Measurement in Physical Education and Exercise Science Journal Impact Factor & Information

Publisher: Taylor & Francis (Routledge)

Journal description

This journal exists that covers a wide variety of subjects in the area of measurement research in physical education and exercise science. Each journal section is devoted to theoretical and methodological issues in measurement and statistics. Theoretical/Issues--contains articles pertaining to theoretical development in measurement and statistics in physical education and exercise science. Methodological--contains empirical investigation of measurement and statistical tools used within physical education and exercise science. Tutorials--includes articles on how to appropriately use new or existing measurement procedures as well as information on the appropriate use of statistical techniques. Applied Research--includes validity, reliability, and objectivity studies of selected instruments from physical education and exercise science. Test/Instrument Development--includes research designed to develop skill tests, fitness tests, psychological tests, competency based tests, equipment or any other test or test procedure with application to physical education and exercise science. Evaluation--includes articles relating to grading, norming, standards, and performance assessment in physical education and exercise science. Teacher's Toolbox--contains articles on how to teach courses in measurement including various teaching methods, successful laboratory experiences, helpful assignments, and adaptations to various student needs. Computer Software Development--features software writers' submissions of one-page descriptions of their software. The author explains the purpose of the software and provides directions and how the software may be obtained. Reviews--gives the latest reviews and article abstracts pertaining to testing, measurement, evaluation, and statistics. This section also contains a summary of measurement research in other journals. Commentary--contains position statements and commentary relating to testing, measurement, evaluation, and statistics within physical education and exercise science. Every quarterly issue presents a wide array of measurement and evaluation topics. The journal is essential reading for anyone who has a use for quality measurement information in the fields of physical education and exercise science. As a peer-reviewed publication, Measurement in Physical Education and Exercise Science is absolutely devoted to bringing the best research, test development, evaluation, and so much more.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Measurement in Physical Education and Exercise Science website
Other titles Measurement in physical education and exercise science (Online), Measurement in physical education and exercise science
ISSN 1091-367X
OCLC 45007135
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
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    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • Measurement in Physical Education and Exercise Science 05/2015; 19(2):100-102. DOI:10.1080/1091367X.2015.1026773
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    ABSTRACT: This study aimed to examine the validity and reliability of an instrument designed to measure student perceptions of curricular goals in physical education, the Curricular Goals in Physical Education Questionnaire. Participants were 879 Finnish students from grades 7 to 9 (412 girls, 467 boys; mean age 13.81). An exploratory factor analysis was performed on Sample 1 (n = 287), revealing a four-factor solution and suggesting that factor structure be cross-validated with confirmatory factor analysis in Sample 2 (n = 592). Confirmatory factor analysis demonstrated an acceptable fit and supported the four-factor model. Tests for gender invariance supported configural, metric, and scalar invariance. Analyses of factor mean differences indicated that girls attributed more importance than boys to physical education’s health-related goals, social and emotional learning, and motor skill development. This study confirmed the validity of the Curricular Goals in Physical Education Questionnaire to assess student perspectives on curricular goals across gender. In order to improve factor structure the authors suggest the addition of an item measuring skill acquisition to future versions of the instrument.
    Measurement in Physical Education and Exercise Science 05/2015; 19(2):69-79. DOI:10.1080/1091367X.2015.1038822
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    ABSTRACT: A central aim of Physical Education (PE) is the promotion of basic motor competencies (“Motorische Basiskompetenzen” [MOBAK]). These are the necessary prerequisites for developing a physically active lifestyle. Valid test instruments are needed for the evaluation of the effect of PE. For this purpose, we developed a test instrument for the assessment of basic motor competencies in first graders. We empirically investigated the construct validity of this MOBAK test instrument in a study (N = 317, M = 7.0 years, girls: n = 173, boys: n = 144). The exploratory factor analysis shows a two factorial structure (locomotion, object control), which is confirmed in a confirmatory factor analysis (CFI = .96, RMSEA = .036, WRMR = .65). In subsequent analyses, we were able to demonstrate that the calculation of a factor sum value for each factor is statistically valid, the factorial structure is the same for boys and girls (χ2 [6] = 6.95, p = .33), and no differential item functioning exists. The MOBAK test instrument is sufficient for the test-theoretical requirements and is thus suitable for the evaluation of the effect of PE.
    Measurement in Physical Education and Exercise Science 05/2015; 19(2):80-90. DOI:10.1080/1091367X.2014.998821
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    ABSTRACT: There are existing measures of exercise motives (what people want from exercise), but corresponding measures of gains (what people get) are needed, because motives and gains could influence each other and together influence other variables. An exercise motives and gains inventory (EMGI) was developed by creating gains scales to complement existing Exercise Motivations Inventory 2 scales. Confirmatory factor analyses of EMGI items established that items reflected their intended constructs; and that motive and gain constructs were distinct. Exploratory structural equation modeling of EMGI scales established that the higher-order structures of motives and gains were somewhat different: Appearance motive was associated with weight management, whereas appearance gain was associated with health and fitness. Paired-sample t-tests established that gains were less than motives in some instances (ill-health avoidance, positive health), and greater in others (e.g., affiliation, challenge). The EMGI can be used to investigate the consequences and causes of motives and gains.
    Measurement in Physical Education and Exercise Science 05/2015; 19(2):53-68. DOI:10.1080/1091367X.2015.1036162
  • Measurement in Physical Education and Exercise Science 05/2015; 19(2):99-100. DOI:10.1080/1091367X.2015.1026771
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    ABSTRACT: The current study aims to test the reliability and validity of the Leader–Member Exchange (LMX 7) scale with regard to coach–player relationships in sports settings. A total of 330 professional soccer players from the Turkish Super League as well as from the First and Second Leagues participated in this study. Factor analyses were performed to test the construct validity of the LMX 7. Exploratory factor analysis revealed a one-factor solution for the LMX 7. Confirmatory factor analysis showed acceptable fit indices (χ2(14) = 31.36; p = .001; χ2/df = 2.24; GFI = .95; CFI = .97; SRMR = .05). Cronbach`s alpha (α = .84) and construct reliability (CR = .85) indicated that the reliability of the LMX 7 was quite good. Factorial Invariance (Δχ2diff = 4.49; p > .05) across samples provided cross-validation using Multi-Group Confirmatory Analysis (MGCFA). The MGCFA supported the model of league invariance. Evidence of cross validation and configural, metric, and scalar invariance tests suggested that the LMX 7 scale preserves its factor structure, factor loadings, factor variances, and item uniqueness equally well. Chi-square difference tests revealed full invariance (Δχ2(6) = 11.45; p > .05) and partial scalar invariance (Δχ2(6) = 9.46; p > .05). Overall, these results show that the LMX 7 scale is reliable and valid for examining coach–player relationships.
    Measurement in Physical Education and Exercise Science 01/2015; 19(1):22-33. DOI:10.1080/1091367X.2014.977996
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    ABSTRACT: This study presents the development process and initial validation of the NyTid test, a process-oriented movement assessment tool for compulsory school pupils. A sample of 1,260 (627 girls and 633 boys; mean age of 14.39) Swedish school children participated in the study. In the first step, exploratory factor analyses (EFAs) were performed in Sample 1, consisting of one third of the participants. The EFA indicated that the 17 skills in the test could be reduced to 12 and divided into four factors. In the second step, the suggested factor structure was cross-validated with confirmatory factor analyses (CFAs) in the larger Sample 2. The NyTid test adopts a holistic perspective in which qualitative criteria offer an alternative approach to product-oriented measurement. The study confirms that the NyTid test is a valid process-oriented assessment tool designed for typically developed children aged 12 and 16.
    Measurement in Physical Education and Exercise Science 01/2015; 19(1):34-43. DOI:10.1080/1091367X.2014.975228
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    ABSTRACT: Despite the limitations of overgeneralizing cutoff values for confirmatory factor analysis (CFA; e.g., Marsh, Hau, & Wen, 2004), they are still often employed as golden rules for assessing factorial validity in sport and exercise psychology. The purpose of this study was to investigate the appropriateness of using the CFA approach with these cutoff values for typical multidimensional measures. Furthermore, we ought to examine how a model could be respecified to achieve acceptable fit and explored whether exploratory structural equation modeling (ESEM) provides a more appropriate assessment of model fit. Six multidimensional measures commonly used in sport and exercise psychology research were examined using CFA and ESEM. Despite demonstrating good validity in previous research, all eight failed to meet the cutoff values proposed by Hu and Bentler. ESEM improved model fit in all measures. In conclusion, we suggest that model misfit in this study demonstrates the problem with interpreting cutoff values rigidly. Furthermore, we recommend ESEM as a preferred approach to examining model fit in multidimensional measures.
    Measurement in Physical Education and Exercise Science 01/2015; 19(1):12-21. DOI:10.1080/1091367X.2014.952370
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    ABSTRACT: Skinfold prediction equations recommended by the American College of Sports Medicine underestimate body fat percentage. The purpose of this research was to validate an alternative equation for men created from dual energy x-ray absorptiometry. Two hundred ninety-seven males, aged 18–65, completed a skinfold assessment and dual energy x-ray absorptiometry scan to determine percent of body fat. Three American College of Sports Medicine equations (JP7, JP3a, and JP3b) and the new dual energy x-ray absorptiometry criterion equation were used to predict percent of body fat. Mean age was 32.4 ± 14.0 years and mean BMI was 25.6 ± 3.3 kg/m2. The mean dual energy x-ray absorptiometry percent of body fat was 18.0 ± 5.9. The mean percent of body fat for Dual Energy X-Ray Aborptiometry (DC), JP7, JP3a, and JP3b were 19.1 ± 6.3, 16.1 ± 7.4, 14.8 ± 6.8, 15.6 ± 6.7, respectively. The standard error of the estimate of DC was low (2.72%) and was highly correlated (R2 = 0.87) with dual energy x-ray absorptiometry. The DC equation more accurately predicted percent of body fat across a general population of men than the recommended American College of Sports Medicine equations.
    Measurement in Physical Education and Exercise Science 07/2014; 18(3):198-208. DOI:10.1080/1091367X.2014.914518
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    ABSTRACT: This article examines the proclivity and performance attributes of focal students across time and activities using data from 9,345 students. Three systematic focal behavior partitions are examined: Across activities, across time, and across activities and time. A student’s performance is focal if it ends in 0 or 5 for push-ups and 0 for curl-ups. Chi-square tests confirm that individual focal outcomes and systematic focal outcomes occur more frequently than random processes would suggest. In each instance, the only cell that is less populated than random processes would suggest is the one that exhibits no systematic focal behavior and the cell that exhibits the greatest deviation from expected is the full focal cell. Focal students outperform their peers on three activities at two assessments. Students with two-systematically focal outcomes have superior performance to students with no systematic focal outcomes but inferior performance to those with three or four focal outcomes.
    Measurement in Physical Education and Exercise Science 06/2014; 18(3):168-183. DOI:10.1080/1091367X.2014.905946