Validity assessment of physical educator’s interpersonal behaviors in physical education with high School Students (IBQ-PE)

Numerous research have attempted to examine how teachers’ interpersonal behaviors are relevant to variability in students’ emotions, behaviors and cognitions within the Physical education context, that most of them have been based on contemporary motivational theories, including self-determination theory. The purpose of this study was to determine the validity and reliability of the Persian version of the Physical educator’s Interpersonal Behavior Scale (IBQ-PE) with high School Students. The method of the current research was descriptive and correlational. For this purpose, 536 first- and second-year high school students with an age range of 13 to 17 years completed a 24-question scale of interpersonal behaviors in physical education. First, the correctness of the translation of the Persian version of the questionnaire was confirmed using the open translation method, and then confirmatory factor analysis based on structural equation modeling was used to determine the structural validity of the questionnaire, and Cronbach's alpha coefficient was used to determine the internal consistency. The results showed that the goodness of fit index and comparative fit index are higher than 0.90. Cronbach's alpha coefficient for the scale of physical educator’s interpersonal behaviors and its dimensions was above 0.7 (acceptability index value). Based on the results, the Persian version of the IBQ-PE questionnaire has good and acceptable construct validity and internal reliability, and it can be used as a valid and reliable tool for evaluating physical educator’s interpersonal behaviors with high School Students.