Acessibilidade / Reportar erro

Validity and Reliability of the Portuguese school physical activity environment questionnaire in adolescents

Validação e Fiabilidade da versão portuguesa do questionário de avaliação do ambiente escolar para a atividade física em adolescentes

Abstract

The aim of this study is to analyze the psychometric properties and to examine the factorial validity of the Portuguese version of the Questionnaire Assessing School Physical Activity Environment (Q-SPACE) for school-age youth. The translated and adapted version of the questionnaire was applied and resulted in two studies: study I, in which 504 students participated (56% boys), the factorial structure of the scale was examined; in study II, which involved 501 students (53.5% boys), the factorial structure obtained in study I was tested through confirmatory factor analysis. The results of the exploratory factorial analysis, carried out in study I, showed that the Portuguese version of the Q-SPACE is composed of five factors that characterize the students’ perception regarding the social and physical school environment for physical activity: equipment and space conditions; recess; school social support; physical education structure; school activity offer. Internal consistency values ranged from 0.60 to 0.89. The confirmatory factor analysis confirmed the applicability of the Portuguese Q-SPACE version, presenting adequate fit indexes: χ2/df = 2.90, GFI = 0.92; CFI = 0.92; RMSEA = 0.06. In conclusion, Q-SPACE showed acceptable validity and reliability for assessing school physical activity environment in Portuguese adolescents.

Key words
Adolescent; Environment; Exercise; School health; Validity of test

Resumo

O objetivo deste estudo é analisar as propriedades psicométricas e examinar a validade fatorial da versão portuguesa do instrumento “Questionnaire Assessing School Physical Activity Environment” (Q-SPACE) para jovens em idade escolar. A versão traduzida e adaptada da escala foi aplicada e resultaram dois estudos: no estudo I, em que participaram 504 estudantes (56% eram rapazes), foi examinada a estrutura fatorial da escala; no estudo II, em que participaram 501 estudantes (53.5% eram rapazes), foi testada a estrutura fatorial obtida no estudo I através da análise fatorial confirmatória. O resultado da análise fatorial exploratória, efetuada no estudo I, demonstrou que a versão portuguesa da escala Q-SPACE é constituída por cinco fatores que caraterizam a perceção dos estudantes relativamente ao ambiente social e físico escolar para a prática de atividade física: condições dos espaços e material; intervalos; suporte social escolar; organização da educação física; diversidade de atividades. Os valores de consistência interna variaram entre 0.60 e 0.89. A análise fatorial confirmatória, comprovou a aplicabilidade da versão portuguesa do Q-SPACE, apresentando adequados índices de ajustamento: χ2/df = 2.90, GFI = 0.92; CFI = 0.92; RMSEA = 0.06. Em conclusão, a escala Q-SPACE demonstrou uma validade e fiabilidade adequadas para avaliar a perceção do ambiente escolar para a prática de atividade física em adolescentes portugueses.

Palavras-chave
Adolescente; Exercício; Meio ambiente; Saúde escolar; Validade dos testes

INTRODUCTION

Although literature reflects different health benefits related to the practice of physical activity (PA)11 Janssen I, Leblanc AG. Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. Int J Behav Nutr Phys Act 2010;7:40., these levels in children and adolescents are still below the daily PA recommendations of public health for this age group22 Baptista F, Santos DA, Silva AM, Mota J, Santos R, Vale S, et al. Prevalence of the Portuguese population attaining sufficient physical activity. Med Sci Sport Exer 2012;44(3):466-73.,33 Riddoch CJ, Bo Andersen L, Wedderkopp N, Harro M, Klasson-Heggebø L, Sardinha LB, et al. Physical activity levels and patterns of 9-and 15-yr-old European children. Med Sci Sport Exer 2004;36(1):86-92.. Furthermore, with age advancement, i.e., in the transition from childhood to adolescence and also into adulthood, there is a decline in PA levels33 Riddoch CJ, Bo Andersen L, Wedderkopp N, Harro M, Klasson-Heggebø L, Sardinha LB, et al. Physical activity levels and patterns of 9-and 15-yr-old European children. Med Sci Sport Exer 2004;36(1):86-92.,44 Vella-Zarb RA, Elgar FJ. The ‘Freshman 5’: A Meta-Analysis of Weight Gain in the Freshman Year of College. J Am College Health 2009;58(2):161-6..

Multiple levels of influence PA-related behaviors (such as biological, demographic, environmental, social and psychological), are widely studied in literature. In children, demographic and biological factors, such as sex and parental nutritional status; psychological factors, such as the intention to be active, preference for PA and perceived barriers; social factors, such as parental PA; and environmental factors, such as access to facilities and PA programs; are identified as consistent correlates of PA55 Sallis JF, Prochaska JJ, Taylor WC. A review of correlates of physical activity of children and adolescents. Med Sci Sport Exer 2000;32(5):963-75.. In turn, in adolescents, sex, race and age, as biological and demographic factors; perceived competence and intention to be physically active, as psychological factors; parental support as social factors; and PA opportunities, as environmental factors, are the most consistent correlates of PA in this age group55 Sallis JF, Prochaska JJ, Taylor WC. A review of correlates of physical activity of children and adolescents. Med Sci Sport Exer 2000;32(5):963-75..

One of the theoretical approaches that seek to explain the organization of these determinants is the social ecological model66 Sallis J, Owen N. Ecological models of health behavior. In: Glanz K, Rimer B, Viswanath K, editors. Health Behavior: Theory, research, and practice. San Francisco, CA: Jossey-Bass; 2015.. Considering this model, PA is influenced by different factors, such as intrapersonal (e.g., age or self-efficacy), social environment (e.g. social support), and physical environment (e.g., space for practice)66 Sallis J, Owen N. Ecological models of health behavior. In: Glanz K, Rimer B, Viswanath K, editors. Health Behavior: Theory, research, and practice. San Francisco, CA: Jossey-Bass; 2015.,77 Biddle SJH, Atkin AJ, Cavill N, Foster C. Correlates of physical activity in youth: a review of quantitative systematic reviews. Int Rev Sport Exerc Psychol 2011;4(1):25-49.. According to the same theoretical approach, place (school or work) can influence this behavior.

For children and adolescents, school is one of the places that can exert influence in this behavior, since it is the space in which young people spend much of their day-to-day life. It is precisely in the school context that multiple interventions have been developed88 Naylor P-J, Nettlefold L, Race D, Hoy C, Ashe MC, Wharf Higgins J, et al. Implementation of school based physical activity interventions: a systematic review. Prev Med 2015;72:95-115.. However, it is important to identify the factors that determine PA behavior in the planning of these interventions77 Biddle SJH, Atkin AJ, Cavill N, Foster C. Correlates of physical activity in youth: a review of quantitative systematic reviews. Int Rev Sport Exerc Psychol 2011;4(1):25-49.. Thus, among the different factors that may affect PA behavior in children and adolescents, the school environment and all the atmosphere that this institution provides for the practice of PA stands out (notably through changes in recess, in the methodology used in physical education classes and in other moments of formal sport practice and in the accessibility to PA facilities)88 Naylor P-J, Nettlefold L, Race D, Hoy C, Ashe MC, Wharf Higgins J, et al. Implementation of school based physical activity interventions: a systematic review. Prev Med 2015;72:95-115.

9 De Bourdeaudhuij I, Van Cauwenberghe E, Spittaels H, Oppert JM, Rostami C, Brug J, et al. School-based interventions promoting both physical activity and healthy eating in Europe: a systematic review within the HOPE project. Obes Rev 2011;12(3):205-16.
-1010 Ferreira I, Van Der Horst K, Wendel-Vos W, Kremers S, Van Lenthe FJ, Brug J. Environmental correlates of physical activity in youth – a review and update. Obes Rev 2007;8(2):129-54.. However, despite an increase in the number of studies related to the influence of environmental factors on the schoolchildren PA, studies that have investigated the preponderance of the school environment in PA are still scarce1010 Ferreira I, Van Der Horst K, Wendel-Vos W, Kremers S, Van Lenthe FJ, Brug J. Environmental correlates of physical activity in youth – a review and update. Obes Rev 2007;8(2):129-54..

The aim of this study was to analyze the psychometric properties and factorial structure of the Portuguese version of the Questionnaire Assessing School Physical Activity Environment (Q-SPACE). To test the factorial validity of the questionnaire, the cross-validity was adopted, and the sample was divided into two random sub-samples that originated study I and study II.

METHODOLOGICAL PROCEDURES

Study I

Process of Q-SPACE Scale Translation

Since the original scale was developed in English language, it was essential to carry out the process of translation and cross-cultural adaptation. In order to achieve this process, the methodological recommendations suggested by Beaton, Bombardier1111 Beaton DE, Bombardier C, Guillemin F, Ferraz MB. Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures. Spine 2000;25(24):3186-91. were used. Initially, two professionals (one with knowledge in the field of sports sciences and another without knowledge in the area) carried out the translation of scales from English into Portuguese. Subsequently, the two versions were compared and the final Portuguese version was developed. The back-translation from Portuguese into English was performed by a native English-speaking professional. In a subsequent phase, the versions were compared and debated. The final Portuguese version was approved by a committee composed of translators and researchers. At this stage, one item was immediately excluded (“My school provides transportation home to those students participating in after-school sports or activities”), because it is seems that this is not adequate to our reality. The comprehension of all items that constitute the final Portuguese version was tested in different age groups.

Participants

Participants of this study were recruited through a randomly selected sample from an intervention study - Physical Activity and Nutrition Program for Adolescents (PANPAs), developed in schools of the 2nd and 3rd cycles from Madeira Island, Portugal. The sample consists of 504 students from eight public schools, 282 boys and 222 girls. The sample was composed of students aged 10-15 years (M=11.68, SD=1.39).

Instruments

The Q-SPACE instrument was used to assess participants’ perception of the school physical and social environment for PA. The original scale developed by Robertson-Wilson, Lévesque1212 Robertson-Wilson J, Lévesque L, Holden RR. Development of a Questionnaire Assessing School Physical Activity Environment. Meas Phys Educ Exerc Sci 2007;11(2):93-107. consisted of 28 items evaluated on a 4-point Likert scale, ranging from 1 = “totally disagree” to 4 = “totally agree”. This study resulted in 2 factors - physical environment (PE) and social environment (SE), with 12 and 8 items, respectively. Martin, McCaughtry1313 Martin JJ, McCaughtry N, Flory S, Murphy A, Wisdom K. Validity and Reliability of the School Physical Activity Environment Questionnaire. Meas Phys Educ Exerc Sci 2011;15(4):274-82. carried out the confirmatory factor analysis (CFA) of this instrument and adjusted for a factorial structure with 2 factors, with 8 items each. These studies showed satisfactory internal consistency values - Cronbach’s alpha between 0.78 and 0.80 for PE and between 0.72 and 0.79 for SE1212 Robertson-Wilson J, Lévesque L, Holden RR. Development of a Questionnaire Assessing School Physical Activity Environment. Meas Phys Educ Exerc Sci 2007;11(2):93-107.,1313 Martin JJ, McCaughtry N, Flory S, Murphy A, Wisdom K. Validity and Reliability of the School Physical Activity Environment Questionnaire. Meas Phys Educ Exerc Sci 2011;15(4):274-82..

Procedures

This study was approved by the Regional Secretary of Education and by the schools in which it took place. All participants were authorized by parents in the form of informed consent form to participate in the study. The questionnaire was filled in classroom with the presence of the researcher, who explained the purpose of the study and was available for the clarification of possible doubts.

Data analysis

Initially, an exploratory analysis of data was carried out in order to verify data normality, the presence of possible outliers and missings. Two subjects had missing data and were excluded from the study. In order to examine the structural validity, the exploratory factor analysis (EFA) was performed with all items. The Kaiser-Meyer-Olkin and the Bartlett’s sphericity tests were used to measure the quality of the factorization of items in order to proceed with the factorial analysis. Data were analyzed using SPSS 24.0.

Study II

Participants and Procedures

Participants were recruited as previously described in study I. The sample for this study consisted of 501 participants of both sexes (53.5% of boys and 46.5% of girls), aged 10-16 years (M=11.69, SD=1.47 years). Procedures were similar to those previously reported in study I.

Instrument

Similarly to the previous study, CFA will present the 20 items proposed for the Portuguese version of Q-SPACE.

Data analysis

Descriptive statistics included analysis of mean, standard deviation, skewness, and kurtosis. Univariate normality was analyzed through kurtosis and skewness values. Multivariate normality was examined using the Mardia’s coefficient. Given the multivariate non-normality, subjects causing interference (2.1%) were eliminated based on the Malahanobis distance. Since multivariate normality was verified, the maximum likelihood estimator was used to perform CFA using AMOS 24.0. The model was evaluated based on different fit indexes: chi-square test (χ2); χ2 / df ratio; comparative fit index (CFI); goodness-of-fit index (GFI); root mean square error of approximation (RMSEA). Although the χ2 test was used, given the sample dimensionality, it is common to produce statistically significant values. Thus, it is recommended to use χ2 / df ratio as an alternative indicator. Values close to 0 indicate good fit model1414 Hoelter JW. The analysis of covariance structures: Goodness-of-fit indices. Sociol Method Res 1983;11:325-44., but values below 31515 Kline R. Principles and Practice of Strutural Equation Modeling. 3rd ed. New York, NY: Guildford; 2011. or below 5 are considered acceptable1616 Schumacker RE, Lomax RG. A begginer's guide to structural equation modeling Mahwah: Lawrence Erlbaum Associates; 2004.. For CFI and GFI, value of 0.90 or higher indicates good fit1717 Hu L, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equ Modeling 1999;6(1):1-55.. For RMSEA, values of 0.06 or less indicate good fit, but values between 0.06 and 0.101717 Hu L, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equ Modeling 1999;6(1):1-55. are considered acceptable.

RESULTS

Exploratory Factor Analysis

The Kaiser-Meyer-Olkin measure of sampling adequacy was 0.94, which reflects excellent suitability of the factorial analysis. The Bartlett’s test sphericity also verified the appropriateness of the data for analysis (χ2 = 5950.99, p <0.001). Through these two measures, it was ensured that the sample meets the requirements necessary to carry out the factorial analysis. EFA was started in order to investigate whether the structure was maintained or not, as in the original instrument. From the 27 items of the original scale, the Portuguese version of Q-SPACE was obtained through principal-axis factoring with oblimin rotation, which resulted in five-factorial struture (table 1). The selection of items used a factor loading of 0.40. Consequently, seven items were eliminated. Factor 1 – equipment and spaces conditions (ESC), explains 35.24%; factor 2 - recess, explains 3.86%; factor 3 - school social support (SSS), explains 3.68%; factor 4 - physical education structure (PEs), explains 2.93%; and factor 5 – school activity offer (SAO), explains 1.86%, of the total variance (47.56%). Factor loadings varied between 0.62 and 0.80 for ESC, between 0.55 and 0.68 for recess, between -0.58 and -0.55 for SSS, between 0.70 and 0.78 for PES, and between -0.70 and -0.60 for SAO. Mean and standard deviation were 3.0 (±0.60) for the perception of ESC, 2.5 (±0.79) for the perception of environment recess, 2.9 (± 0.57) for the perception of SSS for the practice of PA, 3.0 (±0.74) for the perception of PES and 3.1 (±0.57) for the perception of SAO. The internal consistency values in the different factors were higher than 0.70, except for the recess factor (α= 0.60).

Table 1
Factor loadings of items and internai consistency of each factor.

Confirmatory Factor Analysis

Table 2 shows the descriptive statistics of the five latent factors. For ESC, mean was 3.0 ± 0.50; for recess, it was 2.5 ± 0.72; for SSS, mean was 2.94 ± 0.54; for PES, it was 3.0 ± 0.63; and 3.04 ± 0.50 for SAO. The skewness and kurtosis values vary between -2 and 2 and were considered acceptable to demonstrate normal univariate distribution1818 George D, Mallery M. SPSS for Windows Step by Step: a simple guide and reference 10th ed. Boston: Pearson; 2010..

Table 2
Descriptive statistics of the Portuguese Q-SPACE version

The first CFA conducted obtained the following fit indexes: χ2 / df = 3.41, GFI = 0.90; CFI = 0.89; RMSEA = 0.07. For the ESC subscale, the standardized factor loadings varied between 0.60 and 0.80; for the recess subscale, it varied between 0.47 and 0.63; for the SSS subscale, between 0.53 and 0.67; for the PES subscale, between 0.67 and 0.84 and for the SAO subscale, between 0.51 and 0.68. All items were statistically significant (p <0.001). In order to improve the model fit, the errors of two items (item 3 with item 4) were correlated (figure 1). Consequently, with the model re-specification, the fit indexes improved: χ2 / df = 2.90, GFI = 0.92; CFI = 0.92; RMSEA = 0.06.

Figure 1
CFA model of the Q-SPACE Portuguese version

DISCUSSION

The aim of the present study was to adapt to the Portuguese context and to evaluate the psychometric properties of an instrument that allows evaluating students’ perceptions regarding the school environment for PA.

According to ecological theoretical approaches (e.g. socio-ecological model), the behavior of PA is influenced by different factors (e.g. intrapersonal or environmental), which, in turn, may be conditioned by the different contexts in which this behavior may occur66 Sallis J, Owen N. Ecological models of health behavior. In: Glanz K, Rimer B, Viswanath K, editors. Health Behavior: Theory, research, and practice. San Francisco, CA: Jossey-Bass; 2015.. For an adequate evaluation of the different factors that influence this behavior, it is crucial to use valid instruments that can support epidemiological or experimental investigations.

Despite the awareness of the importance of different environmental factors in the PA behavior55 Sallis JF, Prochaska JJ, Taylor WC. A review of correlates of physical activity of children and adolescents. Med Sci Sport Exer 2000;32(5):963-75.,77 Biddle SJH, Atkin AJ, Cavill N, Foster C. Correlates of physical activity in youth: a review of quantitative systematic reviews. Int Rev Sport Exerc Psychol 2011;4(1):25-49., studies on this subject are still scarce1010 Ferreira I, Van Der Horst K, Wendel-Vos W, Kremers S, Van Lenthe FJ, Brug J. Environmental correlates of physical activity in youth – a review and update. Obes Rev 2007;8(2):129-54.,1919 Nieuwendyk LM, Belon AP, Vallianatos H, Raine KD, Schopflocher D, Spence JC, et al. How perceptions of community environment influence health behaviours: using the Analysis Grid for Environments Linked to Obesity Framework as a mechanism for exploration. Health Promot Chronic Dis Prev Can 2016;36(9):175-84., specifically those involving the school environment1010 Ferreira I, Van Der Horst K, Wendel-Vos W, Kremers S, Van Lenthe FJ, Brug J. Environmental correlates of physical activity in youth – a review and update. Obes Rev 2007;8(2):129-54.. In these age groups, the autonomy of young people is reduced, and the role of the environment in their behavioral choices is even more preponderant2020 Fisher A, Smith L, van Jaarsveld CHM, Sawyer A, Wardle J. Are children's activity levels determined by their genes or environment? A systematic review of twin studies. Prev Med Rep 2015;2:548-53.,2121 Freedson P, Evenson S. Familial agreefation in physical activity. Res Q Exerc Sport 1991;62:384-9.. In this sense, Q-SPACE is a valid method to evaluate school environmental factors (i.e., perception of the school environment) that influence the individual PA behavior.

After the translation and adaptation of the Q-SPACE instrument, the EFA of the Portuguese version identified five factors: SSS (4 items), ESC (8 items), recess (2 items), PES (2 items) and SAO (4 items). The SSS subscale refers to an evaluation of the school SE. The items that compose this subscale refer to participants’ perceptions regarding the encouragement and participation of peers and teachers in PA. Studies have shown that social support is correlated to PA in children and adolescents55 Sallis JF, Prochaska JJ, Taylor WC. A review of correlates of physical activity of children and adolescents. Med Sci Sport Exer 2000;32(5):963-75.,77 Biddle SJH, Atkin AJ, Cavill N, Foster C. Correlates of physical activity in youth: a review of quantitative systematic reviews. Int Rev Sport Exerc Psychol 2011;4(1):25-49.. However, the scales that allow evaluating social support in PA in this age group include items related to parental support2222 Liang Y, Lau PWC, Huang WYJ, Maddison R, Baranowski T. Validity and reliability of questionnaires measuring physical activity self-efficacy, enjoyment, social support among Hong Kong Chinese children. Prev Med Rep 2014;1:48-52.,2323 Barbosa Filho VC, Rech CR, Mota J, Farias Júnior JC, Lopes AS. Validity and reliability of scales on intrapersonal, interpersonal and environmental factors associated with physical activity in Brazilian secondary students. Rev Bras Cineantropom Desempenho Hum 2016;18:207-21.. As the focus is centered on the school environment, the scale derived from Q-SPACE seems to fit this objective, as it allows circumscribing the construct to this environment, evaluating the perception of peers and teachers, which may constitute PA interference agents in this context. However, the combined inclusion of scales that evaluate psychosocial variables (e.g., peer support) and Q-SPACE is also observable in different studies2323 Barbosa Filho VC, Rech CR, Mota J, Farias Júnior JC, Lopes AS. Validity and reliability of scales on intrapersonal, interpersonal and environmental factors associated with physical activity in Brazilian secondary students. Rev Bras Cineantropom Desempenho Hum 2016;18:207-21.,2424 Edwardson CL, Harrington DM, Yates T, Bodicoat DH, Khunti K, Gorely T, et al. A cluster randomised controlled trial to investigate the effectiveness and cost effectiveness of the ‘Girls Active’ intervention: a study protocol. BMC Public Health 2015;15(1):526..

The remaining four subscales refer to an evaluation of the characteristics of the school PE. The items that are included in the ESC subscale reflect the participants’ perception regarding the quality and quantity of spaces and equipment that the school makes available for PA. The items of the recess subscale reflect participants’ perceptions of the material and human resources available during school recess. The items that constitute the PES subscale reflect the participants’ perception regarding the duration and weekly frequency of this curricular discipline. The items of the SAO subscale reflect participants’ perceptions of the variety of curricular and extracurricular activities provided by the school. Other studies2323 Barbosa Filho VC, Rech CR, Mota J, Farias Júnior JC, Lopes AS. Validity and reliability of scales on intrapersonal, interpersonal and environmental factors associated with physical activity in Brazilian secondary students. Rev Bras Cineantropom Desempenho Hum 2016;18:207-21. generally use scales that reflect some of the characteristics of the school physical environment addressed in the different subscales of the Portuguese version of Q-SPACE, which seem to be factors that influence the behavior of PA in children and adolescents.

For the evaluation of school PE, studies use observation systems2525 Saint-Maurice PF, Welk G, Ihmels MA, Krapfl JR. Validation of the SOPLAY Direct Observation Tool With an Accelerometry-Based Physical Activity Monitor. J Phys Act Health 2011;8(8):1108-16.,2626 Saelens BE, Sallis JF, Black JB, Chen D. Neighborhood-based differences in physical activity: an environment scale evaluation. Am J Public Health 2003;93(9):1552-8. or self-report measures (i.e., evaluation according to participants’ perception). Without neglecting the importance of a measure with a more objective meaning such as that achieved with observation systems, the usefulness of an instrument such as Q-SPACE is decisive, since it is a self-report measure that shows a perceived reality. This is because it allows understanding how the individual perceives the environment and this will determine his health behavior (e.g., PA), and helps explaining the environmental factors that affect it1919 Nieuwendyk LM, Belon AP, Vallianatos H, Raine KD, Schopflocher D, Spence JC, et al. How perceptions of community environment influence health behaviours: using the Analysis Grid for Environments Linked to Obesity Framework as a mechanism for exploration. Health Promot Chronic Dis Prev Can 2016;36(9):175-84..

Of the original scale1212 Robertson-Wilson J, Lévesque L, Holden RR. Development of a Questionnaire Assessing School Physical Activity Environment. Meas Phys Educ Exerc Sci 2007;11(2):93-107., eight of the items were not retained, one due to the initial exclusion and the other seven because they do not appear to be implicit in any of the evaluated constructs. These items reflect the participants’ perceptions regarding the quality of the physical education teacher, the information about extracurricular activities, the school transportation after activities, the negative comments of peers, the teachers’ opinions about PA, the surveillance of areas and security transmitted by peers during the practice of PA. The factorial structure obtained in this study with the sample of Portuguese pre-adolescents and adolescents, was shown to be distinct from that obtained by Robertson-Wilson and Lévesque1212 Robertson-Wilson J, Lévesque L, Holden RR. Development of a Questionnaire Assessing School Physical Activity Environment. Meas Phys Educ Exerc Sci 2007;11(2):93-107. in the development of the original scale, and by Martin, McCaughtry1313 Martin JJ, McCaughtry N, Flory S, Murphy A, Wisdom K. Validity and Reliability of the School Physical Activity Environment Questionnaire. Meas Phys Educ Exerc Sci 2011;15(4):274-82. in the modified version of Q-SPACE. Although the original scale was used in another population2727 Rutten C, Boen F, Seghers J. How School Social and Physical Environments Relate to Autonomous Motivation in Physical Education: The Mediating Role of Need Satisfaction. J Teach Phys Educ 2012;31(3):216-30.,2828 Seghers J, Martien S. Perceived School Environment and Physical Activity Behaviour among Flemish Adolescents. Eur J Phys Health Educ 2009;2(1):47-57., we do not know another study that has adapted and validated this instrument for other languages and / or cultural contexts.

The Portuguese version of the instrument showed adequate internal consistency values2929 Sim J, Wright C. Research in health care: concepts, designs and methods. Cheltenham: Stanley Thornes Ltd; 2000.. In addition, the factorial structure obtained through EFA was tested in another sample with Portuguese pre-adolescents and adolescents using CFA, which presented adequate fit indexes1414 Hoelter JW. The analysis of covariance structures: Goodness-of-fit indices. Sociol Method Res 1983;11:325-44.

15 Kline R. Principles and Practice of Strutural Equation Modeling. 3rd ed. New York, NY: Guildford; 2011.

16 Schumacker RE, Lomax RG. A begginer's guide to structural equation modeling Mahwah: Lawrence Erlbaum Associates; 2004.
-1717 Hu L, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equ Modeling 1999;6(1):1-55.. In this sense, it could be concluded that the factor structure of five factors evaluates the perception of Portuguese students regarding the school environment for PA.

CONCLUSION

The present research demonstrated evidence of the validity and internal consistency of the Portuguese version of the Q-SPACE instrument to evaluate the students’ perception regarding the school environment for PA. Future investigations in the Portuguese school population should confirm the factor perspective presented in this study.

How to cite this article

  • Sabino BCR, Almeida, MJCA, Fonseca AMLF. Validity and Reliability of the Portuguese school physical activity environment questionnaire in adolescents. Rev Bras Cineantropom Desempenho Hum 2019, 21:e54395. DOI: http://dx.doi.org/10.5007/1980-0037.2019v21e54395

COMPLIANCE WITH ETHICAL STANDARDS

  • Funding
    We would like to thank the Regional Secretary for Education and all members involved in the PANPAs (research team, schools, teachers, parents and students). The present research was supported by the Foundation for Science and Technology through a PhD grant awarded to the first author - SFRH / BD / 89150/2012.
  • Ethical approval
    Ethical approval was obtained from the local Human Research Ethics Committee – Faculty of Sports, and the protocol was written in accordance with standards set by the Declaration of Helsinki.

REFERENCES

  • 1
    Janssen I, Leblanc AG. Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. Int J Behav Nutr Phys Act 2010;7:40.
  • 2
    Baptista F, Santos DA, Silva AM, Mota J, Santos R, Vale S, et al. Prevalence of the Portuguese population attaining sufficient physical activity. Med Sci Sport Exer 2012;44(3):466-73.
  • 3
    Riddoch CJ, Bo Andersen L, Wedderkopp N, Harro M, Klasson-Heggebø L, Sardinha LB, et al. Physical activity levels and patterns of 9-and 15-yr-old European children. Med Sci Sport Exer 2004;36(1):86-92.
  • 4
    Vella-Zarb RA, Elgar FJ. The ‘Freshman 5’: A Meta-Analysis of Weight Gain in the Freshman Year of College. J Am College Health 2009;58(2):161-6.
  • 5
    Sallis JF, Prochaska JJ, Taylor WC. A review of correlates of physical activity of children and adolescents. Med Sci Sport Exer 2000;32(5):963-75.
  • 6
    Sallis J, Owen N. Ecological models of health behavior. In: Glanz K, Rimer B, Viswanath K, editors. Health Behavior: Theory, research, and practice. San Francisco, CA: Jossey-Bass; 2015.
  • 7
    Biddle SJH, Atkin AJ, Cavill N, Foster C. Correlates of physical activity in youth: a review of quantitative systematic reviews. Int Rev Sport Exerc Psychol 2011;4(1):25-49.
  • 8
    Naylor P-J, Nettlefold L, Race D, Hoy C, Ashe MC, Wharf Higgins J, et al. Implementation of school based physical activity interventions: a systematic review. Prev Med 2015;72:95-115.
  • 9
    De Bourdeaudhuij I, Van Cauwenberghe E, Spittaels H, Oppert JM, Rostami C, Brug J, et al. School-based interventions promoting both physical activity and healthy eating in Europe: a systematic review within the HOPE project. Obes Rev 2011;12(3):205-16.
  • 10
    Ferreira I, Van Der Horst K, Wendel-Vos W, Kremers S, Van Lenthe FJ, Brug J. Environmental correlates of physical activity in youth – a review and update. Obes Rev 2007;8(2):129-54.
  • 11
    Beaton DE, Bombardier C, Guillemin F, Ferraz MB. Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures. Spine 2000;25(24):3186-91.
  • 12
    Robertson-Wilson J, Lévesque L, Holden RR. Development of a Questionnaire Assessing School Physical Activity Environment. Meas Phys Educ Exerc Sci 2007;11(2):93-107.
  • 13
    Martin JJ, McCaughtry N, Flory S, Murphy A, Wisdom K. Validity and Reliability of the School Physical Activity Environment Questionnaire. Meas Phys Educ Exerc Sci 2011;15(4):274-82.
  • 14
    Hoelter JW. The analysis of covariance structures: Goodness-of-fit indices. Sociol Method Res 1983;11:325-44.
  • 15
    Kline R. Principles and Practice of Strutural Equation Modeling. 3rd ed. New York, NY: Guildford; 2011.
  • 16
    Schumacker RE, Lomax RG. A begginer's guide to structural equation modeling Mahwah: Lawrence Erlbaum Associates; 2004.
  • 17
    Hu L, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equ Modeling 1999;6(1):1-55.
  • 18
    George D, Mallery M. SPSS for Windows Step by Step: a simple guide and reference 10th ed. Boston: Pearson; 2010.
  • 19
    Nieuwendyk LM, Belon AP, Vallianatos H, Raine KD, Schopflocher D, Spence JC, et al. How perceptions of community environment influence health behaviours: using the Analysis Grid for Environments Linked to Obesity Framework as a mechanism for exploration. Health Promot Chronic Dis Prev Can 2016;36(9):175-84.
  • 20
    Fisher A, Smith L, van Jaarsveld CHM, Sawyer A, Wardle J. Are children's activity levels determined by their genes or environment? A systematic review of twin studies. Prev Med Rep 2015;2:548-53.
  • 21
    Freedson P, Evenson S. Familial agreefation in physical activity. Res Q Exerc Sport 1991;62:384-9.
  • 22
    Liang Y, Lau PWC, Huang WYJ, Maddison R, Baranowski T. Validity and reliability of questionnaires measuring physical activity self-efficacy, enjoyment, social support among Hong Kong Chinese children. Prev Med Rep 2014;1:48-52.
  • 23
    Barbosa Filho VC, Rech CR, Mota J, Farias Júnior JC, Lopes AS. Validity and reliability of scales on intrapersonal, interpersonal and environmental factors associated with physical activity in Brazilian secondary students. Rev Bras Cineantropom Desempenho Hum 2016;18:207-21.
  • 24
    Edwardson CL, Harrington DM, Yates T, Bodicoat DH, Khunti K, Gorely T, et al. A cluster randomised controlled trial to investigate the effectiveness and cost effectiveness of the ‘Girls Active’ intervention: a study protocol. BMC Public Health 2015;15(1):526.
  • 25
    Saint-Maurice PF, Welk G, Ihmels MA, Krapfl JR. Validation of the SOPLAY Direct Observation Tool With an Accelerometry-Based Physical Activity Monitor. J Phys Act Health 2011;8(8):1108-16.
  • 26
    Saelens BE, Sallis JF, Black JB, Chen D. Neighborhood-based differences in physical activity: an environment scale evaluation. Am J Public Health 2003;93(9):1552-8.
  • 27
    Rutten C, Boen F, Seghers J. How School Social and Physical Environments Relate to Autonomous Motivation in Physical Education: The Mediating Role of Need Satisfaction. J Teach Phys Educ 2012;31(3):216-30.
  • 28
    Seghers J, Martien S. Perceived School Environment and Physical Activity Behaviour among Flemish Adolescents. Eur J Phys Health Educ 2009;2(1):47-57.
  • 29
    Sim J, Wright C. Research in health care: concepts, designs and methods. Cheltenham: Stanley Thornes Ltd; 2000.

Publication Dates

  • Publication in this collection
    30 May 2019
  • Date of issue
    2019

History

  • Received
    04 Dec 2017
  • Accepted
    16 July 2018
Universidade Federal de Santa Catarina Universidade Federal de Santa Catarina, Campus Universitário Trindade, Centro de Desportos - RBCDH, Zip postal: 88040-900 - Florianópolis, SC. Brasil, Fone/fax : (55 48) 3721-8562/(55 48) 3721-6348 - Florianópolis - SC - Brazil
E-mail: rbcdh@contato.ufsc.br