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Validation and Adaptation of the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of Physical Education

Author

Listed:
  • Rubén Trigueros

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Antonio Alias

    (Department of Education, University of Almería, 04120 Almería, Spain)

  • Ana M. Gallardo

    (Faculty of Sports, Universidad Católica de Murcia, 30107 Guadalupe-Murcia, Spain)

  • Marta García-Tascón

    (Faculty of Sports Science, Univeridad Pablo de Olavide, 41704 Seville, Spain)

  • José M. Aguilar-Parra

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

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 several statistical analyses. The results of the confirmatory factorial analysis and the exploratory factorial analysis supported the internal structure of the questionnaire. In addition, the scale was invariant to gender. Cronbach’s alpha values were higher than 0.70 in the factors and sub-factors, finally showing adequate levels of temporal stability. Taking into account the results achieved in the present study, PE teachers have an effective tool to assess the social and antisocial behaviour of their students’ students during PE classes.

Suggested Citation

  • Rubén Trigueros & Antonio Alias & Ana M. Gallardo & Marta García-Tascón & José M. Aguilar-Parra, 2020. "Validation and Adaptation of the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of Physical Education," IJERPH, MDPI, vol. 17(2), pages 1-9, January.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:2:p:477-:d:307631
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    References listed on IDEAS

    as
    1. Rubén Trigueros & Adolfo J. Cangas & José M. Aguilar-Parra & Joaquín F. Álvarez & Alexandre García-Más, 2019. "No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes," IJERPH, MDPI, vol. 16(23), pages 1-16, December.
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    Cited by:

    1. Cristina Méndez-Aguado & Rubén Trigueros & José Manuel Aguilar-Parra & Noelia Navarro-Gómez & Mª del Pilar Díaz-López & Juan M. Fernández-Campoy & Juan Gázquez-Hernández & José Carrión, 2020. "An Inclusive View of the Disability of Secondary School Students," IJERPH, MDPI, vol. 17(23), pages 1-11, November.
    2. Katarzyna Płoszaj & Wiesław Firek & Marcin Czechowski, 2020. "The Referee as an Educator: Assessment of the Quality of Referee–Players Interactions in Competitive Youth Handball," IJERPH, MDPI, vol. 17(11), pages 1-19, June.
    3. Ana Manzano-León & José M. Rodríguez-Ferrer & José Manuel Aguilar-Parra & Ana María Martínez Martínez & Antonio Luque de la Rosa & Darío Salguero García & Juan Miguel Fernández Campoy, 2021. "Escape Rooms as a Learning Strategy for Special Education Master’s Degree Students," IJERPH, MDPI, vol. 18(14), pages 1-13, July.
    4. Ruben Trigueros & Marta García-Tascón & Ana M. Gallardo & Antonio Alías & José M. Aguilar-Parra, 2020. "The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes," IJERPH, MDPI, vol. 17(4), pages 1-10, February.
    5. Unai Sáez de Ocáriz & Pere Lavega-Burgués, 2020. "Development and Validation of Two Questionnaires to Study the Perception of Conflict in Physical Education," IJERPH, MDPI, vol. 17(17), pages 1-16, August.

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