2020
DOI: 10.3390/ijerph17020477
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Abstract: Physical education (PE), by its own characteristics, is a subject where social communication is especially promoted. However, it is necessary to have tools that evaluate the social behaviour of students during PE classes. For this reason, we propose to validate and adapt the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of PE classes. The study involved 1081 students aged 12 to 18 (M = 14.83; SD = 1.27). The psychometric properties of the Prosocial Behavior Scale were analyzed through… Show more

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Cited by 8 publications
(10 citation statements)
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“…Various educational strategies for sport [1][2][3][4], normative models of the coach [5][6][7][8], parents [9][10][11] and teachers of physical education [12][13][14], and tools for the assessment of social and antisocial behavior of players [15][16][17] have been developed so far. Shields et al [18] emphasized that sport does not automatically generate educational benefits for children and young people.…”
Section: Introductionmentioning
confidence: 99%
“…Various educational strategies for sport [1][2][3][4], normative models of the coach [5][6][7][8], parents [9][10][11] and teachers of physical education [12][13][14], and tools for the assessment of social and antisocial behavior of players [15][16][17] have been developed so far. Shields et al [18] emphasized that sport does not automatically generate educational benefits for children and young people.…”
Section: Introductionmentioning
confidence: 99%
“…Prosocial and antisocial behaviours of PE teachers. The Prosocial and Antisocial Behavior in Sport Scale, (PABSS; Kavussanu and Boardley [35]) validated and adapted to the context of PE by Trigueros, Alias, Gallardo, García-Tascón, and Aguilar-Parra [36] was used. Teachers rated prosocial and antisocial behaviors toward their students during PE classes.…”
Section: Methodsmentioning
confidence: 99%
“…This is especially appropriate when the complexity of the model requires it (see McDonald and Ho [43]). Specifically, the latent variables used were: creative intelligence included three indicators (Foil A, Foil B, and Foil C [38]); positive emotions included four factors (fun, pride, tranquility, and confidence [36]); and negative emotions included four indicators (boredom, hopelessness, anxiety, and embarrassment [36]). Similarly, for prosocial and antisocial behaviours it was necessary to separate the four items measuring each of these latent factors into two indicators for each.…”
Section: Structural Equation Modelingmentioning
confidence: 99%
“…Prosocial behaviour. The factor with the same name, belonging to the questionnaire Prosocial and Antisocial Behavior in Sport Scale (PABSS) by Kavussanu and Boardley [56], validated and adapted to the Spanish educational context by Trigueros, Alias, Gallardo, García-Tascón and Aguilar-Parra [57], was used. The factor is made up of seven items.…”
Section: Measurementsmentioning
confidence: 99%