Validation de la traduction française de l'intention to be physically active scale

Dupont, Jean-Philippe; Ghislain, Carlier; Gérard, Philippe; Delens, Cécile

doi:10.3917/sm.068.0027

Cited by 3 publications

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“…Before examining the predictive validity of the FEVQ-PE, we performed an EFA to test the factor structure of the Intention to be Physically Active Scale (Dupont et al, 2009). As in the previous analyses, polychoric correlation matrices, robust weighted least squares estimation and direct oblimin roration were used (Baglin, 2014; Hair et al, 2010; Osborne, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…The factor structure of the four-factor 17-item FEVQ-PE that emerged from the EFA analyses was tested through a replication analysis using an EFA, following the same procedure as in the first study. To test its predictive validity, participants completed the 17-item FEVQ-PE and the French-validated Intention to be Physically Active Scale (Dupont, Carlier, Philippe, & Delens, 2009). This scale consisted of four items (“I’m interested in developing my physical fitness,” “Outside PE lessons I like to do sport,” “After graduation I would like to take part in sport club training,” and “After graduation I would like to be physically active”), which are rated on a five-point Likert scale ranging from 1 ( strongly disagree ) to 5 ( strongly agree ).…”

Section: Methodsmentioning

confidence: 99%

“…This scale consisted of four items (“I’m interested in developing my physical fitness,” “Outside PE lessons I like to do sport,” “After graduation I would like to take part in sport club training,” and “After graduation I would like to be physically active”), which are rated on a five-point Likert scale ranging from 1 ( strongly disagree ) to 5 ( strongly agree ). Dupont et al (2009) established the construct validity of the scale using exploratory and confirmatory factor analyses (goodness of fit index = 0.99, comparative fit index [CFI] = 0.99, root mean squared error of approximation [RMSEA] = 0.00). They also reported internal consistency (Cronbach’s alpha) for the scale (0.75).…”

Section: Methodsmentioning

confidence: 99%

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Development, validity, and reliability of a French expectancy-value questionnaire in physical education (FEVQ-PE).

Roure¹,

Lentillon‐Kaestner²

2018

Canadian Journal of Behavioural Science / Revue canadienne des

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The purpose of the present study was to develop a reliable and psychometrically sound French questionnaire related to the expectancy-value theory in physical education. Four stages were followed: (1) the development of a preliminary version based on the findings of a literature review on expectancy-value and a committee process validation; (2) a 1st study conducted on 354 secondary school students (M age ϭ 14.3, SD ϭ 1.9) to establish the factor structure (exploratory factor analyses) and internal reliability (Cronbach's alpha coefficients) of this questionnaire; (3) a 2nd study based on 282 secondary school students (M age ϭ 14.9, SD ϭ 1.9) to verify the factor structure and internal reliability of the questionnaire and to test its predictive validity (multiple-regression analysis); (4) a 3rd study with 329 students (M age ϭ 13.7, SD ϭ 1.6) to further test the factor structure (confirmatory factor analyses) and the temporal stability of the questionnaire. The results demonstrated strong support for the psychometric properties and factor structure of the questionnaire. The final form of the questionnaire consists of a 4-factor structure based on 17 items that evaluate expectancy-related beliefs (6 items) and subjective task values in physical education (4 items for attainment value, 3 items for utility value, and 4 items for intrinsic interest value). This questionnaire will be useful for the development of future studies based on expectancy-value model in secondary school physical education in French-language countries. Public Significance StatementIt has been demonstrated that motivation is a major factor explaining people engagement in physical activity. By investigating students' motivation in physical education, this study showed that they were more likely to engage in physical activity when they consider activities important, interesting and useful and when they feel competent in those activities.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Development, validity, and reliability of a French expectancy-value questionnaire in physical education (FEVQ-PE).

Roure¹,

Lentillon‐Kaestner²

2018

Canadian Journal of Behavioural Science / Revue canadienne des

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“…Intention. The intention scale comes from the French validation of the intention to be physically active scale (Dupont et al 2009) and consists of four items (α = .75; Outside PE classes, I like to play sport. ).…”

Section: Methodsmentioning

confidence: 99%

Effects of a training course on creation of an empowering motivational climate in physical education: a quasi-experimental study

Girard

Desbıens

Hogue

2021

Physical Education and Sport Pedagogy

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Background: Physical education (PE) teachers report needing additional support in terms of classroom climate and students' motivation (Verret et al. 2017). Professional development represents an opportunity to exchange on their practices with colleagues, become familiar with the latest research on effective motivational strategies, develop new skills and support transfer into practice.Objective: This study aims to determine if participation in a 2-day training course (spread over 3 days) on how to create an empowering motivational climate impacted students' motivational variables (self-determined motivation, basic needs satisfaction, perception of motivational climate and PE effort as well as their intention to be physically active) and observed motivational climate. Research design: Quasi-experimental studyMethod: A total of 11 PE teachers (experimental group-EG = 6, control group-CG = 5) and their students (elementary = 107, secondary = 100) were recruited. Students completed questionnaires twice: once before the course and once after it was over. Teachers were filmed during two lessons: once before the start of training and once between the second and the last day of training, during a motivational strategy experiment planned by PE teachers on the second day of training. To analyze the data, we used non-parametric tests: the Wilcoxon-Mann-Whitney test and the Wilcoxon signed rank test for related samples. Two experts coded the videos (intrarater reliability = 90.6%; interrater reliability = 93.8%). Findings:Results indicate that the teachers' training had no significant positive effect on students' motivation. In fact, it was surprising to observe a significant decline in students' perception of an empowering motivational climate and effort in the experimental group. However, scores were already quite high at the start of the year, remained high in the middle of the year and were similar for the two groups. Between both measurement points, the control group's amotivation increased and autonomy satisfaction decreased. This was not the case for students in the experimental group, suggesting that the training course might be effective in avoiding the detriment of students' motivation. PE teachers in the experimental group were more empowering during the integration phase of the lesson. Gaps and the overall rating of the lesson (motivational climate) were both more empowering in the experimental group, but did not reach statistical significance (p = .066), which is promising for future interventions.

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Effects of the Learning how to motivate training on pupils’ motivation and engagement during pre-service physical education teachers’ internship

Girard,

de Guise

2024

Front. Educ.

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IntroductionPre-service physical education (PE) teachers have concerns about how to sustain pupils’ motivation. A training titled Learning how to motivate was designed to address these concerns.ObjectivesThe aims of the study were (1) to compare the perceptions of high school pupils of pre-service PE teachers who had completed the training [experimental group (EG)] and pre-service PE teachers who had not completed the training [control group (CG)] about motivation; (2) to verify changes in the perceptions of EG and CG high school pupils with regard to motivational variables between the beginning and end of the internship; and (3) to compare observations of the motivational climate established by the pre-service PE teachers and of their pupils’ engagement between EG and CG.MethodsThe study involves a sample of four French-Canadian pre-service PE teachers (EG = 2; CG = 2) and their high school pupils (n = 89) during the pre-service PE teachers’ final internship. Data were collected using observations and questionnaires at the start (T1) and end (T2) of the internship.ResultsFindings revealed no significant differences between groups at T1. At T2, the EG exhibited higher levels of pupils’ perceived dimensions of an empowering motivational climate than the CG. Notably, between T1 and T2, performance-approach goals decreased, and external regulation increased in the EG. As for the CG, pupils’ perceived dimensions of an empowering motivational climate, competence satisfaction, and performance-approach goals decreased. Finally, there were some trends (p ≤ 0.15) related to differences between the groups for observed motivational climate and pupils’ engagement.ConclusionThe training shows promise with regard to helping pre-service PE teachers apply theory to practice.

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Validation de la traduction française de l'intention to be physically active scale

Cited by 3 publications

References 0 publications

Development, validity, and reliability of a French expectancy-value questionnaire in physical education (FEVQ-PE).

Development, validity, and reliability of a French expectancy-value questionnaire in physical education (FEVQ-PE).

Effects of a training course on creation of an empowering motivational climate in physical education: a quasi-experimental study

Effects of the Learning how to motivate training on pupils’ motivation and engagement during pre-service physical education teachers’ internship

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