Reliability and feasibility of an evaluation tool of teacher effectiveness and the quality of physical education sessions

Abstract

The need to ensure quality physical education has motivated the development of a reliable method to evaluate physical education sessions, capable of detecting areas of improvement, thus facilitating the continuous growth of the teaching process. The main aim of the present study is to design a feasible and reliable evaluation instrument for physical education sessions, and to determine its reliability and feasibility with a group of practicing physical education teachers. Two evaluations of the same session (videotaped) were conducted to determine whether the instrument was reliable and feasible (n = 20), 9 women and 11 men, leaving 2 weeks between the first and the second evaluation. One-way analysis of variance (ANOVA) and intraclass correlation coefficient (ICC) were performed. The total score of the evaluation instrument shows an ICC of 0.953, (95%CI 0.881; 0.982), with a p-value ≤ .001. When comparing the responses of teachers from different educational levels (primary, secondary, and university), no significant differences were found between responses to any of the items or in the total score on either occasion. Total score in the test was (69.3 mean, [14.0 SD]), p-value = .881; and (66.2, [13.9]) p-value = .943 in the retest. In conclusion, the present evaluation instrument is feasible and reliable for the evaluation of physical education sessions.