Introduction: In the last two decades, professionals in the field of physical education have seen an increase in the body of knowledge in several areas related to teaching and learning. There are many factors that may affect student learning that one of these aspects is attitude. The formation of positive attitudes toward physical education can play an important role in maintaining an active lifestyle outside of school and cause people to become more active in adults.
Methodology: To use this questionnaire, ecological and cultural aspects of a country must to be considered. For this reason, and due to the lack of this instrument in our country, the aim of this study was investigating the psychometric properties of the Persian version of the attitude of students toward physical education. Samples was dependent on the purpose of the study and was selected on type of stratified randomly. Statistical population included all boy and girl students in Tehran in fourth and fifth grade levels which 208 of them completed the survey instrument. Subramaniam and Silverman (2000) have validated original version of this scale that have 20 questions and 2 dimension (enjoyment and usefulness) in America and reported good validity and reliability of it. For assessing validation of the scale, confirmatory factor analysis and for assessing internal consistency and temporal reliability, Cronbach's alpha coefficient and intra-class correlation were used.
Results: Participants in this study had scores of 79.6 and 6.9 in mean and standard deviation in attitude construction. Also Cronbach's alpha coefficient for enjoyment, usefulness and whole factor was 0.82, 0.81 and 0.84 respectively and intra-class correlation was 0.86, 0.88 and 0.91. Fit indexes of GFI, CFI, IFI, NNFI and NFI was 0.91, 0.93, 0.93, 0.93, 0.92 respectively. RMSR and RMSEA values was 0.06 and 0.07.
Discussion: According to the results, the present study was parallel with the results of Subramaniam and Silverman (2000) research and the Persian version of attitude scale have good reliability and validity (acceptable fit indexes were higher than 0.9 and acceptable error values were less than 0.08) and reliability (acceptable higher than 0.7). As a result, this scale recommended to measure students' attitude toward physical education.