Abstract
【Backgrounds】
The physical activity level of Japanese youth has steeply declined in the last few decades. Prior studies suggested that the lack of sufficient daily physical activity contributes to the onset of lifestyle-related diseases. Hypothetical reasons are that some people are reluctant to exercise because of their negative feelings toward physical education classes or teachers. Consequently, they may have come to associate general physical activities as a source of discomfort, disinterest or strict discipline. The aims of this study were to develop and test the psychometric properties of the Teaching Performance Evaluation Scale for Physical Education（TPESPE）and Effectiveness Evaluation Scale for Physical Education Courses（EESPEC）and to examine the relationship among the factors associated with scores on both measures.
【Methods】
The subjects included 515 university students who had completed a PE course. Respondents were asked to answer a questionnaire on teaching evaluation and course effectiveness. Exploratory factor analyses, reliability analyses and confirmatory factor analyses were conducted to develop TPESPE and EESPEC and confirm psychometric properties. Cluster analyses and higher-order factor analyses using structure equation model were performed to explore and identify the structures of TPESPE and EESPEC. In order to examine the potential interrelationships between TPESPE and EESPEC, multiple group structural equation modeling analyses were performed.
【Results】
The results identified that TPESPE supports an 8-factor model. The EESPEC supported a 6-factor model. The results also confirmed the satisfactory Cronbachʼs alpha coefficient reliabilities and acceptable structural validities. The results of cluster analyses and higher-order factor analyses categorized five clusters for TPESPE and four clusters for EESPEC with satisfied fit indices. Multiple group structural equation modeling analysis showed that all of the pass coefficients between five subscales of TPESPE and four subscales of EESPEC were positive on both male and female studentsʼ model. While the scales are conceptually different, there are interrelationships between some subscales across each measure that provide important information about student motivation and learning preferences.
【Conclusion】
The results indicate that, in a university physical education class, instructorsʼ perceived psychological supports as well as instructorsʼ expertise knowledge（including lesson plans and pedagogical methods）is likely to have positive impact on studentsʼ course evaluation and course effectiveness for students between men and women. This implies that interpersonal relationships between teachers and students, and different teaching approaches depending on the gender differences need to be given more focus in order to increase studentsʼ motivation for PE classes and, in the long run, for physical activities in general.
