-efficacy toward teaching students with ASD, it is important to validate a self-efficacy scale that can be used in China to proliferate the research in terms of including students with ASD. Self-Efficacy Scale for Including ASD The Physical Educators’ Self-Efficacy Toward Including Students with Disabilities
Chunxiao Li, Lijuan Wang, Martin E. Block, Raymond K.W. Sum and Yandan Wu
Christina Evaggelinou, Nikolaos Tsigilis and Areti Papa
This study was designed to examine the underlying structure of the Test of Gross Motor Development (TGMD) in Ulrich (1985). The TGMD was administered to 644 children who were randomly divided into two groups (calibration group and validation group). The calibration group (n = 324) included 150 boys and 174 girls, and the validation group included 160 boys and 160 girls, ranging from 3 to 10 years. A two-factor model was postulated and supported. According to the model, seven variables measuring children’s ability for moving into space loaded on one factor (locomotor skills), while five variables measuring children’s ability for controlling objects loaded on the other factor (object control skills). In addition, the proposed model was found to be invariant across the two groups. Good cross-generalizability of the TGMD appears to support its validity. Physical educators working with young children may use it with confidence when assessing and planning physical education programs involving locomotor and object control skills.
Phillip C. Usera, John T. Foley and Joonkoo Yun
The purpose of this study was to cross-validate skinfold and anthropometric measurements for individuals with Down syndrome (DS). Estimated body fat of 14 individuals with DS and 13 individuals without DS was compared between criterion measurement (BOP POD®) and three prediction equations. Correlations between criterion and field-based tests for non-DS group and DS groups ranged from .81 – .94 and .11 – .54, respectively. Root-Mean-Squared-Error was employed to examine the amount of error on the field-based measurements. A MANOVA indicated significant differences in accuracy between groups for Jackson’s equation and Lohman’s equation. Based on the results, efforts should now be directed toward developing new equations that can assess the body composition of individuals with DS in a clinically feasible way.
Martin E. Block, Yeshayahu Hutzler, Sharon Barak and Aija Klavina
The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach’s alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.
Bo Fernhall, A. Lynn Millar, Kenneth H. Pitetti, Terri Hensen and Mathew D. Vukovsch
We cross validated the 20-m shuttle run test of aerobic capacity in children and adolescents with mild and moderate mental retardation (MR) using the population specific formula of Fernhall et al. (1998). Nine boys and 8 girls (age = 13.7 yr) completed a maximal treadmill protocol (measured V̇O2peak) and a 20-m shuttle run (predicted V̇O2peak). The measured peak oxygen consumption (V̇O2peak) was 39.4 ml kg-1 min-1. The relationship between measured and predicted V̇O2peak was r = .86 with an SEE of 6.2 ml kg-1 min-1. Multiple regression and Bland-Altman analyses showed that there was little bias, but the Bland-Altman analysis indicated highly variable limits of agreement (Bland & Altman 1986). Thus, the traditional approach (regression analysis) to concurrent validity revealed that the 20-m shuttle run is a valid indicator of V̇O2peak in these participants. The accuracy of prediction (Bland & Altman, 1986), however, was lower than expected in a population without MR.
Martin E. Block
This paper describes the development and validation of the Children’s Attitudes Toward Integrated Physical Education–Revised (CAIPE-R) inventory, an inventory designed to assess attitudes of children without disabilities toward including peers with disabilities in regular physical education. The CAIPE–R inventory includes a description of a student with disabilities, followed by seven statements regarding including a child with disabilities in regular physical education and five statements regarding specific adaptations to a team sport that would foster inclusion. Users respond to each statement on a 4-point Likert scale. Construct validity using factor analysis, internal consistency, and test-retest reliability was determined on a sample of 44 sixth graders. The CAIPE was revised (CAIPE-R) and given to a second set of subjects (n = 208). Results indicated that the CAIPE-R was a valid and reliable instrument for measuring attitudes of children without disabilities toward including children with disabilities in physical education. Preliminary data on children’s attitudes toward including a student with disabilities in regular physical education are also presented.
Lee N. Burkett, Jack Chisum, Ralph Cook, Bob Norton, Bob Taylor, Keith Ruppert and Chris Wells
Numerous studies in the past 30 years have researched physiological adaptation to stress by wheelchair-bound subjects. Instrumentation necessary to produce this effect had to be designed and tested prior to obtaining valid data. This study had two main purposes: to design a wheelchair ergometer for physiological testing of spinal cord-injured subjects, and to demonstrate the validity of the maximal stress test when using the wheelchair ergometer. To test the validity of the wheelchair ergometer, 10 disabled subjects (9 paraplegic and 1 quadriplegic) participated in both a maximal field test (FT) and a maximal wheelchair ergometer test (WERG), with each subject serving as his or her own control. A randomly assigned counterbalanced design (5 subjects assigned to complete the FT first, with the second group of 5 subjects completing the WERG first) was used to reduce the learning effect in the study. The results of the t-tests indicated there was no significant difference between V̇O2 and V̇E, (STPD) averages for the WERG and FT for maximal effort with two-tailed significant levels of t = .9016 and t = .7294, respectively. The Pearson product moment correlation level was statistically significant at p < .0001, when the WERG V̇O2 was compared to the FT V̇O2 (r = .94), and was significant at p < .005 when the WERG V̇E was compared to the FT V̇E (r = .82).
Abu B. Yilla and Claudine Sherrill
The purpose was to develop a valid and reliable battery of quad rugby skill tests. Participants were 65 adult, male, quad rugby athletes. Content validity was established in two modified Delphi rounds by a panel of international experts. For concurrent validity, Spearman rho correlations between coaches’ rankings of players’ skills and scores ranged from .63 to .98 for the total battery. For construct validity, principal factor analysis with oblique rotation revealed two factors. Intraclass reliability coefficients ranged from .94 to .99. The battery includes five tests: maneuverability with the ball, pass for accuracy, picking, sprinting, and pass for distance.
Steve B. Downs and Terry M. Wood
This study examined the validity and reliability of a Volleyball Skills Assessment Test (VSAT) as a measure of volleyball skill and as a predictor of team success in Special Olympics International (SOI) volleyball competition. Test-retest reliability data from 130 SOI volleyball players with mental retardation (101 males and 29 females) in the sixth week of an SOI volleyball training program yielded intraclass reliability coefficients (R) above .80 for all VSAT subtests (forearm pass, spike, set, serve) across gender with the exception of the set test for females (R = .75). Multivariate test battery test–retest reliability, examined using canonical correlation analysis, yielded moderate total redundancy estimates ranging between 62.5 and 66.1%. A high degree of concurrent validity was evidenced when correlating VSAT scores with judges’ ratings of performance on the four skills: r = .93 (r 2 = .86) serve, r = .94 (r 2 = .88) pass, r = .98 (r2 = .96) spike, and r = .86 (r2 = .74) set. Contingency table analysis, multiple regression, and discriminant function analysis revealed that the predictive validity of the VSAT as the primary determinant for allocating teams to pools of equal ability is questionable.
Hyun-Kyoung Oh, Dong-Chul Seo and Francis M. Kozub
The purpose of this study was to explore the original version of Mitchell and Hastings’s (1998) Emotional Reaction to Challenging Behavior Scale (ERCBS) and estimate validity and reliability of a revised version containing 29 items. The Emotional Reaction to Challenging Behavior Scale–Korean (ERCBS-K) was studied using 445 in-service physical educators (228 females; 217 males). Data were collected using onsite administration as well as mail survey administration procedures. Confirmatory and exploratory factor analyses results supported a five-factor, 28-item scale (ERCBS-K). Acceptable internal consistency coefficients were found for each of the subscales of the ERCBS-K (Cronbach’s alpha ranged from 0.71 to 0 .87).