scholarly journals Validación y fiabilidad del instrumento “escala de percepción de competencias docente en educación física en la atención de las personas en situación de discapacidad” (Validation and reliability of the instrument "perception scale of physical education t

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 931-937
Author(s):  
Jorge Pérez-Contreras ◽  
Cecilia Bahamonde-Pérez ◽  
Carolina Pardo-Tamayo ◽  
Pablo Merino-Muñoz ◽  
Esteban Aedo Muñoz
Keyword(s):  
Physical Education ◽  
School Level ◽  
Physical Education Teachers ◽  
Special Educational Needs ◽  
Validity And Reliability ◽  
High School Level ◽  
Teaching Competence ◽  
The Face ◽  
High Internal Consistency ◽  
Intra Class Correlation Coefficient

  El propósito del estudio fue determinar el grado de validez y fiabilidad del cuestionario Escala de Percepción de Competencia Docente en Educación Física en la Atención de las Personas en Situación de Discapacidad (ECoDEFyD). La muestra fue de tipo intencionada, compuesta por 37 profesores que imparten clases de Educación Física a nivel de educación básica y media. El instrumento original se modificó en base al juicio de expertos, y estos aprobaron su uso final alcanzando una validez de contenido aceptable. El instrumento modificado alcanzó una consistencia interna elevada (ɑ > 0.92) y una fiabilidad relativa excelente (coeficiente de correlación intraclase = 0.962), demostrando que el instrumento ECoDEFyD es un instrumento válido y fiable para medir la percepción de competencia y necesidades más urgentes frente a la inclusión de estudiantes con necesidades educativas especiales permanentes, de los profesores de Educación Física, resultando ser adecuado para tomar decisiones a partir de sus resultados.  Abstract. The purpose of this study was to determine the degree of validity and reliability of the questionnaire Scale of Perception of Teaching Competence in Physical Education in the Attention of People with Disabilities (ECoDEFyD). The sample was of intentional type, in 37 teachers who teach Physical Education classes at the basic and high school level. The original instrument was modified based on the judgment of experts, and they approved its final use, reaching an acceptable content validity. The modified instrument achieved high internal consistency (ɑ > 0.92) and excellent relative reliability (intra-class correlation coefficient = 0.962), demonstrating that the ECoDEFyD instrument is a valid and reliable instrument to measure the perception of competence and the most urgent needs in the face of the inclusion of students with permanent special educational needs, of Physical Education teachers, proving to be adequate to make decisions based on their results.

scholarly journals Los objetivos y contenidos de las actividades de expresión motriz, según la opinión de los profesores de educación física en Chile (Objectives and contents of the activities of motor expression, according to the opinion of Physical Education teachers in C

Retos ◽  
2015 ◽  
pp. 56-59
Author(s):  
Alda Reyno Freundt
Keyword(s):  
High School ◽  
Physical Education ◽  
School Level ◽  
Physical Education Teachers ◽  
Transversal Design ◽  
Ministry Of Education ◽  
High School Level ◽  
Initial Formation ◽  
Bodily Expression ◽  
Different Types

La presente investigación de tipo descriptivo - exploratorio de diseño transversal tiene como propósito analizar la opinión acerca de los objetivos y contenidos de la Unidad «Deportes y actividades de autosuperación y de expresión motriz» y de las Actividades Expresivo Motrices (AEM), emitida por profesores de Educación Física (EF) en ejercicio, en el año 2004 en Chile. Se aplicó un cuestionario a 249 profesores que impartían EF en los cursos de secundaria (NM2 y NM3) en los diferentes tipos de Establecimientos educacionales del país, con el propósito de detectar su opinión respecto a los contenidos y objetivos de las AEM. Este estudio, describe lo que está respondido por los profesores del medio, en el cuestionario de AEM. Los resultados de la encuesta fueron estratificados por género, de acuerdo a los objetivos planteados en la investigación. La Conclusión general del estudio indica que tantos los profesores entrevistados como en los Programas de Estudios del Ministerio de Educación hay una confusión en relación a lo que se entiende por Agentes de la Educación Física. Los profesores aplican agentes tales como: atletismo, folklore y baile, dejando la expresión y o la gimnasia rítmica prácticamente de lado. Los profesores declaran como objetivo «Promocionar el cuidado del cuerpo y salud» para dar cumplimiento al eje de Unidades Deportes y actividades de autosuperación y de expresión motriz, siendo que éste corresponde debiera ser «Lograr que el alumno exprese y se comunique a través del cuerpo y el movimiento».Abstract: The current research is of a descriptive – exploratory type with a transversal design and is part of the Doctoral Thesis presented in the year 2007: « Initial formation of Physical Education Teachers in Chile and Motor Expression Area Contents» The aim of the present study is to analyze the opinion regarding the objectives and contents of the Unit «Sports and Self - improvement Activities and of Motor Expression» and of «Motor Expression Activities» (MEA), given by 249 teachers of Physical Education (PE) who were working in Chile in the year 2004. A questionnaire was applied to 249 teachers who were teaching PE at high school level (10TH and 11TH grades) in different types of schools in the country. Its purpose was detecting their opinion concerning the contents and objectives of MEA. This study describes the answers given by the teachers in the MEA questionnaire. The results were stratified by gender, according to the targets stated in this investigation. The general conclusion of this analysis indicates that in the surveyed teachers as well as in the Ministry of Education program there is a confusion in relation to what is understood by Content and Agent in Physical Education. Teachers apply Agents such as Athletics, Folklore and Dance, leaving aside bodily expression and rythmnic gymnastics. Theachers declare as an objective «To promote the care of body and health». In this way they fullfil their commitment to the «Sports Unit as well as to activites of self improvement and motor expression» it ought to be «Allow the student to express and communicate througt body and movement».

Validation of a Common Content Knowledge Test for Soccer

2018 ◽  
Vol 37 (4) ◽  
pp. 407-412 ◽  
Author(s):  
Yaohui He ◽  
Phillip Ward ◽  
Xiaozan Wang
Keyword(s):  
Physical Education ◽  
Content Knowledge ◽  
Internal Consistency ◽  
Item Difficulty ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
Education Students ◽  
High Internal Consistency ◽  
Common Content ◽  
Teacher Education Students

Purpose: Teacher knowledge of rules, techniques, and tactics is called common content knowledge. Such knowledge is essential for effective teaching of physical education. The purpose of this study was to evaluate the validity and reliability of a test of soccer common content knowledge.Method: Rasch modeling was used to evaluate the validity and reliability of a test of soccer to a sample of 530 Chinese teacher education students.Results: Twenty-seven of 30 questions demonstrated good item-model fit. Moderately high internal consistency for personability and high internal consistency for item difficulty are reported. There were gaps between personability estimates and item-difficulty levels at the lower and higher ends of the map, indicating a lack of more easy and difficult questions.Conclusion: The analysis provides evidence to support the validity and reliability of this instrument as a test of soccer common content knowledge for Chinese preservice physical education teachers.

scholarly journals The Relationship between Physical Education Teachers’ Perceptions of Principals’ Transformational Leadership and Creative Teaching Behavior at Junior and Senior High Schools: A Cross-Level Moderating Effect on Innovative School Climates

2021 ◽  
Vol 13 (15) ◽  
pp. 8184
Author(s):  
Chia-Ming Chang ◽  
Huey-Hong Hsieh ◽  
Yu-Hui Chou ◽  
Hsiu-Chin Huang
Keyword(s):  
Transformational Leadership ◽  
High Schools ◽  
School Climate ◽  
Physical Education ◽  
Positive Impact ◽  
School Level ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Creative Teaching ◽  
The Relationship

The purpose of this study was to examine the relationship between a principal’s transformational leadership and creative teaching behavior of physical education teachers at junior and senior high schools in Taiwan (at the individual level) and the cross-level effect on creative teaching behaviors of physical education teachers in an innovative school climate (at the school level) and the moderator effect of an innovative school climate on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. A total of 800 questionnaires were distributed to physical education teachers at 59 junior and senior high schools and 477 valid surveys were collected for data analysis. Using hierarchical linear modeling, we found that at the individual level, a principal’s transformational leadership has a positive impact on creative teaching behaviors of physical education teachers, and at the school level, an innovative school climate has a positive impact on creative teaching behaviors (at the person level) of physical education teachers. An innovative school climate at the school level has no moderating effects on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. This study provides implications and applications for cross-level studies, and builds the foundation for future multilevel research.

Investigation of physical education teachers’ first aid response with vignette technique

2021 ◽  
Vol 9 (1) ◽  
pp. 259-272
Author(s):  
Aysel Kizilkaya Namli ◽  
Keyword(s):  
Content Analysis ◽  
Physical Education ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
First Aid ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
Expert Opinions ◽  
First Aid Training

In the study, the aim is to determine the effects of the application of first aid training lessons on sports injuries. The group of the study was determined by the simple random sampling method included in the random sampling technique and consists of 20 physical education teachers who are still on duty in the 2020-2021 academic year. All of the physical education teachers are experienced teachers who have taken first aid lessons in undergraduate education. Vignette technique, one of the qualitative research methods, was used in the research. With the technique in question, teachers were asked to express their opinions following the first aid scenarios. The interviews were made over the phone and recorded with the consent of the participants. Content analysis was used in the study, and the validity and reliability of the data were provided. The opinions received from the participants were examined and themes were created by the content analysis and given with direct quotations. The opinions of the participants were interpreted by comparing with the findings of the experts in the field in accordance with the vignette technique. According to the results of the study, it was determined that physical education teachers gave similar answers to expert opinions about all scenarios. However, the accuracy rates of these answers vary with the scenarios. Therefore, it was determined that teachers' first aid knowledge varies, in some cases, they behave closely to expert opinions, and in some others, they move away from expert opinions. It has been observed that this situation resembles similar studies in the literature. When the mentioned results are compared with the literature; it is recommended that first aid training be sustainable and implementation techniques are continuously improved.

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.

Validation of the Physical Education Teachers' Physical Activity Self-efficacy Scale with a Turkish Sample

2009 ◽  
Vol 37 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Okkes Alpaslan Gencay
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Test Results ◽  
Validity And Reliability ◽  
One Way Anova ◽  
Reliable Scale

The main purpose of this study was to determine the validity and reliability of the Physical Education Teachers' Physical Activity Self-efficacy Scale (PETPAS), developed by Martin and Kulinna (2003), in a Turkish setting, and to test if there are any differences according to gender and teaching experience of Turkish PE teachers. The Turkish version of the PETPAS was administered to 227 physical educators from 3 cities in Turkey. Exploratory factor analysis showed that the scale consists of 4 dimensions, as does the original. Cronbach's alpha was .86, and both the Equal-Length Spearman Brown split-half coefficient (r = .72) and Guttman's split-half coefficient (r = .73) showed good results. The independent t test results revealed that there were significant gender differences in space, time, and institution subscales. One way ANOVA results also indicated that student and space subscales significantly differed according to teaching experience of the PE teachers. These results indicated that the PETPAS is a valid and reliable scale for Turkish culture.

scholarly journals Teachers' Perceptions of Applying Contemporary Skill Acquisition Approaches in High School Physical Education

2021 ◽  
Vol 3 ◽  
Author(s):  
Sarah-Kate Millar ◽  
Jia Yi Chow ◽  
Mo Gleeson ◽  
Michelle Cleaver
Keyword(s):  
High School ◽  
Physical Education ◽  
Skill Acquisition ◽  
Skill Learning ◽  
School Level ◽  
National Standard ◽  
Learning Theories ◽  
Pedagogical Practice ◽  
Exploratory Learning ◽  
High School Level

Using contemporary skill acquisition approaches to skill learning appears to be a worthwhile pedagogical option for teachers and coaches in sports and Physical Education (PE). However, PE at the High School level in New Zealand has assessment components that are still underpinned by traditional and outdated skill learning theories. In response to this challenge, two motivated Heads of Department in PE undertook a department-wide professional development initiative to teach the national standard assessment via the use of a contemporary skill acquisition approach, which is student-centred, with an emphasis on enhancing exploratory learning and encouraging autonomy. Each department worked together over a 10-week period with a Higher Education specialist in skill acquisition to design and teach using contemporary skill acquisition approaches. Qualitative data was collected via semi-structured focus group interviews. Insightful data on the influence of teaching using contemporary skill acquisition approaches was acquired from the teachers in the two PE departments. It was found that substantial pedagogical practice changes were achieved by the teachers (e.g., less focus on ideal technique and more on varying the context). They also enjoyed the learning experience that the contemporary skill acquisition approach offered as compared to their previous experience of more traditional teaching approaches, which have a focus on knowledge acquirement with little opportunities for exploratory learning. In addition, from a practical perspective, teachers were observed to demonstrate greater engagement in professional conversations around learning and could see greater relevance in the transfer of learning in the use of contemporary skill acquisition approaches to other teaching contexts.

scholarly journals Emociones del profesorado de educación física: revisión narrativa (2010-2020) (Physical education teacher emotions: narrative review (2010-2020))

Retos ◽  
2020 ◽  
Author(s):  
Felipe Nicolás Mujica Johnson ◽  
Nelly Del Carmen Orellana Arduiz
Keyword(s):  
Physical Education ◽  
Work Performance ◽  
Narrative Review ◽  
Physical Education Teachers ◽  
Professional Experience ◽  
Physical Education Teacher ◽  
Emotional Quality ◽  
Teaching Knowledge ◽  
The Face ◽  
The Subject

  El estudio de las emociones en educación física es cada vez más común. Sin embargo, las emociones del alumnado han gozado de más protagonismo en la literatura, en comparación con las del profesorado. El estudio de las emociones del profesorado se divide en dos enfoques principales, uno orientado a la intensidad y otro a la calidad emocional. Con la finalidad de contribuir a la comprensión de la calidad emocional, se ha decidido realizar una revisión narrativa que tuvo por objetivo analizar los significados de las emociones del profesorado de educación física. La búsqueda se llevó a cabo en siete bases de datos internacionales y se lograron identificar siete investigaciones cualitativas sobre la temática. Los resultados indican que las emociones del profesorado responden al saber docente, los valores, el desempeño laboral, la experiencia personal y profesional. Se concluye que las emociones del profesorado expresan la complejidad de la labor docente y sus posicionamientos éticos frente a diversas situaciones pedagógicas. Abstract. The study of emotions in physical education is increasingly common. However, the emotions of the students have enjoyed more prominence in the literature, compared to those of the teachers. The study of teachers' emotions is divided into two main approaches, one focused on intensity and the other on emotional quality. With the intention of contributing to the understanding of emotional quality, it has been decided to carry out a narrative review that aimed to analyze the meanings of the emotions of physical education teachers. The search was carried out in seven international databases and it was possible to identify seven qualitative investigations on the subject. The results indicate that teachers' emotions respond to teaching knowledge, values, work performance, personal and professional experience. It is concluded that the teachers' emotions express the complexity of the teaching work and their ethical positions in the face of diverse pedagogical situations.

scholarly journals The effect of achievement motivation and expectation toward students’ learning achievement on Islamic education

2018 ◽  
Vol 9 (2) ◽  
pp. 208
Author(s):  
Nurul Hidayati
Keyword(s):  
Achievement Motivation ◽  
Junior High School ◽  
Quantitative Research ◽  
Sampling Technique ◽  
School Level ◽  
Validity And Reliability ◽  
High School Level ◽  
Learning Achievement ◽  
Regression Techniques ◽  
Junior High School Level

This research aims at figuring out the effect of students’ achivement motivation and expectation towards students’ learning achivementa t PAI subject at VII class in junior high school level in 2014. There were three schools involved in the research:  SMP N 1 Salatiga, Salatiga SMP N 6, and SMP Muhammadiyah Salatiga. This is quantitative research with purposive sampling technique. The data collecting technique were questionnaires, test and documents. Questionnaires were to see the relation between students’ achievement motivation and expectation while test was used to gain data for learning achievement on PAI. The instruments for questionnaire were tested using validity and reliability test, normality test, autocorrelation test, F test, and coefficient determinant test. The data analysis used regression techniques. The findings of the research show that independent variables of achievement motivation (X1) and expectations (X2) influence the dependent variable of learning achievement (Y) by Y’ = 48.866 + 0.04 X1  + 0.258 X2 . This implies that 1 value of achievement motivation and 1 value of exectation will result on 49.164 learning achievement in PAI subject.

Sign in / Sign up

Export Citation Format

Share Document