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Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education

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  • Rafael Burgueño

    (Health Research Centre, University of Almeria, 04120 Almeria, Spain
    Department of Physical Education and Sport, Faculty of Sport Sciences, University of Granada, 18071 Granada, Spain)

  • Ángel Abós

    (EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Social and Human Sciences, University of Zaragoza, 44002 Teruel, Spain)

  • Luis García-González

    (EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Health and Sport Sciences, University of Zaragoza, 22001 Huesca, Spain)

  • Henri Tilga

    (Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Ujula 4 Str., 51008 Tartu, Estonia)

  • Javier Sevil-Serrano

    (EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Health and Sport Sciences, University of Zaragoza, 22001 Huesca, Spain)

Abstract

There are no validated instruments to date that have examined the students’ perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two sequential studies. In Study 1 ( n = 241 students), an exploratory factor analysis revealed an eight-item two-factor solution (four items per factor). In Study 2 ( n = 968 students), a confirmatory factor analysis supported the eight-item two-factor correlated model (i.e., externally and internally controlling teaching) that was invariant across gender. Reliability coefficients indicated an acceptable level of reliability for the two factors of the CTS-PE. A structural equation modelling showed that externally and internally controlling teaching behaviours positively predicted need frustration, and negatively need satisfaction. The current study gathered evidence to consider the CTS-PE as a valid and reliable instrument to assess students’ perceptions of PE teachers’ externally and internally controlling teaching behaviours. The CTS-PE provides PE teachers with deeper insights into the negative psychological experiences associated with externally and internally controlling teaching behaviours in PE.

Suggested Citation

  • Rafael Burgueño & Ángel Abós & Luis García-González & Henri Tilga & Javier Sevil-Serrano, 2021. "Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education," IJERPH, MDPI, vol. 18(1), pages 1-15, January.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:1:p:298-:d:474066
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    References listed on IDEAS

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    1. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Remedios López-Liria & Joaquín F. Álvarez, 2019. "Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence," IJERPH, MDPI, vol. 16(13), pages 1-11, June.
    2. 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.
    3. Juan Antonio Moreno-Murcia & Elisa Huéscar Hernández & Lorena Ruiz, 2018. "Perceptions of Controlling Teaching Behaviors and the Effects on the Motivation and Behavior of High School Physical Education Students," IJERPH, MDPI, vol. 15(10), pages 1-10, October.
    4. Rubén Trigueros & José M. Aguilar-Parra & Remedios López-Liria & Patricia Rocamora, 2019. "The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education," IJERPH, MDPI, vol. 16(22), pages 1-11, November.
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