Centre for Active Living and Learning, School of Education, University of Newcastle, Newcastle, Australia.
Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia.
Int J Behav Nutr Phys Act. 2024 Aug 26;21(1):93. doi: 10.1186/s12966-024-01640-4.
Teachers are recognized as 'key agents' for the delivery of physical activity programs and policies in schools. The aim of our study was to develop and evaluate a tool to assess teachers' capability, opportunity, and motivation to deliver school-based physical activity interventions.
The development and evaluation of the Capability, Opportunity, and Motivation to deliver Physical Activity in School Scale (COM-PASS) involved three phases. In Phase 1, we invited academic experts to participate in a Delphi study to rate, provide recommendations, and achieve consensus on questionnaire items that were based on the Capability, Opportunity, and Motivation Behavior (COM-B) model. Each item was ranked on the degree to which it matched the content of the COM-B model, using a 5-point scale ranging from '1 = Poor match' to '5 = Excellent match'. In Phase 2, we interviewed primary and secondary school teachers using a 'think-aloud' approach to assess their understanding of the items. In Phase 3, teachers (n = 196) completed the COM-PASS to assess structural validity using confirmatory factor analysis (CFA).
Thirty-eight academic experts from 14 countries completed three rounds of the Delphi study. In the first round, items had an average rating score of 4.04, in the second round 4.51, and in the third (final) round 4.78. The final tool included 14 items, which related to the six constructs of the COM-B model: physical capability, psychological capability, physical opportunity, social opportunity, reflective motivation, and automatic motivation. In Phase 2, ten teachers shared their interpretation of COM-PASS via a 20-min interview, which resulted in minor changes. In Phase 3, CFA of the 3-factor model (i.e., capability, opportunity, and motivation) revealed an adequate fit to the data (χ = 122.6, p < .001, CFI = .945, TLI = .924, RMSEA = .066). The internal consistencies of the three subscale scores were acceptable (i.e., capability: α = .75, opportunity: α = .75, motivation: α = .81).
COM-PASS is a valid and reliable tool for assessing teachers' capability, opportunity, and motivation to deliver physical activity interventions in schools. Further studies examining additional psychometric properties of the COM-PASS are warranted.
教师被认为是在学校中实施体育活动项目和政策的“关键代理人”。我们的研究目的是开发和评估一种工具，以评估教师实施基于学校的体育活动干预的能力、机会和动机。
开发和评估能力、机会和动机以实施体育活动量表（COM-PASS）涉及三个阶段。在第一阶段，我们邀请学术专家参加德尔菲研究，对基于能力、机会和动机行为（COM-B）模型的问卷项目进行评分、提供建议并达成共识。每个项目根据与 COM-B 模型内容的匹配程度进行排名，使用 5 分制，范围从“1= 匹配度差”到“5= 匹配度极好”。在第二阶段，我们使用“思考 aloud”方法对中小学校教师进行访谈，以评估他们对项目的理解。在第三阶段，教师（n=196）完成 COM-PASS 以使用验证性因子分析（CFA）评估结构有效性。
来自 14 个国家的 38 名学术专家完成了三轮德尔菲研究。在第一轮中，项目的平均评分得分为 4.04，第二轮为 4.51，第三轮（最终轮）为 4.78。最终工具包括 14 个项目，这些项目与 COM-B 模型的六个构建有关：身体能力、心理能力、身体机会、社会机会、反思动机和自动动机。在第二阶段，10 名教师通过 20 分钟的访谈分享了他们对 COM-PASS 的解释，这导致了一些小的变化。在第三阶段，3 因素模型（即能力、机会和动机）的 CFA 显示出与数据的适度拟合（χ=122.6，p<0.001，CFI=0.945，TLI=0.924，RMSEA=0.066）。三个分量表得分的内部一致性是可以接受的（即，能力：α=0.75，机会：α=0.75，动机：α=0.81）。
COM-PASS 是一种有效且可靠的工具，可用于评估教师在学校中实施体育活动干预的能力、机会和动机。需要进一步研究来检验 COM-PASS 的其他心理测量学特性。
