Strength training (ST) has become an integral part of competitive sport and health-related physical fitness programs (Conley & Rozenk, 2001; Corbin & Lindsey, 2007), and it has become common for high school (HS) physical educators to teach ST as part of the physical education (PE) curriculum (Lee, Burgeson, Fulton, & Spain, 2007). However, Ayers and Housner (2008) examined the content of 116 PETE programs in the United States and noted that a mere 1-2% of these programs offered certifications in strength and conditioning, personal training, aerobics, or Physical Best, and little is known regarding the extent to which HS physical educators and coaches understand the principles and methods involved in ST. Therefore, the purpose of this study was to develop an instrument that could be used to assess ST knowledge, and determine the need for in-service training programs in ST for HS physical educators and coaches.
Method
A Delphi technique was used to develop a survey to measure knowledge of ST. This group communication process is intended to achieve a consensus of opinion on a specific issue or topic (Hsu & Sandford, 2007). In this study, the Delphi technique began with the selection of 10 experts to form a panel. Panel members were considered experts in the fields of ST and/or sport pedagogy, and recruited from college/university faculty, college/university strength coaching, and HS physical educators/coaches. Blind iterations were conducted of the panel to determine the questions that would be asked of HS physical educators and coaches to assess their knowledge of ST.
Analysis/Results
Five iterations (rounds) were conducted of the expert panel: Round 1) submission of recommendations for knowledge categories; Round 2) panel vote to determine knowledge categories; Round 3) submission of recommendations for questions for each knowledge category; Round 4) panel vote on questions submitted; Round 5) recommendations for wording changes to questions and answer options, and recommendation of a criterion (passing) score. Each panel vote used a 5-point Likert-type scale, with consensus consisting of 70% voting 3 or higher. Nineteen knowledge categories were identified from which 90 questions were developed to assess HS physical educators' and coaches' knowledge of ST. The panel determined a criterion score would be 75%.
Conclusions
This knowledge assessment survey can be used to assess HS physical educators' and coaches' knowledge of ST. Assessment results can then be used to determine the need for in-service training programs specific to ST principles and methods.
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