Development process of content validity of pedagogical knowledge assessment in swimming

Abstract

This study aimed to validate the content of items regarding an instrument of assessment of substantive contents, its organization and forms of practice, and pedagogical feedback in swimming sessions by the use of the coefficient of content validity (CVC). This analysis encompass the validation of instruments in a theoretical way, which has generated a grid of occurrences on items related to pedagogical knowledge of teaching and learning contents in swimming sessions. Three examiners took part in the sample. The three of them hold active experience of at least ten years in the teaching of swimming and have assessed 31 items according to the agreement related to criteria of clarity of language, practical relevance, theoretical relevance, and dimension. According to the minimum accepted agreement for the CVCi?0.7, three items from the grid were excluded, for they presented results under the expected regarding practical and theoretical relevance. Then, a new CVCtotal was measured, considering the 28 remaining items. CVCtotal was satisfactory in the three criteria, which demonstrated that the items were described clearly, they are adequate for the teaching and learning of swimming, and indicate to be in compliance with the competences the coach must have on the pedagogical knowledge when it comes to swimming. Subdivided in the dimensions of: nature of the task, organization and types of practice, pedagogical feedback and its subdimensions (objective, type, direction, and reference), the 28 items will pedagogically assist the swimming coach as to contents, organization of practice, and feedback.

Validity and reliability of an assessment instrument of track start in swimming

“…In this regard, good to excellent correlation values were found, which means that the assessment instrument of track start in swimming was able to be used for the same and different evaluators. These findings corroborate those from studies validating assessment instruments in swimming [22,23,24,25].…”

“…Some aspects were important for that: first, the study sampling allowed robustness to the findings because of its significant size (N = 63). Similar studies on the validation of assessment instruments, including in other sports, have used a significantly smaller sample size [22,23,25,40,43]. In addition, the robustness was also strengthened by the long and diversified professional experience.…”

“…For example, Madureira et al [22] proposed an assessment instrument of beginners' front-crawl stroke efficiency that included ten component items (recovery and entrance; release; stroke synchronization; breathing; stroke and breathing synchronization; 6-downsweep, insweep, and upsweep; body positioning; kicking; kick and breathing synchronization; kick and stroke synchronization). On the other hand, Monteiro et al [23] validated an assessment instrument of pedagogical knowledge in swimming, which comprised the task nature, practice schedule, and feedback regimes. Other instruments have been concerned mainly with children's aquatic readiness.…”