2.500</anid> <title id="AN0153218778-1">Promoting Parent–Teacher Communication Within Adapted Physical Education Using the Media Richness Theory </title> <p>The Media Richness Theory (MRT) is an important framework that has been used to explain how teachers and/or parents may use media to communicate with each other. Choosing an inappropriate medium may instead oversimplify or overcomplicate information, which may negatively influence a child's participation in physical activity. The purpose of this article is therefore to describe practical examples for adapted physical education teachers to communicate with parents regarding child physical activity using the MRT</p> <p>It is widely known that regular physical activity (PA) participation provides multiple benefits, including improvements in cardiovascular function (Oliveira et al., [<reflink idref="bib15" id="ref1">15</reflink>]), mental health and weight management, for all children (Centers for Disease Control and Prevention, 2015). Unfortunately, recent nationally representative data indicate that most children with and without disabilities do not meet current PA guidelines of at least 60 min of moderate-to-vigorous physical activity daily (Case et al., [<reflink idref="bib4" id="ref2">4</reflink>]; Kann et al., [<reflink idref="bib10" id="ref3">10</reflink>]). In response to low PA levels among children with and without disabilities, it is recommended that schools use Comprehensive School Physical Activity Programs to increase daily PA (SHAPE America – Society of Health & Physical Educators, [<reflink idref="bib18" id="ref4">18</reflink>]). In alignment with Family and Community Engagement in a Comprehensive School Physical Activity Program, in particular, it is strongly recommended that adapted physical education (APE) teachers collaborate with parents of children with disabilities to promote out-of-school PA behaviors (An & Goodwin, [<reflink idref="bib2" id="ref5">2</reflink>]; An & Hodge, [<reflink idref="bib3" id="ref6">3</reflink>]).</p> <p>Practitioners have stressed that effective communication is an important starting point for successful collaboration between APE teachers and parents to promote PA. Egan and Miller ([<reflink idref="bib8" id="ref7">8</reflink>]) suggested several practical strategies for teachers to increase communication with parents, including parent–teacher conferences, parent surveys and informing parents of PA opportunities through social media. Columna et al. ([<reflink idref="bib6" id="ref8">6</reflink>]) also provided several strategies, such as making phone calls, writing notifications and identifying school personnel who can translate documents, aimed at improving communication between PE/APE teachers and non-English-speaking parents. Additionally, the literature offers valuable examples for how parents and families can be involved in their children's PA (e.g., Egan & Miller, [<reflink idref="bib8" id="ref9">8</reflink>]). Despite considerable recommendations to improve communication, however, APE teachers may not be familiar with what to communicate to parents of children with disabilities in regard to promoting PA behaviors (An & Hodge, [<reflink idref="bib3" id="ref10">3</reflink>]). Moreover, with the evolving nature of technology, there are unique challenges in regard to <emph>how</emph> or with which media teachers can best communicate with parents. The goals of the current article are therefore to (a) describe the important influence of parents on PA behaviors among children with disabilities and (b) offer practical strategies to APE teachers for communicating with parents about their child's PA based on the media richness theory (MRT; Daft & Lengel, [<reflink idref="bib7" id="ref11">7</reflink>]).</p> <p> <emph>The Role of Parents in Physical Activity Behaviors in Children With Disabilities.</emph> There are various ways in which parents can influence PA behaviors of children with disabilities (Ku et al., [<reflink idref="bib11" id="ref12">11</reflink>]; Ku & Rhodes, [<reflink idref="bib12" id="ref13">12</reflink>]). The research includes four themes: (a) parental support, (b) perceived importance of PA, (c) PA opportunities and (d) doing PA together.</p> <p> <emph>Parental Support.</emph> The more parents support their child with a disability, such as purchasing equipment, paying participation fees or positively reinforcing active behaviors, the more likely their children are to participate in PA (Ku et al., [<reflink idref="bib11" id="ref14">11</reflink>]; Siebert et al., [<reflink idref="bib19" id="ref15">19</reflink>]).</p> <p> <emph>Perceived Importance of PA.</emph> There is a significant association between parental perceived benefits of PA and PA behaviors of children with disabilities (Pitchford et al., [<reflink idref="bib16" id="ref16">16</reflink>]). In other words, if parents consider PA to be important for their own health, they may be more likely to have similar feelings and make similar decisions about their child's PA.</p> <p> <emph>PA Opportunities.</emph> Knowing information about inclusive PA programs and disability-knowledgeable PA professionals are both facilitators for parents of children with disabilities to allow or encourage their children to participate in PA (Alexander & Leather, [<reflink idref="bib1" id="ref17">1</reflink>]; Shields & Synnot, [<reflink idref="bib18" id="ref18">18</reflink>]). It is therefore important for parents of children with disabilities to know of appropriate and accessible PA opportunities.</p> <p> <emph>Doing PA Together.</emph> Ku et al. ([<reflink idref="bib11" id="ref19">11</reflink>]) recently indicated that children with disabilities are more likely to participate in PA when their parents also participate, because parents can be important role models to their children with disabilities.</p> <p>Given the important role of parents for child PA, researchers have suggested some strategies for effective communication between APE teachers and parents of children with and without disabilities, including using social media to share opportunities and implementing two-way communication (Columna et al., [<reflink idref="bib6" id="ref20">6</reflink>]; Egan & Miller, [<reflink idref="bib8" id="ref21">8</reflink>]). However, these strategies are not supported by theory or evidence and may be outdated given recent dependency on and advances in technology. In fact, technological advances, including the use of computer-mediated communication and smartphones, alter the ways in which people choose to communicate with one another, potentially influencing parent–teacher communication (Thompson et al., [<reflink idref="bib21" id="ref22">21</reflink>]). Nevertheless, it is essential that APE teachers have the skills to communicate and collaborate with parents in order to appropriately support their students (Columna et al., [<reflink idref="bib6" id="ref23">6</reflink>]; Lytle et al., [<reflink idref="bib13" id="ref24">13</reflink>]). In support of prioritizing communication with parents, MRT (Daft & Lengel, [<reflink idref="bib7" id="ref25">7</reflink>]) may help APE teachers to effectively communicate with parents of children with disabilities.</p> <p> <emph>Media Richness Theory.</emph> MRT is an important framework that has been used in other literature to explain how teachers and/or parents select media to communicate with each other (Thompson et al., [<reflink idref="bib21" id="ref26">21</reflink>]). MRT specifically explains how the "richness" of a communication medium influences effective communication. In general, people tend to select a medium based on the (a) <emph>richness</emph> of the medium and (b) <emph>perceived complexity</emph> of the conversation. When an appropriate medium is selected, people are more likely to gain mutual understanding and meaning from the communication. Alternatively, when a medium with an inappropriate level of richness is selected, there may be confusion, misinterpretation, or oversimplification of the given or received message. Regarding parent–teacher communication about PA, an inappropriate medium could lead to decreased opportunities for children with disabilities to engage in sufficient PA.</p> <p> <emph>Medium Richness.</emph> According to the theory, communication media (e.g., email, advertisements, face-to-face, social media, etc.) range from <emph>lean</emph> (low richness) to <emph>rich</emph> (high richness) depending on four characteristics of the medium: (a) capability for immediate feedback; (b) capacity for multiple types of communication and cues, including auditory, visual, and physical; (c) level of natural language to assist in explaining an idea; and (d) ability to personalize a message (see Table 1). Media that have higher degrees of these characteristics — that is, they provide immediate feedback, allow for a variety of cues and promote personalization of communication to those involved — are <emph>richer</emph> media. Face-to-face communication is commonly considered the richest medium based on its close alignment with these four characteristics. In contrast, media that involve delayed feedback or responses, limited nonverbal cues and decreased potential for individualization are considered <emph>leaner</emph> mediums (e.g., flyers, emails, letters).</p> <p>Table 1. Four Determinants of Medium Richness Based on MRT</p> <p> <ephtml> <table><thead><tr><td /><td>Example Mediums</td></tr><tr><td>Medium Characteristics</td><td>High Richness</td><td>Low Richness</td></tr></thead><tbody valign="top"><tr><td>Capability for immediate feedback Capacity for multiple types of communication and cues Level of natural language to assist in explaining and idea Ability to personalize a message</td><td>Face-to-face meetings Facetime and Zoom conferencing Phone calls</td><td>Flyers Social media posts Emails Text blasts</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note: Listed media are examples of categories of media. High richness includes media rated relatively high in the four characteristics. Low richness includes media rated relatively low in the four characteristics.</emph></p> <p> <emph>Complexity.</emph> It is important to note that, based on MRT, medium richness alone does not dictate effective communication. Perceived or actual complexity of the conversation topic can also predict the success of communication. When conversations become more complex or serious, they tend to need more communicative supports to accurately and meaningfully convey the message. Therefore, as the complexity of the topic increases, the richness of the medium should linearly increase as well to promote effective communication. For example, in a situation where a teacher needs to inform parents of a serious topic, including disruptive classroom behaviors, dates and deadlines for important meetings or emergencies, face-to-face conversation or a telephone call would be a more appropriate medium choice than a letter sent home with the child. Communicating this type of information with a lean medium could oversimplify the message and inaccurately express its importance to parents.</p> <p> <emph>Practical Examples for Communicating PA Information to Parents Using MRT.</emph> Given the important influence that parents can have on their child's PA, it is important that APE teachers are able to effectively communicate information about PA to parents to increase PA participation among children with disabilities. Furthermore, based on MRT, it is of equal importance that media are selected that promote effective communication of this information. Ineffective communication, including inappropriate selection of media, could ultimately lead to decreased opportunities for children with disabilities to engage in sufficient PA. For the remainder of this article, we therefore outline how APE teachers can use MRT to select media to communicate various types of important PA content to parents of children with disabilities.</p> <p>Figure 1 provides a visual summary of the MRT and offers a three-step interactive tool that allows teachers to select an appropriate medium needed for effective communication based on the specific information. The complexity of information is presented on the horizontal axis from a low to high rating and media richness is displayed on the vertical axis. When PA information needs to be communicated to parents, APE teachers (a) should first assess the complexity of the information. Based on their perceived complexity of the topic or importance of the information that they need to share, the APE teacher should next (b) identify the corresponding level of media richness on the graph needed to maintain effective communication, as indicated by the diagonal bandwidth. Then, once they have identified a media richness level that is appropriate for communicating the specific information, (c) a corresponding medium can be chosen.</p> <p>PHOTO (COLOR): Figure 1. Visual summary of selecting an appropriate medium for effective communication based on the MRT Note: For effective communication, a medium should be selected that accounts for the complexity of the information. Figure adapted from Daft & Lengel ([<reflink idref="bib7" id="ref27">7</reflink>]).</p> <p>Given the high complexity of using Figure 1 to guide media selection, we recommend teachers use <emph>rich</emph> media such as face-to-face communication, telephone or video conferencing, such as FaceTime or Zoom, to deliver these messages. By using this type of communication, APE teachers will be able to clarify information, personalize tips and suggestions to the specific parent and the needs of the child, and use additional nonverbal and physical cues — all of which are valuable for this type of conversation but would not be possible through a leaner medium such as voicemail or sending a note home.</p> <p>Moreover, when communicating to parents about doing PA with their children with disabilities, APE teachers should consider using <emph>richer</emph> media. This is especially worthwhile when first starting to have these conversations with parents. Though APE teachers may feel very comfortable and knowledgeable themselves about how to be physically active in and outside of school, this may be unfamiliar or challenging for parents, especially those who are not physically active themselves. Therefore, providing video demonstrations of activities to do at home, video updates of how their child is performing in the PE classroom, or step-by-step guidance on fundamental motor skills, games and activities should be considered over lean media, such as a list of recommendations or activities to do. As parent–teacher communication increases and parents are more familiar with how to engage in PA with their children, leaner media may be more appropriate.</p> <p>Alternatively, other PA topics may be more simplistic and therefore require less communicative support. For example, information such as the health benefits of PA or the national PA guidelines is relatively straightforward and uncomplicated. Therefore, <emph>lean</emph> mediums such as text blasts, emails and social media posts, such as infographics or daily reminders on Facebook group pages, Instagram stories or <emph>Remind</emph>, are recommended. In particular, the Facebook group function has been an effective method in delivering physical activity–related information to parents of children with autism spectrum disorder (Healy & Marchand, [<reflink idref="bib9" id="ref28">9</reflink>]). Similarly, APE teachers can deliver information regarding available PA opportunities, such as upcoming PA events at school and in the community, using <emph>lean</emph> media. Sending flyers home, posting photos or video advertisements to the class social media platforms, or simple email invitations are all ways that could effectively communicate this type of information. Communicating this type of simple information with richer media, such as calling the parents or requesting in-person meetings, could overcomplicate the message or strain the parent–teacher relationship and subsequently limit the child's potential to benefit. For additional examples, Table 2 presents the rated complexity, the appropriate medium richness to promote effective communication, and the resulting potential medium choices based on four different types of PA information that APE teachers may communicate with parents of children with disabilities.</p> <p>Table 2. Parent–Teacher Communication Strategies of Four Important PA Themes According to MRT</p> <p> <ephtml> <table><thead><tr><td /><td /><td>Media Selection</td></tr><tr><td>PA Theme</td><td>Example(s) of Content to Communicate:</td><td>Complexity of Information</td><td>Appropriate Medium Richness</td><td>Potential Media Selection(s)</td></tr></thead><tbody valign="top"><tr><td>Parental support</td><td>Explaining the positive effects of verbal support Informing parents how to positively support child PA</td><td>Moderate–high</td><td>Rich</td><td>Face-to-face (IEP meeting, back-to-school events) Telephone Video conferencing</td></tr><tr><td>Perceived importance of PA</td><td>National PA guidelines Health benefits of PA</td><td>Low–moderate</td><td>Lean</td><td>Text blasts Infographics sent through email Pictures posted to social media <italic>Remind</italic> or <italic>ClassDojo</italic></td></tr><tr><td>Physical activity opportunities</td><td>Upcoming fun run or other events Special Olympics event or relevant program opportunity</td><td>Low</td><td>Lean</td><td>Flyers Text blasts Email forwards Pictures and "stories" <italic>Remind</italic> or <italic>ClassDojo</italic></td></tr><tr><td>Doing PA together</td><td>Examples of games and skills to work on at home Example physical activities as a family Critical elements for fundamental motor skills</td><td>Moderate–high</td><td>Rich</td><td>Face-to-face Video demonstrations <italic>Seesaw</italic><italic>Marco Polo</italic></td></tr></tbody></table> </ephtml> </p> <p>2 <emph>Note: Examples are types of information or specific content within each theme that teachers may communicate to parents to promote physical activity among children with disabilities. IEP = individualized education program.</emph></p> <p>Despite our above recommendations, it is important to note that MRT does not suggest that there is only one right way to effectively communicate with parents. Instead, MRT suggests that the appropriate selection of media can reduce the chances of oversimplifying or overcomplicating information (Newman, [<reflink idref="bib14" id="ref29">14</reflink>]). Thus, though the provided suggestions offer a starting point, APE teachers should select the PA information that is most important to their classrooms and students with disabilities and the corresponding media that are most considerate of the parents they work with.</p> <p> <emph>Special Considerations and Troubleshooting.</emph> With broadened access and advancements in technology, however, there seems to be an ever-increasing abundance of communication media, which challenges common selections of media. Apps now exist that combine texting, messaging, photo sharing and instant video communication. Additionally, face-to-face communication may not be a preferred medium among parents when considering the convenience and ability to balance multiple tasks offered from smartphone technology. For example, Thompson et al. ([<reflink idref="bib21" id="ref30">21</reflink>]) examined the parent–teacher communication in the smartphone era in order to better understand how parents prefer to communicate with teachers. In their study, 1,329 parents of students from a school district in the Midwest answered multiple open-ended questions and completed the Parental Academic Support Scale (Thompson & Mazer, [<reflink idref="bib20" id="ref31">20</reflink>]), which measures frequency of parent–teacher communication across multiple communication media. Results indicated that parents held a strong preference for email, regardless of topic, and communication via text messaging and social media is increasing. Therefore, some communication methods that may be more effective may not be preferred by, recommended for or available to some parents or family members. However, parents within the study noted multiple issues when they chose richer media, such as face-to-face conversation, including (a) highly sensitive, urgent issues; (b) behavioral or social issues; (c) potential for misinterpretation; and (d) when the issue was still not resolved via email.</p> <p>If communication is not effective, even after aligning communication with tenets of MRT, it may be important to consider communication on an individual basis per parent or family unit. It is important to acknowledge that complexities of conversation topics might change from person to person as well as over time, owing to events external to school, individual or family motivation to engage in PA and child needs including behavior and sensory preferences. Therefore, it is reasonable to reassess and try a different medium or use a combination of media if communication is ineffective. Lastly, the authors of this article strongly recommend that APE teachers ask parents about their communication preferences to better evaluate and troubleshoot how to best communicate PA information to parents of children with disabilities.</p> <hd id="AN0153218778-2">Conclusion</hd> <p>In sum, this article provides a framework that APE teachers can use when they communicate with parents of children with disabilities about PA. APE teachers should select media based on the specific information context and available sources around them to effectively communicate with parents of children with disabilities. Moreover, the MRT framework provides a helpful guide for efficiently communicating with parents who may experience unique barriers under a variety of circumstances. For example, even though face-to-face communication may be needed for a specific topic, parents of children with disabilities may not prefer the medium because of their own schedule (e.g., participating in intervention and visiting medical doctors for their children). In addition, there may be unique circumstances, including online education, unforeseen circumstances or instances of poor health, in which face-to-face communication may not be possible or available. Thus, APE teachers should carefully consider the various and unique factors that influence the effectiveness of communication on an individual basis as needed. Lastly, although the purpose of this article was to outline effective teacher–parent communication in order to promote PA among children with disabilities, it is worthwhile for APE teachers to consider MRT and included practical strategies for selecting media when communicating with parents regarding other important issues within APE.</p> <ref id="AN0153218778-3"> <title> References </title> <blist> <bibl id="bib1" idref="ref17" type="bt">1</bibl> <bibtext> Alexander, M. G., & Leather, R. C. (2013). Parents' perspectives on appropriate sports programs for children with autism spectrum disorders. Palaestra, 27 (4), 20–24. https://js.sagamorepub.com/palaestra/article/view/5068</bibtext> </blist> <blist> <bibl id="bib2" idref="ref5" type="bt">2</bibl> <bibtext> An, J., & Goodwin, D. L. (2007). Physical education for students with spina bifida: Mothers' perspectives. 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Communication Education, 64 (2), 187 – 207. https://doi.org/10.1080/03634523.2015.1014382</bibtext> </blist> </ref> <aug> <p>By Byungmo Ku; Layne Case and Ming-Chih Sung</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Byungmo Ku is an assistant professor in the Physical Education and Sports Science Department at Nanyang Technological University in Singapore.</p> <p>Layne Case is a Ph.D. candidate in the College of Public Health and Human Sciences at Oregon State University in Corvallis, OR.</p> <p>Ming-Chih Sung is a Ph.D. student in the College of Public Health and Human Sciences at Oregon State University in Corvallis, OR.</p> </aug> <nolink nlid="nl1" bibid="bib15" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib10" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib18" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib11" firstref="ref12"></nolink> <nolink nlid="nl5" bibid="bib12" firstref="ref13"></nolink> <nolink nlid="nl6" bibid="bib19" firstref="ref15"></nolink> <nolink nlid="nl7" bibid="bib16" firstref="ref16"></nolink> <nolink nlid="nl8" bibid="bib21" firstref="ref22"></nolink> <nolink nlid="nl9" bibid="bib13" firstref="ref24"></nolink> <nolink nlid="nl10" bibid="bib14" firstref="ref29"></nolink> <nolink nlid="nl11" bibid="bib20" firstref="ref31"></nolink>
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  Label: Title
  Group: Ti
  Data: Promoting Parent-Teacher Communication within Adapted Physical Education Using the Media Richness Theory
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ku%2C+Byungmo%22">Ku, Byungmo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0668-9190">0000-0002-0668-9190</externalLink>)<br /><searchLink fieldCode="AR" term="%22Case%2C+Layne%22">Case, Layne</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1162-7672">0000-0002-1162-7672</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sung%2C+Ming-Chih%22">Sung, Ming-Chih</searchLink>
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Physical+Education%2C+Recreation+%26+Dance%22"><i>Journal of Physical Education, Recreation & Dance</i></searchLink>. 2021 92(8):15-20.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 6
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Adapted+Physical+Education%22">Adapted Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink><br /><searchLink fieldCode="DE" term="%22Meetings%22">Meetings</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Mail%22">Electronic Mail</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Promotion%22">Health Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/07303084.2021.1962447
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0730-3084
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Media Richness Theory (MRT) is an important framework that has been used to explain how teachers and/or parents may use media to communicate with each other. Choosing an inappropriate medium may instead oversimplify or overcomplicate information, which may negatively influence a child's participation in physical activity. The purpose of this article is therefore to describe practical examples for adapted physical education teachers to communicate with parents regarding child physical activity using the MRT.
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  Data: As Provided
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  Group: Date
  Data: 2021
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  Data: EJ1316754
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        Value: 10.1080/07303084.2021.1962447
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 15
    Subjects:
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Adapted Physical Education
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Physical Education Teachers
        Type: general
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      – TitleFull: Promoting Parent-Teacher Communication within Adapted Physical Education Using the Media Richness Theory
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