Examination of the psychometric properties of the Perceived Motivational Climate in Sport Questionnaire - 2 in a sample of female athletes

Abstract

We undertook two studies to determine the validity and reliability of the revised Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2). In Study 1, 201 female athletes (mean age 16.4 years) were administered the initial version of the PMCSQ-2 and a measure of reported tension and pressure experienced in sport. Exploratory principal component analysis suggested that the PMCSQ-2 contained two higher-order scales (Task-Involving and Ego-Involving climates), each with three subscales (Task: Cooperative Learning, Effort/ Improvement, Important Role; Ego: Intra-Team Member Rivalry, Unequal Recognition, Punishment for Mistakes). In Study 2, 385 female volleyball players (mean age 15.2 years) completed the PMCSQ-2, the Intrinsic Motivation Inventory and a measure of Team Satisfaction. Confirmatory factor analysis was applied to six competing models. The oblique six-factor model and oblique hierarchical model provided comparable fit to the data. Acceptable fit was reached based on model respecification. Across Studies 1 and 2, internal consistency was found to be acceptable for the higher-order scales and subscales (with the exception of the Intra-Team Member Rivalry subscale). We found evidence for the concurrent validity of the instrument.

Dimensions of Coaching Behavior, Need Satisfaction, and the Psychological and Physical Welfare of Young Athletes

“…This facet of the social environment could be considered one of the most crucial dimensions of a task-involving motivational climate (Ames, 1992;Newton, et al, 2000), This result is consonant with work conducted in physical education (e.g., Ntoumanis, 2001), academic (e.g., Ames, 1992), and sport (e.g., Kavussanu & Roberts, 1996) settings, showing perceptions of a task-involving environment to be positively associated with perceived competence. Demonstrating improvement and effort are probably more controllable sources of competence evaluation and may, thus, make it easier for individuals to feel good about their abilities in achievement contexts such as sport.…”

“…Perceived support rather than objective social support was tapped, because the former generally seems to yield the strongest associations with health and adjustment criteria (Sarason, Sarason, & Pierce, 1994). All responses (except mastery focus, which was scored on a 5-point scale; Newton et al, 2000) were indicated on a 7-point scale ranging from strongly disagree (1) to strongly agree (7).…”

“…In line with the work of Kasser and Ryan (1999), the chosen items focused exclusively on the coach's support for self-determination (e.g., "the coach provides players with choices and options"). The perceived focus of the coach on mastery and improvement was assessed using the effort/improvement subscale (e.g., "players feel successful when they improve") of the Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2; Newton, Duda, & Yin, 2000). Based on the work of Sarason and colleagues (Sarason, Sarason, Shearin, & Pierce, 1987), the short form of the Social Support Questionnaire (SSQ6; Sarason et al, 1987) was slightly adapted for the sport context to tap athletes' perceptions of the degree of social support available on their team as provided by their coach (e.g., "players can really count on the coach to be there when they need help").…”

Factores motivacionales como predictores de la intención de ser físicamente activos en jóvenes jugadores de baloncesto

“…Se utilizó la versión adaptada al contexto español (Cecchini, González, López Prado, y Brustad, 2005) del PMCSQ-2 de Newton, Duda, y Yin (2000). Este cuestionario estaba compuesto de un total de 33 ítems, 17 de los cuales medían la percepción de un clima tarea, mientras que los otros 16 evaluaban la percepción de un clima.…”

Change in physical self-perceptions across the transition to secondary school: Relationships with perceived teacher-emphasised achievement goals in physical education

“…No mention was made of specific behaviours that have been conceptualised as performance-based e.g., unequal attention devoted to students based on normative ability, emphasising positive outcomes derived without effort (cf. Ames, 1992;Newton, Duda, & Yin, 2000;Papaioannou, 1994). Observational and qualitative studies are necessary, in addition to those employing validated scales, to substantiate the links between teaching practices that promote performance approach goal striving and the development of particular self-beliefs in early adolescence.…”