The purpose of this paper is to discuss a procedure to assess individual performance in team sports in contexts of preassessment and formative assessment. An authentic assessment procedure based on the observation of players’ actions during matches yielded two performance indices: the efficiency index and the volume of play. A general nomogram is suggested for use with various team sports in order to produce a single performance score combining both indices. Content validity, concurrent validity (.74), and ecological validity are discussed. The interobserver reliability (>.90) of the data and the stability of performance (.88) are also examined. Some conditions are discussed for integrating the assessment procedure to the teaching-learning process with an active participation of the students in the collection and interpretation of the data. The proposed procedure is strictly game oriented and yields information reflecting both motor and tactical skills.
Jean-Francis Gréhaigne, Paul Godbout and Daniel Bouthier
Claudine Sherrill and Nancy Megginson
The purpose was to develop and field test a comprehensive needs assessment instrument for use in determining and prioritizing local school district adapted physical education needs. The resulting Survey of Adapted Physical Education Needs (SAPEN) was comprised of 50 items, encompassing five areas: (a) significance of physical education, (b) assessment, placement, and individualized educational programming, (c) instruction and programming, (d) personnel, and (e) other. Items were to be rated on two, 6-point Likert-type scales, relating respectively to the extent to which each adapted physical education condition now exists and should exist in one’s school district. Procedures established by Schipper and Wilson (1975) were followed in determining needs and subsequently designating them as first (most urgent), second, and third priorities to be acted upon by school district personnel. Content validity of SAPEN was established by five nationally known adapted physical education experts. Test-retest and internal reliability coefficients were determined by the Spearman Rank Correlation and Alpha Coefficient techniques respectively. Data analysis and cooperative planning follow-up procedures were field tested in a selected school district with SAPENs returned by 37 administrators, 48 physical educators, 55 special educators, and 12 parents.
A.V. Carron, W.N. Widmeyer and L.R. Brawley
The purpose of this paper was fourfold. The first purpose was to demonstrate the need to develop an instrument to assess group cohesion while the second was to outline a conceptual model of group cohesion upon which such an instrument could be based. This model reflected four related constructs which were the a priori basis for developing a large item pool and initial versions of the Group Environment Questionnaire (GEQ). The third purpose was to outline the four projects conducted to obtain construct-related information and to develop an initial version of the GEQ. The final purpose was to outline the two reliability and validity studies conducted with two different sport team samples. The results of these studies revealed that an 18-item version of the GEQ was internally consistent, reliable across studies, and content valid. Factor analyses with oblique rotation revealed preliminary evidence for construct validity. The GEQ is comprised of four scales reflecting the constructs of group integration-task, group integration-social, individual attractions to group-task, and individual attractions to group-social.
Amaury Samalot-Rivera and David L. Porretta
The purpose of this study was to determine adapted physical educators’ perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura’s social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face and content validity as well as test/retest reliability (0.89) were established. Of those that were surveyed, 53% (225 teachers; 148 females and 77 males) responded. Results indicate that 93% (209) believe it is important to explicitly teach social skills in PE; however, 60% (135) expressed not feeling properly prepared to teach them. Teachers with more than 20 years of teaching experience were more likely to actually teach social skills. When compared with other teachers with less years teaching, however, they identified a greater need for training in the teaching of social skills. Results are discussed relative to teacher preparation and practices as well as social skills taught for general education and community integration.
Kristin Wiens, Kelly Anne Erdman, Megan Stadnyk and Jill A. Parnell
To evaluate dietary supplement use in young Canadian athletes, their motivation for consuming supplements, and their sources of information.
A questionnaire tested for content validity and reliability was administered to 567 athletes between the ages of 11 and 25 years from the Canadian athletic community in face-to-face meetings. Demographics and sport variables were analyzed using descriptive statistics. Fisher’s exact tests were used to examine dietary supplementation patterns and sources of information regarding dietary supplement use between categories of gender, age, sport type, and competition level.
Ninety-eight percent of athletes were taking at least one dietary supplement. Males were more likely to consume protein powder, energy drinks, recovery drinks, branched chain amino acids, beta-alanine, and glutamine (p < .01); supplements typically associated with increased muscle mass. Athletes 11–17 years old focused on vitamin and mineral supplements; whereas, athletes 18–25 years old focused on purported ergogenic supplements. Strength training athletes were more likely to consume creatine, glutamine, and protein powders (p < .02). Reasons for supplement use included to stay healthy, increase energy, immune system, recovery, and overall performance. Primary sources of information were family and friends, coaches, and athletic trainers; with 48% of athletes having met with a dietitian. Preferred means of education included individual consultations, presentations, and the internet.
The majority of young athletes are using dietary supplements with the belief they will improve performance and health; however, may not always have reliable information. Educational programs using individual consultations and electronic media are recommended for this demographic.
Debbe Thompson, Riddhi Bhatt and Kathy Watson
Youth encounter physical activity barriers, often called problems. The purpose of problem solving is to generate solutions to overcome the barriers. Enhancing problem-solving ability may enable youth to be more physically active. Therefore, a method for reliably assessing physical activity problem-solving ability is needed. The purpose of this research was to report the development and initial validation of the physical activity problem-solving inventory for adolescents (PAPSIA). Qualitative and quantitative procedures were used. The social problem-solving inventory for adolescents guided the development of the PAPSIA scale. Youth (14- to 17-year-olds) were recruited using standard procedures, such as distributing flyers in the community and to organizations likely to be attended by adolescents. Cognitive interviews were conducted in person. Adolescents completed pen and paper versions of the questionnaire and/or scales assessing social desirability, self-reported physical activity, and physical activity self-efficacy. An expert panel review, cognitive interviews, and a pilot study (n = 129) established content validity. Construct, concurrent, and predictive validity were also established (n = 520 youth). PAPSIA is a promising measure for assessing youth physical activity problem-solving ability. Future research will assess its validity with objectively measured physical activity.
Mark Eys, Todd Loughead, Steven R. Bray and Albert V. Carron
The purpose of the current study was to initiate the development of a psychometrically sound measure of cohesion for youth sport groups. A series of projects were undertaken in a four-phase research program. The initial phase was designed to garner an understanding of how youth sport group members perceived the concept of cohesion through focus groups (n = 56), open-ended questionnaires (n = 280), and a literature review. In Phase 2, information from the initial projects was used in the development of 142 potential items and content validity was assessed. In Phase 3, 227 participants completed a revised 87-item questionnaire. Principal components analyses further reduced the number of items to 17 and suggested a two-factor structure (i.e., task and social cohesion dimensions). Finally, support for the factorial validity of the resultant questionnaire was provided through confirmatory factor analyses with an independent sample (n = 352) in Phase 4. The final version of the questionnaire contains 16 items that assess task and social cohesion in addition to 2 negatively worded spurious items. Specific issues related to assessing youth perceptions of cohesion are discussed and future research directions are suggested.
Louise Davis and Sophia Jowett
The present preliminary study aimed to develop and examine the psychometric properties of a new sport-specific self-report instrument designed to assess athletes’ and coaches’ attachment styles. The development and initial validation comprised three main phases. In Phase 1, a pool of items was generated based on pre-existing self-report attachment instruments, modified to reflect a coach and an athlete’s style of attachment. In Phase 2, the content validity of the items was assessed by a panel of experts. A final scale was developed and administered to 405 coaches and 298 athletes (N = 703 participants). In Phase 3, confirmatory factor analysis of the obtained data was conducted to determine the final items of the Coach-Athlete Attachment Scale (CAAS). Confirmatory factor analysis revealed acceptable goodness of ft indexes for a 3-first order factor model as well as a 2-first order factor model for both the athlete and the coach data, respectively. A secure attachment style positively predicted relationship satisfaction, while an insecure attachment style was a negative predictor of relationship satisfaction. The CAAS revealed initial psychometric properties of content, factorial, and predictive validity, as well as reliability.
Lindsay E. Kipp
A signature characteristic of positive youth development (PYD) programs is the opportunity to develop life skills, such as social, behavioral, and moral competencies, that can be generalized to domains beyond the immediate activity. Although context-specific instruments are available to assess developmental outcomes, a measure of life skills transfer would enable evaluation of PYD programs in successfully teaching skills that youth report using in other domains. The purpose of our studies was to develop and validate a measure of perceived life skills transfer, based on data collected with The First Tee, a physical activity-based PYD program.
In 3 studies, we conducted a series of steps to provide content and construct validity and internal consistency reliability for the life skills transfer survey (LSTS), a measure of perceived life skills transfer.
Study 1 provided content validity for the LSTS that included 8 life skills and 50 items. Study 2 revealed construct validity (structural validity) through a confirmatory factor analysis and convergent validity by correlating scores on the LSTS with scores on an assessment tool that measures a related construct. Study 3 offered additional construct validity by reassessing youth 1 year later and showing that scores during both time periods were invariant in factor pattern, loadings, and variances and covariances. Studies 2 and 3 demonstrated internal consistency reliability of the LSTS.
Results from 3 studies provide evidence of content and construct validity and internal consistency reliability for the LSTS, which can be used in evaluation research with youth development programs.
Nancy D. Groh and Greggory M. Hundt
readability and applicability of the items to the overall construct. A content validity index (CVI) was calculated for each item to measure agreement between experts using a .80 as a cut point for items 8 ; feedback on suggested edits were also evaluated. Seven items were deleted from the group and one was