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

IntroductionSituation-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.MethodsThe 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).ResultsFindings 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.DiscussionThe 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.