TY - JOUR

T1 - Measuring pedagogical quality in children’s sports

T2 - validity and reliability of the classroom assessment scoring system K–3 in extracurricular sports training

AU - Kohake, Kathrin

AU - Richartz, Alfred

AU - Maier, Jessica

N1 - Publisher Copyright: © 2022, The Author(s).

PY - 2023/3

Y1 - 2023/3

N2 - The Classroom Assessment Scoring System (CLASS)—a systematic observation instrument for the assessment of generic pedagogical teaching characteristics—was transferred to the context of extracurricular sports training. The CLASS follows a hierarchical structure with three domains: Emotional Support, Classroom Organisation and Instructional Support. Each domain comprises three to four dimensions, from which eight seem applicable for the context of sports coaching. To test the suitability of CLASS for sports training, 26 coaches were video-recorded in their training session with children aged approximately 8–12 years. In all, 221 sequences were independently rated by two certified observers in 8 dimensions on a 7-point scale. Confirmatory factor analysis supports a three-factorial structure of the quality dimensions thus confirming the assumed “Teaching Through Interactions Framework”. Moreover, interrater reliability was determined using several measures including Percent Within One (PWO), Cohen’s κ, weighted κ and intraclass correlation (ICC). PWO across the eight dimensions are very good to excellent, ranging from 88–98%. Values for more stringent reliability measures are also acceptable to good, with individual exceptions. ICC consistently reach the statistical significance level (p < 0.01) and range between 0.54 and 0.87. Overall, the results support the transfer of the CLASS to sports contexts.

AB - The Classroom Assessment Scoring System (CLASS)—a systematic observation instrument for the assessment of generic pedagogical teaching characteristics—was transferred to the context of extracurricular sports training. The CLASS follows a hierarchical structure with three domains: Emotional Support, Classroom Organisation and Instructional Support. Each domain comprises three to four dimensions, from which eight seem applicable for the context of sports coaching. To test the suitability of CLASS for sports training, 26 coaches were video-recorded in their training session with children aged approximately 8–12 years. In all, 221 sequences were independently rated by two certified observers in 8 dimensions on a 7-point scale. Confirmatory factor analysis supports a three-factorial structure of the quality dimensions thus confirming the assumed “Teaching Through Interactions Framework”. Moreover, interrater reliability was determined using several measures including Percent Within One (PWO), Cohen’s κ, weighted κ and intraclass correlation (ICC). PWO across the eight dimensions are very good to excellent, ranging from 88–98%. Values for more stringent reliability measures are also acceptable to good, with individual exceptions. ICC consistently reach the statistical significance level (p < 0.01) and range between 0.54 and 0.87. Overall, the results support the transfer of the CLASS to sports contexts.

KW - Physical education and sports

KW - Systematic observation

KW - class

KW - Coaching effectiveness

KW - confirmatory factor analysis

KW - Interrater reliability

UR - http://www.scopus.com/inward/record.url?scp=85133618686&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/47c88861-c30c-38e5-a9af-eae9cabe5cbf/

U2 - 10.1007/s12662-022-00836-9

DO - 10.1007/s12662-022-00836-9

M3 - Journal articles

AN - SCOPUS:85133618686

VL - 53

SP - 47

EP - 58

JO - German Journal of Exercise and Sport Research

JF - German Journal of Exercise and Sport Research

SN - 2509-3142

IS - 1

ER -