Development and Content Validation of a Test for Aerobic Control

Abstract

Aerobic control, defined as the ability to regulate breathing, heart rate, and exercise intensity during physical activity, remains underrepresented in Physical Education (PE) assessment, where existing tools predominantly measure aerobic capacity and endurance. This study aimed to develop and refine an Aerobic Control Test for college students using a research and development (R&D) design anchored on the ADDIE framework. The process involved expert-informed drafting, content validation, and try-out implementation of the assessment tool. Five experts contributed to the test’s conceptualization, while three validators evaluated its content using a Content Validity Evaluation Form. Results of the item-level Content Validity Index (I-CVI) indicated strong agreement, with most items rated highly valid, and selected components were revised to improve clarity, standardization, and construct alignment. The revised test, named the Lourdes College Aerobic Control Assessment Tool (LC-ACAT), was implemented with 60 college students and facilitated by three implementers. Inter-rater reliability was good to excellent across stages (ICC = 0.750–1.000), with an overall ICC of 0.963. Feedback indicated that the tool was generally practical, clear, and functional, particularly in its structured progression, beat-referenced pacing, and integration of observable and physiological indicators. The LC-ACAT is a three-stage, regulation-based assessment integrating movement continuity, breathing control, pace regulation, and recovery control within a criterion-referenced scoring system. The study concludes that the LC-ACAT is a conceptually grounded and practically applicable tool for assessing aerobic control in PE settings. Further studies may establish its full psychometric properties.