Sensitivity, Internal Consistency and Factorial Structure of the Arabic Version of OMSAT-3

Guelmami Noômen,Jabri Mohamed,Houssem Nasri,Agrebi Brahim

doi:10.4236/ape.2015.51003

Abstract

The aim of this study was to assess the sensitivity, internal consistency and the factorial structure of an Arabic version of OMSAT-3 among Tunisian athletes. A translated version of OMSAT-3 was administrated to a total of 526 Tunisian athletes from both sexes divided on elite (n = 240) and non-elite (n = 286) and aged between 16 and 19 years. The results showed robust psychometric properties for the Arabic version of the instrument: it was sensitive according to the level of practice (8/12 subscales could discriminate the elites and non-elites athletes). Cronbach’s alpha revealed a good internal consistency (α > 0.70 for all the subscales). Also, confirmatory factor analysis provides a good adjustment index and adequate factorial structure. This version in Arabic language presents acceptable psychometric proprieties to evaluate the mental skills of the athletes in Tunisia and in other Arabic countries.

Highlights

Throughout the two last decades, most empirical research in sport psychology has focused on the understanding and the formation of psychological skills (Gould et al, 2002; Vealey, 1994; McCaffrey & Orlick, 1989; Mahoney et al, 1987)
Multivariate and univariate variance analysis were realized by the 12 Ottawa Mental Skills Assessment Tool (OMSAT)-3 sub-scales
The Univariate variance analysis showed that 8/12 subscales could discriminate the elites athletes and non-elites athletes: goal setting (F(1, 524) = 7.62; p < 0.01), commitment (F(1, 524) = 5.20; p < 0.01), stress reaction (F(1, 524) = 5.27; p < 0.05); imagery (F(1, 524) = 6.87; p < 0.01), mental practical (F(1, 524) = 4.63; p < 0.05); control distractions (F(1, 524) = 5.26; p < 0.05); planning of the competitions (F(1, 524) = 10.85; p < 0.01)

Summary

Introduction

Throughout the two last decades, most empirical research in sport psychology has focused on the understanding and the formation of psychological skills (Gould et al, 2002; Vealey, 1994; McCaffrey & Orlick, 1989; Mahoney et al, 1987). In this perspective, a variety of psychological inventories and questionnaires have been vali-. These instruments are able to evaluate specific skills in a multidimensional framework. Early trials had attempted to develop and validate tools for multidimensional measure of psychological skills

Objectives

Methods

Results

Discussion

Conclusion