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Design and Validation of the Instrument for the Measurement of Learning and Performance in Football

Author

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  • Juan M. García-Ceberino

    (Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Education, University of Extremadura, 06006 Badajoz, Spain)

  • Antonio Antúnez

    (Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Sports Science, University of Extremadura, 10003 Cáceres, Spain)

  • Sergio J. Ibáñez

    (Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Sports Science, University of Extremadura, 10003 Cáceres, Spain)

  • Sebastián Feu

    (Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Education, University of Extremadura, 06006 Badajoz, Spain)

Abstract

The assessment of tactical-technical knowledge of football is essential to develop optimal and integral teaching processes for students. Therefore, the aim of this study was to design and validate an instrument so that teachers, coaches, and researchers can observe and codify both the tactical behaviors and technical skills performed by the students in the game of football. The design and validation of the instrument were carried out in four phases: a) review of the literature and previous instruments; b) design of the Instrument for the Measurement of Learning and Performance in Football (IMLPFoot). It assesses all the offensive and defensive play actions, with and without the ball, as well as their three components (decision-making, technical execution, and final result); c) sample selection of experts ( N = 12); and d) quantitative (Likert-type scale from 1 to 10) and qualitative assessment of degree the pertinence, unambiguity, and importance of each of the 33 items included in the IMLPFoot. Aiken’s V coefficient was used to determine content validity. Likewise, internal consistency was calculated using Cronbach’s α coefficient. The results showed demanding levels of validity ( V ≥ 0.77), internal consistency ( α = 0.983), inter-rater, and intra-rater reliability. Therefore, it is a valid and reliable instrument that makes possible a complete assessment of football in physical education classes and/or in the sports context (out-of-school football).

Suggested Citation

  • Juan M. García-Ceberino & Antonio Antúnez & Sergio J. Ibáñez & Sebastián Feu, 2020. "Design and Validation of the Instrument for the Measurement of Learning and Performance in Football," IJERPH, MDPI, vol. 17(13), pages 1-22, June.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:13:p:4629-:d:377100
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    References listed on IDEAS

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    1. Diego Villarejo & Enrique Ortega & Miguel-Ángel Gómez & José-Manuel Palao, 2014. "Design, validation, and reliability of an observational instrument for ball possessions in rugby union," International Journal of Performance Analysis in Sport, Taylor & Francis Journals, vol. 14(3), pages 955-967, December.
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    Cited by:

    1. Adrián Escudero-Tena & Diego Muñoz & Javier García-Rubio & Sergio J. Ibáñez, 2022. "Analysis of the Actions of Net Zone Approach in Padel: Validation of the NAPOA Instrument," IJERPH, MDPI, vol. 19(4), pages 1-14, February.

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    1. Adrián Escudero-Tena & Diego Muñoz & Javier García-Rubio & Sergio J. Ibáñez, 2022. "Analysis of the Actions of Net Zone Approach in Padel: Validation of the NAPOA Instrument," IJERPH, MDPI, vol. 19(4), pages 1-14, February.
    2. Juan M. García-Ceberino & María G. Gamero & Sebastián Feu & Sergio J. Ibáñez, 2020. "Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context," Sustainability, MDPI, vol. 12(16), pages 1-14, August.

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