Table 2
Competencies developed and forms of assessment and grading received during pre-service training according to whether or not the respondent is working as a teacher
| Is working M (SD) | Is not working M (SD) | p | |
| Competencies | 143 | 344 | |
| Design, application and assessment of teaching-learning processes in PE | –0.12 (1.09) | 0.05 (0.96) | .101 |
| Motor and sport contents | 0.11 (1.03) | –0.04 (0.99) | .134 |
| Physical conditioning and health contents | 0.08 (0.93) | –0.03 (1.03) | .232 |
| Assessment | |||
| The use of formative assessment has helped you to acquire teaching competencies | 2.80 (0.95) | 2.81 (0.90) | .904 |
| Interaction with professors fosters the assessment process | 3.59 (0.65) | 3.47 (0.79) | .119 |
| Assessment tests were announced sufficiently in advance | 3.17 (0.81) | 3.12 (0.82) | .493 |
| The assessment tests were based on an agreement with the students | 1.89 (1.31) | 1.58 (1.20) | .013 |
| Previous knowledge of the assessment system fostered the learning process | 3.31 (0.81) | 3.22 (0.89) | .330 |
| Grading | |||
| Heterograding | 3.22 (0.86) | 3.26 (0.80) | .667 |
| Self-grading | 1.52 (1.12) | 1.22 (1.08) | .006 |
| Dialogued grading | 1.17 (1.19) | 0.99 (1.10) | .116 |
| Co-grading | 1.50 (1.05) | 1.15 (0.99) | .001 |
| Note. The significant differences appear in bold. | |||
