Assessing Factor Structure of Perceived Physical Literacy Scale for Physical Education Teachers for Turkish Sample

Year 2020, Volume: 35 Issue: 1, 200 - 209, 31.01.2020

Süleyman Munusturlar , Günay Yıldızer

Abstract

It is a well-accepted opinion that many learning outcomes of Physical Education courses connected with physical literacy concept emphasize life-long health. In this study, an adaptation of Perceived Physical Literacy Instrument (PPLI) developed to investigate physical literacy level of Physical Education Teachers (Sum et al., 2016) to Turkish language and culture, an evaluation of validity and reliability and associated futures are aimed. 218 Physical Education teachers selected by convenience sampling method participated in the research. Confirmatory (CFA) and Exploratory factor analysis (EFA) have been used for analyzing the structural validity of the scales. According to CFA results, the original structure of PPLI which have 3 factors and 9 items was not confirmed. However, after the EFA and CFA, a new structure consisted 3 factors and 9 items were good and acceptable. It was observed that the fit indexes of the model were higher than the reference values. It was determined that the structure consisted of three factors was capable of explaining determined variance by 69.04%. The Cronbach’s Alpha reliability coefficient was estimated at .81. The result of the research has revealed that 3-factor and 9-item PPLI is a valid and reliable instrument to evaluate physical literacy level of Turkish Physical Education Teachers.

Keywords

Physical literacy, physical education, teacher, validity, reliability

Beden Eğitimi Öğretmenleri için Algılanan Beden Okuryazarlığı Ölçeği’nin Faktör Yapısının Türkiye Örneklemine Yönelik Sınanması

Abstract

Beden okuryazarlığı kavramının yaşam boyu sağlıklı olmayı niteleyen anlayışının, Beden Eğitimi ve Spor dersinin temel amaçlarıyla olan yüksek ilişkiye sahip olduğu kabul gören bir düşüncedir. Bu araştırmada Beden eğitimi Öğretmenleri’ nin beden okuryazarlığı düzeylerini ölçmeye yönelik geliştirilen (Sum vd., 2016), Algılanan Beden Okuryazarlığı Ölçeği’ nin (ABOÖ) Türkiye örnekleminde geçerliği ve güvenirliği ile ilişkili özelliklerinin değerlendirilmesi amaçlanmıştır. Araştırmaya kolay ulaşılabilir örnekleme yöntemi ile seçilen 218 Beden Eğitimi Öğretmeni katılmıştır. Ölçeklerin yapı geçerliliği için Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) kullanılmıştır. Güvenirlik için ise test tekrar test, iç tutarlılık ve madde toplam korelasyon analizlerinden yararlanılmıştır. DFA sonuçlarına göre, orijinal yapısı 3 faktörlü 9 maddeli olan ABOÖ’ nün bu haliyle Türkiye örnekleminde doğrulanmadığı, ancak yapılan AFA ve DFA sınamalarına göre farklı bir 3 faktörlü ve 9 ifadeli yapı ile modelin uyum indekslerinin iyi ve kabul edilebilir düzeyde olduğu gözlemlenmiştir. Elde edilen modelin uyum indekslerinin referans değerlerinin üzerinde olduğu tespit edilmiştir. 3 faktörlü yapının açıklanan varyans oranının %69,04, Cronbach’s Alpha güvenirlik katsayısının ise .81 olduğu tespit edilmiştir. Araştırma sonucu ABOÖ’ nün 3 faktörlü 9 maddeli yapısıyla, Türkiye’deki Beden eğitimi öğretmenlerinin beden okuryazarlığı düzeylerini ölçmeye yönelik psikometrik nitelikleri sağlayan bir ölçme aracı olduğunu ortaya koymuştur.

Keywords

Beden okuryazarlığı, beden eğitimi, öğretmen, geçerlik, güvenirlik

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