Abstract
Fostering health-related fitness knowledge is a common goal across physical education curricula. However, carefully developed knowledge tests that satisfy the psychometric criteria of educational assessment are lacking. Therefore, two studies were conducted to evaluate a newly developed health-related fitness knowledge test within the framework of classical test and item response theory regarding item quality, test reliability, construct validity, and dimensionality. Overall, 794 ninth graders (Mage = 14.3 years, 50.6% girls) took part in Study 1. They differed in the type of physical education classes (minor or major subject) and school (lower or higher educational level) they attended. Study 2 incorporated 834 ninth graders at the same educational level (Mage = 14.2 years, 52.5% girls). Item–test correlation, test reliability, and validity were examined. In addition, item and test quality were investigated using unidimensional two-parameter logistic item response models. In Study 1, pupils at the same educational level with physical education as a major achieved higher knowledge scores than pupils with physical education as a minor (t = −5.99, p < 0.001; d = 0.58), which confirmed the test’s construct validity. In Study 2, the weighted likelihood estimate reliability of the final 27 items was 0.65, and the test–retest reliability reached rtt = 0.70. The items satisfied the assumption of local independence. The final test fulfilled the psychometric criteria of reliability and construct validity to assess health-related fitness knowledge in cross-sectional and interventional studies. This test extends the possibilities of research on health-related fitness knowledge in physical education.
Highlights
The promotion of pupils’ health is an established goal of physical education (PE)
Less than 5% of the pupils answered the item incorrectly or negative item discrimination parameter b Dashes (–) in Risk 9 represent data that are not reported because the item was not included in the item analysis ther items were developed that required knowledge of the proper exercise to improve muscular fitness
The results of the generalized partial credit (GPC) model yielded item difficulties between –5.78 and 12.54. These results indicate item variability with regard to their difficulty, whereas two items
Summary
Developing and maintaining a healthy, physically active lifestyle represents a main objective of PE curricula around the world (e.g., Society of Health and Physical Educators, 2014). In this context, the acquisition of specific knowledge is assumed to have a supportive effect both in competence-based PE curricula in Germany and in most Anglo-Saxon PE curricula, which are based on the concept of physical literacy (Cale & Harris, 2018; Wagner, 2016). Physical literacy is defined as “the knowledge [emphasis added], skills and confidence to enjoy a lifetime of healthful physical activity” The current literature indicates three fundamental challenges regarding existing knowledge tests applied in PE research in the context of health (Demetriou, Sudeck, Thiel, & Höner, 2015; Keating et al, 2009)
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