Entwicklung und Validierung eines Fragebogens zur Erfassung von Freude am Schulsport im Jugendalter (FEFS-J)

Abstract

Zusammenfassung. Die vorliegende Studie dient der Entwicklung und Validierung eines Messinstruments zur differenzierten Erfassung von Freude am Schulsport im Jugendalter. Basierend auf theoretischen Ansätzen wird das Konstrukt Sport-Enjoyment ( Scanlan & Simons, 1992 ) im Rahmen eines 3-Faktorenmodells (Vergnügen; Flow-Erleben; Erholung) weiterentwickelt. Die psychometrische Überprüfung erfolgt anhand einer Gesamtstichprobe von N = 1 253 Schülerinnen und Schülern der Klassenstufen 7 – 10. Die postulierte 3-Faktorenstruktur kann empirisch mit Einschränkungen bestätigt werden und erweist sich als messinvariant über die Variablen Geschlecht und Alter. Die Reliabilitätskennwerte bewegen sich im akzeptablen bis guten Bereich. Zusammenhänge mit intrinsischer Motivation, allgemeiner Sportlichkeit und Ablenkung / Katharsis sowie mit der Sportnote und dem Ausmaß sportlicher Aktivität in der Freizeit fallen ebenso theoriekonform aus wie die geschlechts- und altersspezifischen Mittelwertunterschiede. Mit dem FEFS-J liegt ein valides, ökonomisches und theoretisch fundiertes Instrument vor.

Effects of cooperative games on enjoyment in physical education—How to increase positive experiences in students?

“…Therefore, the specific games used in this study may work better with younger students than with older students. Previous research showed that younger students experience more enjoyment than older students anyway [39]. Hence, future studies should look more detailed at the reasons for these differences and may investigate separately the length of the intervention program and different class levels.…”

“…For more information about the sample distribution, see Table 1. [39,40]). Pleasure is related to the affective experience in physical education (e.g., "Physical education is fun").…”

“…All scales consisted of three items each, and responses were assessed on a 4-point-rating scale (0 = never, 1 = sometimes, 2 = often, 3 = always). For more information about the development and validation of scales and items to measure students' enjoyment in physical education, see Engels and Freund [39] as well as Lohbeck et al [40]. Social relatedness, social interaction, perceived competence, and autonomy were measured with scales developed and presented by Engels and Freund [8].…”

Assessing Students’ Enjoyment in Physical Education: Measurement Invariance Across School Tracks and Relationships With Grades

“…The three scales of the QUAEPE comprise three items each, answered on a four-point rating scale, ranging from 0 (never) to 3 (always). 1 Engels and Freund (2019) found empirical support for the assumed three-factor structure.…”

“…The pleasant feeling experienced after conduct of physical activity can also be understood as a feeling of recovery. Engels and Freund (2019) consider pleasure as an anticipated antecedent of physical education, flow as a positive feeling during physical education, and recovery as a desirable consequence of physical education. The three scales of the QUAEPE comprise three items each, answered on a four-point rating scale, ranging from 0 (never) to 3 (always).…”