RESUMO
Lifestyle, a major determinant of health status, comprises a number of habits and behaviours that form a part of daily life. People with healthy lifestyles have a better quality of life, suffer less disease, and have a longer life expectancy. This work reports the design and content validation of a questionnaire-the 'PONTE A 100' questionnaire-assessing the lifestyle of adults. This collects information across five dimensions-'Eating Habits', 'Physical Activity', 'Smoking and use of Alcohol and other Drugs', 'Emotional Wellbeing', and 'Safety and Non-intentional Injuries'-via the answering of a total 33 items. Psychometric validation of the instrument's content was obtained via expert opinions. This was performed by two rounds of assessment and involved 34 experts representing different health science disciplines (mean experience, 27.4 ± 9.4 years). At the end of each round, adjustments were made according to their recommendations. Agreement between the experts was examined using the Aiken V test. A final V value of 0.95 (95% CI, 0.90-1.00) was obtained for the questionnaire as a whole, highlighting the validity of its content. The questionnaire would therefore appear to be an appropriate instrument for assessing the lifestyle of adults.
RESUMO
El propósito de este estudio fue diseñar y validar un instrumento para la evaluación del conocimiento declarativo y procedimental en un deporte de invasión como el baloncesto en el contexto escolar. En el proceso de validación participaron 15 jueces expertos. El instrumento estuvo formado por 34 ítems distribuidos en dos bloques, declarativo y procedimental. Responde al siguiente tipo de preguntas: ¿Qué es?, ¿Sirve para?, ¿Qué se consigue?, ¿Cuál es? y ¿Cómo se realiza? La validez de contenido se calculó mediante el coeficiente V de Aiken y sus intervalos de confianza. Para la consistencia interna se empleó el coeficiente α de Cronbach. Ninguna de las preguntas que componen el test de conocimiento declarativo y procedimental fue eliminada al superar el valor crítico exacto (V≥.74). La consistencia interna de las preguntas fue excelente (α=.95). Por tanto, el instrumento es válido y fiable para la evaluación del conocimiento en el baloncesto escolar. (AU)
The purpose of this study has been the design and validation of an instrument for the evaluation of declarative and procedural knowledge in an invasion sport such as basketball in the school context. 15 expert judges participated in the validation process. The instrument consisted of 34 items distributed in two blocks, declarative and procedural. Answers the following type of questions: Is it useful for?, What is it ?, What is achieved ?, Which one is it? In addition, how is it done? Content validity was calculated using Aiken's V coefficient and its confidence intervals. Cronbach's α coefficient was used for internal consistency. None of the questions that make up the declarative and procedural knowledge test were eliminated by exceeding the exact critical value (V≥.74). The internal consistency of the questions was excellent (α=.95). Therefore, the instrument is valid and reliable for the evaluation of knowledge in school basketball. (AU)
Assuntos
Humanos , Conhecimento , Basquetebol , Instituições Acadêmicas , Intervalos de ConfiançaRESUMO
The analysis of penalty kick has played an important role in performance analysis. The study aims are to get formal feedback on the relevance of variables for penalty kick analysis, to design and validate an observational system; and to assess experts' opinion on the optimum video footage in penalty kick analysis. A structured development process was adopted for content validity, reliability and agreement on video usage. All observational variables included in OSPAF showed Aiken's V values above the cut-off (for 5-scale V> 0.64; for 2-scale = V > 0.75; p < 0.05). Cohen's Kappa resulted in mean intra- and inter-rater reliability values of 0.90 and 0.86, respectively. It is recommended to combine at least three different viewing angles (V = 0.90; p = 0.006) with standardization of video quality (V = 0.95; p = 0.006). Changing the viewing angles may influence the observer perception (V = 0.86; p = 0.006). The aerial and pitch-level viewing angle behind the penalty taker and pitch-level viewing angle behind the goalkeeper were indicated as most appropriate for observational analysis (V = 0.97; p = 0.01). The OSPAF met all requirements of instrument validation. It may be recommended as basis of future observational systems on penalty kicks.
RESUMO
The assessment of tactical-technical knowledge of football is essential to develop optimal and integral teaching processes for students. Therefore, the aim of this study was to design and validate an instrument so that teachers, coaches, and researchers can observe and codify both the tactical behaviors and technical skills performed by the students in the game of football. The design and validation of the instrument were carried out in four phases: a) review of the literature and previous instruments; b) design of the Instrument for the Measurement of Learning and Performance in Football (IMLPFoot). It assesses all the offensive and defensive play actions, with and without the ball, as well as their three components (decision-making, technical execution, and final result); c) sample selection of experts (N = 12); and d) quantitative (Likert-type scale from 1 to 10) and qualitative assessment of degree the pertinence, unambiguity, and importance of each of the 33 items included in the IMLPFoot. Aiken's V coefficient was used to determine content validity. Likewise, internal consistency was calculated using Cronbach's α coefficient. The results showed demanding levels of validity (V ≥ 0.77), internal consistency (α = 0.983), inter-rater, and intra-rater reliability. Therefore, it is a valid and reliable instrument that makes possible a complete assessment of football in physical education classes and/or in the sports context (out-of-school football).