Análisis psicométrico de la Physical Education Season Survey en estudiantes españoles de educación secundaria

  1. Burgueño, Rafael
  2. Lirola, María-Jesús
  3. Morales-Ortiz, Esther
  4. Cueto-Martín, Belén
  5. Medina-Casubón, Jesús
Journal:
Psychology, Society & Education

ISSN: 1989-709X,  2171-2085

Year of publication: 2018

Volume: 10

Issue: 2

Pages: 189-201

Type: Article

DOI: 10.25115/PSYE.V10I2.1093 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Psychology, Society & Education

Abstract

With reference to the Sport Education pedagogical model, this research aimed to examine the psychometric properties of the first section of the Physical Education Season Survey in order to measure the six structural features of Sport Education in the Spanish context. The participants were 608 Post-Compulsory and Compulsory Secondary students (323 boys and 285 girls; Mage = 14.99, SD = 1.58), who completed a 12-session intervention in Physical Education class according to the guidelines proposed for this model-based practice. The confirmatory factor analysis showed a good fit for the 6-ítem and 1-factor structure, which was invariant across gender and age. The internal consistence analysis reflected adequate values. The three lineal regression analyses revealed that sport education predicted positively perceived competence, sport engagement and fair play, respectively. The Physical Education Season Survey is shown to be a valid and reliable measure to assess the six core features of Sport Education in the Spanish Physical Education context.

Bibliographic References

  • Burgueño, R., Medina-Casaubón, J., Morales-Ortiz, E., Cueto-Martin, B., & Sáchez-Gallardo, I. (2017). Sport education versus traditional teaching: Influence on motivational regulation in high school students. Cuadernos de Psicologia Del Deporte, 17(2), 87–98.
  • Byrne, B. M., Shavelson, R. J., & Muthén, B. (1989). Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin, 105(3), 456–466. http://doi.org/10.1037/0033-2909.105.3.456
  • Calderón, A., Hastie, P. A., & Martínez-de-Ojeda, D. (2010). Learning to teach sport education: Initial experience in elementary education. Cultura_Ciencia_Deporte, 6(5), 169–181. http://doi.org/10.12800/ccd.v5i15.103
  • Calderón, A., Martínez-de-Ojeda, D., & Hastie, P. A. (2013). Students and teachers’ perception after practice with two pedagogical models in Physical Education. International Journal of Sport Science, 32(9), 137–153. http://doi.org/10.5232/ricyde2013.03204
  • Cuevas, R., García-López, L. M., & Contreras, O. (2015). Influence of the sport education model in the basic psychological needs. Cuadernos de Psicología Del Deporte, 15(2), 155–162.
  • Curtner-Smith, M. D., Hastie, P. A., & Kinchin, G. D. (2008). Influence of occupational socialization on beginning teachers’ interpretation and delivery of sport education. Sport, Education and Society, 13(1), 97–117. http://doi.org/10.1080/13573320701780779
  • Gregorich, S. E. (2006). Do self-report instruments allow meaningful comparisons across diverse population groups? Testing measurement invariance using the confirmatory factor analysis framework. Medical Care, 44(11 Suppl 3), S78–S94. http://doi.org/10.1097/01.mlr.0000245454.12228.8f
  • Hair, J. F. J., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Englewood Cliffs, NJ: Pearson Prentice Hall.
  • Harvey, S., Kirk, D., & O’Donovan, T. M. (2014). Sport Education as a pedagogical application for ethical development in physical education and youth sport. Sport, Education and Society, 19(1), 41–62. http://doi.org/10.1080/13573322.2011.624594
  • Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investigations. Journal of Teaching in Physical Education, 33(3), 422–431. http://doi.org/10.1123/jtpe.2013-0141
  • Hastie, P. A., Martínez-de-Ojeda, D., & Calderón, A. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103–132. http://doi.org/10.1080/17408989.2010.535202
  • Hastie, P. A., & Sinelnikov, O. A. (2006). Russian students’ participation in and perceptions of a season of Sport Education. European Physical Education Review, 12(2), 131–150. http://doi.org/10.1177/1356336X06065166
  • Hastie, P. A., Sinelnikov, O., Wallhead, T., & Layne, T. (2014). Perceived and actual motivational climate of a mastery-involving sport education season. European Physical Education Review, 20(2), 215–228. http://doi.org/10.1177/1356336X14524858
  • Hastie, P. A., & Wallhead, T. (2016). Models-based practice in Physical Education: The case for sport education. Journal of Teaching in Physical Education, 35(4), 390–399. http://doi.org/10.1123/jtpe.2016-0092
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. http://doi.org/10.1080/10705519909540118
  • Kinchin, G. D., Wardle, C., Roderick, S., & Sprosen, A. (2004). A survey of year 9 boys’ perceptions of sport education in one English secondary school. Bulletin of Physical Education, 40(1), 27–40.
  • Mahedero, P., Calderón, A., Arias-Estero, J. L., Hastie, P. A., & Guarino, A. J. (2015). Effects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball Sport Education season. Journal of Teaching in Physical Education, 34, 626–641. http://doi.org/10.1123/jtpe.2014-0061
  • Martín-Albo, J., Núñez, J. L., Navarro-Izquierdo, J. G., & González-Ruiz, V. M. (2006). Validity of the Spanish version of the multidimensional sportpersonship orientations scale. Revista de Psicología Del Deporte, 15(1), 9–22.
  • Méndez-Giménez, A., Martínez-de-Ojeda, D., & Valverde-Pérez, J. J. (2016). Valoración del alumnado y profesorado del material convencional y auto-construido: estudio longitudinal de diseño cruzado en Educación Deportiva. Retos. Nuevas Tendencias En Educación Física Y Recreación, 30, 20–25.
  • Meroño, L., Calderón, A., & Hastie, P. A. (2015). Effect of a Sport Education season on psychological variables in youth swimmers. Cuadernos de Psicología Del Deporte, 15(2), 35–46.
  • Meroño, L., Calderón, A., & Hastie, P. A. (2016). Effect of Sport Education on the technical learning and motivational climate of junior high performance swimmers. RICYDE: Revista Internacional de Ciencias Del Deporte, 44(42), 182–198. http://doi.org/10.5232/ricyde2016.04407
  • Mesquita, I., Rodrigues-Pereira, J. A., Araújo, R., Farias, C., & Rolim, R. (2015). Representação dos alunos e professora acerca do valor educativo do modelo de educação desportiva numa unidade didática de atletismo. Motricidade, 12(1), 4–11. http://doi.org/10.6063/motricidade.4213
  • Mohr, D. J., Townsend, S. J., Rairigh, R., & Mohr, C. (2003). Students’ perceptions of Sport Education when taught using pedagogical approach to Sport Education (PASE) planning and instructional framework. Research Quarterly for Exercise and Sport, 74(supplement), A51–A52.
  • Moreno, J. A., González-Cutre, D., Chillón-Garzón, M., & Parra-Rojas, N. (2008). Adaptación a la educación física de la escala de las necesidades psicológicas básicas en el ejercicio. Revista Mexicana de Psicología, 25(2), 295–303.
  • Pereira, J., Hastie, P. A., Araújo, R., Farias, C., Rolim, R., & Mesquita, I. (2015). A comparative study of students’ track and field technical performance in sport education and in a direct instruction approach. Journal of Sports Science and Medicine, 14(1), 118–127.
  • Siedentop, D. (1994). Sport Education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics.
  • Siedentop, D., Hastie, P. A., & Van der Mars, H. (2011). Complete guide to sport education (2nd ed.). Champaign, IL: Human Kinetics.
  • Vallerand, R. J., Brière, N. M., Blanchard, C., & Provencher, P. (1997). Development and validation of the multidimensional sportspersonship orientations scale. Journal of Sport and Exercise Psychology, 19(2), 197–206. http://doi.org/10.1123/jsep.19.2.197
  • Viladrich, C., Angulo-Brunet, A., & Doval, E. (2017). A journey around alpha and omega to estimate internal consistency reliability. Annals of Psychology, 33(3), 755–782. http://doi.org/10.6018/analesps.33.3.268401
  • Vlachopoulos, S. P., & Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness in exercise: The basic psychological needs in exercise scale. Measurement in Physical Education and Exercise Science, 10(3), 179–201. http://doi.org/10.1207/s15327841mpee1003_4
  • Wahl-Alexander, Z., Sinelnikov, O., & Curtner-Smith, M. (2017). A longitudinal analysis of students’ autobiographical memories of participation in multiple sport education seasons. European Physical Education Review, 23(1), 25–40. http://doi.org/10.1177/1356336X15624246
  • Wallhead, T. L., & Ntoumanis, N. (2004). Effects of a Sport Education intervention on students’ motivational responses in physical education. Journal of Teaching in Physical Education, 23(1), 4–18. http://doi.org/10.1123/jtpe.23.1.4
  • West, S. G., Taylor, A. B., & Wu, W. (2012). Model fit and model selection in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of Structural Equation Modeling (pp. 209–231). New York, NY: Guilford.
Data source: Dialnet