Measuring the perception of quality physical education in Latin American professionals

Abstract

An unsteady plan for curriculum development and supportive issues in physical education (PE) has created confusion among professionals. The purpose of this research is to investigate the factors perceived as important in the development of quality physical education (QPE) by professionals in Latin American (LA) countries. A questionnaire consisting of 24 items based on QPE was responded by 468 professionals collected from 6 LA cities. An exploratory factor analysis (EFA) of the 24 items using ML extraction and direct oblimin rotation were applied, and the retained 17 items were clustered in a three factor solution referred to as, Development and Supportive Elements for QPE in School (DSFQPE) (α =.935), Core Value of QPEtabl (CVPE) (α =.890), and Curriculum Arrangement of Physical Activities (CAPA) (α =.850). The retained items indicated excellent properties and the basic framework as perceived by professionals from PE in LA countries as important in the investigation of QPE.

Full text

Rev
Bras
Ciênc
Esporte.
2018;40(4):361---369
www.rbceonline.org.br
Revista
Brasileira
de
CIÊNCIAS
DO
ESPORTE
ORIGINAL
ARTICLE
Measuring
the
perception
of
quality
physical
education
in
Latin
American
professionals
Walter
Hoa,∗,
Md.
Dilsad
Ahmeda,
Rosa
Lopez
de
D’Amicob,
Argenira
Ramosb,
Eliana
Lucia
Ferreirac,
Maria
Beatriz
Rocha
Ferreirad,
Silvia
Cristina
Franco
Amarale,
Oswaldo
Ceballos
Gurrolaf,
Gladys
Bequer
Diazg,
Adelaida
Ramosh,
Luz
Amelia
Hoyosh,
Angela
Jasminh,
Andrea
Rivera
Duquei,
Rudolph
Leon
Van
Niekerkj,
Fan
Huanga,
Beatriz
Wonga
aUniversity
of
Macau,
Taipa,
Macau,
China
bUniversidad
Pedagógica
Experimental
Libertador,
Caracas,
Venezuela
cUniversidade
Federal
de
Juiz
de
Fora,
Juiz
de
Fora,
MG,
Brazil
dUniversidade
Federal
da
Grande
Dourados,
Dourados,
MS,
Brazil
eUniversidade
Estadual
de
Campinas
---
UNICAMP,
Campinas,
SP,
Brazil
fUniversidad
Autónoma
de
Nuevo
León,
San
Nicolás
de
los
Garza,
Mexico
gInstituto
Nacional
de
Deportes,
Educación
Física
y
Recreación,
La
Habana,
Cuba
hUniversidad
Pedagógica
de
Colombia,
Bogotá,
Colombia
iUniversidad
Tecnológica
de
Pereira,
Pereira,
Risalda,
Colombia
jUniversity
of
Fort
Hare,
Alice,
South
Africa
Received
1
May
2016;
accepted
31
May
2018
Available
online
20
July
2018
KEYWORDS
Quality
Physical
Education;
Perception
and
framework
in
physical
education;
Exploratory
factor
analysis;
Core
value
of
physical
education;
Maximum
likelihood
method
Abstract
An
unsteady
plan
for
curriculum
development
and
supportive
issues
in
physical
edu-
cation
(PE)
has
created
confusion
among
professionals.
The
purpose
of
this
research
is
to
investigate
the
factors
perceived
as
important
in
the
development
of
quality
physical
edu-
cation
(QPE)
by
professionals
in
Latin
American
(LA)
countries.
A
questionnaire
consisting
of
24
items
based
on
QPE
was
responded
by
468
professionals
collected
from
6
LA
cities.
An
exploratory
factor
analysis
(EFA)
of
the
24
items
using
ML
extraction
and
direct
oblimin
rotation
were
applied,
and
the
retained
17
items
were
clustered
in
a
three
factor
solution
referred
to
as,
Development
and
Supportive
Elements
for
QPE
in
School
(DSFQPE)
(˛
=
.935),
Core
Value
of
QPEtabl
(CVPE)
(˛
=
.890),
and
Curriculum
Arrangement
of
Physical
Activities
(CAPA)
(˛
=
.850).
The
retained
items
indicated
excellent
properties
and
the
basic
framework
as
perceived
by
professionals
from
PE
in
LA
countries
as
important
in
the
investigation
of
QPE.
©
2018
Col´
egio
Brasileiro
de
Ciˆ
encias
do
Esporte.
Published
by
Elsevier
Editora
Ltda.
This
is
an
open
access
article
under
the
CC
BY-NC-ND
license
(http://creativecommons.org/licenses/by-
nc-nd/4.0/).
∗Corresponding
author.
E-mail:
walterkyho@yahoo.com
(W.
Ho).
https://doi.org/10.1016/j.rbce.2018.05.006
0101-3289/©
2018
Col´
egio
Brasileiro
de
Ciˆ
encias
do
Esporte.
Published
by
Elsevier
Editora
Ltda.
This
is
an
open
access
article
under
the
CC
BY-NC-ND
license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).

362
Ho
W
et
al.
PALAVRAS-CHAVE
Educac¸ão
Física
de
Qualidade;
Percepc¸ão
e
enquadramento
em
educac¸ão
física;
Análise
fatorial
exploratória;
Valor
fundamental
da
educac¸ão
física;
Método
de
máxima
verossimilhanc¸a
Medindo
a
percepc¸ão
de
profissionais
latino-americanos
sobre
a
qualidade
da
educac¸ão
física
Resumo
Um
plano
instável
para
o
desenvolvimento
de
currículos
e
questões
de
apoio
na
educac¸ão
física
(PE)
criou
confusão
entre
os
profissionais.
O
objetivo
desta
pesquisa
é
investigar
os
fatores
percebidos
como
importantes
no
desenvolvimento
da
educac¸ão
física
de
qualidade
(QPE)
por
profissionais
de
países
da
América
Latina
(AL).
Um
questionário
composto
por
24
itens
com
base
no
QPE
foi
respondido
por
468
profissionais
coletados
em
6
cidades
da
América
Latina.
Uma
análise
fatorial
exploratória
dos
24
itens
usando
extrac¸ão
ML
e
rotac¸ão
obliminar
direta
foram
aplicados,
e
os
17
itens
retidos
foram
agrupados
em
uma
soluc¸ão
de
três
fatores
denominada
Elementos
de
Desenvolvimento
e
Suporte
para
QPE
na
Escola
(DSFQPE)
(␣
=
0,935),
Valor
essencial
do
QPE
(CVPE)
(␣
=
0,890)
e
Arranjo
Curricular
das
Atividades
Físicas
(CAPA)
(␣
=
0,850).
Os
itens
retidos
indicaram
propriedades
excelentes
e
o
referencial
básico
percebido
pelos
profissionais
de
EF
em
países
da
América
Latina
como
importante
na
investigac¸ão
do
PEQ.
©
2018
Col´
egio
Brasileiro
de
Ciˆ
encias
do
Esporte.
Publicado
por
Elsevier
Editora
Ltda.
Este ´
e
um
artigo
Open
Access
sob
uma
licenc¸a
CC
BY-NC-ND
(http://creativecommons.org/licenses/
by-nc-nd/4.0/).
PALABRAS
CLAVE
Educación
Física
de
calidad;
Percepción
y
marco
en
la
educación
física;
Análisis
factorial
exploratorio;
Valor
fundamental
de
la
educación
física;
Método
de
máxima
verosimilitud
Midiendo
la
percepción
de
profesionales
latinoamericanos
acerca
de
la
Calidad
de
la
Educación
Física
Resumen
Un
plan
inestable
para
el
desarrollo
curricular
y
aspectos
de
apoyo
para
la
educación
física
(EF)
han
creado
confusión
entre
los
profesionales.
El
propósito
de
esta
investigación
es
investigar
los
factores
percibidos
como
importantes
en
el
desarrollo
de
la
educación
física
de
calidad
(EFC)
por
profesionales
en
países
de
América
Latina
(AL).
Un
cuestionario
que
consta
de
24
ítems
basados
en
EFC
fue
respondido
por
468
profesionales
recolectados
en
6
ciudades
de
LA.
Se
aplicó
un
Análisis
factorial
exploratorio
de
los
24
ítems
que
utilizan
extracción
ML
y
rotación
oblicua
directa,
y
los
17
ítems
retenidos
se
agruparon
en
una
solución
de
tres
factores
denominada
Elementos
de
desarrollo
y
de
apoyo
para
EFC
en
la
escuela
(EDAEFC)
(␣
=
0,935);
Valor
principal
de
EFC
(CVPE)
(␣
=
0,890)
y
Arreglo
del
plan
de
actividades
físicas
(CAPA)
(␣
=
0,850).
Los
ítems
retenidos
indicaron
excelentes
propiedades
y
el
marco
básico
es
percibido
por
los
profesionales
de
EF
en
los
países
de
AL
como
importante
en
la
investigación
de
EFC.
©
2018
Col´
egio
Brasileiro
de
Ciˆ
encias
do
Esporte.
Publicado
por
Elsevier
Editora
Ltda.
Este
es
un
art´
ıculo
Open
Access
bajo
la
licencia
CC
BY-NC-ND
(http://creativecommons.org/licenses/
by-nc-nd/4.0/).
Introduction
Quality
physical
education
involves
various
developmen-
tal
aspects
in
education,
such
as
content
knowledge
in
sport
activities,
curriculum,
instruction
and
assessment,
as
well
as
the
development
of
supportive
factors,
such
as
venues,
training
of
professional
personnel,
opportunities
for
extended
learning,
policy
for
inclusion,
gender
balance
and
equality
in
education.
The
complexity
in
coordinating
these
aspects
for
quality
reform
programs
in
PE
requires
care-
ful
planning,
understanding
and
experimental
processes
in
schools.
‘‘How
well?’’,
‘‘what
has
been
achieved?’’
and
‘‘what
are
the
essential
elements
for
quality
works?’’
are
questions
that
should
be
frequently
considered.
The
desire
to
obtain
these
answers
has
motivated
the
search
for
quality
improvement,
which
comprises
the
area
of
concerns.
There
is
a
common
justification
for
the
role
of
PE
in
the
school
curriculum
based
on
its
contribution
to
children’s
health
and
fitness
(Ahmed
Dilsad
et
al.,
2017);
however,
the
extent
to
which
this
rationale
is
accurate
is
arguable
(Ahmed
Dilsad
et
al.,
2016,
2017)
and
has
seldom
been
investigated.
Nev-
ertheless,
in
support
of
this
statement,
there
appears
to
be
some
truth
in
the
supposition
because
PE
is
commonly
high-
lighted
as
a
significant
contributor
to
help
young
individuals
achieve
their
daily
engagement
in
physical
activity
(Ahmed
Dilsad
et
al.,
2017;
López
Sánchez
et
al.,
2017).
Therefore,
many
worldwide
organizations,
such
as
the
United
Nation
Educational,
Scientific
and
Cultural
Organization
(UNESCO),
World
Health
Organization
(WHO),
International
Society
for
Sports
Sciences
and
Physical
Education
(ICSSPE),
and
Inter-
national
Society
for
Comparative
Physical
Education
and
Sports
(ISCPES)
have
developed
recommendations
regard-
ing
how
to
jointly
solve
this
problem
worldwide
to
ensure
a
common
strategy
could
be
upheld.
When
these
questions
are
posed
to
examine
the
devel-
opmental
condition
of
PE
in
Latin
American
countries,
the
recent
studies
provide
evidence
with
good
legislative
sup-
port
to
protect
children’s
rights
to
PE.
In
Venezuela,
for

Latin
American
professionals
363
example,
physical
education
is
a
compulsory
academic
sub-
ject
in
the
national
curriculum
and
is
included
in
all
levels
of
the
Bolivarian
education
system
(López
et
al.,
2014).
Physical
education
became
an
important
subject
in
Brazil
when
the
Ministry
of
Education
published
a
document
in
late
1990s
to
encourage
the
development
of
physical
education
in
schools
as
an
appreciation
of
a
body
movement
culture
in
different
regions
of
the
country
(Guimaraes,
2009).
In
Cuba,
the
right
of
all
citizens
to
have
access
to
sport
activ-
ities
is
clearly
stated
in
the
1976
Cuban
Constitution,
which
indicates
that
‘‘Everyone
has
the
right
to
PE,
sports
and
recreation.
Current
research
In
the
evaluation
of
the
work
on
curriculum,
teaching
and
other
associated
educational
elements,
the
development
in
Latin
American
countries
reflected
hesitance.
For
example,
Hardman
(2008)
reported
the
comment
from
Venezuelan
delegates
that
there
was
‘‘national
policy
(but)
the
govern-
ment
did
not
take
care
of
it;
there
were
laws
but
they
were
not
followed
(p.
9)’’.
He
also
commented
on
the
implemen-
tation
of
the
PE
curriculum
in
Latin
American
countries,
and
although
PE
was
‘‘a
compulsory
subject’’,
as
a
timetable
allocation
was
included,
it
was
not
legally
enforced;
thus,
the
presentation
of
PE
in
schools
was
‘‘generally
minimal
or
low’’
(ICSSPE,
2015,
p.
3,
Bravo
et
al.,
2016).
Latin
America
countries
indicated
that
the
practice
of
PE
was
‘‘without
fixed
rules’’
in
the
allocation
of
curriculum
time
for
PE.
The
UNESCO
(2013)
report
regarding
the
status
of
physi-
cal
education
in
schools
is
presented
in
Table
1.
The
time
allocated
for
PE
substantially
varies
according
to
the
coun-
try,
with
as
much
as
183
min
per
week
in
Cuba
to
as
little
as
75
min
per
week
in
Mexico.
The
overall
arrangement
for
Latin
American
countries
ranked
behind
Europe.
The
time
allocated
for
PE
in
Latin
American
countries
is
comparable
with
Asian
and
African
countries.
However,
European
coun-
tries
exhibit
consistent
time
allocations
for
PE
among
all
countries
represented.
The
World
Wide
Survey
of
School
PE
(UNESCO,
2013)
reported
96%
on
the
prescribed
National
PE
Curricular
in
Latin
America,
which
was
the
highest
percentage
in
all
con-
tinents
investigated,
with
Europe
at
94%,
the
Middle
East
at
93%
and
Asia
at
90%.
Nevertheless,
there
appears
to
be
a
lack
of
guidance
within
the
Latin
American
countries
to
inform
teachers
regarding
how
schools
may
function
in
the
best
approach
to
achieve
these
goals.
Opportunities
for
exercises
were
available;
however,
the
cancelation
rate
for
PE
classes
negates
these
initiatives.
Latin
American
countries
had
the
highest
cancelation
rate
(52%)
for
PE
lessons
compared
with
countries
in
Europe
(31%)
and
Asia
(33%)
(UNESCO,
2013).
Within
this
context,
this
research
aims
to
determine
how
PE
professionals
in
Latin
America
perceived
the
quality
issues
regarding
PE,
their
knowledge
and
priority
of
essen-
tial
elements
in
quality
programs
and
their
perceptions
of
the
teaching,
planning,
decision
making
and
preparation
of
professionals
who
are
training
as
teachers
in
PE.
The
present
paper
focused
on
what
and
how
to
prioritize
the
process
for
improvements
and
recommendations
to
structure
quality
PE
programs
in
Latin
America.
Methods
Participants
A
survey
was
conducted
in
2013.
After
ethics
approval
was
granted
by
the
University
of
Macau
(first
author’s
institution),
the
Principal
Investigator
(PI)
discussed
the
methodology
and
purposes
of
the
study
with
co-authors
and
colleagues
from
Latin
America.
Thereafter,
the
co-authors
proposed
the
research
to
their
own
university
and
receive
permission
from
all
other
universities/schools/institutions
in
their
city
to
collect
data
from
the
identified
professionals.
A
scale
was
developed
as
a
strategy
for
data
collection.
Physi-
cal
education
teachers
and
sport
professionals
from
schools
and
universities
were
invited
to
participate
in
the
study.
The
data
collection
included
information
sheets
for
partici-
pants,
a
consent
form
and
the
questionnaires.
Four
hundred
sixty-eight
participants
completed
the
questionnaire.
The
details
of
the
sample
according
to
the
city
of
origin
are
presented
in
Table
2.
Item
generation
and
content
validity
An
instrument,
the
Professional
Perceptions
Toward
Qual-
ity
Physical
Education
(PPTQPE),
was
developed
for
this
study
based
on
the
reviewed
literature
of
Arar
and
Rigbi
(2009),
Guan
et
al.
(2005),
Ho
et
al.
(2017),
Keating
and
Silverman
(2004),
Song
and
Chen
(2012)
and
Subramaniam
and
Silverman
(2007);
it
was
verified
using
a
content
validity
procedure
as
suggested
by
Lynn
(1986).
Existing
instruments
were
not
considered
because
they
tend
to
be
constructed
within
a
specific
cultural
environment
and
setting,
which
may
create
idiosyncratic
problems
as
a
result
of
the
formu-
lation
of
items
that
relate
to
the
specific
culture
(Poortinga,
1989).
To
develop
the
questionnaire,
the
research
group
used
references
as
primary
literature
sources
from
the
QPE
Guidelines
developed
by
the
National
Association
for
Sport
and
PE
in
2004,
the
Technical
Information
on
Quality
Phys-
ical
Education
and
Practical
Works
of
PE
in
class
from
the
NASPE
(2004),
the
2005
UNESCO
report
on
QPE,
the
ICSSPE,
2010
International
Position
Statement
on
Physical
Educa-
tion
and
the
preliminary
works
of
the
ICSP
in
2010
on
the
development
of
International
Benchmarks
for
PE
Systems.
The
content
validity
of
(PPTQPE)
in
this
study
was
assessed
to
determine
whether
all
important
aspects
were
covered,
identified
or
essential,
as
well
as
to
exclude
items
undesir-
able
to
a
particular
construct
domain
(Straub
et
al.,
2004).
Lynn’s
(1986)
two-stage
process
for
content
validity
was
adopted.
The
two-stage
process
included
developmental
and
judgment
stages.
The
developmental
stage.
The
first
stage
focused
on
defining
PPTQPE,
generating
content
domains
in
each
com-
ponent,
and
developing
an
item
pool
for
each
domain.
Tw o
methods
were
employed
to
generate
content
domains
and
relevant
items.
The
first
method
requires
pooling
relevant
items
from
previous
studies
on
the
topic
and
subsequently
generating
new
items.
The
second
method
is
initiated
by
gathering
items
and
domains
from
target
respondents.
The
advantage
of
employing
both
methods
to
generate
content
domains
and
items
in
each
domain
is
that
it
ensures
that
all

364
Ho
W
et
al.
Table
1
Allocation
of
PE
curriculum
time
in
regions
(mean
minutes
per
week).
Latin
America
Min
per
week
Europe
Min
per
week
Asia
Min
per
week
Africa
Min
per
week
Brazil
110
Luxembourg
142
China
105
Ethiopia
225
Chile
135
Andorra
165
Kazakhstan
115
South
Africa
58
Colombia
120
Poland
156
Hong
Kong
90
Gabon
150
Cuba
183
England
120
India
60
Guinea
100
Mexico
75
France
220
Japan
125
Lesotho
110
Venezuela 90
Germany
135
South
Korea
120
Libya
125
Source:
UNESCO-NWCPEA:
World-wide
Survey
of
School
PE
(2013).
Table
2
Number
of
participants
in
the
QPE
survey.
Country
City
Primary
school
PE
teacher
Secondary
school
PE
teacher
Teacher
in
universities
Total
Brazil
Campinas
3
7
48
58
Brazil
Minas
Gerais
14
18
57
89
Colombia
Bogotá
&
Pereira
11
4
56
71
Cuba
Havana
13
12
29
54
Mexico
Monterrey
18
20
42
80
Venezuela
Maracay
34
34
48
116
relevant
items
and
possible
content
domains
are
considered
at
the
initiation
of
instrument
development
(Ho
et
al.,
2017;
Keating
and
Silverman,
2004).
The
items
comprised
descrip-
tive
statements;
thus,
the
authors
extensively
reviewed
the
items
in
the
existing
literature
and
subsequently
related
them
to
the
context
in
their
own
country.
This
process
resulted
in
the
initial
dimensions
proposed,
namely:
the
PE
status,
PE
curriculum
in
schools,
physical
education
teachers
and
their
qualifications,
infrastructure
required
for
running
PE,
teaching
in
PE,
benefits
of
PE,
and
current
challenge
for
PE.
Items
from
the
literature
reviews
were
subsequently
generated
to
enable
the
assessment
of
each
of
the
seven
content
domains,
and
24
items
regarding
the
(PPTQPE)
were
identified
by
the
authors.
The
items
generated
were
also
assessed
in
terms
of
their
clarity
and
readability.
The
judgment
stage.
The
three
professionals
were
invited
to
determine
the
face
validity
and
to
indicate
whether
the
questionnaire
provided
appropriate
descrip-
tions
regarding
the
study
purpose
and
content
area.
The
team
also
assessed
the
questionnaire
in
terms
of
the
fea-
sibility,
readability,
consistency
of
style,
formatting,
clarity
of
the
language
used
and
domain
validity.
The
adop-
tion
of
these
procedures
was
introduced
by
DeVon
et
al.
(2007),
Haladyna
(1999)
and
Trochim
(2001).
A
quantitative
sorting-process
was
conducted
to
determine
whether
the
statements
fit
the
instrument
in
regards
to
the
assessment
of
the
PPTQPE
school
settings
and
whether
the
statements
were
consistent
with
the
seven
corresponding
dimensions.
They
were
asked
to
indicate
whether
the
statement
should
be
included
using
a
3-point
scale
with
1
=
No,
2
=
Maybe,
and
3
=
Yes,
as
well
as
how
confident
they
were
regarding
the
inclusion
of
an
item
(1
=
Not
Very
Sure;
2
=
Sure;
and
3
=
Very
Sure).
A
minimum
of
two
of
the
three
judges
were
required
to
agree
that
a
statement
belonged
to
the
instru-
ment
(where
3
=
Yes),
and
the
mean
confidence
score
was
required
to
be
greater
than
2.0
(where
2
>
Sure)
(Ho
et
al.,
2017).
The
judges
were
also
asked
to
associate
each
of
the
24
items
with
one
of
the
seven
dimensions
and
to
indicate
how
confident
they
were
that
their
selection
was
related
to
the
particular
content
domain.
The
rating
scales
and
criteria
for
domain
validity
were
the
same
as
the
item
validity
criteria.
As
a
result,
two
items
were
revised,
and
one
of
the
items
was
moved
to
a
different
content
domain.
Thus,
24
items
were
maintained
in
the
instrument
and
classified
into
the
seven
original
dimensions.
The
six
volunteer
students
were
subsequently
invited
to
verify
the
item
validity
and
domain
validity
based
on
the
experts’
classification
(Ho
et
al,
2017).
The
same
procedures
and
regulations
were
adopted.
As
a
result,
no
modifications
were
required
for
the
items.
It
comprises
two
sections.
In
the
first
section,
they
were
asked
to
indicate
how
strongly
they
agreed
with
each
statement
with
regards
to
Quality
Physical
Education
in
schools
in
their
respective
Latin
America
country.
They
were
asked
to
respond
on
a
6-point,
positively
packed,
agreement
rating
scale.
This
response
scale
included
two
negative
and
four
positive
agreement
responses
with
iden-
tical
scores
(e.g.,
Strongly
Disagree
=
1,
Mostly
Disagree
=
2,
Slightly
Disagree
=
3,
Moderately
Agree
=
4,
Mostly
Agree
=
5,
and
Strongly
Agree
=
6).
Positively
packed
rating
scales
have
been
demonstrated
to
generate
discrimination
in
the
con-
text
of
social
desirability
(Brown,
2004;
DeVellis,
2003;
Ho
et
al.,
2017;
Lam
and
Klockars,
1982;
Song
and
Chen,
2012).
The
second
section
comprised
the
personal
demographic
information
of
the
participants.
Data
analysis
In
the
complete
data
set,
only
.46%
was
missing
cases,
and
99.54%
of
the
available
data
were
subjected
to
statistical
analysis.
This
procedure
followed
the
description
as
sug-
gested
by
Dempster
et
al.
(1977)
regarding
missing
values
at
5%.
The
data
were
verified
and
deemed
acceptable
for
fur-
ther
analysis.
Both
statistical
and
empirical
techniques
were

Latin
American
professionals
365
used
to
select
the
items.
Twenty-four
items
were
subjected
to
descriptive
and
frequency
analyses.
An
Exploratory
Fac-
tor
Analysis
(EFA)
with
Maximum
Likelihood
extraction
and
Direct
Oblimin
rotation
was
adopted
to
examine
the
struc-
ture.
A
reliability
analysis
(Cronbach’s
alpha)
was
performed
to
assess
the
contribution
of
each
item
to
its
respective
fac-
tor.
Table
3
presents
the
24
questions
with
the
mean
and
standard
deviation
scores
of
each
item.
Results
Preliminary
analysis
To
determine
the
number
of
factors,
several
criteria,
includ-
ing
the
differences
between
the
adjacent
eigenvalues,
scree
plot
and
differences
in
the
percentage
of
variance
accounted
for,
were
used.
A
solution
with
three
factors
Table
3
Descriptive
statistics
and
item-wise
descriptions
of
data.
Items
no. Items
descriptions Mean
SD
1
Physical
Education
is
the
most
effective
means
of
equipping
children
with
the
skills,
attitudes,
values,
knowledge
5.36
1.01
2
Physical
Education
should
be
accessible
to
all
children,
whatever
their
ability/disability,
sex,
age,
culture,
race/ethnicity,
religious,
social
or
economic
background.
5.81
.665
3
Physical
education
should
be
a
compulsory
subject
in
school
for
all
children
5.79
.692
4
The
school
should
have
safe
and
suitable
equipment
for
physical
education
lessons
5.81
.620
5
The
school
should
have
safe
and
suitable
facilities
for
physical
education
lesson
5.81
.611
6
The
School
should
have
safe
and
suitable
environment
for
physical
education
lessons
5.82 .583
7
The
Teacher
should
be
qualified
to
teach
physical
education
5.90
.482
8
Different
types
of
physical
activities
and
associated
knowledge
should
form
the
content
through
which
young
people
learn
5.67
.685
9
Health
knowledge
should
be
regarded
as
one
of
the
major
areas
of
learning
5.32
.958
10
Positive
sport
related
attitudes
and
values
should
form
a
major
focus
in
learning
5.64
.713
11
The
teaching
and
learning
of
physical
education
should
be
fun
and
enjoyable
5.67
.731
12
Students
should
be
given
opportunities
for
active
learning
in
physical
education
lesson
5.77
.623
13
Extension
physical
activity
opportunities
after-school
or
extra-curricular/co-curricular
activities
are
essential
components
in
helping
students
to
extend
their
learning
experiences
in
sport
and
physical
activities
5.52
.898
14
Physical
education
is
a
compulsory
subject
in
schools
4.62
1.48
15
All
schools
have
safe
and
suitable
equipment
for
physical
education
lessons
2.42
1.13
16
All
schools
have
safe
and
suitable
facilities
for
physical
education
lessons
2.38
1.08
17
All
schools
have
safe
and
suitable
environment
for
physical
education
lessons
2.52
1.15
18
All
teachers
are
qualified
to
teach
physical
education
3.23
1.44
19
Different
types
of
physical
activities
and
associated
knowledge
form
the
major
content
in
learning
3.94
1.39
20
Health
knowledge
is
regarded
as
the
major
content
in
learning
3.30
1.46
21
Positive
sport
related
attitudes
and
values
are
taught
and
form
the
major
content
in
learning
4.05
1.46
22
The
teaching
and
learning
of
physical
education
is
fun
and
enjoyable
4.39
1.26
23
Students
are
given
opportunities
for
active
learning
in
physical
education
lessons
3.99
1.41
24
Extension
physical
activity
opportunities,
after-school
or
extra-curricular/co-curricular
activities
are
available
to
all
students
to
extend
their
learning
experiences
in
sport
and
physical
activities
3.20
1.49

366
Ho
W
et
al.
(subscales)
based
on
Maximum
Likelihood
extraction
with
Direct
Oblimin
rotation
was
presented.
The
factors
were
identified
and
referred
to
as
‘‘Development
of
Supportive
Elements
for
Quality
Physical
Education
in
School
(DSE-
QPE)’’,
‘‘Curriculum
Arrangement
of
Physical
Activities
(CAPA)’’,
and
‘‘Core
Value
of
Quality
Physical
Education
(CVQPE)’’.
These
factors
had
Eigenvalues
of
5.031,
4.328
and
1.533,
respectively,
which
explained
57.610%
of
the
variance
in
the
data.
The
internal
consistency
(Cronbach’s
alpha
coefficient)
for
the
three
subscales
was
calculated.
Of
the
24
items,
seven
items
with
low
factor
loadings
were
excluded
from
the
analysis.
Thus,
the
original
set
of
24
items
was
reduced
to
17
items,
which
are
listed
in
Table
3
for
reference.
Underlying
structure
of
the
quality
physical
education
and
school
sports
program
(QPES)
The
identified
17
items
demonstrated
good
inter-correlation
results,
as
evidenced
by
the
high
value
(.872)
of
the
Kaiser---Meyer---Olkin
Measure
of
Sampling
Adequacy
(MSA)
and
a
significant
Bartlett’s
test
of
sphericity.
The
MSA
is
an
index
used
to
quantify
the
degree
of
inter-correlation
among
items
and
the
appropriateness
of
a
factor
analysis.
A
measure
that
calculates
a
value
greater
than
.50
for
the
entire
matrix
or
an
individual
variable
indicates
the
appro-
priateness
of
acceptance
(Field,
2000).
The
results
of
the
factor
analysis
are
presented
in
Tables
4
and
5.
As
indicated
in
Table
4,
all
items
with
factor
loadings
greater
than
.50
were
retained.
When
the
Pattern
Matrix
(factor
and
struc-
ture
matrix
were
considered
because
of
cross-loading)
was
considered,
it
appears
that
the
three
subscales
were
deter-
mined
to
retain
and
reflect
the
conceptual
framework.
Internal
consistency
regarding
the
perception
of
quality
physical
education
and
sport
The
internal
consistency
reliability
coefficients
(˛)
for
the
three
factors
ranged
from
.850
to
.935
with
an
average
mean
of
2.44
(Table
5).
As
shown
in
Table
4,
the
Cronbach’s
alpha
coefficients
were
.935
for
the
(DSEQPE)
scale,
.890
for
the
(CAPA)
and
.850
for
the
subscale
of
(CVQPE).
These
values
indicate
that
the
items
were
sufficiently
consistent
within
each
factor
and
the
model
permit
meaningful
further
analysis.
The
inter-correlations
between
the
three
major
practices
were
moderate
and
ranged
from
−.010
to
.475,
with
an
average
of
−.010,
which
indicates
that
the
con-
cepts
were
relatively
independent
of
each
other.
The
two
factors
related
to
quality
physical
education,
including
the
DSEQPE
and
the
CVQPE,
were
strongly
correlated
(r
=
.475).
Descriptive
results
regarding
the
factor
mean
scores
were
calculated.
In
general,
the
professionals
had
overall
positive
perceptions.
Discussion
of
findings
The
overarching
aim
of
the
study
was
to
determine
the
perceptions
of
physical
education
and
sport
professionals
in
6
Latin
American
cities
regarding
quality
physical
education
in
school
settings.
More
specifically,
the
present
study
was
conducted
to
investigate
a
framework
of
analysis
for
quality
physical
education
and
how
it
was
perceived
by
Latin
American
professionals.
Statistical
interpretation
of
the
results
indicated
that
of
the
24
items,
only
17
items
were
retained,
and
the
remaining
7
items
were
excluded
from
further
analysis
because
of
low
factor
loadings.
Further
down
to
the
sub-factors
extracted
by
the
EFA,
Ahmed
Dilsad
et
al.
(2016)
stress
two
main
goals
of
physical
education:
(1)
prepare
children
and
youth
for
a
lifetime
of
physical
activity
and
(2)
engage
them
in
physical
activity
during
physical
education.
These
goals
represent
the
lifelong
benefits
of
health-enhancing
phys-
ical
education
that
enable
children
and
adolescents
to
become
active
adults
throughout
their
lives.
Therefore,
the
core
value
in
the
development
of
a
quality
program
for
physical
education
requires
the
need
for
students
to
realize
the
essence
of
real
physical
education
and
its
related
principles.
The
factor
Curriculum
Arrangement
of
Physical
Activities
(CAPA)
was
associated
with
the
highest
concern
in
this
survey.
The
factor
mean
(M
±
SD)
was
(5.76
±
.652).
The
factor
also
had
high
reliability
(˛
=
.890).
A
high
mean
and
high
reliability
indicated
its
utmost
importance
in
the
realm
of
quality
physical
education
by
professionals.
The
factor
was
best
described
as
‘‘inevitable
essentialities’’
in
this
observation
for
the
significant
role
of
curriculum
arrangement
in
the
development
of
learning
motives,
goal
achievement
and
habit
development
in
the
participation
of
sport
and
physical
activities.
The
items
included
content
knowledge,
learning
quality,
positive
attitudes
and
values,
opportunities
for
active
learning
and
possibility
of
extension
of
learning
experiences
through
after-school
or
extra-curricular/co-curricular
activity
participation.
In
conjunction
with
this
finding,
various
stud-
ies
have
demonstrated
the
impact
of
physical
activity
and
physical
education
on
student
attendance,
participation
and
enthusiasm
for
academic
subjects
and
motivation
to
learn,
as
well
as
reduced
problems
in
discipline
and
other
delinquent
issues
(Pellegrini
et
al.,
1995;
Strong
et
al.,
2005).
Le
Masurier
and
Corbin
(2006)
identified
10
reasons
in
support
of
physical
education,
in
which
regular
physical
activity
helps
prevent
disease,
promotes
lifetime
wellness,
combats
obesity
and
promotes
lifelong
physical
fitness.
These
10
reasons
were
similar
to
the
current
items
in
which
Quality
Physical
Education
provided
unique
opportunities
for
activity,
self-management
and
motor
skill
development.
In
the
review
of
these
factors
of
understanding,
Latin
American
professionals
in
physical
education
have
indicated
the
importance
of
these
factors
in
development.
Thus,
the
question
arises
as
to
whether
government
officers
are
working
toward
these
requests
with
suitable
strategies.
The
second
factor
was
referred
to
as
the
Core
Value
of
Quality
Physical
Education
(CVQPE)
and
included
items
with
issues
on
safety
and
suitable
environments
for
physi-
cal
education,
fun
and
enjoyment
in
learning,
opportunities
for
active
participation,
suitable
sport
related
content
in
learning,
roles
of
physical
education
in
schools
and
after
school
sport
programs.
The
factor
indicated
a
(Mean
±
SD)
of
(3.70
±
1.49),
as
well
as
a
reliability
of
(˛
=
.890).
These
factors
exhibited
suitable
reliability;
thus,
it
was
expected
to
be
demonstrated
by
professionals
that
they
were
also
important
to
the
establishment
of
quality
physical
educa-
tion
in
schools.
The
‘‘Core
Values’’
may
be
best
viewed
as
attributes
for
quality
physical
education.
More
specif-
ically,
these
attributes
comprise
the
prerequisites
for
the

Latin
American
professionals
367
Table
4
Factor
loadings
based
on
the
Pattern
Matrix
and
communalities
(h2)
of
the
24
items
retained
following
the
Exploratory
Factor
analysis.
Items
no.
Descriptions
of
the
factors
and
their
items
description
Descriptive
statistics
Component
Mean
SD
1
2
3
h2
Development
of
Supportive
Elements
for
Quality
Physical
Education
in
School
(DSEQPE)
Item
16
All
schools
have
safe
and
suitable
facilities
for
physical
education
Lessons
.942
.869
Item
15
All
schools
have
safe
and
suitable
equipment
for
physical
education
lessons
.891
.801
Item
17 All
schools
have
safe
and
suitable
environment
for
physical
education
lessons
.855
.832
Curriculum
Arrangement
of
Physical
Activities
(CAPA)
Item
7
The
Teacher
should
be
qualified
to
teach
physical
education
.823
.681
Item
12 Students
should
be
given
opportunities
for
active
learning
in
physical
education
lesson
.765
.585
Item
6 The
School
should
have
safe
and
suitable
environment
for
physical
education
lessons
.753
.576
Item
4
The
school
should
have
safe
and
suitable
equipment
for
physical
education
lessons
.752
.593
Item
8
Different
types
of
physical
activities
and
associated
knowledge
should
form
the
content
through
which
young
people
learn
.691
.476
Item
2
Physical
Education
should
be
accessible
to
all
children,
whatever
their
ability/disability,
sex,
age,
culture,
race/ethnicity,
religious,
social
or
economic
background.
.643
.413
Item
3
Physical
education
should
be
a
compulsory
subject
in
school
for
all
children
.637
.417
Item
10
Positive
sport
related
attitudes
and
values
should
form
a
major
focus
on
learning
.636
.420
Item
11
The
teaching
and
learning
of
physical
education
should
be
fun
and
enjoyable
.620
.395
Core
Value
of
Quality
Physical
Education
(CVQPE)
Item
21
Positive
sport
related
attitudes
and
values
are
taught
and
form
the
major
content
in
learning
.807
.607
Item
19
Different
types
of
physical
activities
and
associated
knowledge
form
the
major
content
in
learning
.772
.585
Item
20
Health
knowledge
is
regarded
as
the
major
content
in
learning
.722
.607
Item
23
Students
are
given
opportunities
for
active
learning
in
physical
education
lessons
.678
.471
Item
24
Extension
physical
activity
opportunities,
after-school
or
extra-curricular/co-curricular
activities
are
available
to
all
students
to
extend
their
learning
experiences
in
sport
and
physical
activities
.575
.465
Extraction
method:
maximum
likelihood.
Rotation
method:
Oblimin
with
Kaiser
normalization.
Rotation
converged
in
4
iterations.
In
bold,
items
loading.
establishment
of
healthy
physical
education
lessons.
These
attributes
are
substances
that
have
relationships
with
oppor-
tunities,
such
as
schools
should
have
safe
and
suitable
equipment,
facilities,
and
a
suitable
environment.
Rink
et
al.
indicated
that
in
Schoolwide
Physical
Activity
(2010):
‘‘The
cornerstone
of
a
comprehensive
school
effort
to
increase
the
physical
activity
levels
of
students
is
a
good
physical
education
program’’.
As
a
school
subject,
physical

368
Ho
W
et
al.
Table
5
Factor
correlation
matrix.
Factor
DSEQPE
CAPA
CVQPE
Cronbach’s
˛
Mean
SD
No.
of
items
DSEQPE
1.000
−.050
.475
.935
2.44
1.12
3
CAPA
1.000
−.010
.890
5.76
.652
9
CVQPE
1.000
.850
3.70
1.49
5
DSEQPE:
Development
of
Supportive
Elements
for
Quality
Physical
Education
in
School;
CAPA:
Curriculum
Arrangement
of
Physical
Activ-
ities;
CVQPE:
Core
Value
of
Quality
Physical
Education.
Extraction
method:
maximum
likelihood.
Rotation
method:
Oblimin
with
Kaiser
normalization.
education
is
focused
on
teaching
school-aged
children
the
science
and
methods
of
physically
active,
healthful
living.
It
is
an
avenue
for
engaging
in
developmentally
appropri-
ate
physical
activities
designed
for
children
to
develop
their
fitness,
gross
motor
skills,
and
health
(Ahmed
Dilsad
et
al.,
2016).
The
final
factor
was
referred
to
as
the
Development
of
Supportive
Elements
for
Quality
Physical
Education
in
School
(DSFQPE).
The
factor
earned
a
(Mean
±
SD)
of
(2.44
±
1.12).
To
interpret
this
information,
it
is
necessary
to
determine
how
the
statements
were
asked.
The
statements
asked
whether
all
schools
have
suitable
and
safe
facilities,
equip-
ment
and
environments
for
physical
education.
It
appeared
that
the
participants
made
an
unenthusiastic
response
to
indicate
their
disagreement.
Furthermore,
the
factor
had
high
reliability
(˛
=
.935)
to
indicate
consistent
percep-
tions
among
the
professionals.
Equipment
and
infrastructure
building
are
essential
and
basic
to
physical
education
devel-
opment.
Poor
facilities
induce
negative
feelings
and
the
development
of
incentive
for
quality
improvements
in
phys-
ical
education.
This
perception
may
lead
to
the
adaption
of
the
environment
in
a
negative
way
and
reduce
the
sen-
sitivity
toward
courage
for
the
quality
improvement
of
physical
education.
Moreover,
negative
feelings
should
be
avoided
to
provide
positive
incentives
for
physical
edu-
cation
professionals
to
remain
in
the
job
with
hope
and
prospects.
Conclusion
Physical
education
is
considered
an
important
subject
in
the
school
curriculum,
which
aims
to
contribute
to
the
devel-
opment
of
children’s
physical
competence
and
enhance
their
social,
emotional,
cognitive
and
affective
skills
(Bailey
et
al.,
2009;
Ennis,
2011).
Nevertheless,
research
evidence
in
Latin
America
suggests
that
this
criterion
is
somewhat
ambitious
and,
as
a
consequence,
is
rarely
achieved
dur-
ing
regular
physical
education
lessons
(Fairclough,
2003;
Ho
et
al.,
2016).
This
observation
likely
relates
to
the
narrow-
ness
of
thought
on
the
quality
issue.
The
quality
work
of
physical
education
should
not
be
restricted
to
the
thinking
of
educational
factors
in
curriculum,
teaching
and
assessment;
rather,
it
must
arrive
with
wider
consideration
of
holistic
planning
from
educational
factors
to
supportive
issues,
poli-
cies
for
inclusion,
gender
and
equality,
opportunities
for
exercises
after
school
hours
and
the
provision
of
sufficient
professionals
with
suitable
knowledge
to
work
in
the
field.
These
facts
may
be
reflected
in
this
study
as
important
per-
spectives
if
quality
issue
was
the
goal
of
development
in
the
future.
Overall,
this
study
was
conducted
in
only
6
Latin
American
cities,
and
many
metropolitan
cities,
such
as
Sao
Paulo,
Caracas,
Lima,
and
Mexico
City,
or
islands,
such
as
Jamaica
and
Haiti,
were
excluded.
As
a
result
of
the
limited
sample
size,
the
observations
cannot
be
applied
or
general-
ized
as
common
phenomena
for
quality
physical
education
in
Latin
America.
Nevertheless,
this
study
highlights
the
con-
cerns
regarding
and
approaches
to
construct
quality
physical
education
in
schools,
as
well
as
responses
to
improve
the
quality.
Conflicts
of
interest
The
authors
declare
no
conflicts
interest.
References
Ahmed
Dilsad
Md,
Ho
WKY,
Yong
LJ.
Adolescence
age
transition
and
impact
of
physical
activity
on
the
perception
of
success,
self
esteem
and
well
being.
J
Phys
Educ
Sports
2016;124:776---84.
Ahmed
Dilsad
Md,
Ho
WKY,
Van
Niekerk
RL,
Morris
T,
Elayaraja
M,
Lee
K-C,
Randles
E.
The
self
esteem
goal
orientation
and
health
related
physical
fitness
of
active
and
inactive
adolescent
stu-
dents.
Cogent
Psychol
2017;4:1331602.
Arar
KH,
Rigbi
A.
To
participate
or
not
to
participate?
Status
and
perception
of
physical
education
among
Muslim
Arab-Israeli
sec-
ondary
school
pupils.
Sport
Educ
Soc
2009;14:183---202.
Bailey
R,
Armour
K,
Kirk
D,
Jess
M,
Pickup
I,
Sandford
R.
The
educa-
tional
benefits
claimed
for
physical
education
and
school
sport:
an
academic
review.
Res
Pap
Educ
2009;24:1---27.
Bravo
G,
Lopez
de
D’Amico
R,
Parrish
C,
editors.
Sport
in
Latin
Amer-
ica
policy,
organization,
management.
UK:
Routledge;
2016.
Brown
GTL.
Measuring
attitude
with
positively
packed
self-report
ratings:
comparison
of
agreement
and
frequency
scales.
Psychol
Rep
2004;94:1015---24.
Dempster
AP,
Laird
NM,
Rubin
DB.
Maximum
likelihood
estimation
from
incomplete
data
via
the
EM
algorithm.
J
R
Stat
Soc
Ser
A
(General)
1977;39:1---38.
DeVellis
RF.
Scale
development:
theory
and
applications.
Applied
social
research
method
series
volume
26.
Sage
Publications;
2003.
DeVon
HA,
Block
ME,
Moyle-Wright
P,
Ernst
DM,
Hayden
SJ,
Laz-
zara
DJ,
et
al.
A
psychometric
toolbox
for
testing
validity
and
reliability.
J
Nurs
Scholarsh
2007;39:155---64.
Ennis
C.
Physical
education
curriculum
priorities:
evidence
for
edu-
cation
and
skillfulness.
Quest
2011;63:5---18.
Fairclough
S.
Physical
activity
levels
during
key
stage
3
physical
education.
Br
J
Teach
Phys
Educ
2003;34:40---5.
Field
A.
Discovering
statistics
using
SPSS
for
windows.
London:
SAGA;
2000.

Latin
American
professionals
369
Guan
J,
McBride
R,
Xiang
P.
Chinese
teachers’
attitudes
toward
teaching
physical
activity
and
fitness.
Asia-Pac
J
Teacher
Educ
2005;33:147---57.
Guimaraes
CCPA.
(Dissertacao
de
Mestrado)
Educacao
fisica
escolar
e
promocda
da
saude:wna
pesquisa
participant
(Dissertacao
de
Mestrado).
São
Paula:
Universidade
São
Judas
Tadeu;
2009.
Haladyna
T.
Developing
and
validating
multiple-choice
test
items.
New
Jersey:
Lawrence
Erlbaum;
1999.
Hardman
K.
Physical
education
in
schools:
a
global
perspective.
Kinesiology
2008;40:5---28.
Ho
W,
Ahmed
D,
Wong
B,
Huang
F,
López
de
D’Amico
R,
Dinold
M,
Branislav
A.
Quality
physical
education
and
global
concern
---
ways
ahead
and
future
development.
Revista
Electrónica
Activi-
dad
Física
y
Ciencias,
2016
2016;8.
Ho
WKY,
Ahmed
DM,
Keh
CN,
Khoo
S,
Tan
C,
Dehkordi
RM,
et
al.
Professionals’
perception
on
Quality
Physical
Education
Learning
in
selected
Asian
cities.
Cogent
Education
2017;
4(1408945):1-
17.
International
Council
of
Sport
Science
Physical
Education
(ICSSPE).
International
position
statement
on
physical
education.
Berlin:
ICSSPE;
2010.
International
Council
of
Sport
Science
and
Physical
Education
(ICSSPE).
An
update
report
on
the
status
of
physical
education
in
schools
worldwide:
Technical
Report
to
the
World
Health
Orga-
nization;
2015.
Keating
XD,
Silverman
S.
Physical
education
teacher
attitudes
toward
fitness
test
scale:
development
and
validation.
J
Teach
Phys
Educ
2004;23:143---61.
Lam
TCM,
Klockars
AJ.
The
influence
of
labels
and
positions
in
rating
scales.
J
Educ
Meas
1982;19:312---22.
Le
Masurier
G,
Corbin
CB.
Top
10
reasons
for
quality
phys-
ical
education.
J
Phys
Educ
Recreat
Dance
2006;77:
44---53.
López
de
D’Amico
R,
Ramos
A,
Guerrero
G.
Physical
education
and
health
in
the
Venezuelan
social
transformation
context.
In:
Ming-
Kai
C,
Edginton
C,
editors.
Physical
Education
and
Health.
Global
perspectives
and
best
practices
(545---558).
Urbana
Illinois:
Sag-
amore;
2014.
López
Sánchez
GF,
Ahmed
Dilsad
Md,
Díaz
Suárez
A.
Level
of
habit-
ual
physical
activity
among
13-year-old
adolescents
from
Spain
and
India.
A
cross-cultural
study.
Sports
TK-Euro
Am
J
Sports
Sci
2017;6.
Lynn
MR.
Determination
and
quantification
of
content
validity.
Nurs
Res
1986;35:382---5.
National
Association
for
Sport
Physical
Education.
Moving
into
the
future:
national
standards
for
physical
education.
2nd
ed.
Reston:
NASPE;
2004.
Pellegrini
AD,
Huberty
PD,
Jones
I.
The
effects
of
recess
timing
on
children’s
playground
and
classroom
behaviours.
Am
Educ
Res
J
1995;32:845---64.
Poortinga
YH.
Equivalence
of
cross-cultural
data:
an
overview
of
basic
issues.
Int
J
Psychol
1989;24:737---56.
Rink
J,
Hall
TJ,
Williams
LH.
Schoolwide
physical
activity:
a
comprehensive
guide
to
designing
and
conducting
programs.
Champaign:
Human
Kinetics;
2010.
Song
L,
Chen
J.
University
students’
conceptions
of
an
excel-
lent
physical
education
teacher
in
China.
Eur
Phys
Educ
Rev
2012;19:110---26.
Straub
D,
Boudreau
MC,
Gefen
D.
Validation
guidelines
for
IS
positivist
research.
Commun
Assoc
Inf
Syst
2004;13:
380---427.
Strong
W,
Maline
R,
Blimkie
C,
Daniels
S,
Dishman
R,
Gutin
B,
Her-
genroeder
A,
Must
A,
Nixon
P,
Pivarnik
J,
Rowland
T,
Trost
S,
Trudean
F.
Evidence-based
physical
activity
for
school
age
youth.
J
Pediatr
2005;146:732---7.
Subramaniam
PR,
Silverman
S.
Middle
school
students’
attitude
toward
physical
education.
Teach
Teacher
Educ
2007;23:602---11.
Trochim
WMK.
The
research
methods
knowledge
base.
Cincinnati:
Atomic
Dog;
2001.
United
Nations
Educational
Scientific
Cultural
Organization
(UNESCO).
UNESCO-NWCPEA:
World-wide
Survey
of
School
Physical
Education
---
Final
Report
2013.
Paris:
UNESCO;
2013.