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Autor/inn/enBrocken, Johanna E. A.; van der Kamp, John; Wormhoudt, Rene; Lenoir, Matthieu L.; Savelsbergh, Geert J. P.
TitelMeasuring the Concurrent Validity of the Athletic Skills Track Using Expert Judgment
QuelleIn: Journal of Teaching in Physical Education, 42 (2023) 2, S.235-242 (8 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Savelsbergh, Geert J. P.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0273-5024
SchlagwörterValidity; Athletics; Correlation; Scores; Holistic Approach; Decision Making; Interrater Reliability; Motor Reactions; Psychomotor Skills; Age Differences; Gender Differences; Elementary School Students; Urban Schools; Foreign Countries; Physical Education; Physical Education Teachers; Video Technology; Student Evaluation; Measurement; Physical Activities; Skill Development; Netherlands
AbstractPurpose: The aim of this study is to measure the concurrent validity of the Athletic Skills Track (AST) by examining whether its outcome score correlates with the holistic judgments of experts about the quality of movement. Method: Video recordings of children performing the AST were shown to physical education teachers who independently gave a holistic rating of the movement quality of each child. Results: Both intra- and interrater reliability of the teachers' ratings were moderate to good. The holistic judgments on movement quality were significantly correlated with AST time, showing that higher ratings were associated with less time required to complete the track. Next, hierarchical stepwise regression indicated that in addition to the holistic rating, also age, but not gender, explained part of the variance in AST time. Conclusion: The findings show that the AST has good concurrent validity and provides a fast, indirect indication for quality of movement. (As Provided).
AnmerkungenHuman Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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