Validación del cuestionario: “Perception of competence in middle school PE” al contexto español. [Validation of the questionnaire: “Perception of competence in middle school PE” to the Spanish context].

Pedro Gil-Madrona, Antonio Pita-Lozano, Arturo Díaz-Suárez, Guillermo F. Lopéz-Sánchez

Resumen


Una baja competencia percibida puede afectar el adecuado desarrollo de las clases de Educación Física, por lo que son necesarios instrumentos válidos y fiables con los que medir esta variable. En este estudio se describe la adaptación y validación al idioma español del cuestionario de Scrabis-Fletcher y Silverman (2010) para medir la Percepción de la Competencia en escolares de sexto curso de Educación Primaria. Han participado 780 escolares de sexto de primaria de 27 centros educativos de Albacete (España) elegidos de manera aleatoria, 389 niños y 391 niñas, edad de 10 a 13 años (media=11.08 y SD=0.43). Se ha realizado un análisis exploratorio de los ítems y un estudio de la consistencia interna mediante alfa de Cronbach, utilizando el paquete Multilevel 2.4. La estructura de los constructos se ha analizado mediante análisis factorial confirmatorio (AFC), utilizando el paquete Lavaan 0.5-11. La consistencia del instrumento ha sido elevada (alfa de Cronbach: 0.74). Existe una elevada correlación entre todos los ítems, incluso de distintos factores. Como conclusión se establecen dos cuestionarios de 2 y 3 factores con 7 y 14 ítems respectivamente, quedando validado el instrumento al contexto español.

Abstract

A low perceived competence may affect the proper development of physical education lessons; hence, it is necessary to have valid and reliable instruments to measure this variable. In this study, it is described the adaptation and validation to the Spanish language of the questionnaire by Scrabis-Fletcher y Silverman (2010) to assess the perception of competence in schoolchildren of Primary Education. The sample was 780 schoolchildren from 27 randomly selected schools of Albacete (Spain), 389 boys and 391 girls, age 10-13 years (average=11.08 and SD=0.43). Exploratory analysis of the items and internal consistence study through Cronbach's Alpha were performed, using Multilevel package 2.4. The constructs structure was analyzed through factorial confirmatory analysis (FCA), using Lavaan package 0.5-11. The consistence of the instrument has been high (Cronbach's Alpha: 0.74). There is a high correlation between all items, even those from different factors. As a conclusion, two questionnaires of 2 and 3 factors, using 7 and 14 items respectively, were established and the instrument was validated to the Spanish context.

https://doi.org/10.5232/ricyde2017.04807

Referencias/references

Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, N.J: Prentice-Hall.

Bentler, P. M. (1990). Comparative fit indices in structural models. Psychological Bulletin, 107, 238–246.
https://doi.org/10.1037/0033-2909.107.2.238

Biddle, S.; Wang, C.; Chatzisarantis, N., & Spray, C. (2003). Motivation for physical activity in young people: Entity and incremental beliefs about athletic ability. Journal of Sport Sciences, 21, 973- 989.
https://doi.org/10.1080/02640410310001641377

Bliese, P. (2012). Multilevel package, designed to be used in the analysis of multilevel data by applied psychologists. consultado 20-03-2013 en:
http://cran.r-project.org/web/packages/multilevel/index.html,

Bollen, K.A. (1989). Structural equations with latent variables. New York: John Wiley y Sons.
https://doi.org/10.1002/9781118619179

Bouchard, C.; Blair, S.N., & Haskell, W.L. (2007). Physical activity and health. Cham­paign, IL: Human Kinetics.

Byrne, B. M. (2008). Testing for multigroup equivalence of a measuring instrument: Awalk through the process. Psichothema, 20, 872-882.

Carreiro, F.; Januário, C.; Dinis, A.; Bom, L.; Jacinto, J., y Onofre, M. (1988). Caracterização da Educação Física como Projecto Educativo. Horizont, 25, 13-17.

Contreras, O. R., y Gil-Madrona, P. (2010). “Estrategias didácticas en Educación Física”, En González, C. y Lleixá, T. (coord.). Didáctica de la Educación Física. Grao, Vol. II. Barcelona.

Cox, A. E.; Smith, A. L., & Williams, L. (2008). Change in physical education motivation and physical activity behavior during middle school. Journal of Adolescent Health, 43, 506-513.
https://doi.org/10.1016/j.jadohealth.2008.04.020

Cox, A. E., & Ullrich-French, S. (2010). The motivational relevance of peer and teacher relationship profiles in physical education.  Psychology of Sport and Exercise, 11, 337-344.
https://doi.org/10.1016/j.psychsport.2010.04.001

Cronbach, I. (1951). Coefficient alpha and the internal structure of tests, Psychometrika,16, 297-334.
https://doi.org/10.1007/BF02310555

Currie, C.; Gabhainn, S.N; Godeau, E.; Roberts, C.; Smith, R.; Picket, W., & Barnekow, V. (2008). Inequalities in young people's health.Healthbehaviour in school-aged children.International report from the 2005/2006 survey. Available from:
http://www.euro.who.int/data/assets/pdf_file/0005/53852/E91416.pdf

Donnelly, J. E.; Blair, S. N.; Jakicic, J. M.; Manor, M. M.; Rankin, J. W., & Smith, B. K. (2009). Appropriate physical activity intervention strategies for weight loss and prevention of weight regain for adults. Medicine and Science in Sports and Exercise, 41(2), 459-471.
https://doi.org/10.1249/MSS.0b013e3181949333

Drudy, S., & ÚiChatháin, M. (2002). Gender effects in classroom interaction: Data collection, self-analysis, and reflection. Evaluation and Research in Education, 16, 34-50.
https://doi.org/10.1080/09500790208667005

Duffy, J.; Warren, K., & Walsh, M. (2001). Classroom interactions: Gender of teacher, gender of student, and classroom subject. Sex Roles, 45, 579–593.
https://doi.org/10.1023/A:1014892408105

Dunbar, R., & O’Sullivan, M. (1986). Effects of intervention on differential treatment of boys and girls in elementary physical education lessons. Journal of Teaching Physical Education, 5, 166-175.
https://doi.org/10.1123/jtpe.5.3.166

Duncan, S. C. (1993). The role of cognitive appraisal and friendship provisions in adolescents’ affect and motivation toward activity in physical education. Research Quarterly for Exercise and Sport, 64, 314-323.
https://doi.org/10.1080/02701367.1993.10608816

Ennis, C. (1996). Students’ experiences in sport based physical education: [More than] apologies are necessary. Quest, 48, 453–456.
https://doi.org/10.1080/00336297.1996.10484211

Ennis, C. (2003). Using Curriculum to Enhance Student Learning. In S.J. Silverman y C.D. Ennis (Eds.), Student learning in physical education: Applying research to enhance instruction (2nd ed., pp. 109–127). Champaign, IL: Human Kinetics.

Fairclough, S. (2003). Physical activity, perceived competence and enjoyment during secondary school physical education. The European Journal of Physical Education, 8, 5-18.

Ferrer-Caja, E., & Weiss, M.R. (2000). Predictors of intrinsic motivation among adolescent students in physical education. Research Quarterly for Exercise and Sport, 71, 267-279.
https://doi.org/10.1080/02701367.2000.10608907

Franco-Álvarez, E.; Coterón-López, J.; Gómez, V. & Laura-de-Franza, A. (2017). Relación entre motivación, actividad física realizada en el tiempo libre y la Intención futura de práctica de actividad física. Estudio Comparativo entre Adolescentes Argentinos Y Españoles. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 6(1), 25-34.

González-Cutre, D.; Sicilia, A., y Moreno, J. A. (2008). Modelo cognitivo-social de la motivación de logro en educación física. Psicothema, 20(4), 642-651

Granda, J.; Montilla, M.; Barbero, J. C.; Mingorance, A., y Alemany, I. (2010). Frecuencia de práctica y motivos de participación/no participación en actividades físicas en función del género de escolares de 10-12 años de Melilla. RICYDE. Revista Internacional de Ciencias del Deporte, 21(6), 280-296.
https://doi.org/10.5232/ricyde2010.02103

Gutiérrez, M. (2000). Actividad física, estilos de vida y calidad de vida. Revista de Educación, 77, 5-14.

Hagger, M.; Biddle, S. & Wang, C. K. (2005). Physical Self-Concept in Adolescence: Generalizability of a Multidimensional, Hierarchical Model Across Gender and Grade. Educational and Psychology Measurement, 65(2), 297-322.
https://doi.org/10.1177/0013164404272484

Hagger, M.S.; Chatzisarantis,N.; Hein,V.; Soos,I.; Karsai,I.; Lintunen,T., & col. (2009). Teacher, peer and parent autonomy support in physical education and leisure time physical activity: a trans-contextual model of motivation in four nations. Psychology & Health, 24, 689-711.
https://doi.org/10.1080/08870440801956192

Harter, S. (1985). Competence as a dimension of self-evaluation: toward a comprehensive model of self-worth. In: Leahy R, (ed.). The Development of the Self. New York: Academic Press, 55–121.

Hashim, H.; Grove, J.R., & Whipp, P. (2008). Validating the youth sport enjoyment construct in high school physical education. Research Quarterly for Exercise and Sport, 79, 183-195.
https://doi.org/10.1080/02701367.2008.10599482

Hastie, P. A., & Siedentop, D. (2006). The classroom ecology paradigm. In D. Kirk, D. Macdonald, y M. O´Sullivan (Eds.), The Handbook of Physical Education London, England: Sage. 214-223.
https://doi.org/10.4135/9781848608009.n12

Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 1-55.
https://doi.org/10.1080/10705519909540118

Jackson, D.L.; Gillaspy, J.A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14, 6-23.
https://doi.org/10.1037/a0014694

López-Sánchez, G. F.; Ahmed, D.; Borrego-Balsalobre, F. J.; López-Sánchez, L. & Díaz-Suárez, A. (2016). Level of habitual physical activity in 8-9 years old schoolchildren from Spain and India. MHSalud: Revista en Ciencias del Movimiento Humano y Salud, 12(2), 1-10.

López-Sánchez, G. F.; González-Víllora, S. & Díaz-Suárez, A. (2016). Level of habitual physical activity in children and adolescents from the Region of Murcia (Spain). SpringerPlus, 5 (386), 1-6.
https://doi.org/10.1186/s40064-016-2033-8

López-Sánchez, G. F.; Ahmed, D., & Díaz-Suárez, A. (2017). Level of habitual physical activity among 13-year-old adolescents from Spain and India. A cross-cultural study. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 6(1), 67-74.

Martens, R. (1996). Turning Kids on to Physical Activity Life Time. Quest, 48(3), 303-310.
https://doi.org/10.1080/00336297.1996.10484199

Moreno, J. A., & Cervelló, E. (2005). Physical Self-Perception in Spanish Adolescents: Gender and Involvement in Physical Activity Effects.Journal of Human Movement Studies, 48, 291-311.

Moreno, J.A., y Vera, J.A. (2008). Un estudio experimental de las diferencias por género en la percepción de competencia a partir de la cesión de responsabilidad en las clases de educación física. Revista Iberoamericana de Educación, 46, 8–15.

National Association for Sport and Physical Education (2004). Moving into the future: National standards for physical education (2nded). Reston, VA: Author.

Nicaire, V; Cogérino, G.; Bois, J., & Amorose, A. J. (2006). Students´ Perceptions of Teacher Feedback and Physical competence in Physical Education classes: Gender Effects. Journal of Teaching in Physical Education, 25, 36-57.
https://doi.org/10.1123/jtpe.25.1.36

Ntoumanis, N.; Pensgaard, A.M.; Martin, C., & Pipe, K. (2004). An ideographic analysis of amotivation in compulsory school physical education. Journal of Sport and Exercise Psychology, 26, 197-214.
https://doi.org/10.1123/jsep.26.2.197

O’Donovan, G.; Blazevich, A, J.; Boreham, C.; Cooper, A. R.; Crank, H.; Hamer, M., y col. (2010). The ABC of Physical Activity for Health: A consensus statement from the British. Association of Sport and Exercise Sciences. Journal of Sports Sciences, 28(6), 573-591.
https://doi.org/10.1080/02640411003671212

Ommundsen, Y. (2005). Motivation and affect in physical education classes- a self-determination perspective. Active lifestyles: The impact of education and sport. In: AIESEP World Congress, Lisbon. Book of Abstract. Available from:
http://ask.bibsys.no/ask/action/show?pid=r05013464ykid=forskpub

Papaioannou, A. (1997).Perceptions of motivational climate, perceived competence, and motivation of students of varying age and sport experience. Percept Mot Skills, 85, 419–30.
https://doi.org/10.2466/PMS.85.6.419-430

Project, R.  (2012). Free software environment for statistical computing and graphics.
http://www.r-project.org/

Roberts, G. (1992). Motivacion in sport and exercise: Conceptual constraints and convergence. In G. Roberst (Ed), Motivation in sport and exercise (pp. 3-29).Champaign, IL: Human Kinetics.

Roman, B.; Serra, L.; Ribas, L.; Pérez-Rodrigo, C., y Aranceta, J. (2006). Actividad física en la población infantil y juvenil española en el tiempo libre. EstudioenKid (1998-2000). Apunts. Medicina de l'Esport, 41, 86-94.

Rosseel, Y. (2012). Lavaan: An R Package for Structural Equation Modeling.Journal of Statistical Software, 48(2), 36-43.
https://doi.org/10.18637/jss.v048.i02

Rudisill, M. E.; Mahar, M. T., & Meaney, K. S. (1993). The relationship between children’s perceived and actual motor competence. Percept Mot Skills, 76, 895–906.
https://doi.org/10.2466/pms.1993.76.3.895

Sallis, J. F.; Prochaska, J. J., & Taylor, W. C. (2000). A review of correlates of physical activity of children and adolescents. Medicine and Science in Sports and Exercise, 32, 963-975.
https://doi.org/10.1097/00005768-200005000-00014

Scrabis-Fletcher, K., & Silverman, S. (2010). Perception of Competence in Middle School Physical Education: Instrument Development and Validation. Research Quarterly for Exercise and Sport, 81(1), 53-61.
https://doi.org/10.1080/02701367.2010.10599627

Sebastíani, E. (2010). La gestión de la sesión de Educación Física. En González, C. y Lleixá, T. (coord.). Didáctica de la Educación Física. Grao. Barcelona.

Solmon, M. A.; Lee, A. M.; Belcher, D.; Harrison, L., & Wells, L. (2003). Beliefs About Gender Appropriateness, Ability, and Competence In Physical Activity. Journal of Teaching in Physical Education, 22, 261-279.
https://doi.org/10.1123/jtpe.22.3.261

Standage, M.; Duda, J.L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433.
https://doi.org/10.1348/000709904X22359

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, 4-18.
https://doi.org/10.1123/jtpe.23.1.4

Wilson, D. K.; Williams, J.; Evans, A.; Mixon, G., & Rheaume, C. (2005). Brief report: A qualitative study of gender preference and motivational factors for physical activity in underserved adolescents. Journal of Peditric Psychology, 30, 293-297.
https://doi.org/10.1093/jpepsy/jsi039

World Health Organization (2012). Recommended levels of physical activity for children aged 5-17 years. Available from:
http://www.who.int/dietphysicalactivity/factsheet_young_people/en/index/html

Yli-Piipari, S.; Watt, A.; Jaakkola, T.; Liukkonen, J., & Nurmi, J-E. (2009). Relationships between physical education students’ motivational profiles, enjoyment, state anxiety, and self-reported physical activity. Journal of Sports Science and Journal and Medicine, 8, 327-336.


Palabras clave/key words


competencia percibida; educación física; educación primaria; perceived competence; physical education; primary education.

Texto completo/Full Text:

PDF




------------------------ 0 -------------------------

RICYDE. Revista Internacional de Ciencias del Deporte
logopublisher_168sello_calidad_fecyt_2015
Publisher: Ramón Cantó Alcaraz
ISSN:1885-3137 - Periodicidad Trimestral / Quarterly
Creative Commons License