scholarly journals An examination of Turkish physical education teachers’ interpersonal self-efficacy beliefs

2018 ◽  
Vol 23 (1) ◽  
pp. 37-44 ◽  
Author(s):  
E. Öncü
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Demographic Variables ◽  
Physical Education Teachers ◽  
Alpha Coefficient ◽  
Grade Levels ◽  
Significant Difference ◽  
Confirmatory Factor ◽  
Reliable Instrument

Purpose : This study was conducted for two purposes. The first purpose was to examine the psychometric properties of the Teacher Interpersonal Self-Efficacy Scale (TISES) for Turkish Physical Education (PE) teachers and the second was to analyze teachers’ interpersonal self-efficacy beliefs according to some demographic variables. Material : The study was conducted on 360 Turkish PE teachers. Confirmatory factor analysis was applied in order to verify the factor structure of the scale. Pearson’s product-moment coefficients were used in order to assess the correlations between the factors. For determining the reliability of the scale Cronbach Alpha coefficient was calculated. Multivariate analysis of variance was used to determine differences between the scores acquired from the scale and some independent variables. Results : The results confirm the 3-factor internal structure of the TISES. The results of the correlation analysis between the TISES subscales indicated significant and positive relationships. We also found acceptable values of the alpha coefficient, which confirms the TISES as a reliable instrument. Overall, all physical education teachers had positive self-efficacy beliefs on high levels. Whereas by gender significant difference was not found in self-efficacy beliefs, significant difference were found between teachers depending on years of experience and grade levels they taught. Conclusions : The reexamination of the scale led to a new scale structure comprised of three factors with sixteen items. The TISES is a relatively short questionnaire that allows researchers to measure interpersonal self-efficacy beliefs of PE teachers. The experienced teachers and the teachers who were employed at the high schools had higher self-efficacy belief levels.

scholarly journals The Development of a Physical Education Teachers’ Physical Activity Self-Efficacy Instrument

2003 ◽  
Vol 22 (2) ◽  
pp. 219-232 ◽  
Author(s):  
Jeffrey J. Martin ◽  
Pamela Hodges Kulinna
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Institutional Support ◽  
Physical Education Teachers ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Space Factor ◽  
Class Time ◽  
Confirmatory Factor

In the present investigation a questionnaire was developed to assess physical education teachers’ self-efficacy for teaching classes in which their students were engaged in high levels of physical activity (i.e., at least 50% of class time). Exploratory and confirmatory factor analyses resulted in the development of a 16-item, 4-factor, multidimensional physical education teachers’ physical activity self-efficacy scale (PETPAS) that produced reliable and valid scores. The Student factor reflected teachers’ efficacy for managing students who didn’t enjoy or value physical activity. The Time factor was indicative of teachers’ efficacy when they didn’t have enough time to teach. The Space factor reflected teachers’ efficacy perceptions when they had difficulty teaching because of a lack of space. Finally, the Institution factor was composed of questions that represented teachers’ efficacy beliefs for overcoming a lack of institutional support. The results of the current study provide preliminary psychometric support for the PETPAS.

scholarly journals Analysis of Secondary School Students' Attitudes and Self-Efficacy Perceptions towards Physical Education and The Sports Course

2020 ◽  
Vol 10 (6) ◽  
pp. 14
Author(s):  
Gökhan Arıkan
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Self Efficacy ◽  
School Level ◽  
Physical Education Teachers ◽  
School Students ◽  
Self Sufficiency ◽  
Significant Difference ◽  
Two Factors ◽  
Students Attitudes

This study aimed to analyze attitudes and self-sufficiency perceptions of students from different license of sports and students with no sports branches at the secondary school level towards the physical education and sports course. Education should not be based solely on the increased or widespread use of written sources, images, and technological tools and equipment. It is a process in which students are involved in social, mental, and sports activities. However, great emphasis is given to physical education and sports, which have a direct and indirect effect on their physical, mental, emotional and social development, within educational activities. The study included 255 students (120 female, 135 male) studying at two different secondary schools in Şanlıurfa (Vatan secondary school with a sports facility and Ziyaeddin Akbulut secondary school without a sports facility) during the 2019-2020 academic year, and the Physical Education Predisposition Scale was used in the study. The scale is comprised of 11 items. It consists of two factors, namely 'Attitude' (6 items) and 'Self-Efficacy' (5 items). A significant difference between these schools was found based on the findings obtained from this scale. When the results were examined according to the gender variable, it was found that there was a significant difference between male students and female students in terms of the total scale dimension. Again, a significant result in favor of males was found in terms of self-efficacy dimension scores. In terms of sports branches, a significant difference was found between students who are licensed athletes and those who are not. However, no statistical difference was found when examined in terms of the family profession group. According to the attitude dimension results, there was a significant difference between students engaged in basketball and students engaged in handball as well as students without a branch and students engaged in handball. According to the results of the self-efficacy dimension, there was a significant difference between students without a branch and students engaged in basketball as well as those without a license and those engaged in handball. According to our findings, it is thought that the significant difference between the license is related to the reflection of the attitudes of physical education teachers in schools onto the students.

scholarly journals Diseño y validación del cuestionario “#EvalEF” para conocer el proceso de evaluación desarrollado por los docentes de educación física (Design and validation of “#EvalEF” questionnaire to value assessment processes developed by physical education teacher

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 47-55
Author(s):  
Maite Zubillaga Olague ◽  
Laura Cañadas
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Global Scale ◽  
Physical Education Teachers ◽  
Value Assessment ◽  
Confirmatory Factor ◽  
Reliable Instrument ◽  
Final Questionnaire ◽  
Object Of Study ◽  
Academic Year

  Esta investigación tiene como finalidad diseñar y validar un cuestionario para conocer la autopercepción de los docentes de educación física sobre los procesos de evaluación que llevan a cabo en su aula. Para el diseño se realizó una revisión bibliográfica en torno al objeto de estudio. Posteriormente se realizó la validación de contenido contando con la participación de 5 jueces expertos. Para valorar la fiabilidad del cuestionario se contó con 469 docentes de educación física en activo. Se comprobó la consistencia interna de la escala global y de cada una de sus dimensiones. Se realizó un análisis exploratorio para conocer la estructura latente de la escala y este se ratificó a través de un análisis factorial confirmatorio. La información se recogió durante el curso 2019/2020. Se empleó el programa SPSS v.22 y SPSS Amos v.26. El cuestionario final está compuesto por 81 ítems de respuesta cerrada (Likert 1-6). Los resultados muestran la fiabilidad de la escala (α =.94). El análisis factorial exploratorio muestra la existencia de 6 factores, estructura que quedó posteriormente confirmada (RMSEA=.08). Por tanto, el cuestionario desarrollado es un instrumento válido y fiable para conocer la percepción de los docentes de educación física sobre los procesos de evaluación que llevan a cabo en su aula. Abstract. The aim of this research is to design and validate a questionnaire to know the self-perception of physical education teachers about the assessment processes they carry out in their classroom. For the design, a bibliographic review was conducted about the object of study. Afterwards, the content validation was carried out with the participation of 5 expert judges. In order to assess the reliability of the questionnaire, 469 active physical education teachers participated. The internal consistency of the global scale was assessed. Then, an exploratory analysis was conducted to know the latent structure of the scale which was ratified through a confirmatory factor analysis. Information was gathered during 2019/2020 academic year. SPSS v.22 and SPSS Amos v.26 programs were used. The final questionnaire is composed of 81 closed-response items (Likert 1-6). The results show the reliability of the scale (α =.94). The exploratory factor analysis shows the existence of 6 factors, a structure that was later confirmed (RMSEA=.08). Therefore, the developed questionnaire is a valid and reliable instrument to know the perception of physical education teachers about the assessment processes they carry out in their classroom.

Erratum: Martínez-López et al. (2017)

2017 ◽  
Vol 36 (3) ◽  
pp. 371
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Online Version ◽  
Physical Education Teachers ◽  
Link Type ◽  
Efficacy Expectations

In the article by Martínez-López, E.J., Zamora-Aguilera, N., Grao-Cruces, A., and De la Torre-Cruz, M.J., “The Association Between Spanish Physical Education Teachers’ Self-Efficacy Expectations and Their Attitudes Toward Overweight and Obese Students,” in Journal of Teaching in Physical Education, 36, 2, https://doi.org/10.1123/jtpe.2014-0125, the author order was incorrectly listed. The online version of this article has been corrected.

Middle School Students’ Perceptions of Physical Education: A Qualitative Look

2021 ◽  
Vol 40 (1) ◽  
pp. 30-38
Author(s):  
Sharon R. Phillips ◽  
Risto Marttinen ◽  
Kevin Mercier ◽  
Anne Gibbone
Keyword(s):  
Physical Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
School Students ◽  
Grade Levels ◽  
Grade 5 ◽  
Students Attitudes ◽  
Group Interviews

Purpose: Existing research suggests that students’ attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students’ attitudes have been shown to decrease. Methods: Twenty-six focus group interviews (students N = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade. Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities—what’s the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy “A” (subthemes: perceptions of physical education teachers and the easy “A”). Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

Measuring Students’ Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

2008 ◽  
Vol 27 (2) ◽  
pp. 167-178 ◽  
Author(s):  
Weidong Li ◽  
Paul M. Wright ◽  
Paul Bernard Rukavina ◽  
Molly Pickering
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Intrinsic Motivation ◽  
Teaching Practice ◽  
Factor Model ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor ◽  
Personal And Social Responsibility

The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who completed the questionnaires. The results from a confirmatory factor analysis and internal consistency suggest the two-factor PSRQ is valid and reliable for assessing students’ perceptions of personal and social responsibility in physical education. The correlational analysis suggests that participants with higher levels of personal and social responsibility were likely to enjoy physical education more. An important implication for teaching practice is that, to encourage all individuals to be intrinsically motivated to participate in physical education, physical education teachers need to empower students with choices and voices, focus them on effort and self-direction in physical education, and create a respectful and caring learning environment.

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