Development and Validation of Two Questionnaires to Study the Perception of Conflict in Physical Education.

Unai Sáez De Ocáriz,Pere Lavega-Burgués

doi:10.3390/ijerph17176241

Abstract

Improving the quality of teaching and learning, as well as school coexistence are international priorities for the new educational challenges of the 21st century (UNESCO 37 C/4 resolution). Physical Education (PE) has become a key subject for education on school coexistence by enabling significant motor experiences to promote interpersonal relationships and transform motor conflicts (MC). The objective of this research was to develop and validate two questionnaires (CONFLICT1-AGE and CONFLICT1-RES) to study secondary school students’ perception about MC in PE. Study 1 searched for evidence related to their content validity and response process validity, and Study 2 examined internal structure, reliability, and concurrent validity. As a result, a seven-item single-factor model was selected for CONFLICT1-AGE, and a five-item single-factor structure was chosen for CONFLICT1-RES. Both models exhibited an excellent fit to the data, where CONFLICT1-AGE: χ2 (df) = 18.621 (14), p = 0.180, RMSEA (90% CI) = 0.033 0(0.000–0.069), CFI = 0.994, TLI = 0.991; CONFLICT1-RES: χ2 (df) = 13.350 (5), p = 0.020, RMSEA (90% CI) = 0.075 (0.027–0.125), CFI = 0.986, TLI = 0.972. Furthermore, both questionnaires presented satisfactory internal consistency (αCONFLICT1-AGE = 0.745, αCONFLICT1-RES = 0.737). Their combination will provide a wide view of secondary school students’ perception about MC.

Highlights

This article provides two questionnaires on conflicts for the Physical Education (PE) teacher, which is of high interest in the current education system
The initial 21-item confirmatory factor analysis (CFA) model conducted with Sample A showed an insufficient fit to the data, χ2 (189) = 717.109, p < 0.001, RMSEA = 0.097 (0.089–0.104), CFI = 0.789, TLI = 0.765
This research is a step forward in understanding the complex phenomenon of conflicts that occur in PE lessons

Summary

Introduction

This article provides two questionnaires on conflicts for the Physical Education (PE) teacher, which is of high interest in the current education system. Optimizing the quality of education and school coexistence are important objectives at an international level to address the challenges of the 21st century towards more fair and participatory societies. Schools are transformed into spaces for the construction of democratic, peaceful, and inclusive learning processes that promote community coexistence (resolution 37 C/4) [1]. Understanding this social reality and proposing effective and creative teaching strategies are the current educational challenges. Confirms, promoting peaceful societies of respect, gender equity, diversity, sustainability, and active participation in democratic processes through critical reflection, creativity, and responsibility are core pedagogical aims. Coexistence as a basis of education is not new. At the “International Commission on Education for the 21st Century”, Delors [2] already described that coexistence was one of the foundations for 21st

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