Psychometric Properties of the "Sport Motivation Scale (SMS)" Adapted to Physical Education (original) (raw)
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PRELIMINARY VALIDATION OF A SPANISH VERSION OF THE SPORT MOTIVATION SCALE
he Sport Motivation Scale was developed in French and later trans- lated into English and validated by Pelletier, et al. in 1995. It is based on the princi- ples of self-determination theory. In this study the scale was translated into Spanish to assess and validate it for a sample of 275 athletes (78 women and 197 men) whose mean age was 21.3 yr. (SD=3.8) and who represented eight sports (track and field, tennis, swimming, waterpolo, soccer, basketball, handball, and volleyball). The Span- ish version showed satisfactory internal consistency (Cronbach a of .70 to 30) and temporal stability (test-retest r = .69 to .74) over a 4-wk. period. A confirmatory factor analysis partially supported the seven-factor structure. Correlations among the sub- scales indicated a simplex pattern supporting the construct validity of the scale. Sex differences were found. Taken together, these findings support use of the Spanish ver- sion for assessment of motivation in sport.
Preliminary Validation of a Spanish Version of the Sport Motivation Scale 1
Perceptual and Motor Skills, 2006
The Sport Motivation Scale was developed in French and later translated into English and validated by Pelletier, et al. in 1995. It is based on the principles of self-determination theory. In this study the scale was translated into Spanish to assess and validate it for a sample of 275 athletes (78 women and 197 men) whose mean age was 21.3 yr. ( SD = 3.8) and who represented eight sports (track and field, tennis, swimming, waterpolo, soccer, basketball, handball, and volleyball). The Spanish version showed satisfactory internal consistency (Cronbach α of .70 to .80) and temporal stability (test-retest r = .69 to .74) over a 4-wk. period. A confirmatory factor analysis partially supported the seven-factor structure. Correlations among the subscales indicated a simplex pattern supporting the construct validity of the scale. Sex differences were found. Taken together, these findings support use of the Spanish version for assessment of motivation in sport.
The Open Education Journal, 2008
The purpose of this study was to identify the different motivational profiles and the existence of differences in perceived competence and physical condition among a sample of 736 students. Different instruments were applied in order to assess sport motivation (SMS), motivational orientation (POSQ), perceived competence and physical condition. Cluster analysis showed four motivational profiles (highly motivated; non-self-determined; moderated self-determined; amotivated). Perceived competence and physical condition manifested significant differences in the four clusters. There were gender and after school sport practice differences in the four clusters too. These results enable physical education teachers to implement segmentation strategies in order to increase the effectiveness of their interventions and achieve more active participation.
Sustainability
(1) Background: Different authors have established that each type of motivation to sports can favor healthy habits in men and women, being important to promote more self-determined motivations. (2) Methods: The present study was designed to assess selected psychometric properties of the Perceived Motivational Climate in Sport Questionnaire and study the relationship between motivational climate, physical activity and gender in adolescents. Research was conducted with a sample of 2134 Spanish children (12.5 ± 1.4 years). (3) Results: The final scale was formed of two factors. The fit of factor 1 (ego climate) was 0.867, the fit for factor 2 was 0.851 (task climate) and the overall fit was 0.765. Structural equation modelling identified a negative relationship between ego climate and task climate. This relationship was strong in women. A direct relationship was found between the ego climate and task climate in relation to physical activity in men and women. Nevertheless, this positive relationship was stronger in men. (4) Conclusions: PMCSQ-2 test is a good instrument to measure the motivation towards sports practice. Moreover, it is important to promote adaptive types of motivation in physical education classes in order to generate pleasure for learning and long-term physical activity engagement.
Validity and Reliability of Physical Education Learning Motivation Questionnaires
Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018), 2019
The purpose of this study is to determine the validity and reliability of physical education learning motivation questionnaires. The subjects in this study were 32 seventh grade junior high school students aged 13-14 years. The instrument testing method used is the Corrected Item-Total Correlation test to determine the level of validity and Cronbach's Alpha test to determine the level of reliability. Instrument grid are arranged in five aspects: perseverance in learning, tenacity in dealing with difficulties, interests and sharpness of attention in learning, achievement in learning, and independence in learning. A total of 46 statements were produced through the development of the instrument grid. Validity test results obtained 29 valid statement items and reliability test obtained a coefficient value of 0.906, which means a very high category of validity. Based on the results of this study indicate that the physical education learning motivation questionnaire instrument created...
Preliminary validation of a brazilian version of the sport motivation scale
The Sport Motivation Scale was firstly developed in French and later translated into English and validated by Pelletier et al. (1995). It is based on the principles of self-determination theory. The present study translated the English version into Portuguese to access and validate it with Brazilian athletes using a sample of 419 athletes (127 women and 292 men) from ten sports. The Brazilian version of the scale showed satisfactory levels of internal consistency and temporal stability over a four-week period. The results of a confirmatory factor analysis partially supported the seven-factor structure. Finally, gender differences were found in all subscales. Taken together, these findings support the use of the Brazilian version of the scale for the assessment of motivation in sport.
Adaptation and Validation of the Motivation Scale in Physical Education Classes
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2015
With the purpose of adapting the sport motivation scale (Pelletier, Fortier, Vallerand, Tuscon, Briere, & Blais, 1995) to the population of students in the final grades of elementary school, that is, with the purpose of measuring their motivation in physical education classes, 305 female and male students of finishing grades were examined. All scales had good metric characteristics, except the unsatisfactory reliability of the external motivation-introjected variable. For both genders, measures of motivation are projected in two components, interpreted as intrinsic motivation, and as amotivation and external regulation. Male students expressed significantly higher values in both scales defining the second factor. The percentage of good and less cumulative grade point average was significantly higher for male students, whereas the percentage of very good and excellent cumulative grade point average was higher for female students. Discriminant analysis has shown that female students with a lower cumulative grade point average (good and satisfactory) were characterized by higher values of external regulation and of amotivation for participating in physical education classes. There were no significant differences found in either gender regarding the motivation in physical education classes in groups differing in their physical education grade point average.
Facta universitatis series physical education and sport, 2022
Self-determination theory is a dominant conceptual frame in the research of sports motivation, while the original Sport motivation scale, SMS-28, is adapted in many languages. The aim of this research was to translate and adapt the original scale into the Serbian language and to conduct a preliminary factor analysis in order to confirm a seven-factor solution. The sample included 608 active athletes on an international, national or lower competition level in different individual or team sports, of both genders, with a Median value for age of 18 years, an average of 10 years of sports experience. The results indicated good internal consistency of the Serbian version (Mean alpha 0.86), with only an amotivation subscale with a low alpha value (0.54). A simplex pattern of the self-determination continuum was confirmed. The confirmatory factor analysis suggested some good fit indices (X 2 /df=4.26; SRMR=0.07; RMSEA=0.07; GFI=0.85; AGFI=0.81), while some indices did not meet the criteria of good model fit (CFI=0.81; NFI=0.77). We suggest further research should examine the scale on a more homogeneous sample in regard to competition level.
Motivation is an important phenomenon in the realm of education, particularly in the university fields connected with physical education and sport, where it is necessary to accommodate and balance intellectual abilities and physical fitness. The present study tested motivation levels among university students in the fields connected with physical education and sport in Poland and Turkey. It was based on the Self-Determination Theory (Deci and Ryan, 1985), namely intrinsic motivation, extrinsic motivation and amotivation which impact human behaviour. The Academic Motivation Scale was used (Vallerand et al., 1992). The aims of the study were twofold, first, to cross-culturally validate Polish and Turkish versions of the Academic Motivation Scale and second, to identify and compare the motivation to study depending on nationality and gender. Both Polish and Turkish versions of the questionnaire were validated and converted to a four-factorial structure. The findings indicated that Polish and Turkish students' motivation especially differed in amotivation and intrinsic motivation to know and experience stimulation. Moreover, Turkish female students proved to be at the lowest estimate of amotivation.
Motriz: Revista de Educação Física, 2022
The purpose of this paper was to analyze the internal consistency of the Sport Motivation Scale-II (SMS-II) questionnaire based on three studies with sports practitioners in the Brazilian college context. Methods: All the three studies i) were carried out with students enrolled in higher education and engaged in sports training by their institution (n1 = 304; n2 = 441; n3 = 310); ii) used SMS-II as an instrument for data collection; iii) used the online procedure for data collection. The Confirmatory Factor Analysis was performed and Cronbach's Alpha (α), McDonald's Omega (Ω), and the correlation between items were used to assess internal consistency. Results: As potentialities, five dimensions of the SMS-II presented high values of internal reliability (α and Ω > 0.60). As a limitation, the dimension of introjected regulation showed low reliability (α and Ω < 0.40) in the three studies conducted by our group. The exclusion of item 16 enabled an increase in alpha, but without achieving satisfactory reliability in Study 1 (α = 0.46) and Study 2 (α = 0.31). In Study 3, the exclusion of item 7 improved the internal reliability of the dimension (α = 0.43) also without reaching satisfactory values of internal consistency. It was not possible to identify a problematic item, given that each item had a different influence in the three studies. Conclusion: We found good values of validity and internal consistency for the Brazilian version of the SMS-II. However, we suggest attention to the introjected regulation dimension when using the instrument in the Brazilian college context.