Desarrollo y validación de un instrumento de evaluación estandarizado para el rendimiento en el lanzamiento de disco: Un estudio de fiabilidad en estudiantes de secundaria
Resumen
Este estudio se centró en la creación y validación de un instrumento fiable para evaluar el rendimiento en el lanzamiento de disco en estudiantes de secundaria. La muestra estuvo compuesta por 240 estudiantes (120 varones y 120 mujeres; de 15 a 17 años) de 12 instituciones, seleccionados mediante muestreo aleatorio estratificado para garantizar la representación de habilidades y características demográficas. El instrumento de evaluación se desarrolló con la orientación de expertos y mediante pruebas preliminares, incorporando cinco componentes técnicos: posición inicial, balanceo inicial, desplazamiento a través del círculo, posición de potencia y fase de liberación-recuperación. Los métodos estadísticos incluyeron el coeficiente de correlación intraclase (ICC) mediante un modelo de efectos mixtos de dos vías, el alfa de Cronbach para la consistencia interna, la fiabilidad test-retest a lo largo de dos semanas y el error estándar de medición (SEM) con bootstrapping para establecer intervalos de confianza. La fiabilidad general del instrumento fue excelente (ICC = 0.89, IC del 95%: 0.85–0.93). Se observó una consistencia interna notable (α de Cronbach = 0.87), junto con una alta fiabilidad test-retest (r = 0.91, p < 0.001). El análisis por componentes mostró la mayor fiabilidad en la posición de potencia (ICC = 0.92) y la menor en el balanceo inicial (ICC = 0.86). Se encontró una correlación positiva entre el nivel de experiencia y las medidas de fiabilidad (ICC entre 0.86 y 0.92). El análisis por género mostró una fiabilidad comparable entre hombres (ICC = 0.88) y mujeres (ICC = 0.90). La consistencia de la fiabilidad entre los distintos componentes y grupos demográficos respalda su uso tanto en evaluaciones formativas como sumativas.
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