Validation of the scale of learning situations for sports coaches – ESATE: elaboration process and validity evidences

Detalhes bibliográficos
Autor(a) principal: Cortela, Caio Corrêa
Data de Publicação: 2020
Outros Autores: Milistetd, Michel, Both, Jorge, Gonçalves, Gabriel Henrique Treter, Balbinotti, Carlos Adelar Abaide
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Journal of Physical Education (Maringá)
Texto Completo: https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46350
Resumo: The study’s objective was to present the first evidences of validity of the Scale of Learning Situations for Sports Coaches (ESATE) - related to content; model adjustment; and internal consistencies. Four judges-evaluators participated on the content validation. For the other procedures, the ESATE was applied to 104 tennis coaches. Initially the ESATE had 25 items divided into three dimensions: Mediated, Non-Mediated and Internal Situations. All items went through an evaluation of language clarity, practical pertinence and theoretical dimensionality. Those items that did not reach the desired levels went through a reformulation or were relocated into another dimension. All items showed satisfactory indices (CVC ≥ 0.80) for language clarity and practical pertinence, and "substantial"/"almost perfect" (K ≥ 0.79) indices of agreement between judges for theoretical dimensionality. The model that best fit the available data was a second-order three-dimensional model with 18 items. This model showed "reasonable"/"good" indices of adjustment. The internal consistency of the scale was classified as "good" (α = 0.873), and its dimensions’ were "weak"/"good" (0.766 ≤ α ≤ 0.801). Thus, we state that the final version of the ESATE has demonstrated satisfactory psychometric properties for the assessment of learning situations when applied to tennis coaches.
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spelling Validation of the scale of learning situations for sports coaches – ESATE: elaboration process and validity evidences Validação da escala de situações de aprendizagem para treinadores esportivos – ESATE: processo de elaboração e evidências de validadecoach developmentlearning situationscoachdesenvolvimento profissionalsituações de aprendizagemtreinadorThe study’s objective was to present the first evidences of validity of the Scale of Learning Situations for Sports Coaches (ESATE) - related to content; model adjustment; and internal consistencies. Four judges-evaluators participated on the content validation. For the other procedures, the ESATE was applied to 104 tennis coaches. Initially the ESATE had 25 items divided into three dimensions: Mediated, Non-Mediated and Internal Situations. All items went through an evaluation of language clarity, practical pertinence and theoretical dimensionality. Those items that did not reach the desired levels went through a reformulation or were relocated into another dimension. All items showed satisfactory indices (CVC ≥ 0.80) for language clarity and practical pertinence, and "substantial"/"almost perfect" (K ≥ 0.79) indices of agreement between judges for theoretical dimensionality. The model that best fit the available data was a second-order three-dimensional model with 18 items. This model showed "reasonable"/"good" indices of adjustment. The internal consistency of the scale was classified as "good" (α = 0.873), and its dimensions’ were "weak"/"good" (0.766 ≤ α ≤ 0.801). Thus, we state that the final version of the ESATE has demonstrated satisfactory psychometric properties for the assessment of learning situations when applied to tennis coaches.O objetivo do estudo foi apresentar as primeiras evidências de validade da Escala de Situações de Aprendizagem para Treinadores Esportivos (ESATE) – relativas ao conteúdo; ao ajuste do modelo; e às consistências internas. Na validação de conteúdo participaram quatro juízes-avaliadores. Nos demais procedimentos, a ESATE foi aplicada a 104 treinadores de tênis. Inicialmente a ESATE possuía 25 itens divididos em três dimensões: Situações Mediadas, Não Mediadas e Internas. Os itens passaram por avaliação de clareza de linguagem, pertinência prática e dimensionalidade teórica. Aqueles itens que não atingiram níveis desejados passaram por uma reformulação, ou foram realocados em outra dimensão. Todos os itens apresentaram índices satisfatórios (CVC ≥ 0,80) para clareza de linguagem e pertinência prática, e índices “substanciais”/“quase perfeitos” de concordância entre juízes (K ≥ 0,79) para dimensionalidade teórica. O modelo que melhor se adequou aos dados disponíveis foi o tridimensional de segunda ordem com 18 itens. Apresentou índices de ajustamento “razoáveis”/“bons”. A consistência interna da escala foi classificada como “boa” (α = 0,873), e de suas dimensões foi “fraca”/“boa” (0,676 ≤ α ≤ 0,801). Assim, afirma-se que a versão final da ESATE demonstrou qualidades psicométricas satisfatórias para avaliação das situações de aprendizagem quando aplicada a treinadores de tênis.Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil2020-08-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/4635010.4025/jphyseduc.v31i1.3165Journal of Physical Education; Vol 31 No 1 (2020); e-3165Journal of Physical Education; Vol. 31 Núm. 1 (2020); e-3165Journal of Physical Education; v. 31 n. 1 (2020); e-31652448-2455reponame:Journal of Physical Education (Maringá)instname:Universidade Estadual de Maringá (UEM)instacron:UEMengporhttps://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46350/751375150482https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46350/751375150436Copyright (c) 2020 Journal of Physical Educationhttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessCortela, Caio CorrêaMilistetd, MichelBoth, JorgeGonçalves, Gabriel Henrique TreterBalbinotti, Carlos Adelar Abaide2021-05-18T18:54:02Zoai:periodicos.uem.br/ojs:article/46350Revistahttp://periodicos.uem.br/ojs/index.php/RevEducFis/indexPUBhttps://old.scielo.br/oai/scielo-oai.php||revdef@uem.br2448-24552448-2455opendoar:2021-05-18T18:54:02Journal of Physical Education (Maringá) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Validation of the scale of learning situations for sports coaches – ESATE: elaboration process and validity evidences
Validação da escala de situações de aprendizagem para treinadores esportivos – ESATE: processo de elaboração e evidências de validade
title Validation of the scale of learning situations for sports coaches – ESATE: elaboration process and validity evidences
spellingShingle Validation of the scale of learning situations for sports coaches – ESATE: elaboration process and validity evidences
Cortela, Caio Corrêa
coach development
learning situations
coach
desenvolvimento profissional
situações de aprendizagem
treinador
title_short Validation of the scale of learning situations for sports coaches – ESATE: elaboration process and validity evidences
title_full Validation of the scale of learning situations for sports coaches – ESATE: elaboration process and validity evidences
title_fullStr Validation of the scale of learning situations for sports coaches – ESATE: elaboration process and validity evidences
title_full_unstemmed Validation of the scale of learning situations for sports coaches – ESATE: elaboration process and validity evidences
title_sort Validation of the scale of learning situations for sports coaches – ESATE: elaboration process and validity evidences
author Cortela, Caio Corrêa
author_facet Cortela, Caio Corrêa
Milistetd, Michel
Both, Jorge
Gonçalves, Gabriel Henrique Treter
Balbinotti, Carlos Adelar Abaide
author_role author
author2 Milistetd, Michel
Both, Jorge
Gonçalves, Gabriel Henrique Treter
Balbinotti, Carlos Adelar Abaide
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Cortela, Caio Corrêa
Milistetd, Michel
Both, Jorge
Gonçalves, Gabriel Henrique Treter
Balbinotti, Carlos Adelar Abaide
dc.subject.por.fl_str_mv coach development
learning situations
coach
desenvolvimento profissional
situações de aprendizagem
treinador
topic coach development
learning situations
coach
desenvolvimento profissional
situações de aprendizagem
treinador
description The study’s objective was to present the first evidences of validity of the Scale of Learning Situations for Sports Coaches (ESATE) - related to content; model adjustment; and internal consistencies. Four judges-evaluators participated on the content validation. For the other procedures, the ESATE was applied to 104 tennis coaches. Initially the ESATE had 25 items divided into three dimensions: Mediated, Non-Mediated and Internal Situations. All items went through an evaluation of language clarity, practical pertinence and theoretical dimensionality. Those items that did not reach the desired levels went through a reformulation or were relocated into another dimension. All items showed satisfactory indices (CVC ≥ 0.80) for language clarity and practical pertinence, and "substantial"/"almost perfect" (K ≥ 0.79) indices of agreement between judges for theoretical dimensionality. The model that best fit the available data was a second-order three-dimensional model with 18 items. This model showed "reasonable"/"good" indices of adjustment. The internal consistency of the scale was classified as "good" (α = 0.873), and its dimensions’ were "weak"/"good" (0.766 ≤ α ≤ 0.801). Thus, we state that the final version of the ESATE has demonstrated satisfactory psychometric properties for the assessment of learning situations when applied to tennis coaches.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46350
10.4025/jphyseduc.v31i1.3165
url https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46350
identifier_str_mv 10.4025/jphyseduc.v31i1.3165
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46350/751375150482
https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46350/751375150436
dc.rights.driver.fl_str_mv Copyright (c) 2020 Journal of Physical Education
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Journal of Physical Education
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil
publisher.none.fl_str_mv Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil
dc.source.none.fl_str_mv Journal of Physical Education; Vol 31 No 1 (2020); e-3165
Journal of Physical Education; Vol. 31 Núm. 1 (2020); e-3165
Journal of Physical Education; v. 31 n. 1 (2020); e-3165
2448-2455
reponame:Journal of Physical Education (Maringá)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Journal of Physical Education (Maringá)
collection Journal of Physical Education (Maringá)
repository.name.fl_str_mv Journal of Physical Education (Maringá) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv ||revdef@uem.br
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