Perceived Environmental Supportiveness Scale: Portuguese Translation, Validation and Adaptation to the Physical Education Domain

Abstract

Grounded on Self-Determination Theory, this study aimed to translate, adapt and validate the Perceived Environmental Supportiveness Scale (PESS) in a sample of Portuguese physical education students. Methods: The global sample was comprised of 964 students (518 females), divided in two groups: the calibration (n = 469) and the validation one (n = 483), all of them enrolled in two Physical Education (PE) classes/week. Results: The analysis provided support for a one factor and 12 items model, which are in line with the values adopted in the methodology (χ² = 196.123, df = 54, p = <.001, SRMR = .035, NNFI = .943, CFI = .954, RMSEA = .074, 90% CI .063-.085). Results express that the models are invariant in all analysis (i.e., calibration vs. validation, male vs. female, and 3rd vs. secondary cycle; three and single factor models). Conclusion: The present study suggests that the PESS with one factor and 12 items has good psychometric properties and can be used to assess perceived need supportive motivational environments provided by PE teachers. Additionally, invariance analysis showed support for the use of the scale in both genders and in the 3rd and secondary cycles.

Motivation and Perceived Motivational Climate by Adolescents in Face-to-Face Physical Education during the COVID-19 Pandemic

“…In the PESS questionnaire [40,41], a bipolar scale of 5 points is applied, ranging from 0 ("not true for me") and 4 ("often true for me"). The remaining questionnaires, which assess the PE motivational climate and students' motivation in PE and achievement objectives, use a Likert scale, ranging from 1 ("I completely disagree") to 5 ("I completely agree").…”