Professionals’ perception of quality physical education learning in selected Asian cities

Ho, Walter King Yan; Ahmed, Md. Dilsad; Keh, Nyit Chin; Khoo, Selina; Tan, C. Y.; Dehkordi, Mitra Rouhi; Gallardo, Mila; Lee, Kicheon; Yamaguchi, Yasuo; Wang, Jian; Liu, Min; Fan, Huang

doi:10.1080/2331186x.2017.1408945

Cited by 11 publications

(12 citation statements)

References 45 publications

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“…The current study consisted of two stages, the ‘First Stage’ and the ‘Second Stage’. The first stage included the development of the questionnaire/dimensions/face & content validity [15, 23–24]. The second stage involved having participants respond to the questionnaire and using these data to establish the factors of Quality Physical Education programmes [15, 23–24].…”

Section: Methodsmentioning

confidence: 99%

“…Knowing professionals’ perceptions would be productive because they are educated, have earned qualifications in the same/related fields, have an understanding of the profession and are the first to deal with the policy implemented by the government. Therefore, in 2011, the four member associations (The International Society for Comparative Physical Education and Sport ISCPES, the International Association of Physical Education for Girls and Women IAPESGW, and the Federation Internationale D’education Phisique FIEP) of the International Committee of Sport Pedagogy (ICSP) (a working group of the International Council of Sport Science and Physical Education) initiated a collaborative project to envisage the issues and framework for Quality Physical Education programmes [15].…”

Section: Current Researchmentioning

confidence: 99%

“…An instrument referred to as the Asian Perceptions of Quality Physical Education (APQPE) was developed for this study based on the reviewed literature of Ho et al (2017, 2018, 2019), Song and Chen (2012), Chen (2016), Keating and Silverman (2004), Guan, et al (2005), Subramaniam and Silverman (2007) and Arar and Rigbi (2009) [15, 23–30] who have used the same methodology; this instrument was verified using a content validity procedure suggested by Lynn (1986) [31]. Existing instruments were not considered because they tended to be constructed within a specific cultural environment and setting, which may create idiosyncratic problems as a result of the formulation of items related to the specific culture [32].…”

Section: The First Stage Of the Studymentioning

confidence: 99%

“…The content validity of the professional perceptions of Quality Physical Education in this study was evaluated to determine whether all important aspects were covered, identified or essential, as well as to exclude items undesirable to a specific construct domain [15, 23–24]. The two-stage process for content validity developed by Lynn (1986) [32] was adopted.…”

Section: The First Stage Of the Studymentioning

confidence: 99%

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Towards developing and validating Quality Physical Education in schools—The Asian physical education professionals’ voice

Ahmed

Khoo

et al. 2019

PLoS ONE

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Physical education professionals aim to develop quality programmes for physical education. This study aimed to develop and validate a scale using professionals’ perceptions of Quality Physical Education QPE in Asia using twenty-four items regarding QPE quality issues. The items covered status and roles, development of educational elements and supportive features in physical education. A sample of N = 799 sport and physical education professionals from eleven Asian cities participated in this questionnaire survey. Twenty-four items relating to QPE were examined via exploratory factor analysis (EFA) using maximum likelihood extraction and direct oblimin rotation methods. Nevertheless, only 20 items were extracted following the EFA examination. Items 1, 9, 14 and 18 were excluded because of low factor loadings. The remaining items were clustered into four subscales: Development and Supportive Elements for Quality Physical Education in Schools (DSFQPE; α = .918), Core Values of Quality Physical Education (CVPE; α = .908), Curriculum Arrangement of Physical Activities (CAPA; α = .884) and Provision and Norms in Physical Education (PNPE; α = .865). The Cronbach’s alpha coefficient (α = .875) indicated excellent internal consistency for the overall measure. Furthermore, the 4 retained factors from the EFA were assessed via robust confirmatory factor analysis (CFA). The 4-factor model demonstrated a good fit with the data (CMIN/DF = 3.450, CFI = .928, TLI = .916, PCFI = .801, RMSEA = .078). The study identified a 4-factor structure with internal consistency and acceptable interfactor correlations. The structure seemed to be applicable, including the twenty items identified as useful and necessary tools for the framework of analysis in the investigation of diverse settings for the study of quality physical education.

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Section: Methodsmentioning

confidence: 99%

Section: Current Researchmentioning

confidence: 99%

Section: The First Stage Of the Studymentioning

confidence: 99%

Section: The First Stage Of the Studymentioning

confidence: 99%

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Towards developing and validating Quality Physical Education in schools—The Asian physical education professionals’ voice

Ahmed

Khoo

et al. 2019

PLoS ONE

Self Cite

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“…Este trabajo estuvo acompañado por el grupo denominado Comité Internacional de Pedagogía del Deporte (ICSP), a través de las organizaciones académicas miembros, revisión de sus propuestas y reportes, el proyecto de ICSP de los requerimientos para la Educación Física (2009) y la Educación Física y Deporte de Calidad (2010). Estos generaron múltiples investigaciones (Ho et al, 2014(Ho et al, , 2016(Ho et al, , 2017(Ho et al, , 2018; López de D'Amico et al, 2018).…”

Section: Desarrollo De La Temática En Los úLtimos Veinte Añosunclassified

Educación Física de calidad: ¿De dónde surge este planteamiento?

López-D'Amico

2019

recie

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La Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO), ha generado en los últimos años orientaciones en torno a la Educación Física de Calidad (en adelante EFC), con el objeto de enfatizar en las naciones el valor de la práctica sistemática y su presencia en el currículo educativo. Las discusiones acerca de la EFC vienen desarrollándose desde hace más de 15 años. En el reporte de la UNESCO (2005) acerca de la calidad de la Educación Física se destacó la importancia de áreas esenciales, tales como la eficiencia del desarrollo de un estilo de vida activo, aspectos de salud, la calidad del crecimiento estudiantil en aspectos relacionados con valores y actitudes hacia el deporte y la actividad física, hábito de la práctica regular de ejercicios y preocupación acerca de su eficiencia para enfrentar los retos como los temas de género, educación inclusiva, aspectos raciales y limitaciones religiosas, tradicionales o culturales. El proceso del desarrollo con calidad no está restringido al desarrollo curricular o métodos de formación, también se relaciona con la construcción del ambiente, políticas, formación y desarrollo del personal. Es decir, involucra un estado holístico de características esenciales que permita a la Educación Física alcanzar su libertad en el accionar. En este trabajo, se presenta una revisión de manera descriptiva de lo que se ha venido produciendo a partir de la UNESCO en materia de la EFC y su aplicación en algunas naciones.

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Measuring the perception of quality physical education in Latin American professionals

Ahmed

D'Amico

et al. 2018

Revista Brasileira de Ciências do Esporte

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Professionals’ perception of quality physical education learning in selected Asian cities

Cited by 11 publications

References 45 publications

Towards developing and validating Quality Physical Education in schools—The Asian physical education professionals’ voice

Towards developing and validating Quality Physical Education in schools—The Asian physical education professionals’ voice

Educación Física de calidad: ¿De dónde surge este planteamiento?

Measuring the perception of quality physical education in Latin American professionals

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