مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
Background Physical education is rapidly evolving with the increasing integration of technologies and online learning platforms. In Tunisia, this transition to online learning of physical education requires a thorough evaluation of preparatory tools in order to ensure an effective learning experience adapted to the needs of students. Aim This study aims to validate an instrument specifically designed to measure the preparation of Tunisian students for online learning of physical education. The instrument was evaluated based on criteria such as temporal stability, face validity and internal consistency. By closely examining the characteristics of this instrument, the study will also explore potential differences between middle and high school students, as well as the impact of affiliation with sports associations and civic clubs on college readiness online learning. Methods The study sample will be composed of Tunisian students aged 13 to 22, representing different academic levels and affiliated with sports clubs. Data will be collected using a specific questionnaire and an in-depth analysis will be carried out using appropriate statistical methods. Results The alpha coefficients of the four dimensions of the physical education online learning readiness instrument indicate excellent internal consistency, respectively 0.989 (sense of competence), 0.986 (self-directed learning), 0.861 (motivation) and 0.953 (perceived usefulness ). The adequacy indices of the confirmatory factor analysis were satisfactory. Conclusion The results of this study will contribute to the understanding of the readiness of Tunisian students for online learning of physical education, thus providing valuable information for the future development of technology-based educational programs in the Tunisian context.