2.50
Hdl Handle:
http://hdl.handle.net/10755/157660
Type:
Presentation
Title:
Psychometric Testing: The Physical Education Activities Scale
Abstract:
Psychometric Testing: The Physical Education Activities Scale
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Thomason, Diane L., PhD, MN, RN
P.I. Institution Name:San Diego State University, School of Nursing
Title:Assistant Professor
Contact Address:5500 Campanile Drive, San Diego, CA, 92182-4158, USA
Contact Telephone:858-598-6300
Purpose/Aims: The purpose of this study was to develop and test the psychometric properties of a 41-item instrument, the Physical Education Activities Scale (PEAS), which used a visual analog response scale, to measure adolescent perceptions of school PE activities. Background: Adolescent obesity is a national epidemic and decreased physical activity is a major contributing factor. Nationally, 69% of high school students in 2007 did not attend physical education (PE) classes on a daily basis due to psychosocial and environmental factors. Studies on adolescents' views about school PE activities are rare. Adolescent experiences and insights into development of PE activity policies and programs is desirable. Studies show that incorporating views of adolescents improves likelihood of PE program success. Methods: Ecological and instrument-development frameworks were used to create the PEAS. Construct definition and content domains were established, then measurement items were generated and judged. The PEAS was pilot-tested on a sample (n=90) of interurban high school adolescents. Reliability was evaluated by computing Cronbach's alpha. Validity was evaluated with tests for content, face, and construct validity. Construct validity was tested by known-group validity. Final testing was conducted on a sample (n=439) of adolescents from two urban high schools. Reliability of the instrument with this final sample was estimated by computing Cronbach's alpha. Validity of the instrument with this final sample was estimated by using known-group validity, and exploratory factor analysis. Results: Reliability and validity of the PEAS was established (alpha =.89). Interitem correlations among final subscales showed strong relationships. Initial estimates of content and construct validity were established, and construct validity was strengthened with final testing. Implications: Using valid and reliable self-report tools are critical for researchers and clinicians in order to understand determinants to adolescent physical education inactivity. School PE-activity policies and programs continue to be implemented based adult perceptions of the problem. Without incorporating views and participation of the adolescent population, interventions and studies will continue to take place without making large strides in increasing adolescents' PE-activity participation. Results obtained from this study have the potential to influence physical activity public policy and practices that optimize the well-being of adolescents. By establishing a reliable and valid instrument that measures adolescents' perceptions to school PE activities and assessing how the environment influences PE participation, a better understanding of PE activity determinants was gained. Further testing with different adolescent populations is planned to strengthen reliability and validity of the PEAS.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titlePsychometric Testing: The Physical Education Activities Scaleen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157660-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Psychometric Testing: The Physical Education Activities Scale</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Thomason, Diane L., PhD, MN, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">San Diego State University, School of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">5500 Campanile Drive, San Diego, CA, 92182-4158, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">858-598-6300</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">dthomaso@mail.sdsu.edu, dijthom@yahoo.com</td></tr><tr><td colspan="2" class="item-abstract">Purpose/Aims: The purpose of this study was to develop and test the psychometric properties of a 41-item instrument, the Physical Education Activities Scale (PEAS), which used a visual analog response scale, to measure adolescent perceptions of school PE activities. Background: Adolescent obesity is a national epidemic and decreased physical activity is a major contributing factor. Nationally, 69% of high school students in 2007 did not attend physical education (PE) classes on a daily basis due to psychosocial and environmental factors. Studies on adolescents' views about school PE activities are rare. Adolescent experiences and insights into development of PE activity policies and programs is desirable. Studies show that incorporating views of adolescents improves likelihood of PE program success. Methods: Ecological and instrument-development frameworks were used to create the PEAS. Construct definition and content domains were established, then measurement items were generated and judged. The PEAS was pilot-tested on a sample (n=90) of interurban high school adolescents. Reliability was evaluated by computing Cronbach's alpha. Validity was evaluated with tests for content, face, and construct validity. Construct validity was tested by known-group validity. Final testing was conducted on a sample (n=439) of adolescents from two urban high schools. Reliability of the instrument with this final sample was estimated by computing Cronbach's alpha. Validity of the instrument with this final sample was estimated by using known-group validity, and exploratory factor analysis. Results: Reliability and validity of the PEAS was established (alpha =.89). Interitem correlations among final subscales showed strong relationships. Initial estimates of content and construct validity were established, and construct validity was strengthened with final testing. Implications: Using valid and reliable self-report tools are critical for researchers and clinicians in order to understand determinants to adolescent physical education inactivity. School PE-activity policies and programs continue to be implemented based adult perceptions of the problem. Without incorporating views and participation of the adolescent population, interventions and studies will continue to take place without making large strides in increasing adolescents' PE-activity participation. Results obtained from this study have the potential to influence physical activity public policy and practices that optimize the well-being of adolescents. By establishing a reliable and valid instrument that measures adolescents' perceptions to school PE activities and assessing how the environment influences PE participation, a better understanding of PE activity determinants was gained. Further testing with different adolescent populations is planned to strengthen reliability and validity of the PEAS.</td></tr></table>en_GB
dc.date.available2011-10-26T20:04:57Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:04:57Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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