Abstract
Abstract This study aimed to validate the content of items regarding an instrument of assessment of substantive contents, its organization and forms of practice, and pedagogical feedback in swimming sessions by the use of the coefficient of content validity (CVC). This analysis encompass the validation of instruments in a theoretical way, which has generated a grid of occurrences on items related to pedagogical knowledge of teaching and learning contents in swimming sessions. Three examiners took part in the sample. The three of them hold active experience of at least ten years in the teaching of swimming and have assessed 31 items according to the agreement related to criteria of clarity of language, practical relevance, theoretical relevance, and dimension. According to the minimum accepted agreement for the CVCi?0.7, three items from the grid were excluded, for they presented results under the expected regarding practical and theoretical relevance. Then, a new CVCtotal was measured, considering the 28 remaining items. CVCtotal was satisfactory in the three criteria, which demonstrated that the items were described clearly, they are adequate for the teaching and learning of swimming, and indicate to be in compliance with the competences the coach must have on the pedagogical knowledge when it comes to swimming. Subdivided in the dimensions of: nature of the task, organization and types of practice, pedagogical feedback and its subdimensions (objective, type, direction, and reference), the 28 items will pedagogically assist the swimming coach as to contents, organization of practice, and feedback.
Highlights
Pedagogic knowledge of the content can be defined as processual knowledge, “how to do”, which allows the educator to perform adaptations to descriptive knowledge, “what to do”, to understand the development of student’s knowledge[1]
Thereby, this study aimed to develop and validate content, an instrument of assessment of pedagogical knowledge in swimming
Presented results are from CVCtotal ≥ .7 for the three criteria of validation assessed by the experts and Box 2 exposes excluded items
Summary
Pedagogic knowledge of the content can be defined as processual knowledge, “how to do”, which allows the educator to perform adaptations to descriptive knowledge, “what to do”, to understand the development of student’s knowledge[1]. By promoting a linkage between student and assignment (content transmitted), the educator knows the features of the subjects, their expectations and necessities, and adds to the acquired experiences in order to create a proper atmosphere of motivation for apprenticeship[3]. When it comes to swimming, as in any other sports, it is primal that the educator knows the contents associated with this very practice and the factor that influence some quality apprenticeship. The only exception is the study conducted by Pestana[4], which classifies pedagogical feedback in the teaching of swimming, with no use of validated instrument for such thing though
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