What question did this study set out to answer?

The aim is to develop and validate a video-based instrument measuring situation-specific skills in classroom management for pre-service physical education teachers.

March 6, 2026Open Access

Pre-service teachers’ situation-specific skills regarding classroom management in physical education: validation of a video-based test instrument

Key Points

The aim is to develop and validate a video-based instrument measuring situation-specific skills in classroom management for pre-service physical education teachers.
Sample of 877 pre-service PE teachers from four Swiss universities.
The instrument consists of 10 unscripted video vignettes and 150 closed-format items.
Psychometric properties analyzed using Item Response Theory (IRT) including 1PL, 2PL, and 3PL models.
A unidimensional 2PL model was identified as the best fit for the data.
The instrument showed acceptable reliability (EAP = 0.73) and a good local fit.
A shortened version with 7 vignettes was validated (r = 0.81), indicating efficiency.
There was a moderate correlation with CM-related professional knowledge (r = 0.29).
Test successfully differentiated between first-year and third-year students.

Abstract

Introduction Situation-specific skills, comprising Perception, Interpretation, and Decision-making (PID), are considered a central facet of teachers’ professional competence, linking professional knowledge to observable performance. However, empirically validated instruments to assess these skills in the specific context of Classroom Management (CM) in Physical Education (PE) are lacking. This study details the development and validation of a video-based test instrument designed to measure pre-service PE teachers’ CM-related PID. Methods The study utilized a sample of n = 877 pre-service PE teachers from four Swiss universities of teacher education. The instrument includes 10 unscripted video vignettes with 150 closed-format items. Psychometric properties were analyzed using Item Response Theory (IRT), specifically comparing 1PL, 2PL, and 3PL models, as well as testing for dimensionality and differential item functioning (DIF). Results Findings supported a unidimensional 2PL model as the most parsimonious and robust solution, despite theoretical assumptions of a tripartite (P-I-D) structure. The instrument demonstrated acceptable reliability ( EAP = 0.73) and good local fit. A shortened version (7 vignettes) was successfully validated ( r = 0.81 with the full version), enhancing test economy. Construct validity was supported by a significant moderate correlation with CM-related professional knowledge ( r = 0.29). Criterion-related validity was supported, as the test successfully differentiated between students in their first and third years of study. Discussion The results indicate that the instrument is a valid and efficient tool for assessing CM-related situation-specific skills in teacher education. The unidimensional structure suggests that closed-format video tests primarily capture a holistic, knowledge-based reasoning ability. The study discusses limitations regarding ceiling effects and provides implications for using the instrument in future intervention studies and diagnostic contexts.

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