Initial Validation of the Psychobiosocial States in Physical Education (PBS-SPE) Scale

Abstract

The purpose of this cross-sectional investigation was to examine the item characteristics, factor structure, reliability, convergent validity, and nomological validity of the Psychobiosocial States in Physical Education (PBS-SPE) scale. In Study 1, a sample of 1,030 students (582 girls and 448 boys, 10 to 19-year-olds), drawn from middle or high schools, rated the intensity of the 20 items version of the PBS-SPE scale thinking about the feelings they had usually experienced in physical education classes. In Study 2, an additional sample of 1,025 students (578 girls, 447 boys, 10 to 19-year-olds), rated the 16 items of the final version of the scale. Two subsamples also completed an affective-related measure (i.e., the Physical Activity Enjoyment Scale) and two motivation scales often used in the physical education domain (i.e., the Teacher-Initiated Motivational Climate in Physical Education Questionnaire and the Situational Motivation Scale). Exploratory structural equation modeling and confirmatory factor analyses of the data showed that a two-factor, 16-item solution (i.e., 8 pleasant/functional items and 8 unpleasant/dysfunctional items) of the PBS-SPE scale reached satisfactory fit indices. Multi-group comparisons provided support for measurement and structural invariance across samples, gender, and age. Convergent and nomological validity was also upheld. Overall, the findings offer support for the use of a new instrument in the assessment of PBS-SPE settings.

Changes in Physical Activity, Motor Performance, and Psychosocial Determinants of Active Behavior in Children: A Pilot School-Based Obesity Program

“…We did not find significant changes on the psychobiosocial state scores at T 1 compared to T 0 , which was most likely due to initially high scores of pleasant/functional states and low scores of unpleasant/dysfunctional states reported by both girls and boys in the whole sample. These results are consistent with those of several previous studies conducted in the context of school PE [48,[50][51][52], which suggest a general experience of a pleasant educational atmosphere.…”

Fine motor skills and motor control networking in developmental age

“…A careful examination of the alignment of the objective skills and children's subjective ratings will help to strengthen the knowledge on these topics. Beyond the subjective measures of perceived skills, further studies should address also some parameters of the biopsychosocial framework (Bortoli et al, 2018) and some parameters of personal feeling such as enjoyment in physical activity experiences (Carraro et al, 2008).…”

Self-efficacy and enjoyment of physical activity in children: factorial validity of two pictorial scales

“…In the physical activity and sport domains, enjoyment is conceptualized as a positive affective response resulting from participation that reflects generalized feelings typically described as pleasure, liking, and fun (Scanlan & Simons, 1992). The experience of enjoyment during physical education classes is associated with enhanced intrinsic motivation, increased physical activity participation, and the adoption of active and healthy lifestyles (Wallhead & Buckworth, 2004; Dishman et al, 2005; Jaakkola et al, 2017; Bortoli et al, 2018; Vitali et al, 2019). Thus, understanding enjoyment motives and other variables known to influence physical activity levels, successful motor experiences, and improvement of physical fitness can help researchers and practitioners design more effective intervention strategies to promote healthy lifestyles among school-aged children.…”