Football Dribbling Skills Assessment: Construct Validity and Applicability in Physical Education

Abstract

This study aims to evaluate the construct validity and practical applicability of a football dribbling skills assessment instrument in the context of Physical Education (PE), with the objective of providing evidence-based recommendations for the development of more accurate and effective assessment tools. The research employed a qualitative approach integrated with a Research and Development (R&D) design to ensure that the instrument was not only theoretically sound but also feasible for implementation in real school settings. Research participants consisted of senior high school students involved in football learning activities, supported by Physical Education teachers acting as validators and users of the instrument. Data collection procedures included the administration of a structured dribbling skills test, systematic observation, performance recording, and test–retest procedures to examine measurement consistency. In addition, interviews and questionnaires were conducted to capture teachers’ perceptions regarding the usability and relevance of the instrument in daily learning activities. Qualitative data were analyzed using the Miles and Huberman thematic analysis model, encompassing data reduction, data display, and verification through member checking to enhance credibility. The findings indicate that the developed instrument demonstrates strong construct validity, as evidenced by triangulation of participant observations, in-depth interviews, and content analysis of dribbling indicators. The instrument effectively represents key theoretical dimensions of football dribbling, including eye–foot coordination, dribbling speed, agility, and decision-making under pressure. Moreover, its simple procedures and minimal equipment requirements make it highly applicable in school environments with limited resources. Overall, this study confirms that an empirically validated instrument developed through an R&D and qualitative framework can support authentic assessment, enhance learning quality, and provide practical benefits for teachers and students in Indonesian Physical Education contexts.