Reliability and Validity of Outcome Expectancy-Related Measures in Physical Education

The purpose of this study was to examine the reliability and validity of outcome likelihood, outcome value, and outcome expectancy using data collected from students in secondary school physical education classes. Dependent measures were examined for construct, concurrent, and predictive validity, as well as internal and temporal reliability. The results of the investigation indicated the following. First, confirmatory factor analyses for the dependent variables (outcome likelihood, outcome value, outcome expectancy) revealed a suitable fit of the data with a hypothesized factor structure. Second, significant associations between these variables and other personal beliefs and values provided sound evidence for the concurrent validity of outcome likelihood, outcome value, and outcome expectancy. Third, results of regression analyses revealed that outcome likelihood and outcome value had strong predictive validity in predicting physical activity behaviors. Finally, the internal reliabilities of self-report scales for the outcome likelihood, outcome value, and outcome expectancy over a three-semester period were satisfactory. The temporal reliabilities were also acceptable.     

我国大学生体质评价体系相关指标有效性和可靠性研究

采用文献资料法、体质测试法、数理统计法、逻辑分析法对当前我国19～22岁大学生体质评价体系指标进行有效性和可靠性研究。结果显示：我国大学生体质评价体系指标应增加“皮脂指标”和“台阶试验”；我国大学生体质评价体系指标中刺激强度较大的耐力性指标和容易受精神因素和激励因素影响的指标的可靠性较差。     

Validity and Reliability of the Global Physical Activity Questionnaire (GPAQ)

There is limited published validity and reliability evidence to support using the Global Physical Activity Questionnaire. Two studies were conducted to evaluate validity and reliability evidence for the Global Physical Activity Questionnaire. In Study 1: 69 adults completed the Global Physical Activity Questionnaire (three months apart; n?=?54), International Physical Activity Questionnaire, fitness and anthropometric measures. All participants wore a pedometer and 53 participants wore an accelerometer for seven days at baseline. In Study 2, 16 adults completed the Global Physical Activity Questionnaire 10 days apart. Global Physical Activity Questionnaire moderate and vigorous minutes were correlated with the accelerometer moderate (r?=?0.28) and vigorous (r?=?0.48) physical activity. The Global Physical Activity Questionnaire and International Physical Activity Questionnaire were related for sedentary behaviors (r?=?0.51), moderate-to-vigorous (r?=?0.48) and vigorous (r?=?0.63) PA. Global Physical Activity Questionnaire moderate-to-vigorous physical activity was associated with percent fat (r =??0.32), estimated VO₂ max (r?=?0.26), and step count (r?=?0.39). The Global Physical Activity Questionnaire demonstrated graded differences across categories for step count, body mass index, waist circumference, percent fat, fitness, and accelerometer measured activity. Short-term test–retest reliability (10 days) ranged from 0.83 to 0.96 while long-term reliability (three months) was 0.53 to 0.83. These data provide low-to-moderate validity and generally acceptable reliability evidence for the Global Physical Activity Questionnaire.     

体育活动对大学生身体自我描述的影响研究

运用特尔菲法、模糊数学法和因子分析对中小学体育与健康课程中实践教材进行优化与评价。结果表明：(1)在优化与评价过程中,各运动项目对学习领域目标直接贡献程度(D值)与各运动项目对学习领域目标全部贡献程度(T值)是筛选教学内容的有效指标,其数值的变化影响着某一运动项目的摈弃或保留;(2)现行课程中的球类、体操、武术等对课程总目标的贡献与支持较好;游泳、田径等对课程目标的贡献偏低,说明它们在课程中发挥的作用还有待提高;(3)对某个项目中的教学素材进行筛选时,可结合因子分析的结果,优化与整合其内容体系。     

大学生心理素质在体育活动中表现的特征

基于目前国内体育活动与心理素质教育结合的思想,采用多元方差和回归设计,对300名在校大学生进行了包括心理适应能力、人际关系综合能力、自信心3份问卷和体育活动参与情况的调查。结果表明:经常参加艺术体育类活动的大学生在自信心方面表现出了相对较高的水平;经常参加体育活动的大学生比不经常参加体育活动的大学生在心理素质方面表现出了较高的水平;每周参加2次及以上体育活动的大学生比只参加1次的大学生在人际关系方面表现出了较高的水平。每周参加3次或以上体育活动的大学生在心理适应方面表现出了较高的水平;每次参加体育活动的时间与大学生的自信心存在高相关,预测模式显示每次参加体育活动时间越长的大学生,自信心表现越强。     

Reliability and Validity of a New Physical Activity Self-Report Measure for Younger Children

The purpose of this study was to assess the test–retest reliability and validity of a new Youth Physical Activity Self-Report measure. Heart rate and direct observation were employed as criterion measures with a sample of 79 children (aged 7–9 years). Spearman's rho (ρ) correlation between self reported activity intensity and heart rate was .87 for weekday and .795 for weekend; the correlation between self-reported activity duration and duration as measured by heart rate were .837 and .684 for weekday and weekend, respectively. These correlations fell when recalled inactivity was excluded from analysis. A correlation of ρ = .557 was found between self-reported activity intensity and direct observation. Results establish support for the self-report measure as an effective tool for measuring the previous day physical activity of younger children.     

Validity and Reliability of the School Physical Activity Environment Questionnaire

The goal of the current study was to establish the factor validity of the Questionnaire Assessing School Physical Activity Environment (Robertson-Wilson, Lévesque, & Holden, 2007 Robertson-Wilson, J., Lévesque, L. and Holden, R. R. 2007. Development of a questionnaire assessing school physical activity environment. Measurement in Physical Education and Exercise Science, 11: 93–107. [Taylor & Francis Online] , [Google Scholar]) using confirmatory factor analysis procedures. Another goal was to establish internal reliability and test–retest reliability. The confirmatory factor analysis results of this study supported a slightly altered version of the Questionnaire Assessing School Physical Activity Environment's school physical activity environment subscale. Internal reliability was adequate, while test–retest reliability was questionable. In brief, the pattern of findings indicated that while the original Questionnaire Assessing School Physical Activity Environment is likely adequate for some research purposes, a slightly modified version (Questionnaire Assessing School Physical Activity Environment-R) was psychometrically stronger. However, given the distinct differences in samples used in the original validation study and the current study, more research on the psychometric properties of the Questionnaire Assessing School Physical Activity Environment is needed to determine if the current results and Robertson-Wilson et al.'s (2007 Robertson-Wilson, J., Lévesque, L. and Holden, R. R. 2007. Development of a questionnaire assessing school physical activity environment. Measurement in Physical Education and Exercise Science, 11: 93–107. [Taylor & Francis Online] , [Google Scholar]) results are sample specific.     

Reliability and Validity Evidence for Achievement Goal Models in High School Physical Education Settings

Although empirical research in academic areas provides support for both a 3-factor as well as a 4-factor achievement goal model, both models were proposed and tested with a collegiate sample. Little is known about the generalizability of either model with high school level samples. This study was designed to examine whether the 3-factor model (Mastery Goals, Performance-Approach Goals, and Performance-Avoidance Goals) or the 4-factor model (Mastery-Approach Goals, Mastery-Avoidance Goals, Performance-Approach Goals, and Performance-Avoidance Goals) is appropriate in high school physical education settings. The factorial validity of the models and internal consistency reliability were tested with confirmatory factor analysis, invariance testing, and tests of internal consistency across 2 samples. The results reveal that the items from the 4-factor achievement goal model can produce internally consistent and valid scores for high school students in physical education settings; the 4-factor model provides a better fit to the data than the 3-factor model. The multistep invariance analysis, however, reveals only metric invariance across 2 school samples.     

The Reliability and Validity of Protocols for the Assessment of Endurance Sports Performance: An Updated Review

Sports performance testing is one of the most common and important measures used in sport science. Performance testing protocols must have high reliability to ensure any changes are not due to measurement error or inter-individual differences. High validity is also important to ensure test performance reflects true performance. Time-trial protocols commonly have a coefficient of variation (CV) of <5%, however, familiarization, well-trained subjects and/or conducting the trial outdoors in the athlete’s most familiar environment can lead to CVs of < 1%. Long duration time-trials or the inclusion of sprints within a time-trial appears to not negatively influence reliability. Few studies have assessed the validity of endurance performance tests, and as such more research should evaluate different ways of simulating outdoor performances in the laboratory. The use of warm-up, simulation of convection load, and implementation of race specific hydration practices are important considerations for researchers regarding test validity.     

Test–retest Reliability and Construct Validity of an Online and Paper Administered Physical Activity Neighborhood Environment Scale (PANES)

ABSTRACT

The Physical Activity Neighborhood Environment Scale (PANES) has been used internationally; however, PANES properties have not been assessed in all geographical contexts. Our objectives were to assess the reliability and validity of an online and paper version of the PANES in Canadian adults. Reliability was estimated using intraclass correlation coefficients (ICC), percent of overall agreement (p₀) and Cohen’s Kappa coefficient (κ). Lower 95% confidence interval (CI) ICC ranged from 0.10 to 0.70. Lower 95%CI for κ statistics ranged from ?0.20 to 0.64 and p₀ ranged from 80.1% to 95.7%. Cronbach’s alpha coefficients (α) estimated internal consistency of the PANES (α = 0.58 for the paper version and α = 0.55 for the online version). Mean scores for the PANES Built Environment Index (BEI) significantly differed by neighborhood street pattern (p < .05). The PANES administrated via paper or online provides reliable overall agreement and valid estimates of the self-reported neighborhood built environment supportiveness of physical activity.     

Validation of Self-Report Measures of Physical Activity

Abstract

Accurate measurement of physical activity is fundamentally important in epidemiological research of physical activity behavior. A widely used telephone-based physical activity questionnaire was compared with other methods of administration and objective measures (pedometers and accelerometers) among 80 adults (43 women). The telephone questionnaire was comparable to both the self-administered form and international telephone-administered equivalent. Although moderate correlation coefficients with objective measures supported the use of the questionnaire, wide prediction intervals generated using Bland Altman methods highlighted large discrepancies between the measures, particularly in the moderate intensity category. These findings illustrate the limitations of correlation coefficients in validation studies and the inaccuracy of self-report questionnaires in measuring physical activity.     

体育锻炼作为大学生应对策略的研究

针对特定的考试应激，使用心境状态量表（POMS）和锻炼感觉量表（EFI），通过实验比较的方法，研究体育锻炼作为应对策略降低应激反应的效果。实验结果表明，大学生参与体育锻炼能够有效地降低考试后产生的应激反应，改善心境状态；体育锻炼对心境状态的改善与运动愉快感的产生之间存在显著意义的相关关系。     

青少年体育活动乐趣量表(PACES)中文版修订与信效度检验

目的:检验体育活动乐趣量表(PACES)对国内青少年的适用性,为制定适合国内青少年的体育活动乐趣量表提供参考。方法:采用整群随机抽样,抽取吉林省某县实验小学和沈阳市某区铁路第五小学4~6年级838名学生,进行PACES和主观锻炼体验量表(SEES)调查。结果:PACES中文修订版共13个条目,探索性因素分析提取了积极和消极2个因子;验证性因素分析验证了量表二维结构的有效性(χ²=138.1,df=66,χ²/df=2.09,P<0.01;GFI=0.896,CFI=0.957,NFI=0.927,IFI=0.957,RMSE=0.064)。PACES与SEES中的积极幸福感维度呈显著正相关(r=0.580,P<0.01),心理烦恼(r=-0.623,P<0.01)和疲劳维度(r=-0.546,P<0.01)呈显著负相关。总量表及正负2个维度的内部一致性α系数分别为0.858、0.834、0.871;间隔4周后量表重测信度分别为0.887、0897、0.854。结论:PACES中文修订版在国内青少年群体中具有良好的信效度,可以用来测量国内青少年体育活动乐趣水平。     

体育测量评价中信度、效度检验的应用研究

对信度、效度的概念进行了解析,分析了其相互之间的关系,对信度和效度在体育测量评价中的应用领域及存在的问题进行了研究,并对信度、效度检验的应用研究提出了可行的建议,以期更好的控制测评情境,尽量降低信度和效度的误用几率及测评误差。     

学校体育对大学生心理健康影响作用的研究

运用体育学、保健学、教育心理学和健康心理学等学科理论知识，采用文献资料研究、问卷调查和理论分析等研究方法，对当代大学生心理健康状况等进行了调查，探讨高校体育对大学生心理健康教育的积极影响，以及高校体育渗透心理健康教育的内容、途径与方法。     

论大学生身体自我概念与体育活动参与行为

采用文献资料法、问卷调查法等,分析大学生身体自我概念对其体育锻炼参与行为的影响。结果表明:大学生锻炼参与行为的各项指标,即锻炼年限、每周锻炼次数、每次锻炼时间、每周锻炼总时间、锻炼强度、锻炼兴趣、体育成绩等,在某种程度上均可由身体自我概念的相应维度得分或总分进行预测。提示:身体自我概念可作为体育锻炼参与的动机因素加以干预;身体自我概念与体育锻炼参与行为之间关系的顺序问题有待进一步实验研究。     

体育专业大学生攻击行为分析

采用问卷调查法、数理统计法等,对体育专业大学生与非体育专业大学生的攻击行为和产生攻击行为的影响因素进行对比分析.结果显示：体育专业大学生较非体育专业大学生有更多的攻击行为;体育专业大学生的卡特尔16PF测试中,兴奋性、敢为性、世故性和怀疑性4项指标,与非体育专业大学生呈显著性差异;体育专业大学生对攻击行为倾向于客观归因.应加强对体育专业大学生的理性教育,减少其攻击行为.     

身体活动水平对大学生全人健康的影响研究

为了考察性别、年级、身体活动水平与大学生全人健康各维度之间的差异性,采用问卷调查法,对1713名大学生进行问卷调查,回收有效问卷1570份,有效率为92%。使用独立样本t检验对男、女大学生进行差异分析,对不同年级的低、中、高运动强度和频率进行方差分析。结果表明:大学生的全人健康水平处于中等水平(M=2.55,SD=0.43),其中女大学生整体健康水平高于男大学生,女大学生在职业、智力、情感、精神、身体健康维度均高于男大学生,两者在财务、社会、环境健康维度无显著性差异。二年级大学生全人健康水平最高,四年级最低。身体健康和社会健康是全人健康模型中得分最高的维度。在中、高等强度身体活动水平上全人健康得分最高,低运动频率的大学生全人健康水平最高,高运动频率的大学生全人健康水平最低。由此可知,引入国外全人健康测量工具,用来评估我国大学生群体,其结果具有较高的信效度。相关变量的检定与研究假设相符,为今后进一步开展全人健康相关研究奠定了基础。     

高校女大学生体育锻炼行为研究

采用文献法、问卷调查法和SCL-90量表自评法,对合肥市3所高校的非体育专业女大学生的体育行为进行了调查,对影响女大学生体育锻炼的因素进行了探析,并提出相应的建议与对策。     

辽宁省女大学生近三年健康体能状况的比较与分析

文章运用文献资料法、数理统计法、对比分析法、访谈调查法等研究方法,对辽宁省各高校女大学生2007、2008及2009年《国家学生体质健康标准》测试结果与女大学生健康体能对应的测试结果加以比较,以了解近三年辽宁省女大学生健康体能的变化特点和规律,并提出相应的建议。