Psychometric Properties of the "Sport Motivation Scale (SMS)" Adapted to Physical Education (original) (raw)

Abstract

The aim of this study was to investigate the factor structure of a Spanish version of the Sport Motivation Scale adapted to physical education. A second aim was to test which one of three hypothesized models (three, five and seven-factor) provided best model fit. 758 Spanish high school students completed the Sport Motivation Scale adapted for Physical Education and also completed the Learning and Performance Orientation in Physical Education Classes Questionnaire. We examined the factor structure of each model using confirmatory factor analysis and also assessed internal consistency and convergent validity. The results showed that all three models in Spanish produce good indicators of fitness, but we suggest using the seven-factor model (χ(2)/gl = 2.73; ECVI = 1.38) as it produces better values when adapted to physical education, that five-factor model (χ(2)/gl = 2.82; ECVI = 1.44) and three-factor model (χ(2)/gl = 3.02; ECVI = 1.53). Key PointsPhysical education research conducted...

Key takeaways

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  1. The seven-factor model of the SMS shows superior fit for physical education applications (χ(2)/gl = 2.73).
  2. A total of 758 Spanish high school students participated, ages 13-18 (M = 15.22).
  3. Confirmatory factor analysis supports all three SMS models, but the seven-factor structure is optimal.
  4. Internal consistency for the seven-factor model aligns with standards, indicating reliability of the instrument.
  5. The study aims to validate the SMS's factor structure in a Spanish educational context, enhancing motivation research.

Figures (4)

Figure 1. Structure of the SMS adapted to PE Spanish version models analyzed (seven, five and three-factor). In view of all the above and bearing in mind the absence of studies in the field of education, it is necessary to carry out an analysis of the three models from a physi- cal education perspective in order to identify the model which best adapts itself to this area for future research. Therefore, the object of our study is to provide evidence on the dimensionality of the Spanish version of the SMS adapted to physical education in a sample of teenage high school students by means of confirmatory procedures. The psychometric properties of the three hypothesized SMS models (three, five and seven-factor; Figure 1) were analyzed, to this end we carried out (a) a study of the factor structure of each model with confirmatory factor analysis (CFA), (b) an assessment of internal consistency using Cronbach’s alpha, composite reliability coefficient and average variance extracted, (c) a determination of the model with the best data fitness and (d) an assessment of convergent validity.

Figure 1. Structure of the SMS adapted to PE Spanish version models analyzed (seven, five and three-factor). In view of all the above and bearing in mind the absence of studies in the field of education, it is necessary to carry out an analysis of the three models from a physi- cal education perspective in order to identify the model which best adapts itself to this area for future research. Therefore, the object of our study is to provide evidence on the dimensionality of the Spanish version of the SMS adapted to physical education in a sample of teenage high school students by means of confirmatory procedures. The psychometric properties of the three hypothesized SMS models (three, five and seven-factor; Figure 1) were analyzed, to this end we carried out (a) a study of the factor structure of each model with confirmatory factor analysis (CFA), (b) an assessment of internal consistency using Cronbach’s alpha, composite reliability coefficient and average variance extracted, (c) a determination of the model with the best data fitness and (d) an assessment of convergent validity.

value, the more representative the indicators of the critical dimension they are loaded onto. According to Hair et al. (2009) composite reliability should have a minimum value of 0.70 and AVE should be 0.50. Table 2 shows the positive reliability and scale validity data, both in the model using a seven-factor structure and the five and three-factor models. and 3 (A-motivation), a t-value >1.96 and individual reliability >0.05. In the 3-factor model, all the items showed standardized factor loadings >0.60, ranging from.73 in item 19 (A-motivation) and 0.97 in item 13 and 25 (stimulation as IM), a t-value >1.96 and individual reliability >0.05. This data shows convergent validity of each model (Hair et al., 2009). Table 1 shows the good- ness of fit indices of each model (three, five and seven- factor). Table 1. Models fit indices.

value, the more representative the indicators of the critical dimension they are loaded onto. According to Hair et al. (2009) composite reliability should have a minimum value of 0.70 and AVE should be 0.50. Table 2 shows the positive reliability and scale validity data, both in the model using a seven-factor structure and the five and three-factor models. and 3 (A-motivation), a t-value >1.96 and individual reliability >0.05. In the 3-factor model, all the items showed standardized factor loadings >0.60, ranging from.73 in item 19 (A-motivation) and 0.97 in item 13 and 25 (stimulation as IM), a t-value >1.96 and individual reliability >0.05. This data shows convergent validity of each model (Hair et al., 2009). Table 1 shows the good- ness of fit indices of each model (three, five and seven- factor). Table 1. Models fit indices.

Table 2. Scale reliability and validity.

Table 2. Scale reliability and validity.

Table 3. Correlation between SMS and LAPOPECQ sub- scales. Discussion n order to assess the construct validity the correlations between the SMS dimensions (Pearson coefficient) and those of the LAPOPECQ were calculated (Table 3). Stimulation as IM, knowledge as IM, achievement as IM, identified EM and introjected EM correlations and the LAPOPECQ subscales were significant, but they were higher in the task climate dimension, with values r > 0.60. A-motivation, on the other hand, showed a higher and more significant correlation with ego climate. The object of this study was to provide and compare evi- dence on the dimensionality of the SMS Spanish version adapted to physical education in its three versions (three, five and seven-factor). Results show validity and reliabil- ity levels suitable in all three versions of SMS, as did the results obtained by Balaguer et al. (2007) in athletes. Cronbach's alpha values were similar to, and on occasion higher than those obtained in previous physical education studies with the SMS (Moreno et al., 2008; 2009a, 2009b), which provides suitable evidence in terms of the subscales’ internal consistency. Likewise, the AVE shows

Table 3. Correlation between SMS and LAPOPECQ sub- scales. Discussion n order to assess the construct validity the correlations between the SMS dimensions (Pearson coefficient) and those of the LAPOPECQ were calculated (Table 3). Stimulation as IM, knowledge as IM, achievement as IM, identified EM and introjected EM correlations and the LAPOPECQ subscales were significant, but they were higher in the task climate dimension, with values r > 0.60. A-motivation, on the other hand, showed a higher and more significant correlation with ego climate. The object of this study was to provide and compare evi- dence on the dimensionality of the SMS Spanish version adapted to physical education in its three versions (three, five and seven-factor). Results show validity and reliabil- ity levels suitable in all three versions of SMS, as did the results obtained by Balaguer et al. (2007) in athletes. Cronbach's alpha values were similar to, and on occasion higher than those obtained in previous physical education studies with the SMS (Moreno et al., 2008; 2009a, 2009b), which provides suitable evidence in terms of the subscales’ internal consistency. Likewise, the AVE shows

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  45. Por el placer de vivir experiencias estimulantes.
  46. Antes participaba y me esforzaba en las clases, pero ahora me pregunto si debo continuar haciéndolo.
  47. Por el placer de descubrir nuevas actividades físico-deportivas
  48. Tengo la impresión de que no soy capaz de tener éxito en las actividades físico-deportivas que realizo.
  49. Porque me permite estar bien considerado/a entre la gente que conozco.
  50. Porque, en mi opinión, es una de las mejores formas de relacionarme.
  51. Porque me siento muy satisfecho/a cuando consigo realizar adecuadamente las actividades físico-deportivas más difíciles.
  52. Porque es una manera de estar en forma.
  53. Por el placer que siento cuando mejoro alguno de mis puntos débiles.
  54. Por la sensación que tengo cuando estoy concentrado/a realmente en la actividad.
  55. Porque debo practicar actividad físico-deportiva para sentirme bien conmigo mismo/a.
  56. Por la satisfacción que experimento cuando estoy perfeccionando mis habilidades.
  57. Porque las personas de mi alrededor piensan que es importante estar en forma.
  58. Porque es una buena forma de aprender cosas que me pueden ser útiles en otros aspectos de mi vida.
  59. Por las intensas emociones que experimento cuando practico una actividad físico-deportiva que me gusta.
  60. Realmente no me siento capacitado/a para la práctica físico-deportiva.
  61. Por el placer que siento mientras realizo ciertos movimientos difíciles.
  62. Porque me sentiría mal si no participara en la clase.
  63. Para mostrar a los demás lo bueno/a que soy cuando hago las actividades.
  64. Por el placer que siento cuando aprendo a realizar actividades que nunca había hecho anteriormente.
  65. Porque debo adquirir hábitos de práctica físico-deportiva.
  66. A menudo me digo a mi mismo/a que no puedo alcanzar las metas que me establezco.