Spanish version of the Physical Education Predisposition Scale (PEPS) in secondary school

The purpose of this research was to validate the Spanish version of the Physical Education Predisposition Scale (PEPS) in a sample of high school students. It is intended to determine whether it is a valid and reliable instrument to be used in future researches. It was administered to a total of 345 students (172 men, 173 women) from 12 to 16 years old (M = 14.78, SD = 1.29), analyzing the structure of the instrument by confirmatory procedures. The analyzes support the hypothesized theoretical model of two factors (Perceived Physical Education Worth and Perceived Physical Education Ability) as well as a model of higher order reflective type. The structure was invariant with respect to sex. The Spanish version of the instrument showed acceptable levels of temporal stability and internal consistency. Evidence of validity was explored by examining the relationship of the scale studied with the 2x2 Achievement Goals. The approach-performance is the main predictor of skill among men, while among females it is the approach-mastery; in the perception of effort the results are similar in boys and girls, although the ratio of positive prediction-master approach is stronger in males. The results of this study provide evidence for reliability and validity of the PEPS in a sample of Spanish teenagers.