Table 2
Final dimensions of the construct based on the experts’ evaluations.
| Dimension | Subdimensions | No. questionnaire items |
| DIM1 Identification, initial training and teaching experience | • Gender | 1 |
| • Date of birth | 2 | |
| • Academic qualification | 3 | |
| • Year of completion of studies | 4 | |
| • University where you studied | 5 | |
| • Studies related to the teaching specialty (Initial training) | 6 | |
| • Current professional status | 7 | |
| • Years teaching PE classes | 8, 9 | |
| • Years working in CE | 10 | |
| DIM2 Self-perception of competencies to teach CE in secondary school | • Sufficient initial training to teach CE content | 11 |
| • Specificity of the curriculum | 12 | |
| • Continuous training | 13, 14 | |
| • Resources used to develop CE | 15 | |
| • Previous personal experience | 16 | |
| • Feelings when teaching CE content | 17 | |
| • Degree of motivation to teach CE content | 18 | |
| DIM3 Beliefs about CE | • Importance of CE content | 19, 20, 23, 24 |
| • Transfer for life | 21, 22 | |
| • Contents you develop or not to teach CE | 23, 24, 25, 26 | |
| • Difficulties in teaching CE | 27, 28 | |
| • Student perception of gender “load” according to content | 29 | |
| • Degree of student satisfaction with CE classes according to gender | 30, 31, 32 | |
| DIM4 Body Percussion as CE content | • BP knowledge | 33 |
| • Use of BP | 34 | |
| • BP Gender Load | 35 | |
| • BP as a CE content in PE | 36 | |
| • Content that develops physical fitness | 37 | |
| • Content that improves coordination | 38 | |
| • Content that improves body awareness | 39 | |
| • Content that develops sense of rhythm | 40 | |
| • Content that introduces dance | 41 | |
| • Content that encourages participation and collaboration to create choreographies by students | 42 | |
| • Content to increase positive emotions | 43 | |
| • Content to improve personal relationships | 44 | |
| • Content that fosters teamwork | 45 | |
| • Content that facilitates inclusion | 46 |
