Abstract
Physical education professionals aim to develop quality programmes for physical education. This study aimed to develop and validate a scale using professionals’ perceptions of Quality Physical Education QPE in Asia using twenty-four items regarding QPE quality issues. The items covered status and roles, development of educational elements and supportive features in physical education. A sample of N = 799 sport and physical education professionals from eleven Asian cities participated in this questionnaire survey. Twenty-four items relating to QPE were examined via exploratory factor analysis (EFA) using maximum likelihood extraction and direct oblimin rotation methods. Nevertheless, only 20 items were extracted following the EFA examination. Items 1, 9, 14 and 18 were excluded because of low factor loadings. The remaining items were clustered into four subscales: Development and Supportive Elements for Quality Physical Education in Schools (DSFQPE; α = .918), Core Values of Quality Physical Education (CVPE; α = .908), Curriculum Arrangement of Physical Activities (CAPA; α = .884) and Provision and Norms in Physical Education (PNPE; α = .865). The Cronbach’s alpha coefficient (α = .875) indicated excellent internal consistency for the overall measure. Furthermore, the 4 retained factors from the EFA were assessed via robust confirmatory factor analysis (CFA). The 4-factor model demonstrated a good fit with the data (CMIN/DF = 3.450, CFI = .928, TLI = .916, PCFI = .801, RMSEA = .078). The study identified a 4-factor structure with internal consistency and acceptable interfactor correlations. The structure seemed to be applicable, including the twenty items identified as useful and necessary tools for the framework of analysis in the investigation of diverse settings for the study of quality physical education.
Highlights
There has been worldwide concern about ensuring the quality development of physical education in schools [1,2]
The National Association of Sport and Physical Education (NASPE) (2004) [3] listed the areas of curriculum, instruction, assessment, academic learning time and the improvement of supporting aspects, such as facilities, resources, and professional education, as the areas of highest concern. The connections of these educational aspects to attaining quality output in physical education have been examined, as active lifestyle development, students’ health improvement, and students’ quality of growth in aspects such as values and attitudes in sport and physical activities, and habits for regular exercise, along with concerns regarding the efficiency of physical education in meeting challenges, such as gender issues, inclusive education, racial challenges, and constraints from religious, traditional and cultural practices cannot be addressed only by reforms in curriculum or the introduction of innovative instruction and assessment in learning. Such understanding turned out to be the core agenda set by sport and physical education professionals at the UNESCO meeting for Quality Physical Education at Porto Novo in 2005
An exploratory factor analysis (EFA) with maximum likelihood extraction and direct oblimin rotation was adopted to investigate the structure of Quality Physical Education and define a set of factors that accounted for the common variance among the items
Summary
There has been worldwide concern about ensuring the quality development of physical education in schools [1,2]. The National Association of Sport and Physical Education (NASPE) (2004) [3] listed the areas of curriculum, instruction, assessment, academic learning time and the improvement of supporting aspects, such as facilities, resources, and professional education, as the areas of highest concern The connections of these educational aspects to attaining quality output in physical education have been examined, as active lifestyle development, students’ health improvement, and students’ quality of growth in aspects such as values and attitudes in sport and physical activities, and habits for regular exercise, along with concerns regarding the efficiency of physical education in meeting challenges, such as gender issues, inclusive education, racial challenges, and constraints from religious, traditional and cultural practices cannot be addressed only by reforms in curriculum or the introduction of innovative instruction and assessment in learning. Such understanding turned out to be the core agenda set by sport and physical education professionals at the UNESCO meeting for Quality Physical Education at Porto Novo in 2005
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