BMC public health · 2025
The executive function-related learning and practicing activity analysis tool (EFRLPAAT): development of an observation system for assessing the effectiveness of physical education practice.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Shi Peng, Feng Xiaosu, Wei Benjin
Аннотация
OBJECTIVE: The teaching experimental process of exercise intervention for executive functions in children and adolescents lacks the necessary systematic observation tools, which cannot ensure the effectiveness of the intervention process. Therefore, the Executive Function-Related Learning and Practicing Activity Analysis Tool (EFPLRAAT) have been developed.
METHODS: Invitations were sent to 27 experts (15 in the first round and 12 in the second round) from the fields of school physical education, psychology, and motor skill studies to evaluate and screen the preliminary established indicators. Kendall's concordance coefficient, selection rate, and mean were used to reflect the content validity of the tool. The discriminant validity of the observation tool was established through systematic observation of 42 open and closed skill physical education classes. The concordance coefficient was used to reflect the reliability among observers.
RESULTS: The EFRLPAAT consists of four primary and nine secondary indicators, mainly including movement status, movement scenarios, action structures, and interpersonal interactions. The expert advice has a medium degree of similarity (Kendall' W = 0.491, χ2 = 53.047, p < 0.01). Except for the selection rate of the secondary indicator "no movement" of "movement status", which is lower (43.75%), all other indicators meet the development criteria. The proportion of time spent in unpredictable situations, interactive practices, and displacement movement states in open-skill courses is significantly higher than that in closed-skill courses, indicating a certain degree of discriminant validity. All of specialized lessons were coded at 85% or higher, with high interobserver agreement reliabilities.
CONCLUSION: The EFRLPAAT can be used as an observation tool to ensure the validity of the experimental process, helping the researcher to clarify the validity of their experiment, and it can also provide an effective observation tool for physical education teaching, pushing teachers to continuously feedback and optimize their teaching.
METHODS: Invitations were sent to 27 experts (15 in the first round and 12 in the second round) from the fields of school physical education, psychology, and motor skill studies to evaluate and screen the preliminary established indicators. Kendall's concordance coefficient, selection rate, and mean were used to reflect the content validity of the tool. The discriminant validity of the observation tool was established through systematic observation of 42 open and closed skill physical education classes. The concordance coefficient was used to reflect the reliability among observers.
RESULTS: The EFRLPAAT consists of four primary and nine secondary indicators, mainly including movement status, movement scenarios, action structures, and interpersonal interactions. The expert advice has a medium degree of similarity (Kendall' W = 0.491, χ2 = 53.047, p < 0.01). Except for the selection rate of the secondary indicator "no movement" of "movement status", which is lower (43.75%), all other indicators meet the development criteria. The proportion of time spent in unpredictable situations, interactive practices, and displacement movement states in open-skill courses is significantly higher than that in closed-skill courses, indicating a certain degree of discriminant validity. All of specialized lessons were coded at 85% or higher, with high interobserver agreement reliabilities.
CONCLUSION: The EFRLPAAT can be used as an observation tool to ensure the validity of the experimental process, helping the researcher to clarify the validity of their experiment, and it can also provide an effective observation tool for physical education teaching, pushing teachers to continuously feedback and optimize their teaching.