The Validity of Academic Learning Time–Physical Education (ALT–PE) as a Process Measure of Achievement

Abstract

The purpose of this study was to determine whether the ALT–PE system (Version 2) is valid as a process approach to estimate student achievement. Students (N = 60) were randomly selected from a data base that includes pretest and posttest scores for two volleyball skills and seven sessions of videotaped instruction. Videotapes were collected using two cameras with a split-screen generator so most instruction and practice could be seen. ALT–PE data were coded from the videotapes. In addition to normal ALT–PE coding conventions, coders recorded the skill that was the focus of instruction. Combinations of context and learner involvement categories were summed for each skill across the seven class sessions and to form other logical categories (e.g., total motor appropriate intervals). Achievement scores were calculated by posttest on pretest regression for each skill with the residual score used for subsequent analysis. Residual achievement scores were correlated with summed ALT–PE categories. The results indicate for the serve both total motor appropriate and practice–motor appropriate intervals were related to student achievement. For the pass, practice–motor appropriate intervals were related to achievement and the total motor appropriate–achievement correlation failed significance. These results demonstrate the validity of the ALT–PE system as a process measure of achievement can be partially substantiated.

Key Words:

• student engagement
• validity
• ALT–PE
• process-outcome