EUJAPA 2013, 6(1):43-56 | DOI: 10.5507/euj.2013.004

INSTRUCTIONAL STRATEGIES OF INCLUSIVE PHYSICAL EDUCATION TEACHERS: DEVELOPMENT AND VALIDATION OF A SELF-DETERMINATION SCALE

Cathy MacDonald, Greg Reid
1 Department of Physical Education. State University of New York, Cortland, USA
2 Department of Kinesiology and Physical Education, McGill University, Canada

The purpose of the research was to develop and validate the Self-Determination Scale for Physical Education (SDS-PE) to determine the extent to which physical education teachers of students with and without a disability foster self-determination. Wehmeyer's (2007) model of self-determination was used as a guiding framework. The research consisted of two phases. First, evidence based on test contents was established. Second, the internal structure of the scale was investigated via factor analysis and reliability was assessed. Three of the four anticipated subscales emerged: autonomy, psychological empowerment, and self-realization. Internal consistency for the scale and its subscales was acceptable (Nunnally, 1978). Temporal stability values were low to moderate. This instrument has several psychometric strengths but requires additional development and demonstration of its reliability and validity before its use in teacher education and research.

Keywords: autonomy, scale development, validation, measurement, disability

Published: March 31, 2013Show citation

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MacDonald, C., & Reid, G. (2013). INSTRUCTIONAL STRATEGIES OF INCLUSIVE PHYSICAL EDUCATION TEACHERS: DEVELOPMENT AND VALIDATION OF A SELF-DETERMINATION SCALE. European Journal of Adapted Physical Activity, 6(1), 43-56. doi: 10.5507/euj.2013.004
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