The purpose of this study was to analyze and confirm whether the items used in final paper and pencil test was determined to DIF when school sports clubs in each school operated by discriminatory curriculum in accordance with gender. Participants were 8th middle school students(male=135, female=141). They joined in school sports club every week from freshman to sophomore 1st semester. At that time, boys of them participated in soccer and basketball, and girls played dodge ball. They studied soccer unit at sophomore 1st semester, and had a final examination consisting of 5 soccer items. Using the data, differentially functioning item by the population difference between male and female were analysed quantitatively and qualitatively. The results showed that Mantel-Haenszel method(using classical test theory), comparison of item characteristic curve and likelihood ratio test(using IRT) determined item number 4 and 5 to differentially functioning item. Finally, item number 4 were identified differentially functioning item in favor of male students in intensive qualitative analyses. That item have low content validity and application-level of cognitive behavior classification. The result provides that application-level item can be functioning differentially to female students with little sports experience than male students in paper and pencil test of PE.
Purpose The purpose of this study was (1) to analyze judges’ evaluation on rhythmic gymnastics performance by applying generalizability theory and (2) to suggest recommendations to improve judges' rating. Methods Data were 34 players’ scores from Senior Part at 29th KGA President’s Cup National Rhythmic Gymnastics Championship in Korea. Difficulty and execution scores in ball, clubs, hoop and ribbon event were analyzed. Analysis models containing components of area and reputation rank were designed and multivariate generalizability theory were used for analysis. Results The G-study results showed (1) that the error source about players has more significant impact to evaluation than other error sources in analysis model containing components of only player and judge, (2) that the error source about players has more significant impact to evaluation than other error sources in analysis model adding components of area, but the error source about area has more significant impact to evaluation of clubs event than other error sources, (3) that the error source about players has more significant impact to evaluation than other error sources in analysis model adding components of reputation rank, but the error source about reputation rank has more significant impact to evaluation of hoop event than other error sources in analysis model adding components of area. The D-study results showed generalizability coefficient was stable in analysis model without components of area and reputation rank, but generalizability coefficient in analysis model containing components of area and reputation rank not stable in some event. Conclusion Recommendations for improving judging were discussed.
Purpose Common content knowledge(CCK) is composed of rules, techniques, and tactics. Such knowledge is a requirement for effective teaching of physical education (PE). There are, however, few validated tests of CCK. Thus, the purpose of this study was to develop a CCK test of soccer and evaluate the validity and reliability of the test using Rasch modeling (Rasch, 1980). Methods We developed thirty item common content knowledge test for soccer. Then, we used Rasch modeling to evaluate the validity and reliability of a test of soccer. Pre-service teachers (N=92) majoring in physical education and non-PE major (N=111) participated in this study. Results Thirty questions demonstrated good item-model fit. Moderately high internal consistency for person-ability and high internal consistency for item-difficulty are reported. Both Infit and Outfit statistics showed a good fit between the data and the Rasch model. Conclusions The analysis provides evidence to support the validity and reliability of this instrument as a CCK test of soccer. Limitations of the study were discussed and suggestions were provided to improve the test.
The purpose of this study was to identify the structure of knowledge in Sport Pedagogy field. Using bibliometric and social network analysis this study analyzed the keywords and citations appeared in Korean Journal of Sport Pedagogy and Korean Journal of Sport Science during 2006-2015 period. Total of 341 research papers which include 1301 keywords and 14826 citation were analyzed utilizing social network analysis as well as keywords frequency analysis, keyword co-occurrence, citation and co-ictation analysis. Results of this study showed that teaching, curriculum, and teacher education were three central theme in Sport pedagogy field. Key words such as physical activity, PE teacher, action research, and after school sport club activity were prominent research interests for scholard in the field. Quadradic Assignment Procedure analysis showed major research interests has not been changed between two periods of 2006-2010 and 2011-2015. Choi(2010)'s and You(2007)' books were most cited individual work and have influenced sport pedagogy researchers over the five years.
The purpose of this study which is follow up study of Lee and Kim(2015b)'s was to analyse error sources and estimation of reliability in peer review of forced connection method-sportscasting by applying generalizability theory. Generalizability theory quantify error sources of the data measured under certain specific situation set by the researchers. It is an analysis method that the relative influences of each error sources taking from score is determined(G-study), and the effective measurement condition future applicable is provided(D-study). Participants were 10th high school students(N=216). Data were collected from student's peer review results and analyzed using univariate and multivariate generalizability theory. Results showed that error source for video have a more significant impact than other error sources. But the result by analyzing the gender difference was that error source for the interaction of video and participants have a more significant impact than other error source in the case of girls. Peer review used in this study showed high generalizability coefficient and even when reducing the number of video or participants it can maintain the adequate reliability. But generalizability coefficient of boys was higher than girls and specific measurement conditions leading to enhanced reliability were different when analyzing by gender difference. Also, method of analysis which cannot reflect measurement conditions properly estimates the reliability excessive. Discussions were provided in term of the relative influences of each error sources, the effective measurement condition maintaining the Generalizability coefficient of a certain level, and the comparison the Generalizability coefficient with the way of estimation traditional reliability applying univariate and multivariate Generalizability theory taking from score in peer review of forced connection method-sportscasting.
Researchers and teachers in physical education have emphasized sportsmenship in sport education setting. However, how to teach sportsmenship in physical education is not proposed yet. The purpose of this study was (1) to develop an instructional program for teaching and learning sportsmanship and (2) to examine its effects on sportsmenship. Participants were 7th middle school students(N=95). Data were collected using Sportsmanship Test(Park, 2014), open-ended questionnaire and in-depth interviews with students. The data were analyzed through paired samples t-test and qualitative content analysis. Results showed that significant difference was observed in students' sportsmanship test scores after instruction. Analysis of interview data showed that students experience the value of utmost effort, respect for opponents, respect for teammates, acknowledging results, respect for judgment, and valuable lessons related to character education. Implications for sportsmanship education using instructional program were discussed.
