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

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.

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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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Understanding physical educators’ perceptions of mattering

European Physical Education Review ◽

10.1177/1356336x16637320 ◽

2016 ◽

Vol 23 (1) ◽

pp. 73-90 ◽

Cited By ~ 24

Author(s):

K. Andrew R. Richards ◽

Karen Lux Gaudreault ◽

Amelia Mays Woods

Keyword(s):

Factor Analysis ◽

Physical Education ◽

Factor Structure ◽

Online Survey ◽

Role Stress ◽

Physical Education Teachers ◽

Physical Educators ◽

Teachers Perceptions ◽

Confirmatory Factor ◽

Perceived Mattering

Previous research has illustrated that physical educators feel their subject is valued less than others in the context of schools. However, to date, no instruments have been developed to measure physical education teachers’ perceptions of mattering. This study sought to propose and validate the Perceived Mattering Questionnaire – Physical Education (PMQ-PE). In total, 460 physical educators completed an online survey that measured perceived mattering, role stress, and resilience. Data analysis began with exploratory factor analysis to identify a stable two-factor structure that measured physical educators’ perceptions that they matter and that the discipline of physical education matters. Next, confirmatory factor analysis was used to affirm the factor structure and to examine convergent, discriminant, and divergent validity. The model was a good fit for the data and the PMQ-PE correlated positively with resilience and negatively with role stress. These analyses support initial validation of the PMQ-PE.

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

Physical Education of Students ◽

10.15561/20755279.2019.0106 ◽

2018 ◽

Vol 23 (1) ◽

pp. 37-44 ◽

Cited By ~ 1

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.

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Examining the Perceived Sports Literacy of Physical Education Teachers, Trainers and Sports Managers in Terms of Various Variables

Journal of Educational Issues ◽

10.5296/jei.v7i1.18515 ◽

2021 ◽

Vol 7 (1) ◽

pp. 358

Author(s):

Meral Demir ◽

Mümine Soytürk

Keyword(s):

Factor Analysis ◽

Physical Education ◽

Social Practice ◽

Personal Information ◽

Physical Education Teachers ◽

Measurement Tool ◽

Validity And Reliability ◽

Occupational Groups ◽

Confirmatory Factor ◽

The Subject

Introduction and Purpose: UNESCO stated that literacy in the most general sense should include not only reading and writing, but also components of knowledge, thinking, communication, language, culture, and social practice (as cited in Lounsbery & McKenzie 2015). The main purpose of this study is to examine the perceived sports literacy of physical education teachers, trainers, and sports managers in terms of various variables. Furthermore, the validity and reliability level of the scale used in the study, developed by Sum et al., (2016) and adapted into Turkish by Ülker (2019), is examined in the subject group.Method: 103 physical education teachers, 55 trainers and 28 sports managers working in Manisa participated in the study. The “Perceived Sports Literacy Scale” (PSLS) and “Personal Information Form” were used to obtain the data. The data were evaluated using the Mann-Whitney test and Kruskal-Wallis test, internal consistency for reliability, and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for construct validity.Results: The gender and team supporter variables did not make a difference to PSLS scores. PSLS scores in all sub-dimensions were found to be higher and significant for those who did regular physical activity (RPA) compared to those who did not, while “confidence in psychomotor knowledge and ability” and “communication and lifelong sports consciousness” scores of trainers were found to be higher and significant compared to those of other occupational groups. As a result of the EFA and CFA analysis, it was seen that the scale was divided into 17 items and 3 sub-dimensions.Conclusion: It was concluded that doing RFA and being a trainer were effective in having higher PSLS scores than those of other participants, while the gender and team supporter variables were ineffective. The scale is a measurement tool that provides psychometric qualities to measure the sports literacy levels of sports sector employees.

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Development of the Adherence to Healthy Behaviors Scale

Clinical Nursing Research ◽

10.1177/1054773820988629 ◽

2021 ◽

pp. 105477382098862

Author(s):

Chen-Hui Huang ◽

Dhea Natashia ◽

Tzu-Chia Lin ◽

Miaofen Yen

Keyword(s):

Factor Analysis ◽

Protective Factor ◽

Model Fit ◽

Convenience Sample ◽

Healthy Behaviors ◽

Confirmatory Factor ◽

Reliable Instrument ◽

Principal Axis Factor Analysis ◽

Southern Taiwan ◽

Test Retest Reliability

Adherence to healthy behaviors is a protective factor in the disease progression of chronic kidney disease (CKD). Measuring adherence can lead to the recognition of unhealthy behaviors and the suggestion of programs to prevent poor health outcomes. An assessment measurement for patients with CKD not requiring dialysis was developed and psychometrically tested. A convenience sample ( n = 330) of patients with CKD attending a nephrology clinic in southern Taiwan completed the 13-item Adherence to Healthy Behaviors Scale (AHBS). A principal axis factor analysis and a parallel analysis demonstrated a three-factor structure accounting for 47.16% of the total variance. Confirmatory factor analysis indicated a good model fit. The criterion-related validity was adequate ( r = .51; p < .000), with a Cronbach’s alpha of .70; the test-retest reliability demonstrated good stability ( r = .70; p < .000). The AHBS is a valid, reliable instrument to assess adherence to healthy behaviors among patients with CKD.

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Students’ Individual and Social Behaviors with Physical Education Teachers’ Personality

International Education Studies ◽

10.5539/ies.v9n1p154 ◽

2015 ◽

Vol 9 (1) ◽

pp. 154 ◽

Cited By ~ 3

Author(s):

Azizollah Arbabisarjou ◽

Mehdi Sadeghian Sourki ◽

Seyedeh Elaham Hashemi Bonjar

Keyword(s):

Physical Education ◽

Sampling Method ◽

Social Behaviors ◽

Sample Volume ◽

Physical Education Teachers ◽

Statistical Population ◽

Teachers And Students ◽

Collection Data ◽

The Relationship ◽

Academic Year

The main objective for this survey is to assess the relationship between physical education teachers’ personality and students’ individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were selected by stratified sampling method proportionate to the sample volume. The research method was descriptive-correlative type. The collection data instruments were the five-factor questionnaire of McCrae and Costa (2013) and a questionnaire about beliefs, individual and social behaviors tailored by the researcher. The reliability of two questionnaires in a pilot study was 0.89 and 0.83 respectively. Both questionnaires had conceptual and construct validity. The findings of the study indicated that there was a relationship between personality aspects of physical education teachers and students’ beliefs, individual and social behaviors. Since paying attention to the personality of physical education teachers could help improve the students’ beliefs and individual behaviors.

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Evaluation of the Relationship between AcademicPerformance and Physical Fitness Measures in California Schools

Californian Journal of Health Promotion ◽

10.32398/cjhp.v4i2.1946 ◽

2006 ◽

Vol 4 (2) ◽

pp. 207-214 ◽

Cited By ~ 2

Author(s):

Sangeeta Singh ◽

Shari McMahan

Keyword(s):

Physical Education ◽

Physical Fitness ◽

Correlation Coefficients ◽

Physical Education Teachers ◽

California Standards Test ◽

Science Scores ◽

Fitness Measures ◽

California Schools ◽

The Relationship ◽

Academic Year

The purpose of this study was to evaluate the relationship between academic achievement and physical fitness in California schools. Data from the academic year 2004-2005 Fitnessgram were compared to reading, mathematics and science scores on the California Standards test (CST) of 253 elementary schools in the Orange County School District. Physical education teachers from the 10 lowest scoring and 10 highest scoring schools were interviewed regarding content of the physical education classes in their school. Simple correlation coefficients revealed a positive linear relationship between academic scores and physical fitness scores. The interview with the teachers revealed that most of the 10 lowest scoring schools did not have a designated physical education teacher. All of the 10 highest scoring schools had designated physical education teachers and followed the physical education guidelines recommended by the California Education Board.

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Survey of adaptive physical education learning implementation in the SLB A in Surakarta in the academic year of 2019/2020

PHEDHERAL ◽

10.20961/phduns.v17i2.51455 ◽

2021 ◽

Vol 17 (2) ◽

pp. 8

Author(s):

Afinda Devibrillianita Sandhy ◽

Djoko Nugroho ◽

Tri Winarti Rahayu

Keyword(s):

Physical Education ◽

Learning Process ◽

Research Method ◽

Survey Method ◽

Physical Education Teachers ◽

Special School ◽

Learning And Teaching ◽

Adaptive Physical Education ◽

Descriptive Approach ◽

Academic Year

The learning and teaching process of adaptive physical education subject in SLB A or special school A in Surakarta (SLB Negeri Surakarta and SLB A YKAB Surakarta) have faced several obstacles such as the education background of the physical education teachers which are special education background not the physical education background, teachers are still unable to pay attention to the students entirely and to the aspects included in learning implementation, the lack of learning facilities and infrastructure, adaptive physical education learning that generalizes various types of disabilities, and the inactivity of students in participating in the learning process. Therefore, this study aims to discover the implementation of adaptive physical education learning process in SLB A in Surakarta. This study used quantitative method. The approach used in this study was descriptive approach and the research method used was survey method with data collecting technique of observation, questionnaire, and document study. The collecting technique used by the author was by including all of the study’s subjects as the respondents. The collected data was analyzed and tested its validity using triangulation data and triangulation method. The result of this study shows that the Implementation of Adaptive Physical Education Learning in SLB A in Surakarta in the Academic Year of 2019/2020 is lacking based on its influenced factors. Therefore, it is necessary to review and improve the policies in the adaptive physical education learning for visual impaired students.

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Assessing teacher leadership in physical education: the Spanish version of the transformational teaching questionnaire

Anales de Psicología ◽

10.6018/analesps.34.2.291711 ◽

2018 ◽

Vol 34 (2) ◽

pp. 405 ◽

Cited By ~ 3

Author(s):

Octavio Alvarez ◽

Ines Tomas ◽

Isaac Estevan ◽

Javier Molina-García ◽

Ana Queralt ◽

...

Keyword(s):

Factor Analysis ◽

Transformational Leadership ◽

Physical Education ◽

Confirmatory Factor Analysis ◽

Goodness Of Fit ◽

Leadership Theory ◽

Spanish Version ◽

Transformational Teaching ◽

Confirmatory Factor ◽

Gender Groups

Drawing from the transformational leadership theory, this study aims to translate and analyse the psychometric properties of a Spanish version of the Transformational Teaching Questionnaire (TTQ).A cohort sample of 2107 adolescents (997 males and 1110 females) from 82 secondary schools voluntarily participated in the research.In Study 1 ((n = 1066), the exploratory factor analysis informed a one-factor solution. In Study 2 (n = 1041), the confirmatory factor analysis showed the single-factor and the four-factor models showed satisfactory and adequate goodness of fit indices, respectively. Confirmatory factor analysis demonstrated that the four-factor structure of transformational teaching with a high second-order factor, previously found in Canadian adolescents, was replicated in this study. Internal consistency was high in all subscales and in the total scale. The expected pattern of significant relationships with other variables was supported, and evidence of measurement invariance across gender groups was obtained.This study provides evidence for the cross-cultural validation of the TTQ, a questionnaire designed to assess students’ perceptions of their teachers’ behaviours from the perspective of transformational leadership theory. These findings suggested that the Spanish version of TTQ would be useful for assessing transformational teaching in Spanish adolescents in physical education classes.

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The Multidimensional Teachers’ Resilience Scale: Validation for Portuguese Teachers

Journal of Psychoeducational Assessment ◽

10.1177/0734282919836853 ◽

2019 ◽

Vol 38 (3) ◽

pp. 402-408 ◽

Cited By ~ 1

Author(s):

Francisco Peixoto ◽

José Castro Silva ◽

Joana Pipa ◽

Marold Wosnitza ◽

Caroline Mansfield

Keyword(s):

Factor Analysis ◽

Secondary School ◽

Scale Validation ◽

Descriptive Statistics ◽

Global Score ◽

Global Measure ◽

Resilience Scale ◽

Confirmatory Factor ◽

Reliable Instrument ◽

The Hierarchical Structure

This article presents the validation of the Multidimensional Teachers’ Resilience Scale (MTRS) for Portuguese teachers and proposes a hierarchical model to represent teachers’ resilience. Participants were 334 Portuguese teachers from elementary to secondary school who responded to the MTRS and a global measure of teachers’ resilience. Confirmatory factor analysis provided acceptable fit for a 13-item solution distributed by four factors. Results support the hierarchical structure of teachers’ resilience. Descriptive statistics, reliability analysis, and correlation analysis between the MTRS global score and the global measure of teachers’ resilience suggest that the MTRS is a valid and reliable instrument to assess teachers’ resilience.

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