ERIC Number: EJ1459066
Record Type: Journal
Publication Date: 2025
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1091-367X
EISSN: EISSN-1532-7841
Exploring Students' Perceived Constraints Support in Physical Education: Measurement Development and Learning Outcomes
Min Pan; Wei-Ting Hsu
Measurement in Physical Education and Exercise Science, v29 n1 p43-58 2025
Constraints-led approach (CLA) is widely used in physical education (PE). This four-phased study aimed to develop a self-report measurement of students' perceived constraints support in PE. The relationships among students' perceived constraints support, competence and novelty need satisfaction, motivation, effort, and engagement in PE were also confirmed in the study. Items were developed from focus group interviews, exploratory factor analysis, confirmatory factor analysis, and other analyses. The resulting instrument, the Constraints Support Scale in Physical Education (CSS-PE), demonstrated sound psychometric properties. The scores from CSS-PE were found to reliably and validly reflect students' perceived constraints support. Perceived constraints support positively predicted competence and novelty need satisfaction, and both need satisfaction contribute to autonomous motivation in PE. Perceived constraints support positively predicted effort and engagement in PE. The study provided preliminary evidence of the effectiveness of CSS-PE in generating reliable and valid inferences about students' experiences in PE.
Descriptors: Physical Education, Student Attitudes, Test Construction, Test Validity, Test Reliability, Student Experience, Competence, Needs, Student Motivation, Learner Engagement, Psychometrics, Predictor Variables, Novelty (Stimulus Dimension), Student Satisfaction, Middle School Students, High School Students, Foreign Countries, Teaching Methods, Student Participation
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A