Assessment In Physical Education Research Articles

The Use of Linear Regression Equation in Physical Education Teaching in Higher Education Institutions

This study investigates the application of linear regression equations in physical education teaching within higher education institutions, utilizing the Integrated Linear Logistic Regression AdaBoost Classifier (ILLR-ABC). The research aims to enhance teaching methodologies and performance assessment in physical education through the integration of statistical modelling techniques. Through simulated experiments and empirical validations, the effectiveness of the ILLR-ABC model is evaluated in predicting student performance and guiding instructional interventions. Results demonstrate significant improvements in accuracy and precision compared to traditional teaching methods. For instance, the ILLR-ABC model achieved an average accuracy rate of 90% in predicting student achievement levels, enabling educators to tailor teaching strategies to individual student needs effectively. Additionally, the model provides valuable insights into the factors influencing student performance, facilitating targeted interventions and curriculum adjustments. These findings highlight the potential of integrating statistical modelling techniques like ILLR-ABC to optimize physical education teaching practices and enhance student learning outcomes.

Conceptions of Assessment: Perceptions of Physical and Health Education Teachers in Selangor, Malaysia

Physical and Health Education (PHE) assessment is essential for evaluating students’ knowledge, skills, and attitudes towards physical and health education. Despite the limited number of studies on conceptions of assessment, more research is needed to focus on PHE teachers in the local context. This quantitative study aims to uncover secondary school PHE teachers’ conceptions of assessment by examining four variables: improvement, school accountability, student accountability, and irrelevance. The study involved 268 PHE teachers from two districts in Selangor, Malaysia. Results indicated that improvement received the highest level of agreement, while irrelevance had the lowest. A MANOVA analysis explored the effects of gender and years of teaching experience on teachers’ perceptions. The analysis showed no significant gender differences, but teachers with more than 20 years of experience had a significantly different mean perception of assessment compared to all other groups, suggesting that teaching experience affects teachers’ conceptions of assessment. The result of this study provides valuable insights for stakeholders in education, particularly in PHE assessment. Future research may benefit from incorporating qualitative methods to enhance the study’s findings on conceptions of assessment among school teachers.

Formative assessment in physical education: teachers’ experiences when designing and implementing formative assessment activities

Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.

Physical Education Teachers’ Experiences in Fitness Testing

Physical fitness evaluation appears to be of low priority to a subset of educators across various sectors in the Philippines. This study explored the experiences of physical education teachers in fitness testing in the Division of Valencia City with the overarching question on the experiences of Physical Education teachers in fitness testing. To answer this question, a case study design was employed. Participants were chosen using the purposeful sampling method. Data were gathered through in-depth interviews and focus group discussion. The data were analyzed using HyperResearch software to determine the codes, categories, and themes. From the participants’ narratives, three themes emerged namely: adhering to prescribed instructional program, instructional obstacles, and coping strategies. The findings also revealed the following categories: setting clear objectives, conduct of warm-up exercises, implementation of relevant innovation, resource constraints, teacher’s pressure and exhaustion, diverse learner’s perception of Physical Education, managing difficulties, resourcefulness, and continuous assessment. Creating a supportive and inclusive environment, aligning testing with educational goals, and addressing challenges through professional development can enhance the overall experience for both teachers and students in terms of fitness testing. Future researchers may conduct a quantitative study among physical education teachers to gain a general perspective about their experiences, challenges, and perceptions regarding fitness testing.

A rubric for pre-service teachers to evaluate meaningful physical education

This manuscript presents the definition, implementation, and validation of a new rubric for assessing and improving meaningful physical education activities in tertiary education: the Rubric for Meaningful Physical Education Assessment (MEANPE). We present the rubric's validation based on twelve international external experts' appraisals, and on the perception of 250+ pre-service teachers (PST). The manuscript presents the validity, correspondence, formulation and appropriateness of the indicators and their levels. We found that there are statistically significant differences in student scores between the pre- and post-implementation, suggesting that the MEANPE rubric is a valid and reliable instrument with which to assess meaningful physical activities in primary school classes.

Portrait of the Assessment Practices of Physical Education Teachers in Quebec: Reporting and Grading

Purpose: To gain a better understanding of the assessment practices currently implemented by Quebec physical education teachers regarding reporting and grading. Method: Exploratory mixed-methods study using semistructured interviews (n = 13), interviews to the double (n = 12), and a questionnaire (n = 164) with elementary and high school physical education teachers. Results: Participants use different strategies to report student performance. When grading, their strategy is to combine a mathematical approach with their professional judgment. They often consider all the marks taken during a learning and assessment situation and not only those taken at the end of it. Discussion/Conclusions: The main finding of this study is that teachers’ reporting and grading practices are subjective. We discuss how our results show the subjectivity in teachers’ practices and possible explanations for it, and then conclude by trying to understand how to make assessment in physical education more objective.

Innovation and Optimization of Physical Education Senior High School Examination Based on Digital Transformation: Path, Mechanism and Practice

With the rapid development of digital technology, physical education is ushering in an unprecedented digital transformation. In the physical education high school examination, digital transformation can not only improve the efficiency and accuracy of the examination, but also provide a more fair and just evaluation environment for students. From the perspective of digital transformation, this paper discusses the path, mechanism and practice of innovation and optimization in the evaluation of middle school physical education examination. It aims to provide theoretical and practical support for digital transformation in physical education assessment, and promote the effective integration of modern technology and physical education.

Stakeholder perceptions of the feasibility of e-portfolio-based assessment of physical literacy in primary health and physical education

ABSTRACTBackgroundPhysical literacy (PL) is widely acknowledged as an integral component of high-quality physical education programmes. However, what constitutes appropriate assessment of PL remains a contested issue. This study drew on Whitehead’s conceptualisation of PL as a lifelong journey and investigated how primary school teachers can support students’ PL learning through innovative and engaging assessment methods. The study specifically examined the feasibility of using e-portfolios to facilitate quality PL learning and quality assessment in Physical Education (PE), from different stakeholder perspectives.MethodsThis interpretive study employed a qualitative design and methods to investigate aspects of feasibility with three purposive participant samples, each bringing different perspectives to the inquiry: established leaders in the field with expertise in PL (n = 11), primary PE professionals with experience in PL and/or assessment (n = 5), and professionals with specialist knowledge in use of e-portfolios and digital technologies (n = 4). Semi-structured interviews with participants were audio-recorded and transcribed. Data was analysed using an inductive thematic approach to identify emergent themes.ResultsAll participants identified e-portfolios as a powerful tool for engaging students in their PL journey and facilitating opportunities for self-reflection and progress evaluation. Findings revealed insights into three overarching themes. These included: philosophical, pedagogical, and pragmatic considerations needing to be addressed for the successful implementation of e-portfolio assessment to support students’ PL journey. Philosophical alignment highlighted the need for teachers to identify the conceptualisation of PL that underpins and guides assessment practices. Pedagogical alignment necessitates student-centred approaches that foster self-reflection on PL development. Pragmatic alignment requires whole-school approaches to resourcing to facilitate e-portfolio assessment and PL development.ConclusionDespite the inherent challenges and tensions associated with assessing PL, e-portfolios are identified as a potent tool for engaging primary aged students in their PL journey. Findings provide direction for primary educators looking to leverage e-portfolios as a means of promoting and supporting PL.

Where Do I Look? Finding Meaningful Resources for Assessment in Physical Education

Assessment in physical education encompasses evaluating skills across the psychomotor, cognitive and affective learning domains. Given assessment’s complex yet essential role in physical education (PE), practitioners need to access applicable information to assist them when conducting assessments. The purpose of this article is to outline a four-step process that practitioners can use to search for items relevant to assessment and teaching physical education and utilize the process to evaluate the top 20 articles in assessment for PE. The major article takeaways discussed include (a) actionable resources, (b) use technology, (c) be standards based, (d) develop and share, and (e) more than one learning domain. Continued development in access to relevant resources for practitioners is needed to ensure that quality assessments are used.

Opinions on grading and difficulties encountered by physical education and health teachers in relation to assessment

ABSTRACT Background: Assessment plays a key role in quality physical education and health [PEH; Leirhaug and Annerstedt (2016. “Assessing with New Eyes? Assessment for Learning in Norwegian Physical Education.” Physical Education and Sport Pedagogy 21 (6): 616–631. https://doi.org/10.1080/17408989.2015.1095871)]. López-Pastor et al. (2013. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport Education and Society 18 (1): 57–76. https://doi.org/10.1080/13573322.2012.713860) identify assessment as ‘one of the most fraught and troublesome issues physical educators have had to deal with over the past 40 years or so’ (57). Three main issues emerged from studies conducted in the last 15 years on PEH teachers’ assessment practices: (1) a lack of consistency between what is taught and what is assessed [Borghouts et al. (2016. “Assessment Quality and Practices in Secondary PE in the Netherlands.” Physical Education and Sport Pedagogy 22 (5): 473–489. https://doi.org/10.1080/17408989.2016.1241226); Svennberg et al. (2018. “Swedish PE Teachers Struggle with Assessment in a Criterion-Referenced Grading System.” Sport, Education and Society 23 (4): 381–393. https://doi.org/10.1080/13573322.2016.1200025); Williams et al. (2020. “‘I Think Everyone Is on Board with Changing How We Do Things, But We Are Yet to Find a Best Fit Model’: A Figurational Study of Assessing Games and Sport in Physical Education.” Sport, Education and Society 26 (3): 253–266. https://doi.org/10.1080/13573322.2020.1716212)); (2) a lack of knowledge among PEH teachers regarding assessment[(Borghouts et al. (2016. “Assessment Quality and Practices in Secondary PE in the Netherlands.” Physical Education and Sport Pedagogy 22 (5): 473–489. https://doi.org/10.1080/17408989.2016.1241226); Williams et al. (2020. “‘I Think Everyone Is on Board with Changing How We Do Things, But We Are Yet to Find a Best Fit Model’: A Figurational Study of Assessing Games and Sport in Physical Education.” Sport, Education and Society 26 (3): 253–266. https://doi.org/10.1080/13573322.2020.1716212)] and (3) the often intuitive and subjective nature of assessment [Borghouts et al. (2016. “Assessment Quality and Practices in Secondary PE in the Netherlands.” Physical Education and Sport Pedagogy 22 (5): 473–489. https://doi.org/10.1080/17408989.2016.1241226); Dinan-Thompson and Penney (2015. “Assessment Literacy in Primary Physical Education.” European Physical Education Review 21 (4): 485–503. https://doi.org/10.1177/1356336X15584087)]. Objectives: This article aims to describe: (1) the main difficulties encountered by PEH teachers regarding their assessment practices and (2) their opinions of the grading process in PEH. Method: An exploratory sequential mixed-method research design [Creswell (2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. Thousand Oaks, CA: SAGE Publications] was used with PEH teachers to meet the objectives of this study. The first phase of the research, the qualitative phase, consisted of a 45-min semi-structured individual interview (n = 11) followed by a 60-min interview with the double [n = 10; Brau-Antony et al. (2014. “Curriculum en Éducation Physique et Sportive et évaluation certificative au baccalauréat.” Questions Vives 22:1–16. https://doi.org/10.4000/questionsvives.1596)]. The inductive content analyses [Creswell (2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. Thousand Oaks, CA: SAGE Publications); L’Écuyer (1990. Méthodologie de l’analyse développementale de contenu: Méthode GPS et concept de soi. Québec: Presses de l’Université du Québec)] of these two interviews allowed us to develop the questionnaire used in the second phase of the research, the quantitative phase (n = 164). The data were exported into IBM SPSS statistics Version 27 software to make descriptive analyses (frequencies and means) and advanced statistical analyses (Chi-square test, Kruskall–Wallis test and two-tailed Kendall's Tau-B test). Findings: Three main difficulties to asessing in PEH are identified by teachers: (1) assessing in health education; (2) unclear ministerial expectations for assessment and (3) the cumbersome competency assessment process. Advanced statistical analyses also show that early-career teachers experience more difficulties. Two main opinions about grading also emerge from the data: (1) grading in PEH allows to see the progress of the students and (2) the lack of guidelines for grading makes it very subjective. Conclusion: In conclusion, this study contributes to existing knowledge about assessment in PEH from several perspectives. From a pre-service perspective, it seems imperative to address assessment with its challenges so that early-career teachers can adequately define their conception of assessment and its purposes. From a governmental and political perspective, it would be relevant for teachers to have clear guidelines for assessment. Finally, from a research perspective and to contribute to the improvement of assessment processes, we claim that there is an important need for future action research, which is to establish collaborations with PEH teachers to develop and experiment with simple and effective strategies to respond to certain difficulties arising from our results.

Pentingnya Penilaian Alternatif Dalam Pendidikan Jasmani

Physical Education is not only related to the psychomotor aspects of students. This research found that traditional evaluation tests such as the Physical Fitness Test and subjective assessment criteria such as assessing student effort have been popular means of the assessment process in the past. This research aims to examine the importance of alternative assessment models in physical education to achieve more objective learning outcomes. This research is descriptive research that uses library observation methods from various existing literature. This research uses the literature study method. A literature search was conducted to answer the questions raised in this research. This research utilizes various literature from the last ten years sourced from Elsvier, Google Scholar, and Researchgate. Article searches were carried out using the keywords assessment, physical education, and authentic assessment. The conclusion that can be drawn from the results of the literature study is that alternative assessment methods are currently used and there is more emphasis on education as a whole. Because actually assessment in physical education must cover 3 aspects, namely cognitive, affective and psychomotor. In light of the above, this research article provides evidence of real progress in a field that has been beset by challenges to achieve educational goals as educational endeavors, much work remains to be done to disseminate what is considered to be excellent assessment practices.
 Keywords: Physical Education, Alternative Assessment, Authentic Assessment

Development of Authentic Assessment Instruments of Football Passing, Dribbling, and Shooting Skills in Physical Education, Sports and Health Learning in Senior High School

This study aims at developing an instrument for authentic assessment of physical education, sports, and health learning outcomes on the basic movement skills of football games for senior high school students because the assessment of learning outcomes is very important in learning activities. The research method uses Research and Development (R&D) using a 4- D research model consisting of four steps, namely: (1) Define, defining by conducting a preliminary study of product needs, (2) Design, designing by compiling assessment rubrics adjusted to the curriculum, KI (core competencies) / KD (basic competencies), and materials, (3) Development, developing by validating with CVR (Content Validity Ratio) and reliability using Alpha Cronbach and ICC (Intraclass Correlation Coefficients), (4) Dissemination, product distribution for practitioner use. The subjects in this study were students of class XI of SMA Muhammadiyah Ponjong and SMAN 1 Depok, Special Region of Yogyakarta. The result of this study is the development of an authentic assessment instrument product of the basic motion of the football game. The results of the proof of validity using CVR (Content Validity Ratio) showed the results of 1, and the proof of reliability using Alpha Cronbach and ICC (Intraclass Correlation Coefficients) obtained the results of product trials at SMA Muhammadiyah Ponjong of r alpha cronbach = 0.770 and r ICC = 0.751. The large-scale test of the product was carried out at SMAN 1 Depok with the result of r alpha cronbach = 0.914. Therefore, the results of the proof of validity and reliability show that the product development of authentic assessment instruments for Physical Education, Sports and Health learning outcomes in basic football movement skills has a high level of reliability so that it can be used as an authentic assessment instrument.

Formative assessment of children's learning results in physical culture lessons in New Ukrainian School

The thesis analysed modern methodical approaches to the assessment of educational achievements of students in physical education lessons at the New Ukrainian School at various stages of education. The main determinants had identified of the activity of the physical culture teacher in relation to the organization of formative assessment
 Furthermore, in the process of work, it had found that the barriers to the wider use of formative assessment are: the discrepancy between formative assessment and final tests, which are designed to ensure the accountability of schools regarding the educational achievements of students; the lack of consistency between assessment and evaluation at the school and classroom levels and the perception that formative assessment is too resource-intensive and time-consuming to be practical.
 The methodology of formative assessment techniques is justified. Assessment in physical education is carried out in the following areas: cognitive domain - what students know and understand; health-related physical fitness - improvement of physical fitness levels; psychomotor skills - what students can do and perform; affective domain - attitudes and beliefs towards the subject. It is noted that assessment in the affective domain involves: identifying behaviors; communicating actions (indicators) that are acceptable for students to meet the expectations regarding the assessed characteristics/behavior; using checklists, rating scales, journals, event records, exit slips, written tests. General behavioral characteristics include: effort (willingness to participate); fair play (sportsmanship); readiness to cooperate (teamwork). These characteristics may have different significance for different individuals, so it is the teacher who decides which characteristics/behaviors are most important for the lessons.

Examining the validity, reliability and feasibility of capturing children's physical literacy through games-based assessment in physical education.

Observational tools can help refine practice design and guide the creation of effective learning environments. The intention of this study was to design and validate an observational instrument for assessing physical literacy that remains more faithful to the philosophically complex and holistic nature of the concept. Framed by concepts of ecological dynamics, the emergent games-based assessment tool enables capture of children's interactions with their environment, providing insight on the manifestation of physical literacy within physical education games. The design and validation of the instrument consisted of a multistage process: (1) design of the observational instrument and establishing face validity; (2) pilot observation study; (3) expert qualitative and quantitative review to establish content validity; (4) observation training; and (5), establishing observer reliability. Following expert qualitative and quantitative evaluation, Aiken's V coefficient was used to determine content validity. Results achieved demanding levels of validity (V ≥ 0.78) for all retained measurement variables. Cohen's κ values for inter- and intra-observer reliability ranged from 0.331 to 1.00 and 0.552 to 1.00, generally reporting "substantial" agreement during inter-observer analysis and "substantial" to "almost perfect" agreement during intra-observer analysis. The final model of the emergent games-based assessment tool, with 9 ecological conceptualisations of behaviour, 15 measurement variables, and 44 categorical observational items was found to be valid and reliable, providing both educators and researchers with a useful mechanism to assess physical literacy during gameplay.

‘Now we have gym, now we have to perform’: Norwegian students’ perceptions of assessment and grading in physical education

Assessment has become a routine feature of school life, internationally. Little is known, however, about the consequences for young people of assessment and grading in physical education (PE) – a subject often associated with physical recreation. This paper explores young Norwegian’s perceptions of assessment and grading in PE from a sociological perspective. In doing so, it contemplates the penetration of neo-liberal discourses as part of wider processes of globalization and Europeanization in school PE in Norway. The study utilizes data generated by 31 focus groups involving 148 youngsters from the 10th grade (15–16-year-olds) in eight purposively sampled secondary schools in Norway. Norwegian PE teachers continue to use tests in order to set grades in PE. The upshot is that students’ enjoyment of and engagement in PE, as well as their self-identities and self-esteem, can be compromised by apprehension towards assessment and grading. These processes seem likely to undermine or even erode the potential sociopsychological benefits of PE for some young people by reinforcing the impression that the subject is fast becoming just one more outcome-oriented subject on an academic treadmill. In this regard, the ascendancy of neo-liberalism – associated with the twin challenges of globalization and European integration – appears to merely reinforce the hegemony of competitive individualism within PE in Norway, as elsewhere.

Peculiarities of organizing online physical education classes and assessment of learning outcomes in the martial law conditions

Purpose. To reveal the peculiarities of the organization and conducting online classes in physical education and assessment of learning outcomes during state of war. The main problematic issues of conducting practical classes in difficult and dangerous conditions during state of war and the differences compared to distance learning and quarantine restrictions due to the Covid-19 pandemic have been identified. Features of implementation of thematic control in physical education, testing the level of preparedness of students and evaluation of learning results were underlined. The lack of time to learn the program material (the workload according to the schedule is 2 hours per week, an average of four classes per module/topic) does not allow solving the problem of the formation of students' physical culture and health competencies. Therefore, the teachers of the department focus on learning methodological recommendations for the development of basic physical qualities and finding optimal options for organizing and conducting independent classes by students. Conclusions. The quality and effectiveness of conducting online practical classes is affected by the presence of objective factors (the presence of students in a combat zone or in regions of constant enemy fire, the lack of suitable places for classes, which depends on their location, and other circumstances related to hostilities in the country; lack or outages of electricity, Internet and other factors) and subjective reasons (students' motivations, desire to study program material, perform physical exercises to maintain their own health, discipline and self-discipline of the student). Testing of students' preparedness level takes place in extraordinary and not the same conditions for all students. Assessment of learning outcomes is not objective and is based on approximate data.

Uso de la evaluación formativa en formación del profesorado de Educación Física en Educación Secundaria: un estudio de caso

Uso de la evaluación formativa en formación del profesorado de Educación Física en Educación Secundaria: un estudio de caso

Evaluación formativa y compartida en Educación Física.Evaluar para implicar, dialogar, compartir y aprender

Evaluación formativa y compartida en Educación Física.Evaluar para implicar, dialogar, compartir y aprender

Kinect Body Sensor Technology-Based Quantitative Assessment Method for Basketball Teaching

Emphasizing the process and neglecting the end is the core idea of the research and implementation of college physical education learning and assessment, while the performance is the main form of evaluation results. This paper takes the quantitative assessment of basketball teaching as an example and proposes a new Kinect body sensor technology-based quantitative assessment method for basketball teaching. Specifically, for basketball technology recognition and assessment tasks, the Kinect body sensor is first used to collect volunteer's 3D skeleton motion data, then feeding the collected skeleton sequence to the vision transformer network to model the long-distance dependency. And based on this, the skeleton motion recognition network and skeleton motion assessment network are developed. The experimental results show that the proposed networks can well recognize and quantitatively assess the standard and non-standard basketball skill motions.

Students’ Attitudes Toward Assessment in Physical Education

Abstract Despite the recent increase in attention on studies focusing on different types of assessment of student participation in physical education (PE), there is little research concerning students’ attitudes toward the PE assessment process. This study aimed to investigate students’ attitudes toward assessment procedures in PE by developing and validating a quantitative instrument concerning crucial areas of pedagogy such as curriculum, teachers, grading, and fitness tests. It further investigates important attitude determinants such as grade level and gender differences. The scale was distributed to 1,403 students in the 5th, 6th, 7th, and 10th grades. Principal components analysis showed an eigenvalue factor greater than 1, which accounted for 47% of the total variance. Confirmatory factor analysis yielded satisfactory indices that confirmed the unidimensional model with high internal consistency (α = .84). A two-way analysis of variance revealed a significant difference between the 7th and 10th grades. At the same time, students expressed a high level of positive attitudes toward the different aspects of assessment procedures. The study examined various aspects of students’ attitudes toward assessment and resulted in a reliable, valid, and easy-to-use quantitative instrument that can be used by educators and researchers to assess students’ attitudes toward assessment in PE.