Assessing Reliability of a Questionnaire that will Assess Teacher Education Students’ Preparedness to Implement Physical Activity into the Classroom
Advisor Information
Danae Dinkel
Location
Dr. C.C. and Mabel L. Criss Library
Presentation Type
Poster
Start Date
6-3-2015 2:00 PM
End Date
6-3-2015 3:30 PM
Abstract
Research suggests that physical activity (PA) can be very beneficial in both the physical and mental development of a child. With physical education not being offered on a daily basis in most schools, it is critical that other forms of PA are offered. Classroombased PA has been shown to be a viable option for increasing PA in children. In order to ensure teachers are prepared to implement PA, not only must teacher education programs be teaching these strategies but there must be a tool available to evaluate PA knowledge. The purpose of this study was to assess the reliability of a questionnaire that assesses teacher education students’ preparedness to implement PA into the classroom. A new questionnaire that tested teacher education students’ readiness to implement PA into their teaching was evaluated for reliability in15 male and female students from the University of Nebraska at Omaha. After the questionnaire was created, face validity and test re-test reliability was assessed. Face validity was assessed by 3 college professors from UNO and 4 secondary education teachers. Two day reliability for the questionnaire was found to be strong in 9 questions, moderately strong in 3, and weak in1. There was an indirect relationship between amount of multiple choice options and reliability. Our findings are a small stepping stone towards establishing a reliable questionnaire to test PA readiness in teacher education students. More studies are needed to validate these findings.
Assessing Reliability of a Questionnaire that will Assess Teacher Education Students’ Preparedness to Implement Physical Activity into the Classroom
Dr. C.C. and Mabel L. Criss Library
Research suggests that physical activity (PA) can be very beneficial in both the physical and mental development of a child. With physical education not being offered on a daily basis in most schools, it is critical that other forms of PA are offered. Classroombased PA has been shown to be a viable option for increasing PA in children. In order to ensure teachers are prepared to implement PA, not only must teacher education programs be teaching these strategies but there must be a tool available to evaluate PA knowledge. The purpose of this study was to assess the reliability of a questionnaire that assesses teacher education students’ preparedness to implement PA into the classroom. A new questionnaire that tested teacher education students’ readiness to implement PA into their teaching was evaluated for reliability in15 male and female students from the University of Nebraska at Omaha. After the questionnaire was created, face validity and test re-test reliability was assessed. Face validity was assessed by 3 college professors from UNO and 4 secondary education teachers. Two day reliability for the questionnaire was found to be strong in 9 questions, moderately strong in 3, and weak in1. There was an indirect relationship between amount of multiple choice options and reliability. Our findings are a small stepping stone towards establishing a reliable questionnaire to test PA readiness in teacher education students. More studies are needed to validate these findings.