Journal of Sports and Motor Development and Learning

Abstract Introduction: In today's world, the tendency to learn as a psychological and behavioral characteristic plays an important role in the educational process. In the field of physical education, strengthening this tendency, especially through the sports education model, can lead to the improvement of students' individual and social competencies. However, there is no standard tool to measure this concept in Persian.
Methods: The present study was conducted as a descriptive-correlational study with the participation of 157 students aged 15 to 18 in Semnan. The Persian version of the Learning Orientation in Physical Education Questionnaire was administered among the students after translation, retranslation, and validation by experts. Confirmatory factor analysis was used to examine the construct validity, Cronbach's alpha was used for internal reliability, and intraclass correlation coefficient was used for temporal reliability.
Results: The results of the first-order confirmatory factor analysis showed that the model fit indices (CFI=0.96, GFI=0.87, and RMSEA=0.071) were at an acceptable level. Also, Cronbach's alpha coefficients for the subscales were between 0.884 and 0.895 and for the total scale were 0.897. The temporal reliability values were also between 0.79 and 0.89.
Conclusion: The results indicate that the Persian version of the Learning Orientation Questionnaire in Physical Education has appropriate validity and reliability and can be used to measure this construct in physical education educational environments in Iran.

Abstract Introduction: Being responsible and having responsible behavior is the goal of many teachers who try to make students achieve this important thing to witness responsible students in the future. Considering the importance of this issue, especially in the field of physical education, the present study aimed to validate the Student’s Responsibility in Physical Education Scale (SRIPES).
Research method: Firstly, the Student’s Responsibility in Physical Education Scale was translated into the Persian language to calculate its validity and reliability and report the construct validity. In the implementation stage, the distribution of questionnaires was done in two stages; In the first stage, questionnaires were given to the students to analyze the exploratory factor, and in the second stage, the questionnaires were given to the students to analyze the confirmatory factor and convergent validity. In this research, 400 students (250 girls and 150 boys) were selected among 500 fifth and sixth-grade boys and girls students, using a convenient sampling method.
Findings: "Effort", "following class rules" and "self-management" had the greatest effect on the responsible behavior construct. The reliability of the research was also evaluated as 0.7, which was favorable.
Conclusion: Six factors were identified in the exploratory factor analysis. Items 1, 7, 13, 9 belong to the “Effort” factor, items 2, 8, 14, 20 belong to the “Self-directed” factor, items 3, 9, 21, 25 belong to “following the class rules” factor, items 4, 10, 16, 22, 15 belong to “Respect others” factor, items 5, 11, 17, 23, 26 belong to “Help others”, and items 6, 12, 18, 24 belong to “Cooperation (participation)” factor. Confirmatory factor analysis also confirmed this six-factor model. Using this tool, it is possible to check responsibility in boys and girls students.