La relación entrenador-atleta-padre : adaptación y validación de la versión árabe del cuestionario PNPCAP
Resumen
Los Procesos Positivos y Negativos del Cuestionario Entrenador-Atleta-Padres (PNPCAP) de 11 ítems es un nuevo cuestionario que mide la dinámica de las interacciones entre entrenadores, atletas y padres, así como sus propiedades psicométricas. Sin embargo, encontramos que no se utilizó ninguna versión árabe para examinar a la población árabe. Por lo tanto, el estudio tuvo como objetivo traducir y validar el PNPCAP a la versión árabe mediante análisis factorial exploratorio y confirmatorio. Le pedimos a un total de 439 atletas (15,51 ± 1,77) que completaran la versión árabe del PNPCAP utilizando el método de traducción hacia adelante y hacia atrás. Los resultados del análisis factorial exploratorio indicaron que la cantidad de componentes era adecuada para la investigación de campo, lo que llevó a la eliminación de tres ítems con valor menor a 0,40. El análisis factorial confirmatorio mostró un buen ajuste con los datos (CFI = 0,970, SRMR = 0,065, RMSEA = 0,044) y consistencia interna, con valores de alfa de Cronbach y omega de McDonald para el cuestionario global ambos superiores a 0,70. Esto significó que podría usarse para evaluar la relación entre el entrenador, el atleta y los padres entre los atletas jóvenes árabes. El cuestionario final árabe PNPCAP tiene dos dimensiones: procesos positivos y negativos. Cada dimensión tiene cuatro ítems. Otras naciones de habla árabe pueden tener costumbres familiares y deportivas diferentes, lo que hace que el contexto cultural del estudio sea irrelevante.
Descargas
Citas
Alnahdi, A. H. (2024). Exploratory and Confirmatory Factor Analyses Support the Unidimensionality of the Arabic Quick Disabilities of the Arm, Shoulder and Hand. Journal of Disability Research, 3(4), 20240049. https://doi.org/10.57197/JDR-2024-0049
Appleton, P. R., Ntoumanis, N., Quested, E., Viladrich, C., & Duda, J. L. (2016). Initial validation of the coach-created Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C). Psychology of sport and exercise, 22, 53-65. https://doi.org/10.1016/j.psychsport.2015.05.008
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014
Bowlby, J. (1969/1982). Attachment and loss: Vol. 1. Attachment, 2nd Ed. Basic Books.
Byrne B.M. (2010). Structural Equation Modeling With AMOS: Basic Concepts, Applications, and Programming. 2nd Ed., Taylor & Francis.
Byrne, B. M. (2016). Adaptation of assessment scales in cross-national research: Issues, guidelines, and caveats. International Perspectives in Psychology, 5(1), 51-65. https://doi.org/10.1037/ipp0000042
Cabrita, T. M., Rosado, A. B., Leite, T. O., & Sousa, P. M. (2014). Adaptation of the athletic identity measurement scale (AIMS-Plus) for the portuguese population. Psicologia: Reflexão e Crítica, 27, 29-37. https://doi.org/10.1590/S0102-79722014000100004
Camiré, M., Trudel, P., & Forneris, T. (2012). Examining how model youth sport coaches learn to facilitate positive youth development. Physical Education and Sport Pedagogy, 19(1), 1-17. https://doi.org/10.1080/17408989.2012.726975
Cecchini, J. A., Gonzalez, C., Carmona, A. M., Arruza, J., Escarti, A., & Balague, G. (2001). The Influence of Physical Education Teacher on Intrinsic Motivation, Self-confidence, Anxiety, and Pre- and Post-Competition Mood States. European Journal of Sport Science, 1, 1-11.https://doi.org/10.1080/17461390100071407
Cid, L., Monteiro, D., Teixeira, D. S., Evmenenko, A., Andrade, A., Bento, T., ... & Rodrigues, F. (2022). Assessment in sport and exercise psychology: Considerations and recommendations for translation and validation of questionnaires. Frontiers in Psychology, 13, 806176. https://doi.org/10.3389/fpsyg.2022.806176
Danioni, F., Barni, D., & Rosnati, R. (2017). Transmitting Sport Values: The Importance of Parental Involvement in Children’s Sport Activity. Europe’s, Journal of Psychology, 13(1), 75-92. https://doi.org/10.5964/ejop.v13i1.1265
Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10–43. https://doi.org/10.1177/0743558499141003
Felton, L., & Jowett, S. (2013). Attachment and well-being: The mediating effects of psychological needs satisfaction within the coach-athlete and parent–athlete relational contexts. Psychology of Sport and Exercise, 14(1), 57-65. https://doi.org/10.1016/j.psychsport.2012.07.006
Gardner, L. A., Magee, C. A., & Vella, S. A. (2017). Enjoyment and behavioral intention predict organized youth sport participation and dropout. Journal of Physical Activity and Health, 14, 861-865. https://doi.org/10.1123/jpah.2016-0572
Gould, D., Lauer, L., Rolo, C., Jannes, C., & Pennisi, N. (2008). The role of parents in tennis success: Focus group interviews with junior coaches. The sport psychologist, 22(1), 18-37. https://psycnet.apa.org/doi/10.1123/tsp.22.1.18
Hair, Joseph F., William C. Black, Barry J. Babin, and Rolph E. Anderson.(2019).Multivariate Data Analysis. 8th Ed. Cengage
Hambleton, R. K. (2005). Issues, Designs, and Technical Guidelines for Adapting Tests into Multiple Languages and Cultures. In K. Hambleton, P. Merenda, & C. Spielberger (Eds.), Adapting Educational and Psychological Tests for Cross-Cultural Assessment (pp. 3-38). Mahwah, Lawrence Erlbaum. https://doi.org/10.4324/9781410611758
Hassim SR, Arifin WN, Kueh YC, Yaacob NA. Confirmatory Factor Analysis of the Malay Version of the Smartphone Addiction Scale among Medical Students in Malaysia. Int J Environ Res Public Health. 2020 May 28;17(11):3820. https://doi.org/10.3390/ijerph17113820
Holt, N. L., Deal, C. J., & Pankow, K. (2020). Positive youth development through sport. Handbook of sport psychology, 429-446. https://doi.org/10.1002/9781119568124.ch20
Holt, N.L. (Ed.). (2016). Positive Youth Development through Sport: second edition (2nd ed.). Routledge. https://doi.org/10.4324/9781315709499
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling : a multidisciplinary journal, 6(1), 1-55.https://doi.org/10.1080/10705519909540118
JASP Team. (2023). JASP, version 0.18.1; JASP Team: Amsterdam.
Jowett, S. (2017). Coaching effectiveness: the coach–athlete relationship at its heart. Current Opinion in Psychology, 16, 154–158. https://doi.org/10.1016/j.copsyc.2017.05.006
Jowett, S., & Nezlek, J.B. (2012). Relationship interdependence and satisfaction with important outcomes in coach–athlete dyads. Journal of Social and Personal Relationships, 29, 287 - 301. https://doi.org/10.1177/0265407511420980
Jowett, S., & Ntoumanis, N. (2004). The coach-athlete relationship questionnaire (CART‐Q): Development and initial validation. Scandinavian journal of medicine & science in sports, 14(4), 245-257. https://doi.org/10.1111/j.1600-0838.2003.00338.x
Kline, R. B. (2015). Principles and Practice of Structural Equation Modeling, 4th ed.The Guilford Press.
Knight, C. J., Neely, K. C., & Holt, N. L. (2011). Parental behaviors in team sports: How do female athletes want parents to behave? Journal of Applied Sport Psychology, 23(1), 76–92. https://doi.org/10.1080/10413200.2010.525589
Kovács, K., Oláh, Á. J., & Pusztai, G. (2024). The role of parental involvement in academic and sports achievement. Heliyon. 8;10(2),e24290. https://doi.org/10.1016/j.heliyon.2024.e24290
Lahman, M. (2018). Ethics in social science research. SAGE Publications, Inc, https://doi.org/10.4135/9781071878750
Lisinskiene, A., Huml, M., & Lochbaum, M. (2022). Discriminant validity of the positive and negative processes in the C–A–P Questionnaire. Journal of Human Sport and Exercise, 17(2), 351-357. https://doi.org/10.14198/jhse.2022.172.10
Lisinskiene, A., Lochbaum, M., May, E., & Huml, M. (2019a). Quantifying the coach–athlete–parent (C–A–P) relationship in youth sport: Initial development of the positive and negative processes in the C–A–P questionnaire (PNPCAP). International Journal of Environmental Research and Public Health, 16(21), 4140. https://doi.org/10.3390/ijerph16214140 .
Lisinskiene, A., May, E., & Lochbaum, M. (2019b). The initial questionnaire development in measuring of coach-athlete–parent interpersonal relationships: Results of two qualitative investigations. International Journal of Environmental Research and Public Health, 16(13), 2283. https://doi.org/10.3390/ijerph16132283
MacDonald, D. J., Camiré, M., Erickson, K., & Santos, F. (2020). Positive youth development related athlete experiences and coach behaviors following a targeted coach education course. International Journal of Sports Science & Coaching, 15(5-6), 621-630. https://doi.org/10.1177/1747954120942017
Monteiro, D., Moutão, J. M., & Cid, L. (2018). Validation of the behavioural regulation in sport questionnaire in Portuguese athletes. Revista de psicologia del Deporte, 27(1), 0145-150. https://archives.rpd-online.com/article/view/v27-n1-monteiro-moutao-cid.html
Olympiou, A., Jowett, S., & Duda, J. L. (2008). The psychological interface between the coach-created motivational climate and the coach-athlete relationship in team sports. The Sport Psychologist, 22(4), 423-438. https://psycnet.apa.org/doi/10.1123/tsp.22.4.423
outcomes in coach-athlete dyads. Journal of Social and Personal Relationships, 29, 287-301.https://doi.org/10.1177/0265407511420980
Rhind, D. J., & Jowett, S. (2012). Development of the coach-athlete relationship maintenance questionnaire (CARM-Q). International Journal of Sports Science & Coaching, 7(1), 121-137. https://doi.org/10.1260/1747-9541.7.1.121
Sanders, M. R., Morawska, A., Haslam, D. M., Filus, A., & Fletcher, R. (2014). Parenting and Family Adjustment Scales (PAFAS): Validation of a brief parent-report measure for use in assessment of parenting skills and family relationships. Child Psychiatry & Human Development, 45, 255-272. https://doi.org/10.1007/s10578-013-0397-3
Smith, R. E., Cumming, S. P., & Smoll, F. L. (2008). Development and Validation of the Motivational Climate Scale for Youth Sports. Journal of Applied Sport Psychology, 20(1), 116–136. https://doi.org/10.1080/10413200701790558
Sheridan, D., Coffee, P., & Lavallee, D. (2014). A systematic review of social support in youth sport. International Review of Sport and Exercise Psychology, 7(1), 198-228. https://doi.org/10.1080/1750984X.2014.931999
Stensen, K., & Lydersen, S. (2022). Internal consistency: from alpha to omega?. Indre konsistens: fra alfa til omega?. Tidsskrift for den Norske laegeforening : tidsskrift for praktisk medicin, ny raekke, 142(12), 10.4045/tidsskr.22.0112. https://doi.org/10.4045/tidsskr.22.0112
Tagliavini, E. F., Harwood, C. G., Jowett, S., & Thrower, S. N. (2023). A Collective Case Study of Parent–Athlete–Coach Triads in British Youth Tennis. The Sport Psychologist, 38(1), 14-2 https://doi.org/10.1123/tsp.2023-0014
Tomczak, M., Walczak, M., Kleka, P., Walczak, A., & Bojkowski, Ł. (2020). Psychometric Properties of the Polish Version of Task and Ego Orientation in Sport Questionnaire (TEOSQ). International journal of environmental research and public health, 17(10), 3593. https://doi.org/10.3390/ijerph17103593
Tracey, D., Maïano, C., Gagnon, C., Craven, R., McCune, V. S., & Morin, A. J. (2021). The Task and Ego Orientation in Sport Questionnaire adapted for youth with intellectual disabilities (TEOSQ-ID). Psychology of Sport and Exercise, 56, 102006. https://doi.org/10.1016/j.psychsport.2021.102006
Vella, S. A., Oades, L. G., & Crowe, T. P. (2013). The relationship between coach leadership, the coach–athlete relationship, team success, and the positive developmental experiences of adolescent soccer players. Physical education and sport pedagogy, 18(5), 549-561. https://doi.org/10.1080/17408989.2012.726976
Visek, A. J., Hurst, J. R., Maxwell, J. P., & Watson, J. C. (2008). A cross-cultural psychometric evaluation of the Athletic Identity Measurement Scale. Journal of Applied Sport Psychology, 20(4), 473-480. https://psycnet.apa.org/doi/10.1080/10413200802415048
Wang, J., Hefetz, A., & Liberman, G. (2017). Applying structural equation modelling in educational research/La aplicación del modelo de ecuación estructural en las investigaciones educativas. Culture and Education, 29(3), 563 618.https://doi.org/10.1080/11356405.2017.1367907
Weinberg, R. S., & Gould, D. (2011). Foundations of sport and exercise psychology. 5th Ed. Human kinetics.
Weinberg, R. S., & Gould, D. (2015). Foundations of Sport and Exercise Psychology. 6th Ed. Human Kinetics.
Weinberg, R. S., & Gould, D. (2023). Foundations of sport and exercise psychology. 8th Ed. Human kinetics.
Wilson, J. K. (2013). Exploring the past, present, and future of cultural competency research: The revision and expansion of the sociocultural adaptation construct (Doctoral dissertation, Open Access Te Herenga Waka-Victoria University of Wellington).
World Medical Association. (2013). World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. Jama, 310(20), 2191-2194. https://doi.org/10.1001/jama.2013.281053
Yang, S. X., & Jowett, S. (2012). Psychometric properties of the Coach-Athlete Relationship Questionnaire (CART-Q) in seven countries. Psychology of Sport and Exercise, 13(1), 36-43. https://psycnet.apa.org/doi/10.1016/j.psychsport.2011.07.010
Tyebkhan G. (2003). Declaration of Helsinki: the ethical cornerstone of human clinical research. Indian journal of dermatology, venereology and leprology, 69(3), 245–247.
Bošnjak, S. (2001). The declaration of Helsinki: The cornerstone of research ethics. Archive of Oncology, 9(3), 179-184.
Harriss, D. J., MacSween, A., Atkinson, G. (2019). Ethical Standards in Sport and Exercise Science Research: 2020 Update. International Journal of Sports Medicine, 40(13), 813-817. https://doi.org/10.1055/a-1015-3123
Organic Law 3/2018, of December 5, on the Protection of Personal Data and guarantee of digital rights. (2019). [Data set]. Comunidad Autónoma de País Vasco. http://data.europa.eu/88u/dataset/https-opendata-euskadi-eus-catalogo-linguisticos-ley-organica-32018-de-5-de-diciembre-de-proteccion-de-datos-personales-y-garantia-de-los-derechos-digitales- (Original work published 2019)
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología / Annals of Psychology, 29(3), 1038–1059. https://doi.org/10.6018/analesps.29.3.178511
Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial least squares structural equation modeling (PLS-SEM) using R: A workbook (p. 197). Springer Nature.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
Byrne, B. M. (2013). Structural equation modeling with EQS: Basic concepts, applications, and programming. Routledge.
Chen, F. F. (2007). Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. https://doi.org/10.1080/10705510701301834
Nevitt, J., & Hancock, G.R. (2001). Performance of Bootstrapping Approaches to Model Test Statistics and Parameter Standard Error Estimation in Structural Equation Modeling. Structural Equation Modeling: A Multidisciplinary Journal, 8, 353 - 377. https://doi.org/10.1207/S15328007SEM0803_2
Evans, J. S., & Stanovich, K. E. (2013). Dual-Process Theories of Higher Cognition: Advancing the Debate. Perspectives on psychological science : a journal of the Association for Psychological Science, 8(3), 223–241. https://doi.org/10.1177/1745691612460685
Jowett, S., & Cockerill, I.M. (2003). Olympic medallists' perspective of the athlete-coach relationship. Psychology of Sport and Exercise, 4(4), 313–331. https://doi.org/10.1016/S1469-0292(02)00011-0
Wylleman, P., & Lavallee, D. (2004). A developmental perspective on transitions faced by athletes. In M. Weiss (Ed.), Developmental sport and exercise psychology: A lifespan perspective (pp. 507-527). Fitness Information Technology. http://www.fitinfotech.com/Detail.tpl?&cart=11393938048834&SKU=1885693362
Jowett, S., & Ntoumanis, N. (2004). The Coach-Athlete Relationship Questionnaire (CART-Q): development and initial validation. Scandinavian journal of medicine & science in sports, 14(4), 245–257. https://doi.org/10.1111/j.1600-0838.2003.00338.x
Rebustini, F., Balbinotti, M. A. A., Ferretti-Rebustini, R. E. D. L., & Machado, A. A. (2016). Sport psychometry, participants and invariance: a critical review. Journal of Physical Education, 27, e2760.https://doi.org/10.4025/jphyseduc.v27i1.2760
Rodrigues, F., Morouço, P., Antunes, R., Monteiro, D., Jacinto, M., Figueiredo, N., ... & Teixeira, D. (2023). Using psychometric testing procedures for scale validity, reliability, and invariance analysis: The PRETIE-Q Portuguese version. European Journal of Investigation in Health, Psychology and Education, 13(7), 1158-1172.
-
Resumen37
-
(134-150) The Coach-Athle...9
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
