Abstract

The main aim of this study was to develop and test psychometrically the Physical Education Predisposition Scale, to assess secondary school students’ cost–benefit assessment of physical education (PE) participation (PE attitude affective and attitude cognitive) and self-perceptions (PE perceived competence and self-efficacy). Secondary aims were to explore how the two variables were related, and to investigate age and gender differences. Altogether, 315 Year 8 and 9 students (aged 12–14 years) from four North West England schools completed the Physical Education Predisposition Scale. Principal components analysis revealed the presence of a simple two-factor solution explaining 60.7% of the variance. Factor 1 (labelled Perceived PE Worth) reflected attitude affective and attitude cognitive (a=0.91), and factor 2 (Perceived PE Ability) represented perceived competence and self-efficacy (a=0.89). Significant positive correlations were observed between the factors (r=0.67 to 0.71, P<0.001). Boys scored significantly higher than girls on Perceived PE Worth (P<0.001) and Perceived PE Ability (P=0.02). Similarly, Year 8 students scored significantly higher than Year 9 students on Perceived PE Worth (P=0.005) and Perceived PE Ability (P<0.001). Our results support the potential of the Physical Education Predisposition Scale as a concise measurement tool for use in the PE setting, for both teachers and researchers. Verf.-Referat.