scholarly journals Translation and validation of an extended German-language version of the Perceived Locus of Causality Questionnaire (PLOCQ-G) in a sample of physical education students

2021 ◽  
Author(s):  
Julia Wolf ◽  
Jens Kleinert ◽  
Fabian Pels ◽  
Anna Vogelsang
Keyword(s):  
Physical Education ◽  
German Language ◽  
Task Orientation ◽  
Education Students ◽  
Locus Of Causality ◽  
Language Version ◽  
Physical Education Students ◽  
Integrated Regulation ◽  
Positive Correlations ◽  
The One

AbstractThe aims of this study were to translate and validate an extended German-language version of the Perceived Locus of Causality Questionnaire (PLOCQ), a questionnaire that assesses behavioural regulations in the physical education (PE) context. Items assessing integrated regulation were added given that the original PLOCQ omits this factor. The sample consisted of 223 students from different German secondary schools. Psychometric analyses provided support for the six factors and 24-item model. Inter-correlations among the factors predominantly mirrored a simplex-like structure, except for the correlations between introjected and identified regulation and integrated regulation and its adjacent forms of regulation. Construct validity was demonstrated with positive correlations between the autonomous forms of regulation on the one hand and task orientation, perceived competence, and enjoyment on the other. Overall, this study showed that the PLOCQ‑G with six factors and 24 items has good psychometric properties and can be used to assess behavioural regulations in German PE students.

scholarly journals Actualising the Requirements and Abilities of the Students of Physical Education

2011 ◽  
Vol 18 (2) ◽  
pp. 134-139
Author(s):  
Anna Bochenek
Keyword(s):  
Physical Education ◽  
Task Orientation ◽  
Education Students ◽  
Physical Education Students ◽  
Realistic Approach ◽  
Emotional Relationships ◽  
Graduating Students

Actualising the Requirements and Abilities of the Students of Physical EducationIntroduction. One of the elements of a teacher's professional qualifications is the ability of actualisation of one's own requirements and opportunities. The objective of the present research was to study the tendencies behind self-actualisation of the physical education students and the attempt to determine the conditions accompanying the process. Material and methods. 1036 Physical Education students graduating from BA and MA studies, participated in the research. Diagnostic poll method utilising Witkowski AS-3 Self-actualisation Scale survey was conducted for the purpose of the research. Results. The highest results were achieved by the examined in the following scales: realistic approach, ability to experience ecstatic experiences, openness in emotional relationships, exclusion of social stigmas. The lowest self-actualisation was identified in task orientation, the need for seclusion, and inner-containment. Sex, the year of studies and hobbies, in terms of statistics, significantly differentiate the majority of self-actualisation dimensions. Conclusions. The graduating students undertake the effort of self-actualisation. However, many of them are at the beginning of the process. Women demonstrate a higher level of disposition towards self-actualisation than men. The tendency increases as the student progresses in his/her education but also grows in people with various hobbies.

scholarly journals Conocimientos biológicos de la homosexualidad y transexualidad en estudiantes de Educación Física de Chile (Biological knowledge of homosexuality and transsexuality in Physical Education students in Chile)

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 805-812
Author(s):  
Fernando Maureira
Keyword(s):  
Physical Education ◽  
Ad Hoc ◽  
Brain Regions ◽  
Biological Knowledge ◽  
Biological Mechanisms ◽  
Education Students ◽  
Functional Changes ◽  
Physical Education Students ◽  
Early Action ◽  
The One

  Introducción: la homosexualidad y la transexualidad están mediadas por mecanismos biológicos de tipo genético, accionar temprano de hormonas y por mecanismos ambientales, lo que repercute en cambios estructurales y funcionales de diversas regiones cerebrales. El objetivo de la presente investigación es describir los conocimientos biológicos de la homosexualidad y transexualidad de estudiantes de Educación Física. Método: se construyó y valido un cuestionario diseñado ad hoc a 305 estudiantes de Pedagogía en Educación Física de tres universidades de Chile. Resultados: el cuestionario quedó constituido por 18 ítems, además presenta seis factores que explican el 58.378% de la varianza y un alfa de Cronbach de .763. El ítem que presentó mayor cantidad de respuestas acertadas fue Existe un “gen gay” que determina la homosexualidad y el lesbianismo y el que presento menor cantidad de aciertos fue Cuando una mujer es lesbiana existen más probabilidad que su hermana también sea lesbiana. Conclusión: los análisis demuestran que el instrumento es válido y confiable para evaluar el conocimiento biológico de la homosexualidad y transexualidad en estudiantes de Pedagogía en Educación Física. En 14 ítems más del 50% de la muestra contesto no sé y el 78.6% de la muestra obtuvo sólo entre una y seis respuestas correctas.  Abstract. Introduction: homosexuality and transsexuality are mediated by biological mechanisms of genetic type, early action of hormones and by environmental mechanisms, affecting structural and functional changes in various brain regions. The aim of this research is describe the biological knowledge of homosexuality and transsexuality for students of Physical Education. Method: an ad hoc questionnaire was built and applied to 305 students of Pedagogy in Physical Education from three universities in Chile. Results: the questionnaire was constituted by 18 items, in addition it presents six factors that explain the 58.378% of variance and a Cronbach alpha of .763. The item that presented the most successful answers was There is a "gay gene" that determines homosexuality and lesbianism and the one that presents the least number of successful was When a woman is a lesbian there is more chance that her sister is also a lesbian. Conclusion: Analyses show that the instrument is valid and reliable for assessing the biological knowledge of homosexuality and transsexuality in students of Physical Education Pedagogy. In 14 items more than 50% of the sample answered I do not know and 78.6% of the sample obtained only between one and six correct answers.

scholarly journals Personality-Related Determinants of Physical Activity Among Polish and Spanish Physical Education Students

2022 ◽  
Vol 12 ◽  
Author(s):  
Maria Gacek ◽  
Grażyna Kosiba ◽  
Agnieszka Wojtowicz ◽  
Guillermo F. López Sánchez ◽  
Jacek Szalewski
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
International Physical Activity Questionnaire ◽  
Moderate Physical Activity ◽  
Moderate Activity ◽  
Education Students ◽  
Physical Education Students ◽  
Positive Correlations ◽  
The Relationship ◽  
Activity Questionnaire

We aimed to analyze personality-related determinants of physical activity among Polish and Spanish physical education (PE) students. The study was conducted among 219 Polish and 280 Spanish PE students, using the International Physical Activity Questionnaire (IPAQ) and the NEO-FFI Personality Inventory. Compared with Spanish PE students, their Polish counterparts are characterized by a higher level of extraversion and conscientiousness and a lower level of neuroticism. The level of total physical activity for all students was 8,697.21 METs, and this value was higher among Polish students. Among Polish and Spanish PE students, the level of total, vigorous, and moderate physical activity increased along with the increase in extraversion, while a decrease occurred along with the increase in neuroticism. The level of each domain of physical activity also increased in line with the intensification of student conscientiousness. In moderation analyses, it was shown that the home country of students may be considered a moderator of the relationship between conscientiousness and total exercise in such a way that the physical activity increased along with the increase in conscientiousness only among the Polish students. In addition, the country is a moderator of the correlation between moderate physical activity and neuroticism (p = 0.031), openness (p = 0.049), and conscientiousness (p = 0.019), with moderate activity only decreasing among Polish students and increasing along with the increase in openness and conscientiousness. Positive correlations among physical activity, extraversion, and conscientiousness, as well as negative ones with neuroticism, were demonstrated among Polish and Spanish students, and also the moderating impact of the country on the correlation between personality-related dimensions and physical activity.

Preliminary Validation in Spanish of a Scale Designed to Measure Motivation in Physical Education Classes: The Perceived Locus of Causality (PLOC) Scale

2009 ◽  
Vol 12 (1) ◽  
pp. 327-337 ◽  
Author(s):  
Juan Antonio Moreno Murcia ◽  
David González-Cutre Coll ◽  
Mariana Chillón Garzón
Keyword(s):  
Physical Education ◽  
Psychometric Properties ◽  
Temporal Stability ◽  
Education Students ◽  
Locus Of Causality ◽  
Intra Class Correlation ◽  
Physical Education Students ◽  
Preliminary Validation ◽  
Confirmatory Factor ◽  
Intra Class Correlation Coefficient

The purpose of this paper was to validate the Spanish version of the Perceived Locus of Causality Scale (PLOC; Goudas, Biddle, & Fox, 1994). To achieve this, two studies with samples of 1535 and 400 physical education students, of ages 12 to 17 years, were carried out. The psychometric properties of the PLOC were examined through the following analyses: confirmatory factor analysis, factor invariance, correlation among factors, reliability (Cronbach's alpha), temporal stability (test-retest), and criterion validity. The results partially supported the five-factor structure. This structure was invariant across the two study samples. Correlations among the subscales indicated a simplex pattern, supporting construct validity of the scale. Alpha values over .70 (except for introjected regulation) and high temporal stability (intra-class correlation coefficient = .83 to .90) over a four-week period were obtained. The mastery-approach goal positively predicted self-determined motivation, whereas the performance-avoidance goal predicted it negatively. Future studies should continue to analyze the psychometric properties of the PLOC, as the validation of an instrument should be an ongoing process.

scholarly journals Relationship Between the Practice of Physical Activity and Physical Fitness in Physical Education Students: The Integrated Regulation As a Mediating Variable

2020 ◽  
Vol 11 ◽  
Author(s):  
Gemma María Gea-García ◽  
Noelia González-Gálvez ◽  
Alejandro Espeso-García ◽  
Pablo J. Marcos-Pardo ◽  
Francisco Tomás González-Fernández ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Education Students ◽  
Physical Education Students ◽  
Integrated Regulation

Selection of Physical Education Students and Success in Student Teaching

1987 ◽  
Vol 6 (4) ◽  
pp. 411-424 ◽  
Author(s):  
Fred L. Martens
Keyword(s):  
Physical Education ◽  
Student Teaching ◽  
Predictive Power ◽  
Teacher Preparation Program ◽  
Education Students ◽  
Physical Education Students ◽  
Four Levels ◽  
Positive Correlations ◽  
The University ◽  
Selection Of

This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.

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