Development and initial validation of the coaching life skills in sport questionnaire

Abstract

ObjectivesResearchers have advocated for coaches to intentionally teach life skills to their athletes given the accrued developmental benefits. The purpose of this research was to develop and offer initial evidence of validity and reliability for a measure assessing the extent to which coaches are intentional in their approaches to teaching life skills through sport. DesignUsing two independent samples (n = 623; n = 817), three studies were conducted to develop and initially validate the Coaching Life Skills in Sport Questionnaire (CLSS-Q). MethodIn study one, the scale development and content validity processes of the initial measure were conducted. In study two, the factorial validity of the CLSS-Q was tested through exploratory structural equation modeling and confirmatory factor analyses. Moreover, scale invariance, discriminant and convergent validity, and construct reliability were assessed. In study three, concurrent validity was assessed with the combined sample (N = 1440) using two theoretically linked constructs. ResultsThe results of the three studies provide initial evidence for the validity and reliability of the 5-factor 36-item CLSS-Q. ConclusionsThe CLSS-Q represents a useful scale for researchers interested in examining levels of intentionality in coaches' teaching of life skills through sport. As scale development is an ongoing process, further research is needed to continue to accumulate evidence for the validity and reliability of the CLSS-Q.