Development and Validation of Physical Education Awareness Instrument (Pea-I)

Abstract

Research Background: The importance of physical education in the development of young children has long been recognized. Despite this, there is a lack of a standardized instrument to accurately measure awareness of physical education among this demographic. The absence of such a tool hampers our understanding of children's perceptions and the impact of physical education on their overall well-being. Purpose: The primary objective of this study is to develop and validate the Physical Education Awareness Instrument (PEA-I) to assess young children's awareness of physical education. Through rigorous statistical techniques, including factor analysis and reliability assessment, the study seeks to establish the validity and reliability of the newly developed instrument. Materials and Methodology: The study involved 817 participants, randomly divided into two groups. The researchers utilized the expectation-maximization (EM) algorithm to handle potential missing values, although none were found in the collected responses. The first half of the sample (N = 317) underwent exploratory factor analysis (EFA) using IBM SPSS 26 for Windows. Latent root criteria and the Kaiser-Meyer-Olkin (KMO) index determined the optimal number of factors, indicating significant adequacy for principal component analysis (PCA). The EFA revealed a one-factor scale, with nine items demonstrating strong internal consistency (Cronbach's alpha ranged from 0.740 to 0.796). Statistical Procedure: Following the EFA, confirmatory factor analysis (CFA) was conducted on the second half of the sample using AMOS 23. All items in the CFA met the standard criterion, confirming the instrument's acceptable factor validity. The (PEA-I) exhibited good reliability and validity, establishing it as a robust tool to assess young children's awareness of physical education.  Results: The results solidify the PEA-I as a valid and reliable measure of physical education awareness among young children. Its factor loadings, internal consistency, and factor validity indicate its effectiveness in assessing individuals' perceived awareness of physical education accurately. Conclusion and practical implication: The (PEA-I) has practical implications, serving as a valuable tool for identifying individuals' awareness of physical education and evaluating the effectiveness of physical education programs. Its potential to aid policymakers, physical educators, and health professionals is significant, as it emphasizes the importance of physical education in overall well-being and advocates for its inclusion as a compulsory subject in schools. This study contributes substantially to the field, underscoring the significance of physical education in fostering healthier lifestyles and well-rounded individuals. The findings highlight the need for increased awareness and the positive impact of physical education on youth development, shaping the discourse on its promotion among policymakers, educators, and health professionals.