Development of a Differentiated Instruction Practices Questionnaire in Physical Education: A First Comprehensive Phase in a French-Canadian Context
Abstract
This study sought to develop and provide an initial psychometric validation of a questionnaire
measuring differentiated instruction (DI) practices in physical education (PE) following Boateng
et al.'s (2018) validation framework. With 240 PE teachers (130 women; M_experience = 15.5
years) from primary (72%) and secondary schools (28%), principal component and confirmatory
factor analyses advocate a four-factor structure comprising 16 items across frequency and
competency scales: (1) student heterogeneity, (2) autonomy and motivation practices, (3) handling
heterogeneity practices, and (4) student progress monitoring. Descriptive results showed moderate
to high self-reported scores, with content adjustments most frequently implemented and cultural
responsiveness least frequent. Preliminary evidence of concurrent validity with attitudes towards
inclusion and measurement invariance across gender was observed. This initial psychometric
validation in a French-Canadian context addresses a measurement gap in PE literature. These
preliminary findings indicate promise for the instrument's use while highlighting the need for
continued validation across diverse contexts, longitudinal designs, and predictive validity studies.
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