Research Article

The purpose of this study was twofold:

a. Construct a French version of a questionnaire determining five students’ representations scales, for the integration of the sport of pole vaulting into the educational environment.

b. To study the exploratory analysis through the factorial structure of the questionnaire, the internal consistency and the correlations between the determined variables

Study 1

Participants and procedure

The number of participants for this study is 147 volunteers (83 girls and 74 boys), aged between 15 and 18 years old. They attend permanent EPS courses. They are informed that the questionnaire is anonymous and that it is not a test. Each student must mention their age and gender for the interest of the research. All data remains confidential. Participants are asked to complete the questionnaire for a period of 10 to 15 minutes.

Questionnaire to adolescent students. The Questionnaire before the cycle will be intended to bring out several variables (perceived risk, sensation of practice, interest to the activity, body image and activity value

a) The students’ perception regarding their perceived risk to pole vault practice;

b) The students’ sensations to pole vault in general;

c) Their interests to the pole vault lesson;

d) The body image;

e) The activity values.

Results and discussion

a) Factor analysis: The observation of the factorial structure was determined using the varimax rotation. This analysis concerns the five factors of students’ conception of the integration of sports activity, the pole vault, and the school environment. It has been possible to consider that the eigen value is greater than 1 [9], as well as developing 83% of the total variance. This value is adequate according to [10] (Table 1).

b) Average internal consistency and correlation between subscales: The results in Table 2 show that the five factors of students’ conceptions showing positive saturation values, greater than 0.5. This is approved by [11]. Results indicate very high average values for sensation factors (pleasure), learner interests, and the value of pole vault activity. But the average values associated with the representations and the image of the body are close to the average of the scale. Whereas for the internal consistencies of the five subscales, we find that they vary between 0.78 and 0. 8 4. Hence the alpha values [12], are acceptable, and this is confirmed by [13].

The results observed in Table 2 determine the nature of correlation between the different subscales, which determine the different components of students’ representations of polevaulting sport. Overall, the correlation indices are significant relationships between the five factors studied

Factor validity of the instrument

The objective of this study was threefold:

a) Determine the confirmation of the questionnaire factor structure and the internal consistency between the five instrument factors for a larger population of students.

b) Validate the relationships between the subscales determined in the first study.

c) Evaluate the influence of gender on student responses in this questionnaire.

Study 2

Participants and procedure

The sample was constructed of 361 participants (175 girls and 186 boys), the age varies between 15 and 18 years. They take EPS courses in high school. The procedure for passing the questionnaire is like that used in previous studies. Initially, students responded to the factors measuring risk and feel at the pole vault. In the second stage of the assignment, students were asked to complete the questionnaire measuring the interest of learners in this practice. And finish by answering the questionnaire measuring the value of the activity and the image of the body.

Measures

This study is based on the construction and validation of questionnaires on students’ representations of PSE. As well as theories of students’ representations of sports practices.

a) Perceived risks: these are four items (e.g., “Pole vaulting is a very risky sporting activity”).

b) Sensations felt during the practice of pole vault: (e.g., “If I practice pole vault, I feel enthusiastic”).

c) Interest to the activity of pole vault: (e.g., “a sport that develops, in a global way, my driving ability”).

d) Body image: (e.g., “If I practice pole vault, I will have a well-balanced body”).

e) Values of the activity: (e.g., “a very useful sport”).

The Students’ representations questionnaire was expressed on the scale of Likert adapted in five points. [1]: not at all agree, [5]: completely agree.

Results and discussion

a) Confirmatory factor analysis and internal consistency of the measurement tool: Confirmatory factor analysis was performed using the Lisrel 8.4 software [14]. Thus, compared to Study 1, there was a concordance in the results obtained in the two studies. However, the hypothetical model suggests that any statement of each factor of the instrument had to fill in their specific confidential variable. As a result, a correlational matrix is obtained that raises the responses examined in terms of observed variables [15]. And therefore, the results confirm the factorial validity of the hypothetical model through (X2, p <.001); (CFI, GFI, EVCI and NNFI, range from 0.91 to 0.95). As well as RMSEA = .06; this is the confidence interval for RMSEA = .056 / .076. In addition, the estimated saturation standard coefficients are greater than .62 as well as significant. For the remaining dimensions we can observe some linear significant relations in Table 3. Usually, it is considered that the fit is good when Chi Square/df < 3=acceptable; CFI ≥0.90=good fit; SRMR and RMSEA ≤ 0.08 = adequate fit) [16,17], and X 2/df < 3 [18].

b) Analysis of the temporal reliability of the tool:

This study has two objectives:

i. Test the temporal fidelity of the instrument

ii. Confirm the internal consistency of each parameter of the questionnaire.

Study 3

Participants and procedure

This study presented 49 volunteers (28 girls and 21 boys). The age of the population varies between 15 and 18 years. They participate in PES lessons. The procedure of passing the questionnaire, like that of previous studies, is repeated twice in a row on the same population. The passing of the second questionnaire, was there after fifteen days after the first one (test 2 = initial test + 15 days).

Results and discussion

The results of the correlational analysis confirmed the temporal stability of the student design measurement tool (Table 3). The Spearman correlation obtained is greater than 0.60. This was confirmed by an academic study of [19]. The internal consistencies of each factor in the students’ conceptions were like those of the observed responses. In addition, these alpha values are between 0.84 and 0.95. And this confirms the previous studies.

The reliability of the SRQ-S subscales and of each of their items can be esteemed moderate or high (Table 4). The Raykov [20] rho composite reliability coefficient of each of its five factors has values ranging between 0.64 and 0.92 [20]. Also, the internal consistency of subscales (perceived risk, sensations, interests, body image and activity value) can be considered moderate or high and are respectively (0.76, 0.89, 0.86, 0.73, and 0.92).

Note: ρ = Raykov’s rho coefficient (composite reliability) Test-retest reliability evaluates reliability across time; Internal consistency reliability: It evaluates individual inquiries in comparison with one another for their ability to give consistently appropriate results.

Conclusion

Our findings show important properties of validity and reliability of students’ representations questionnaire to specific sport. First, consistency of questions of representation may be well estimated in the questionnaire summarizing the perceived five subscales for the dichotomy of questions. Second, Items of the questionnaire were filtered to twenty statements as reliable measure of a specific sport preferred. Third, reliability of the attitudinal scales was substantially acceptable. Reliability is an important part of the questionnaire validation and highlight applicability of the questionnaire.

Limitations of the Present Work

A limitation of this work consists in the needs to generalization of our findings to wide population or regions, for achieving more reliability. Another limit of this study might be related to the student motivation profile [21,22] or his attraction to some sports (Table 5).

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