Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education

Rafael Burgueño, Ángel Abós, Luis García-González, Henri Tilga and Javier Sevil-Serrano
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Rafael Burgueño: Health Research Centre, University of Almeria, 04120 Almeria, Spain
Ángel Abós: EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Social and Human Sciences, University of Zaragoza, 44002 Teruel, Spain
Luis García-González: EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Health and Sport Sciences, University of Zaragoza, 22001 Huesca, Spain
Henri Tilga: Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Ujula 4 Str., 51008 Tartu, Estonia
Javier Sevil-Serrano: EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Health and Sport Sciences, University of Zaragoza, 22001 Huesca, Spain

IJERPH, 2021, vol. 18, issue 1, 1-15

Abstract: There are no validated instruments to date that have examined the students’ perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two sequential studies. In Study 1 ( n = 241 students), an exploratory factor analysis revealed an eight-item two-factor solution (four items per factor). In Study 2 ( n = 968 students), a confirmatory factor analysis supported the eight-item two-factor correlated model (i.e., externally and internally controlling teaching) that was invariant across gender. Reliability coefficients indicated an acceptable level of reliability for the two factors of the CTS-PE. A structural equation modelling showed that externally and internally controlling teaching behaviours positively predicted need frustration, and negatively need satisfaction. The current study gathered evidence to consider the CTS-PE as a valid and reliable instrument to assess students’ perceptions of PE teachers’ externally and internally controlling teaching behaviours. The CTS-PE provides PE teachers with deeper insights into the negative psychological experiences associated with externally and internally controlling teaching behaviours in PE.

Keywords: motivating style; need-thwarting behaviours; controlling behaviour; externally controlling; internally controlling; basic psychological needs (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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