Abstract
The Coaching Life Skills in Sport Questionnaire (CLSS-Q) is a 5-factor 36-item scale developed in the English language to assess the extent to which coaches are intentional in their approaches to teaching life skills through sport. To allow for usage of the CLSS-Q in Portuguese-speaking countries, the purpose of this study was to investigate the cross-cultural adaptation and the psychometric properties of the Portuguese version of the CLSS-Q (P-CLSS-Q). In Phase 1, the scale was cross-culturally adapted through consecutive stages of translation and back-translation, expert feedback, committee revision, and pretesting. In Phase 2, 753 youth sport coaches (i.e., 376 Brazilians and 377 Portuguese) completed the questionnaire. After randomly splitting participants into two independent samples, the translated and cross-culturally adapted questionnaire was subjected to an exploratory factor analysis and a confirmatory factor analysis. Other analyses were also applied to verify the instrument’s psychometric properties. The results led to a 5-factor 30-item scale with indications that the P-CLSS-Q has some evidence of validity in measuring the extent to which coaches intentionally teach life skills through sport in Portuguese-speaking countries. Future studies are needed to further investigate the psychometric properties of both the CLSS-Q and the P-CLSS-Q in other sociocultural contexts where coaches have varying levels of exposure to the concept of life skills and its implication for coaching practice.
Highlights
IntroductionYouth sport is touted as a form of organized physical activity conducive to human and character development (Weiss, 2016)
In contemporary society, youth sport is touted as a form of organized physical activity conducive to human and character development (Weiss, 2016)
The translated and cross-culturally adapted questionnaire was subjected to an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA)
Summary
Youth sport is touted as a form of organized physical activity conducive to human and character development (Weiss, 2016). The potential of youth sport to facilitate development derives from the presence of features such as the social norms in place, the sense of belonging that can be fostered, and the adults (e.g., coaches) who can exert a positive influence on youth (Gould & Carson, 2008). The competencies youth develop from their participation in sport can be transferred to other life domains (i.e., school, home, community) and are often referred to in the literature as life skills (Gould & Carson, 2008; Pierce et al, 2017). Youth sport coaches have been identified as having a key role to play in facilitating youth’s acquisition of life skills in sport (Bean et al, 2018; Pierce et al, 2017). Youth sport coaches have been identified as having a key role to play in facilitating youth’s acquisition of life skills in sport (Bean et al, 2018; Pierce et al, 2017). Turnnidge et al (2014) argued that youth sport coaches can adopt either a reactive and unplanned approach (i.e., implicit) or a proactive
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