A rubric to assess the teaching competency using motor skills and body language games: initial development and validation
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Otros documentos de la autoría: Capella-Peris, Carlos; Gil-Gómez, Jesús; Chiva-Bartoll, Oscar
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8017
comunitat-uji-handle3:10234/8616
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INVESTIGACIONMetadatos
Título
A rubric to assess the teaching competency using motor skills and body language games: initial development and validationFecha de publicación
2018-06Editor
University of Pitesti (Romania)Cita bibliográfica
CAPELLA-PERIS, Carlos; GIL-GÓMEZ, Jesús; CHIVA-BARTOLL, Òscar. A rubric to assess the teaching competency using motor skills and body language games: initial development and validation. Journal of Physical Education and Sport, 2018, 18.2: 944-954.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://efsupit.ro/index.php/archive?id=90Palabras clave / Materias
Resumen
This paper develops and validates an instrument to assess Teaching Competency in Physical Education,
specifically while performing sessions of motor skills and body language games with children. A literature
review ... [+]
This paper develops and validates an instrument to assess Teaching Competency in Physical Education,
specifically while performing sessions of motor skills and body language games with children. A literature
review highlights the great value of such competency and of implementing these activities in Physical Education
during early childhood. The benefits of using rubrics in this field are also discussed. Following the curricular
guidelines of the application context, the first version of the Teaching Competency while performing Motor
Skills and Body Language Games Rubric (TC/MSBLG-R) was proposed. Elements of the instrument were
reviewed critically by using expert judgement (n = 6) to ensure the high quality, relevance, and
comprehensibility of the TC/MSBLG-R items and correct feature association. The excellent results obtained
from the pilot test (n = 333) reinforced the curricular foundations, and the validity and reliability of the rubric
was proved (Cronbach’s alpha = .955). An Exploratory Factor Analysis proposed a set of categories consistent
with the initial approach, and a Confirmatory Factor Analysis showed acceptable relationships among the rubric
categories and items. The fit indices suggested that the data fit adequately to the default model (χ2/df = 2.901,
Root Mean square Residual = .06; Root Mean Square Error of Approximation = .076), and a Pearson’s
correlation test verified that there were positive significant correlations among the proposed categories.
Therefore, the rubric has shown good results in this validation process and carries the potential to promote
Teaching Competency while implementing sessions of motor skills and body language games in many ways and
contexts. [-]
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