Desarrollo y validación de una prueba escrita objetiva de elección múltiple para evaluar el conocimiento del entorno para el acondicionamiento físico (CENAFI) en escolares

  1. Santiago Guijarro-Romero 1
  2. Daniel Mayorga-Vega 2
  3. Carolina Casado-Robles 1
  4. Jesús Viciana 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Journal:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Year of publication: 2024

Issue: 51

Pages: 426-441

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Retos: nuevas tendencias en educación física, deporte y recreación

Abstract

The purpose of the present study was to build and develop and ad hoc multiple-choice written test to assess the schoolchildren’s knowledge of the environment around the educational center for physical conditioning (CENAFI). A total of 189 students (95 females) from first to fourth grades of Compulsory Secondary Education (Mage = 13.57 ± 1.3 years) participated in the study. The phases of the test validation were: (1) Construction and definition of the structure and purpose of the test; (2) content validation by experts; (3) piloting; (4) depuration and application of the definitive instrument; (5) test-retest reliability assessment; and (6) discriminant validity assessment. The final test consisted of 30 objective multiple-choice questions with moderate global difficulty (average = 11.60 points out of 30). All quantitative indices were adequate in difficulty, discrimination, and met the qualitative criteria established by the experts. The test-retest reliability of the test was adequate (ICC = .65) and the students who experienced the intervention program obtained a higher score than those of the control group, thus showing equally adequate discriminant validity. The results show that it is a valid and reliable measuring instrument in order to obtain information on schoolchildren’s knowledge of their immediate environment for physical conditioning. The present study represents a valuable contribution to scientific literature and has important practical repercussions for the Physical Education subject.

Bibliographic References

  • Argimón, J., & Jiménez, J. (2000). Métodos de investigación clínica y epidemiológica. Madrid: Harcourt.
  • Baumgartner, T. A., Jackson, A. S., Mahar, M. T., & Rowe, D. A. (2015). Measurement for evaluation in kinesiology. Burlington, MA: Jones and Bartlett Publishers.
  • Carolo, D., Onofre, M., & Martins, J. (2023). Origens e definição do constructo de literacia física: da compreensão conceptual à criação coletiva de um referencial europeu. Retos, 48, 761–774. doi:10.47197/retos.v48.97380
  • Chen, S., Chen, A., Sun, H., & Zhu, X. (2013). Physical activity and fitness knowledge learning in physical education: Seeking a common ground. European Physical Education Review, 19(2), 256–270. doi:10.1177/1356336X13486058
  • Chen, S., Zhu, X., & Kang, M. (2017). Development and validation of an energy-balance knowledge test for fourthand fifth-grade students. Journal of Sports Sciences, 35(10), 1004–1011. doi:10.1080/02640414.2016.1208837
  • Chu, C. H., Chen, F. T., Pontifex, M. B., Sun, Y., & Chang, Y. K. (2019). Health-related physical fitness, academic achievement, and neuroelectric measures in children and adolescents. International Journal of Sport and Exercise Psychology, 17(2), 117–132. doi:10.1080/1612197X.2016.1223420
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. doi:10.1037/0033-2909.112.1.155
  • Corral, Y. (2009). Validez y confiabilidad de los instrumentos de investigación para la recolección de datos. Revista Ciencias de la Educación, 19(33), 228–247.
  • Demetriou, Y., Sudeck, G., Thiel, A., & Höner, O. (2015). The effects of school-based physical activity interventions on students’ health-related fitness knowledge: A systematic review. Educational Research Review, (16), 19–40. doi:10.1016/j.edurev.2015.07.002
  • Díaz, C., Batanero, C., & Cobo, B. (2003). Fiabilidad y generalizabilidad. Aplicaciones en evaluación educativa. Números, 54, 3–21.
  • Eignor, D. (2013). The standards for educational and psychological testing. In K. F. Geisinger, B. A. Bracken, J. F. Carlson, J. I. C. Hansen, N. R. Kuncel, S. P. Reise, & M. C. Rodriguez (Eds.), APA handbook of testing and assessment in psychology: Vol. 1. Test theory and testing and assessment in industrial and organizational psychology (pp. 245–250). Washington, DC: American Psychological Association.
  • Ennis, C. D. (2011). Physical education curriculum priorities: Evidence for education and skillfulness. Quest, 63(1), 5–18. doi:10.1080/00336297.2011.10483659
  • Escobar-Pérez, J., & Cuervo-Martínez, Á. (2008). Validez de contenido y juicio de expertos: Una aproximación a su utilización. Avances en Medición, 6, 27–36.
  • European Commission/EACEA/Eurydice. (2013). Physical Education and sport at school in Europe Eurydice Report. Luxembourg: Publications Office of the European Union.
  • Evaristo, S., Moreira, C., Lopes, L., Oliveira, A., Abreu, S., Agostinis-Sobrinho, C., Oliveira-Santos, J., Póvoas, S., Santos, R., & Mota, J. (2019). Muscular fitness and cardiorespiratory fitness are associated with health-related quality of life: Results from labmed physical activity study. Journal of Exercise Science and Fitness, 17(2), 55–61. doi:10.1016/j.jesf.2019.01.002
  • Ferkel, R. C., Judge, L. W., Stodden, D. F., & Griffin, K. (2014). Importance of health-related fitness knowledge to increasing physical activity and physical fitness. Physical Educator, 71(2), 218–233.
  • Field, A. (2017). Discovering statistics using IBM SPSS Statistics (5th ed.). London: SAGE Publications.
  • Fontes, G., García-Gallego, C., Garriga-Trillo, A.; Pérez-Llantada, M., & Sarriá, E. (2007). Diseños de investigación en psicología. Madrid: UNED.
  • González Palacio, E. V., Chaberra Fernández, B. E., Bustamante Castaño, S. A., & Toro Suaza, C. A. (2021). Diseño y validación de un cuestionario sobre las concepciones y percepción de los estudiantes sobre la evaluación en Educación Física. Retos, 40, 317-325. doi: 10.47197/retos.v1i40.80914
  • Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2020). Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1·6 million participants. The Lancet Child and Adolescent Health, 4(1), 23–35. doi:10.1016/S2352-4642(19)30323-2
  • Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155–163. doi:10.1016/j.jcm.2016.02.012
  • Lacy, A., & Williams, S. (2018). Measurement and evaluation in physical education and exercise science (8th ed.). New York, NY: Routledge.
  • Mateo-Orcajada, A., González-Gálvez, N., Abenza-Cano, L. & Vaquero-Cristóbal, R. (2022). Differences in physical fit-ness and body composition between active and sedentary adolescents: A systematic review and meta-analysis. Journal of Youth and Adolescence, 51, 177–192. doi: 10.1007/s10964-021-01552-7
  • Miklos, T. (1999). Educación y capacitación basada en competencias. México: Limusa.
  • Moreno, A., Del Villar, F., García-González, L., García-Calvo, T., & Moreno, M. P. (2013). Propiedades psicométricas de un cuestionario para la evaluación del conocimiento procedimental en voleibol (CCPV). RICYE. Revista Internacional de Ciencias del Deporte, 9(31), 38–47. doi:10.5232/ricyde2013.03103
  • OECD/WHO. (2023). Step up! Tackling the burden of insufficient physical activity in Europe. París: OECD Publishing.
  • Organización Mundial de la Salud. (2018). Global action plan on physical activity 2018–2030: More active people for a healthier world. Geneva: World Health Organization.
  • Organización Mundial de la Salud. (2020). WHO guidelines on physical activity and sedentary behaviour. Geneva: World Health Organization.
  • Organización Mundial de la Salud. (2021). Making every school a health-promoting school: Implementation guidance. Geneva: World Health Organization.
  • Ortega, E., Calderón, A., Palao, J. M., & Puigcerver, M. C. (2008). Diseño y validación de un cuestionario para evaluar la actitud percibida del profesor en clase y de un cuestionario para evaluar los contenidos actitudinales de los alumnos du-rante las clases de educación física en secundaria. Retos, 14, 22-29. doi: 10.47197/retos.v0i14.35006
  • Otero Saborido, F. M., González-Jurado, J. A., & Lluch, Á. C. (2012). Validación de instrumentos para la medición del conocimiento declarativo y procedimental y la toma de decisiones en el fútbol escolar. Retos, 22, 65-69. doi:10.47197/retos.v0i22.34588
  • Pérez-Morales, J. C., Greco, P. J., Ferreira-Lopes, B., Estevão, B. J., & Ibáñez, S. J. (2018). Development and preliminary validation of a new Procedural Tactical Knowledge Test for Basketball using 3vs. 3 situation. RICYDE. Revista Internacio-nal de Ciencias del Deporte 14(53), 256-267. doi:10.5232/ricyde2018.05306.
  • Raghuveer, G., Hartz, J., Lubans, D. R., Takken, T., Wiltz, J. L., Mietus-Snyder, M., Perak, A. M., Baker-Smith, C., Pietris, N., & Edwards, N. M. (2020). Cardiorespiratory fitness in youth: An important marker of health. Circulation, 142(7), e101–e18. doi:10.1161/CIR.0000000000000866
  • Raymond, M. R., Stevens, C., & Bucak, S. D. (2019). The optimal number of options for multiple-choice questions on high-stakes tests: application of a revised index for detecting nonfunctional distractors. Advances in Health Sciences Education, 24(1), 141–150. doi:10.1007/s10459-018-9855-9
  • SHAPE America. (2013). Grade-level outcomes for K-12 Physical Education. Reston, VA: Author.
  • Tomkinson, G. R., Lang, J. J., Blanchard, J., Léger, L. A., & Tremblay, M. S. (2019). The 20-m shuttle run: assessment and interpretation of data in relation to youth aerobic fitness and health. Pediatric Exercise Science, 31(2), 152-163. doi: 10.1123/pes.2018-0179
  • Viciana, J., & Mayorga-Vega, D. (2016). Innovative teaching units applied to Physical Education – changing the curriculum management for authentic outcomes. Kinesiology, 48(1), 142–152. doi:10.26582/k.48.1.1
  • Viciana, J., & Mayorga-Vega, D. (2018). The three-axes model of planning in physical education. Retos, 33, 313–319. doi:10.47197/retos.v0i33.54533
  • Walter, S. D., Eliasziw, M., & Donner, A. (1998). Sample size and optimal designs for reliability studies. Statistics in Medicine, 17(1), 101–110. doi:10.1002/(SICI)1097-0258(19980115)17:1<101::AID-SIM727>3.0.CO;2-E
  • Zack, M. H. (1999). Developing a knowledge strategy. California Management Review, 41(3), 125–145. doi:10.2307/41166000
  • Zhu, W., Rink, J., Placek, J. H., Graber, K. C., Fox, C., Fisette, J. L., Dyson, B., Park, Y., Avery, M., Franck, M., & Raynes, D. (2011). PE metrics: Background, testing theory, and methods. Measurement in Physical Education and Exercise Science, 15(2), 87–99. doi:10.1080/1091367X.2011.568363
  • Zubillaga-Olague, M., & Cañadas, L. (2021). Diseño y validación del cuestionario “# EvalEF” para conocer el proceso de evaluación desarrollado por los docentes de educación física. Retos, 42, 47-55. doi:10.47197/retos.v42i0.86627
Data source: Dialnet