Abstract
Motivation is widely-researched, in both sport psychology and other fields. As rigorous measurement is essential to understanding this latent construct, a critical appraisal of measurement instruments is needed. Thus, the purpose of this review was to evaluate the six most highly cited motivation measures in sport. Peer-reviewed articles published prior to August 2016 were searched to identify the six most highly cited motivation questionnaires in sport: Sport Motivation Scale (SMS), Intrinsic Motivation Inventory (IMI), Situational Motivational Scale (SIMS), Perceptions of Success Questionnaire (POSQ), Behavioural Regulation in Sport Questionnaire (BRSQ), and Task and Ego Orientation in Sport Questionnaire (TEOSQ). The questionnaires were then evaluated and discussed in four sections: Development, Reliability, Correlates, and Summary. Bibliometric data were also calculated (average weighted impact factor) and assessed (e.g., citations per year) to evaluate the impact of the use of each questionnaire. Despite some variance in their psychometric properties, conceptualization, structure, and utility, the six questionnaires are psychometrically strong instruments for quantifying motivation that are widely supported in the literature. Bibliometric analyses suggested that the IMI ranks first and the SMS ranks sixth according to the average weighted impact factors of their original publications. Consideration of each questionnaire's psychometric strengths/limitations, and conceptualization of motivation in the context of specific research questions should guide researchers in selecting the most appropriate instrument to measure motivation in sport. The average weighted impact factor of each questionnaire is a useful value to consider as well. With these points in mind, recommendations are provided.
Highlights
Motivation can be defined as the force that energizes and directs behavior (Roberts and Treasure, 2001)
Development The IMI is a multidimensional and situational measure of intrinsic motivation that was first developed for laboratory tasks (Ryan, 1982) and adapted to sport (McAuley et al, 1989)
It was originally a non-sport questionnaire that McAuley et al (1989) successfully applied in a competitive sport setting using a sample of university physical education students
Summary
Motivation can be defined as the force that energizes and directs behavior (Roberts and Treasure, 2001). It comprises the perceived reasons for engaging in an activity. There is utility in studying motivation, as it provides a theoretical and practical insight into why one initiates, regulates, sustains, directs and discontinues behavior. Studies in education (e.g., Dweck, 1986; Deci and Ryan, 2016), the workplace (e.g., Ambrose and Kulik, 1999; Gagné and Deci, 2005), health and healthcare (e.g., Carter and Kulbok, 2002; Hardcastle and Hagger, 2016), physical activity and exercise (e.g., Buckworth et al, 2007; Gunnell et al, 2014), among other domains, indicate the widespread scale and importance of motivational research. In the area of sport psychology, there is similar interest in the psychological processes that influence behavior, which extends from academia to the playing field.
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