Development and validation of respect, equity, and inclusion (REI) in Physical Education for children
DOI:
https://doi.org/10.47197/retos.v73.117214Keywords:
Equity, Inclusion, Physical Education, Respect, Sport Values, Values EducationAbstract
Introduction. Antisocial behavior among adolescents, such as violence and bullying, is associated with increased risk of lifetime mental disorders, decreased social functioning, and poor educational outcomes.
Objective. This study aimed to develop and validate an instrument to measure respect, equity, and inclusion in physical education for children aged 8–12 years in Indonesia.
Methodology. The 15-item instrument, based on the IOC framework, was divided into three subscales representing respect, equity, and inclusion. Each item was designed to be age-appropriate and relevant through expert consultations involving specialists in youth sport values, child psychology, and physical education pedagogy. A pilot study was conducted before validation with 223 children from various schools in Bandung, Indonesia. Confirmatory Factor Analysis was used to assess construct validity, while reliability was evaluated using Cronbach’s Alpha.
Results. The results showed a Kaiser-Meyer-Olkin value of 0.707 and a total variance explained of 56.875%, confirming the instrument’s adequacy for factor analysis. Cronbach’s Alpha of 0.649 indicated acceptable internal consistency across the items. Gender analysis revealed significant differences in overall sport values, with females scoring higher than males (mean rank = 122.00 vs. 103.42, p = 0.031).
Discussion and Conclusions. This validated instrument serves as a practical tool for assessing respect, equity, and inclusion (REI) in physical education, emphasizing the need to address gender differences in social values. Expanding the instrument’s scope, exploring longitudinal impacts, and integrating diverse methodologies are recommended to deepen the understanding of how these values manifest and evolve in various contexts.
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