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Volume 11, Issue 3 (2023)
Health Educ Health Promot 2023, 11(3): 381-387 |
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History
Received: 2023/07/1 | Accepted: 2023/08/12 | Published: 2023/09/1
Received: 2023/07/1 | Accepted: 2023/08/12 | Published: 2023/09/1
How to cite this article
Priadana B, Maksum A, Suroto S. The Effect of Physical Education Teacher Competence on Children's Physical Literacy: Structural Equation Modeling. Health Educ Health Promot 2023; 11 (3) :381-387
URL: http://hehp.modares.ac.ir/article-4-70784-en.html
URL: http://hehp.modares.ac.ir/article-4-70784-en.html
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1- Deprtmet of Sport and Health Sciences, Postgraduate School of Sport Science, State University of Surabaya, Surabaya, Indonesia
2- Department of Sport and Health Sciences, Postgraduate School of Sport Science, State University of Surabaya, Surabaya, Indonesia
2- Department of Sport and Health Sciences, Postgraduate School of Sport Science, State University of Surabaya, Surabaya, Indonesia
Abstract (1820 Views)
Aims: This study examined how physical education teacher competence can influence children’s physical literacy in Bojonegoro, Indonesia.
Instrument & Methods: This study used a convenience sampling strategy to collect data from students across 100 elementary schools in the Bojonegoro district from September to October 2022. The sample comprised 351 students, 52% boys and 48% girls aged 9 to 13 years (average age: 11.50±13.4 years). Data on children's physical literacy and physical education teachers' competence were measured using two questionnaires. The data were analyzed using structural equation modeling.
Findings: The model fitness indies were as follows: CMIN/DF=1.902, CFI=0.980, GFI=0.919, NFI=0.976, RMR=0.008, RMSEA=0.051, TLI=0.970, and IFI=0.980. Thus, the model was compatible with the data. There was a significant direct relationship between physical education teacher’s competence and children's physical literacy (r=0.136, p=0.015). The model explained that physical education teachers' competencies significantly affected children's physical literacy. The findings also revealed that physical education teachers who are competent in their field were more capable of improving children’s physical, psychological, social, and cognitive abilities.
Conclusions: Physical education teachers' competencies can improve children’s physical literacy if they apply the principles of pedagogy, personality, and social professional development to learning. Further studies will be conducted to assess other factors in the school environment that may predict students' physical literacy.
Instrument & Methods: This study used a convenience sampling strategy to collect data from students across 100 elementary schools in the Bojonegoro district from September to October 2022. The sample comprised 351 students, 52% boys and 48% girls aged 9 to 13 years (average age: 11.50±13.4 years). Data on children's physical literacy and physical education teachers' competence were measured using two questionnaires. The data were analyzed using structural equation modeling.
Findings: The model fitness indies were as follows: CMIN/DF=1.902, CFI=0.980, GFI=0.919, NFI=0.976, RMR=0.008, RMSEA=0.051, TLI=0.970, and IFI=0.980. Thus, the model was compatible with the data. There was a significant direct relationship between physical education teacher’s competence and children's physical literacy (r=0.136, p=0.015). The model explained that physical education teachers' competencies significantly affected children's physical literacy. The findings also revealed that physical education teachers who are competent in their field were more capable of improving children’s physical, psychological, social, and cognitive abilities.
Conclusions: Physical education teachers' competencies can improve children’s physical literacy if they apply the principles of pedagogy, personality, and social professional development to learning. Further studies will be conducted to assess other factors in the school environment that may predict students' physical literacy.
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