The physical education predisposition scale: preliminary tests of reliability and validity in Austrailian students.

Toni Hilland, Trent Brown, Stuart Fairclough

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Abstract

The main aim of this study was to psychometrically test the Physical Education (PE) Predisposition Scale with a cohort of Australian students, to assess secondary school students’ Perceived PE Ability and PE Worth. Secondary aims were to explore how the two variables were related, and to investigate age and gender differences. Altogether, 266 Year 7, 8, 9 and 10 students (aged 12-16 years), from four schools within the South Eastern region of Melbourne, completed the PEPS at both time points. Principal components analysis revealed the presence of a simple two-factor structure explaining 66.9% of the variance. Factor 1 (labelled Perceived PE Worth) reflected enjoyment and attitude (α = 0.91), and factor 2 (labelled Perceived PE Ability) represented perceptions of competence and self-efficacy (α = 0.92). Significant positive correlations were observed between the two factors (r = 0.50 to 0.82, p < 0.001). Boys scored significantly higher than girls on Perceived PE Ability (p = 0.01), and year 7 students scored significantly higher compared to Year 9 students (p = 0.002). Our results support the potential of the PEPS as a concise measurement tool for use in the PE setting, for both teachers and researchers.
Original languageEnglish
Pages (from-to)384-392
JournalJournal of Sports Sciences
Volume36
Issue number4
Early online date30 Mar 2017
DOIs
Publication statusE-pub ahead of print - 30 Mar 2017

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Keywords

  • Reliability
  • validity
  • physical education
  • perceived worth
  • perceived ability

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