Educación Física de Calidad desde la perspectiva de la práctica docente: propiedades psicométricas de un instrumento para su evaluación (Quality Physical Education from the perspective of teaching practice: psychometric properties of an instrument for it

El propósito del estudio fue examinar las propiedades psicométricas y estructura factorial del Cuestionario de Educación Física de Calidad traducido y adaptado al español y contexto mexicano. Se presenta un estudio cuantitativo con un diseño instrumental. Participaron 763 docentes de Educación Física de México con rango de edad 19 a 71 años (M = 37.89 ± 11.18); donde el 31.7% son mujeres y 68.3% hombres. El 59.4% trabajan en escuelas que pertenecen al sistema federal, el 33.9% al sistema estatal y el 6.7% trabajan en escuelas particulares. Se realizó la traducción y adaptación al español y contexto mexicano de la encuesta de Educación Física de Calidad compuesta por 50 ítems que se responden sobre una escala que va desde 0 “no alcanzado totalmente” y 10 “completamente alcanzado”. Se efectuó el análisis factorial exploratorio (AFE) utilizando la matriz de correlaciones Kaiser-Meyer Olkin KMO (.97) y prueba de esfericidad de Bartlett (χ² x2= 30645.936 y gl = 990) obteniendo seis factores y la reducción a 46 ítems. El análisis factorial confirmatorio (AFC) mostró una buena consistencia interna y correlaciones de inter factor (χ² /gl = 2.98, NNFI = .98, CFI = .98 y RMSEA = .07), así como al dividirlo por género, nivel y sistema educativo. El instrumento muestra buenas propiedades psicométricas para valorar la Educación Física de Calidad desde la perspectiva de la práctica docente en el contexto mexicano. Por sus características podría utilizarse en otros países de habla hispana ya que su redacción, terminología y contenidos se adaptan al contexto. Abstract. The purpose of the study was to examine the psychometric properties and factor structure of the quality Physical Education scale from the perspective of teaching practice, translated and adapted to the Spanish and Mexican context. A quantitative study with an instrumental design is presented. The participants were 763 Physical Education teachers from Mexico with an age range of 19 to 71 years old (M = 37.89 ± 11.18); where 31.7% were women and 68.3% men. 59.4% work in schools that belong to the federal system, 33.9% to the state system and 6.7% work in private schools. The translation and adaptation to Spanish and the Mexican context of the Quality Physical Education survey was carried out. It is composed of 50 items that are answered on a scale that goes from 0 "not totally achieved" to 10 "completely achieved". It was carried out the exploratory factorial analysis (EFA) using the Kaiser-Meyer Olkin KMO correlation matrix (.97) and Bartlett's sphericity test (χ² x2= 30645.936 y gl = 990) obtaining six factors and the reduction to 46 items. Confirmatory factor analysis (CFA) showed good internal consistency and inter-factor correlations (χ2/gl = 2.98, NNFI = .98, CFI = .98 and RMSEA = .07), as well as when divided by gender, level and educational system. The instrument shows good psychometric properties to evaluate Quality Physical Education from the perspective of teaching practice in the Mexican context. Due to its characteristics, it could be used in other Spanish-speaking countries since its writing, terminology and contents are adapted to the context.

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

Journal of Teaching in Physical Education ◽

10.1123/jtpe.27.2.167 ◽

2008 ◽

Vol 27 (2) ◽

pp. 167-178 ◽

Cited By ~ 53

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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Development of “My Experiences Scale” for Children and Adolescents in India

Indian Journal of Psychological Medicine ◽

10.1177/0253717620939266 ◽

2020 ◽

pp. 025371762093926

Author(s):

Snigdhasree Bhattacharyya ◽

Uma Hirisave ◽

Mariamma Philip ◽

N. Janardhana

Keyword(s):

Psychometric Properties ◽

Children And Adolescents ◽

Critical Role ◽

Objective Measure ◽

Well Being ◽

Self Report ◽

Self Worth ◽

Good Internal Consistency ◽

Test Retest Reliability ◽

Age Range

Background: Experiences that a child or adolescent goes through play a critical role in their development as an individual. To understand the world of adolescents and their mental health and well-being, it would be important to be able to access their experiences. Therefore, an objective measure to assess experiences is necessary. The study aimed to develop a scale to assess experiences and establish their psychometric properties. Materials and methods: My Experiences Scale (MES) is a newly developed 50-item, multiple-choice, self-report measure. Various steps involved in developing the MES and establishing its psychometric properties have been elaborated. The study was carried out across four phases, and the sample consisted of 1,260 school-going children and adolescents. The participants were representative of both genders, a wide age range, and diverse socioeconomic backgrounds. Results: MES was found to have good internal consistency (Alpha 0.85) and test–retest reliability (0.96). MES was found to have significant correlations with Strengths and Difficulties Questionnaire and global self-worth. Conclusions: The newly developed experiences scale shows promising psychometric properties and a wide scope for application.

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PERCEPÇÕES E REAÇÕES DE PROFESSORES DIANTE DAS POLÍTICAS EDUCACIONAIS: UM ESTUDO COM PROFESSORES DE EDUCAÇÃO FÍSICA

Revista Conhecimento Online ◽

10.25112/rco.v3i0.1943 ◽

2020 ◽

Vol 3 ◽

pp. 188

Author(s):

Andre Osvaldo Furtado ◽

Elisandro Schultz Wittizorecki ◽

Natacha Da Silva Tavares

Keyword(s):

Physical Education ◽

State Government ◽

Teaching Practice ◽

Rio Grande ◽

Educational Policies ◽

Physical Education Teachers ◽

Daily Routine ◽

Rio Grande Do Sul ◽

Structured Interviews ◽

School Teaching

RESUMOEste estudo busca compreender como os professores de Educação Física atuantes na Rede Estadual de Ensino do Rio Grande do Sul percebem e reagem às políticas educacionais que lhes são demandadas pelos gestores estaduais nas ultimas três gestões do governo estadual do Rio Grande do Sul. Neste sentido foi realizada uma pesquisa qualitativa na perspectiva da etnografia. Como obtenção de informações foram realizadas: observações participantes do cotidiano dos professores de Educação Física, registrada nos diários de campo; entrevistas semiestruturadas com cinco professores de Educação Física e análise de documentos. Através da análise foi possível construir unidades de significado que agrupadas resultaram em três categorias analíticas: a indiferença, a resistência e as marcas. Compreendemos que o professorado de Educação Física participante deste estudo atua em dado momento da sua prática pedagógica com indiferença e resistências às políticas educacionais formuladas pelos gestores. É possível pensarmos que a resistência dos professores é potencializada quando eles são convidados a preterir elementos da sua história de vida que estão imbricados na sua prática pedagógica.Palavras-chave: Ensino Médio. Trabalho docente. Políticas Educacionais. Prática Pedagógica. ABSTRACTThis study aims to understand how Physical Education teachers from Rio Grande do Sul public state schools follow and react to educational policies demanded by the local and state authorities from the last three state government management of Rio Grande do Sul. In this context, a research focused on ethnography was conducted. To obtain information, there were performed observations in the daily routine of Physical Education teachers, recorded in the field journal; semi-structured interviews with five Physical Education teachers and data analyses. Because of the analyses, it was possible to build meaning units, which organized, result in three analytical categories: the indifference, the resistance, and the marks. The results suggest that the Physical Education teachers, who participated the study, act in their teaching practice indifferently and resistant to educational policies formulated by the state managers. It suggests that the resistance of the teachers is reinforced when they are led to ignore elements from their own life experience which are interwoven with their teaching practices.Keywords: High School. Teaching. Educational policies. Teaching practices.

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The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts

European Physical Education Review ◽

10.1177/1356336x17753023 ◽

2018 ◽

Vol 25 (2) ◽

pp. 565-580 ◽

Cited By ~ 5

Author(s):

Kendall Jarrett ◽

Richard Light

Keyword(s):

Physical Education ◽

Finite Number ◽

Teaching Practice ◽

Physical Education Teachers ◽

Analysis Framework ◽

Research Framework ◽

Southeast Australia ◽

Collective Meaning

This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ ( n = 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. A phenomenographic research framework was utilised to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework, three conceptions of awareness were identified that detail the collective meaning associated with participants’ experiences of teaching using a GBA, namely that of a Learner, a Collaborator and/or a Catalyst. An analysis of findings is presented with discussion focusing on what can be learnt from the different ways GBA teaching is experienced and implications for GBA teaching practice.

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Desarrollo y validación de la Escala de Expectativas de Futuro en la Adolescencia (EEFA)

Anales de Psicología ◽

10.6018/analesps.32.2.205661 ◽

2016 ◽

Vol 32 (2) ◽

pp. 545 ◽

Cited By ~ 4

Author(s):

Yolanda Sánchez-Sandoval ◽

Laura Verdugo

Keyword(s):

Well Being ◽

Academic Expectations ◽

Future Expectations ◽

Family Expectations ◽

Confirmatory Factor ◽

Valid Instrument ◽

Good Internal Consistency ◽

Economic Expectations ◽

Age Range ◽

Item Scale

The aim of this study is to design and validate the Adolescent Future Expectations Scale. We analyze a sample consisting of 1125 participants of both sexes, from Cádiz, with an age range between 11 and 15 years old. Exploratory factorial analysis was performed with the sample 1 (n=551) and it resulted in four factors: economic expectations, academic expectations, expectations of personal well-being and family expectations. The application of the confirmatory factor analysis was performed with the sample 2 (n=574). The factor structure of the scale was confirmed. The model showed a good fit. The reliability and item analyses showed that the scale had good internal consistency. With the aim of determining construct validity, the data obtained by the Adolescent Future Expectations Scale were compared with other instruments that assess self-esteem and life satisfaction. We expected to get positive relationship between them. It was concluded that the 14-item scale is a valid instrument to evaluate adolescents’ future expectations.

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Psychometric Properties of the Interpersonal Styles Questionnaire for Physical Education in a Mexican Sample

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17186636 ◽

2020 ◽

Vol 17 (18) ◽

pp. 6636

Author(s):

Héctor Duarte-Félix ◽

Jorge Zamarripa ◽

Raúl Baños ◽

Manuel de la Cruz-Ortega ◽

Maritza Delgado-Herrada

Keyword(s):

Physical Education ◽

Psychometric Properties ◽

Autonomy Support ◽

Factorial Invariance ◽

Learning Climate ◽

Physical Education Teachers ◽

Short Version ◽

Reliable Instrument ◽

Interpersonal Styles ◽

Gender Groups

During physical education classes, one of the contextual factors that can influence motivation is the teacher’s interpersonal style. The aim of this study was to analyze the psychometric properties, structure, and factorial invariance across gender of the physical education teachers’ Interpersonal Styles Questionnaire of Sonora, Mexico. The participants were 500 students (50.8% boys, 49.2% girls) aged between 9 and 13 years old (mean age (Mage) = 10.72; standard deviation (SD) = 0.74) from different elementary schools of Sonora, Mexico. In terms of measuring the teacher’s interpersonal styles, the short version of the Learning Climate Questionnaire was used to measure autonomy support, whereas the Teacher Controllingness Scale was used to measure controlling style. The results support the structure and factorial invariance across gender groups of the Mexican version of the Interpersonal Styles Questionnaire for Physical Education (Cuestionario de Estilos Interpersonales en la Educación Física (CEI-EF, by its initials in Spanish)). In conclusion, the CEI-EF is a valid and reliable instrument that can be used to assess the teachers’ interpersonal styles and draw comparisons between groups of boys and girls.

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Cross-Cultural Adaptation of the Turkish and Kuwaiti Teacher–Student Relationship Questionnaire in Physical Education (TSRQ- PE Teacher Version): Testing for Measurement Invariance

Sustainability ◽

10.3390/su13031387 ◽

2021 ◽

Vol 13 (3) ◽

pp. 1387

Author(s):

Elif Nilay Ada ◽

Hasan Ahmad ◽

N. Bilge Uzun ◽

Sophia Jowett ◽

Zişan Kazak

Keyword(s):

Physical Education ◽

Relationship Quality ◽

Factor Model ◽

Physical Education Teachers ◽

Factorial Validity ◽

Teacher Student ◽

Teacher Student Relationship ◽

Confirmatory Factor ◽

Student Relationship

Background: Within the 3Cs (closeness, commitment, and complementarity) theoretical framework of the quality of two-person relationships, a coach–athlete relationship quality questionnaire (CART-Q) was developed and validated to assess the nature of the coach–athlete relationship. In this study, a modified version of the CART-Q for physical education (PE) was adapted to assess the teacher–student relationship quality in the PE context in Turkey and Kuwait. The purpose of this study was to examine the factorial validity of the teacher–student relationship quality questionnaire (TSRQ-PE) within a sample of Turkish and Kuwaiti physical education teachers. Methods: Multigroup confirmatory factor analysis (MGCFA) was used to test the measurement of cultural invariance between these two groups. A total of 175 teachers from Turkey (n = 73) and Kuwait (n = 102) completed the TPRQ-PE. Results: MGCFA supported the factorial validity of the TPRQ-PE in a three first-order factor model across the two countries. Overall, these results add evidence to the psychometric properties of the TPRQ-PE and suggest that this instrument can be applied to measure the quality of the teacher–student relationship within Turkey and Kuwait, although caution may be required when applied to drawing comparisons between these two counties. Conclusions: The results of the present study could help physical educators and researchers in this field to understand the reasons and methods that lead to a quality teacher–student relationship.

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Percepções sobre as relações de gênero em escolas de Moçambique: discurso e prática

MOTRICIDADES Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana ◽

10.29181/2594-6463.2018.v2.n3.p201-209 ◽

2018 ◽

Vol 2 (3) ◽

pp. 201

Author(s):

Madalena Tirano Bive ◽

Pedro Antonio Pessula

Keyword(s):

Physical Education ◽

Primary School ◽

Gender Relations ◽

Teaching Practice ◽

Biological Characteristics ◽

Physical Education Teachers ◽

Pedagogical Discourses

ResumoA presente pesquisa analisou as concepções de professores e professoras de Educação Física sobre as relações entre meninas e meninos, a partir de seus discursos e práticas pedagógicas cotidianas. Foram entrevistados/as cinco professores/as que lecionam Educação Física no 3º ciclo do Ensino Primário e observadas 10 aulas nas escolas da cidade Tete, Moçambique. Para análise dos dados recorremos à descrição dos acontecimentos que ocorreram durante as aulas no que diz respeito ao tema lecionado, à distribuição e organização dos/as alunos/as para as atividades da aula. Observamos ações fortemente marcadas pela ausência de atividades de grupos entre meninos e meninas, priorizando uma concepção de gênero associada a características biológicas, assim como, discrepância entre prática e discurso.Palavras-chave: Prática Docente. Relações de Gênero. Educação Física.Perceptions of gender relations in Mozambique’s schools: discourse and practiceAbstractThe present research analyzed the concepts of physical education teachers about the relationships between girls and boys, based on their everyday pedagogical discourses and practices. We interviewed five teachers who taught Physical Education in the 3rd cycle of Primary School and observed 10 classes in the schools of Tete, Mozambique. For the analysis of the data, we used the description of the events that occurred during the lessons regarding the theme taught, the distribution and organization of the students for the class activities. It was observed the absence of activities between boys and girls, a conception of gender associated with biological characteristics and discrepancy between practice and discourse.Keywords: Teaching Practice. Gender Relations. Physical Education.Percepciones sobre las relaciones de género en escuelas de Mozambique: teoría y prácticaResumenLa presente investigación analizó las concepciones de los profesores e de las profesoras de Educación Física sobre las relaciones entre niñas y niños, a partir de sus discursos y prácticas pedagógicas cotidianas. Se entrevistó a cinco profesores que enseñan Educación Física en el 3º ciclo de la Enseñanza Primaria y observadas diez clases en las escuelas de la ciudad de Tete, Mozambique. Para el análisis de los datos recurrimos a la descripción de los acontecimientos que ocurrieron durante las clases en lo que se refiere al tema leído, a la distribución y organización de los alumnos a las actividades de la clase. Observamos acciones fuertemente marcadas por la ausencia de actividades de grupos entre niños y niñas, priorizando una concepción de género asociada a características biológicas, así como, discrepancia entre práctica y discurso.Palabras clave: Práctica Docente. Relaciones de Género. Educación Física.

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Job demands and resources scale for physical education teachers: Is it valid in Turkish culture?

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v14i1.3807 ◽

2019 ◽

Vol 14 (1) ◽

pp. 29-41

Author(s):

Mustafa Engur ◽

Olcay Kiremitci ◽

Berkcan Boz

Keyword(s):

Factor Analysis ◽

Physical Education ◽

Job Demands ◽

Turkish Population ◽

Job Resources ◽

Physical Education Teachers ◽

Confirmatory Factor ◽

Main Factors ◽

Turkish Language ◽

Job Demands And Resources

The aim of the study was to adapt job demands and resources scale for Physical Education (PE) teachers into Turkish language. Two hundered and nineteen PE teachers participated in this study. In the scope of validity analyses of the scale, different techniques were used and expert opinion was obtained for the language content validity, while exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed for construct validity. Results of EFA showed that two main factors explained 34.91% of variance. CFA results revealed that the indices examined in terms of construct were at a good level with regards to data fit. In reliability analyses, internal consistency coefficient was calculated as 0.74 for the whole, 0.81 for job demands and 0.74 for job resources from the main factors. Results reveal that job demands-resources scale for PE teachers is reliable and valid for Turkish population. Keywords: Physical education teacher, job demands, job resources, validity, reliability.

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Assessing Problematic Facebook Use: Psychometric Properties of the Polish Version of Facebook Intrusion Questionnaire

10.21203/rs.3.rs-535400/v1 ◽

2021 ◽

Author(s):

Agata Błachnio ◽

Aneta Przepiórka ◽

Andrzej Cudo ◽

Rachel A. Elphinston

Keyword(s):

Psychometric Properties ◽

Polish Population ◽

Large Samples ◽

Confirmatory Factor ◽

Polish Version ◽

Facebook Use ◽

Physical Health Problems ◽

Good Internal Consistency ◽

Polish Adaptation ◽

Mental And Physical Health

Abstract BackgroundFacebook is used for work, entertainment and communication. However, there is potential for problematic or addictive use which can cause significant mental and physical health problems. The Facebook Intrusion Questionnaire (FIQ; Elphinston & Noller, 2011) is one of the most widely used measures of problematic Facebook use. However, no previous study has validated this measure in a Polish population. MethodsThe study aims to validate the Polish adaptation of FIQ. Five large samples of Polish Facebook users (N = 12,753; M age = 21 years; 66% female) were used to examine the psychometric properties of the Polish version of the FIQ. ResultsAn exploratory and confirmatory factor analysis provided support for a unidimensional factor structure (χ2(16) = 199.53, p< 0.001; RMSEA = 0.042; SRMR = 0.022; CFI = 0.950). Item response theory showed that the adapted FIQ items had adequate discrimination and information levels. ConclusionThe Polish version of the FIQ showed good internal consistency and adequate construct validity. Overall, the findings suggest that the FIQ is a reliable and valid measure for use in the Polish population.

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