The purpose of the study was to examine if there are significant differences between male and female secondary school students in assessing the personal and professional competences of their physical education teachers, and to determine if these group differences are in any kind of interaction with the teachers’ gender. The sample in this study were N=831 students from fourteen secondary schools in the urban parts of Sarajevo. The students attended third (N=422 or 50.8%) and fourth class (N=409 or 49.2%) at the time of the research. There were N=452 (54.4%) females and N=379 (45.6%) males in this sample, both aged from sixteen to eighteen. A 28-item Teachers’ Competences Perception Questionnaire was constructed (TCPQ) and applied on the given sample. The instrument measured the competences related to teaching skills, communication and empathy, health care instructions, pedagogical competences and physical appearance. According to the results, the male students gave higher ratings to the teachers of both genders on pedagogical competences. No significant group differences and interactions were identified on all the other competence scales. Also, the students of both genders generally gave higher ratings on physical appearance to female teachers and a significant positive interaction was found between student and teacher gender in assessing the teachers on this variable. Finally, a negative interaction was found in assessing teachers on communication and empathy where male students rated female teachers higher and female students rated male teachers higher on this variable. Theoretical and practical implications of the study have been also

The purpose of the study was to explore the possibility of creating a valid and reliable model and instrument for measuring physical and health education teachers’ competences in classroom education process, perceived from the perspective of secondary schools students. Also, the goal was to explore to what extent official legislative documents as well as official curriculum of the Faculty of sport, health and physical education in Sarajevo represent a sufficient background for creating such a measuring instrument with satisfactory metric characteristics. The sample in this study were N=831 students from fourteen secondary shools in the urban parts of Sarajevo. The students attended third (N=422 or 50.8%) and fourth class (N=409 or 49.2%) at the time of the research. There were N=452 (54.4%) females and N=379 (45.6%) males in this sample, both aged from sixteen to eighteen. An analysis of legislative documents and the official curriculum was conducted by a group of education experts in order to establish the indicators of psysical and health education teachers’ competences and to design an instrument to register and measure these competences. Finally, a 28-item Teachers’ Competences Perception Questionnaire was constructed (TCPQ)and applied on the given sample. The results of Exploratory and Confirmatory factor analysis showed that the questionnaire measured five distinct and correlated factors and they are (1) teaching competences, (2) communication and empathy, (3) health care instruction, (4) pedagogical competences and (5) physical appearance of a teacher; these five factors explained 57.726% of total variance indicating a solid factor structure of the instrument. Oblimin rotation also yielded a meaningful factor solution following the frame of the Curriculum and Legislative documents’ content related to physical, health and sports teachers’ competences. Reliability analysis showed satisfactory reliability of the most of the factor scales. Implications for the use of the questionnaire on the students’ populations, as well as the possibilities for further instrument development and curriculum modification are stated on the account of the research results.

PURPOSE: The aim of this study was to examine the reliability, validity and usefulness of the 30–15IFT in competitive female soccer players. METHODS: Seventeen elite female soccer players participated in the study. A within subject test-retest study design was utilized to assess the reliability of the 30–15 intermittent fitness test (IFT). Seven days prior to 30–15IFT, subjects performed a continuous aerobic running test (CT) under laboratory conditions to assess the criterion validity of the 30–15IFT. End running velocity (VCT and VIFT), peak heart rate (HRpeak) and maximal oxygen consumption (VO2max) were collected and/or estimated for both tests. RESULTS: VIFT (ICC = 0.91; CV = 1.8%), HRpeak (ICC = 0.94; CV = 1.2%), and VO2max (ICC = 0.94; CV = 1.6%) obtained from the 30–15IFT were all deemed highly reliable (p > 0.05). Pearson product moment correlations between the CT and 30–15IFT for VO2max, HRpeak and end running velocity were large (r = 0.67, p = 0.013), very large (r = 0.77, p = 0.02) and large (r = 0.57, p = 0.042), respectively. CONCLUSION: Current findings suggest that the 30–15IFT is a valid and reliable intermittent aerobic fitness test of elite female soccer players. The findings have also provided practitioners with evidence to support the accurate detection of meaningful individual changes in VIFT of 0.5 km/h (1 stage) and HRpeak of 2 bpm. This information may assist coaches in monitoring “real” aerobic fitness changes to better inform training of female intermittent team sport athletes. Lastly, coaches could use the 30–15IFT as a practical alternative to laboratory based assessments to assess and monitor intermittent aerobic fitness changes in their athletes.