Ceballos Gurrola, Oswaldo

López Walle, Jeanette M.

Pérez García, José Alberto

Ramírez, Briseida

Tristán Rodríguez, José Leandro

Repositorio Academico Digital UANL

4Proceeding of the 13th FEPSAC European Congress of Sport Psychology“The texts are published according to the original version    sent by the authors”.Institute of Sport of the Autonomous Region of Madeira, IP-RAM Graphic Design:Dina Gonçalves and Idalina MendonçaInstitute of Sport of the Autonomous Region of Madeira, IP-RAMDepartment of Promotion, Image and Documentation Photos:Regional Secretary of Tourism and TransportsInstitute of Sport of the Autonomous Region of Madeira, IP-RAMMadeira Nature ParkSports Associations of MadeiraDina Gonçalves; Luís Ferreira and Pedro VasconcelosInstituto do Desporto da Região Autónoma da Madeira, IP-RAM (IDRAM, IP-RAM)Rua Dr. Pita - Edifício Magnólia, Bloco A CV, 9004-551 FunchalTelefone: (351) 291 700 730 - Fax: (351) 291 762 585www.idram.pt - idram@idram.pt38Proceeding of the 13th FEPSAC European Congress of Sport PsychologySport University,Taiwan) & Yu-Kai Chang (National Taiwan Sport University,Taiwan)P2.10 - The effect of mental training on precision tasks in tennis, volleyball and soccer.Darko Jekauc (University of Konstanz, Germany) & Khaled Hegazy (University of Konstanz, Germany)P2.11 - Acoustic model and imagery in Gymnastic Application for the pommel horse.Diego Tosi (Studio Associato Tosi & Latella, Italy)P2.12 - Exercisers’ voluntary and spontaneous imagery experiences.Elin Johnssson (Halmstad University, Sweden)P2.13 - Imagery contents in relation to achievement goal Theory in Adolescent SwedishAthletes.M. Christensen Lucia (Halmstad University, Halmstad, Sweden)P2.14 - An overview of psychological techniques for improving the technical aspect ofcompetitive figure skating.Malgorzata Turska (Institute of Psychology, University of Silesia, Poland)P2.15 - A one year longitudinal study of an elite ice hockey player´s imagery experiences.Mikael Wallsbeck (Halmstad University, Sweden)P2.16 - Thinking while walking through virtual worlds: Differences in dual-taskperformance between children, young, and older adults.Sabine Schaefer (Max Planck Institute for Human Development, Germany), Marjorie Woollcott(University of Oregon, USA), Michael Schellenbach (MPI Human Development, Germany) & UlmanLindenberger (MPI Human Development, Germany) P2.17 - The sport imagery ability questionnaire: a valid measure of athlete imageryability.Sarah E.Williams (University of Birmingham, UK) & Jennifer Cumming (University of Birmingham, UK)P2.18 - The difference between visual and kinesthetic sport imagery: anelectroencephalogram study.Tzu-Hui Kuo (National Taiwan Sport University, Taiwan), Tai-Wei Hsiang (National Taiwan SportUniversity, Taiwan), Shih-Hsien Yen (National Taiwan Sport University, Taiwan), Chun-Wei Chiu(National Taiwan Sport University,Taiwan) & Yu-Kai Chang (National Taiwan Sport University,Taiwan) P2.19 - Incorporating idiosyncratic measurement and standardized procedure: linking ofaffect and performance.Aave Hannus (University of Tartu, Estonia) & Robert Päkk (University of Tartu; University of Jyväskylä,Estonia)P2.20 -Transcultural validation of an extended model of the Theory of Planned Behaviorin a physical activity context in adolescents.Francis Ries (University of Seville, Spain) & José Manuel Sevillano (University of Seville, Spain)P2.21 - Confirmatory factor analysis of the Competitive State Anxiety Inventory inMexican university athletes.Jeanette Lopez-Walle (Faculty of Sport Organization, UANL, Mexico), Briseida Ramirez (Faculty ofSport Organization, UANL, Mexico), Jose Tristan (Faculty of Sport Organization, UANL, Mexico), JosePerez (Faculty of Sport Organization, UANL, Mexico) & Oswaldo Ceballos (Faculty of SportOrganization, UANL, Mexico)P2.22 - Reliability and validity of the Taiwan version motivation scale for physicaleducation in elementary school.Kun-Wei Tu (National Taiwan Sport University, Taiwan), Chun-Wei Chiu (National Taiwan SportUniversity, Taiwan), Tai-Wei Hsiang (National Taiwan Sport University, Taiwan), Chien-Heng Chu293293294294294295295296296296297297298297Proceeding of the 13th FEPSAC European Congress of Sport PsychologyIn addition, to shed light on cognitive processes underlying the assessment of performance-related affectivestate, decision time required to report current affective state was measured as a function of individualaffect-related performance zones.Eight elite shotgun shooters participated in this study. Subjects estimated their pre-performance affectiveexperience in terms of pleasantness and activation using a standardized electronic version of  Affect Grid(Russell,Weiss, & Mendelsohn, Journal of Personality and Social Psychology 1989; 57: 493-502).IZOF probabilistic method (Kamata,Tenenbaum, & Hanin, Journal of Sport and Exercise Psychology 2002; 13:1-15) was used for data analysis.The findings illustrate unique IAPZs and IZOFs for optimal performance on the dimensions of pleasantness andactivation. Individual subjects demonstrated varying probabilistic zones of optimal functioning, within whichthey perform optimally with a certain likelihood. Importantly, results reveal that optimal pleasantness isexperienced only in combination with optimal activation. Finally, decision time required to report currentaffective state is significantly lower prior to the performance characterized by high pleasantness and lowactivation compared with performance characterized by high pleasantness and high activation. Assessment ofaffective state is positively related to the perceived intensity of pleasantness. We propose a powerfulexpansion of the Affect Grid for assessment of affect-related performance zones.P2.20 Transcultural validation of an extended model of the Theory of Planned Behavior in aphysical activity context in adolescents.Francis Ries (University of Seville, Spain) José Manuel Sevillano (University of Seville, Spain)The aim of this study was to develop an instrument to predict the intention and physical activity (PA)behavior using the Theory of Planned Behavior (TPB) as a framework and to test its transcultural validity intwo specific cultures.We constructed a 39-item questionnaire (translated into Spanish, French and German bystandardized parallel back-translation). After exploratory factorial analysis, “Attitude toward PA”, “PerceivedPhysical Competence”, “Parents’ PA”, “Perceived Parental Support”, and “Perceived Resources” werehypothesized as the standard constructs of the TPB. Following a pilot study, the questionnaire was completedby 613 Spanish and 752 Luxembourgish high school students. Subsequently, a confirmatory factor analysisratified the identical factorial structure for each sample (with 77% of item-factor correlations greater than .70).Internal consistency for each factor ranged between .735 and .944. Finally, in order to study the predictivepower of the constructs on intention and actual PA behavior, we used structural equation models, showingacceptable fit index for both cultural contexts (Spain: RMSEA = 0.80; Luxembourg: RMSEA = 0.79). Theanalysis of structural invariance using multi-sample approach found that the predictive value of each of thefactors corresponded to the hypothesized TPB constructs, but differed according to population. In light of theresults, we conclude that the developed questionnaire is useful in predicting adolescents’ intention and PAbehavior and in validating the transcultural application of the extended TPB in the two different cultures.P2.21 Confirmatory factor analysis of the Competitive State Anxiety Inventory in Mexicanuniversity athletes.Jeanette Lopez-Walle (Faculty of Sport Organization, UANL, Mexico)Briseida Ramirez (Faculty of Sport Organization, UANL, Mexico)Jose Tristan (Faculty of Sport Organization, UANL, Mexico)Jose Perez (Faculty of Sport Organization, UANL, Mexico) Oswaldo Ceballos (Faculty of Sport Organization, UANL, Mexico) The aim of this study is to evaluate the factor structure of the Competitive State Anxiety Inventory - 2R (Cox,Martens & Russell, 2003) in its Spanish version (Andrade, Lois & Arce, 2007) using the confirmatory factoranalysis on Mexican university athletes. Participated 923 athletes (Mage = 21.28, SD = 3.14513), 18 - 25 yearsold, 493 male and 423 female.The questionnaire consisted of 18 items, divided into three subscales: CognitiveAnxiety, Somatic Anxiety and Self-confidence. Interviews took place on a one-to-one basis at the competitionvenue.The results demonstrated an acceptable reliability in the three subscales (á = .834, CA; á = .893, SA; á= .899, Sc). The three factors explained the 63.21% of the total variance, dividing each of the items intotheoretically devised factors; when carrying out the confirmatory factor analysis, the fit indices obtained are:298Proceeding of the 13th FEPSAC European Congress of Sport Psychologyx2 = 654.02, df = 132, x2/df = 4.96, CFI = .94, IFI = .94, NNFI = .92, RMSEA = .67, confirming the factorstructure of CSAI 2R in Mexican university athletes. Results are discussed in terms of their theoretical use andpractice.P2.22 Reliability and Validity of the Taiwan Version Motivation Scale for Physical Education inElementary School.Kun-Wei Tu (National Taiwan Sport University,Taiwan)Chun-Wei Chiu (National Taiwan Sport University,Taiwan) Tai-Wei Hsiang (National Taiwan Sport University,Taiwan)Chien-Heng Chu (National Taiwan Sport University,Taiwan)Yu-Kai Chang (National Taiwan Sport University,Taiwan) Fostering motivation in physical education classes for elementary school students is important. Student withpositive motivation at this developmental stage will not only impact their sport/exercise participation in thefuture, but also influence their personal lives. Although there are many useful questionnaires designed tomonitor the motivation among younger and college-age population, there was no Taiwan version of amotivation scale for elementary school students.Therefore, the purpose of this study was to establish a Taiwanversion of a reliable and valid motivational scale. 150 sixth grade students (male: 74, female: 76) were includedin the present study. Three scales were modified to examine the various motivations, including: a) PerceivedAutonomy Support Scale, PASS, adapted from Standage, Duda, and Ntoumanis (2006); b) Autonomy Scale, AS,adapted from Standage et al. (2003); and c) Physical Motivation Scale, PMS, adapted from Ntoumanis (2001).APearson product moment correlation, t-test, and exploratory factor analysis were computed for these threescales.The results indicated that: a) PASS with 6 items resulted in one factor referred to as teacher autonomysupport.The Cronbach á is 0.76 with explained accounted variance of 46.6%e; b) AS with five items resultedin two factors referred to as activity participation and their own sense of feeling.The Cronbach á is 0.72 withtotal explained accounted variance of 71.4%; c) PMS with 30 items resulted in five factors referred to asintrinsic motivation, identified regulation, introjected regulation, external regulation, and non-motivation. TheCronbach á ranged from 0.77-0.91 with a total explained and accounted for variance of 65.4%. Collectively, thestudy concludes that the Taiwan version of the PASS, AS and PMS have appropriate reliability and validity forassessing perceived autonomy support, autonomy support, and motivations for physical education among theelementary school students.P2.23 Social Psychology in Sport in JCR journals: bibliometric analysis.M. Reyes Bueno Moreno (University of Seville, Spain) A bibliometric analysis of the impact of Social Psychology in Sport including in Sport Psychology Journals onthe Journal Citation Reports is carried out.Thus, it is possible to make an analysis of: 1) the existence of theSocial Psychology in Sport as an area of knowledge and 2) the recurrent topics of research in Social Psychologyin Sport.Bibliometric analysis shows 1) a progressive interest in themes of the Social Psychology of Sport in the lastdecade, and 2) the recurrence of topics such as leadership, group cohesion, interpersonal relationships or fairplay.Taken as a starting point these results, for Social psychology in Sport is necessary begin to study or developissues such as team beginnings, team development, morality and passion for sport, group influence processes,etc.441Marcos, Francisco Miguel Leo - 351Mariman, Henk - 118Marina,Teryaeva - 416 Markati,Alexandra - 350 Marques,Ana - 188Marques, Dulce - 189Marques, Pedro - 231 Marquez, Sara - 305 Marquez, Maria Oliva - 400Marti, Irene Gonzalez - 338, 381Martien, Sofie - 279Martinez, Josep Oriol - 216 Martins, Paulo - 84, 85Martins, Joana - 190, 375Masters, R. - 89, 90Mata, Rui Trocado - 334, 427 Matias,Thiago Sousa - 331, 401Matos, Margarida - 73Matos, Daniela Sofia Gomes de - 327Matsi, Jorgen - 406Mavridis, George - 312 Mavridis, Kostas, - 312Maynard, Ian W. - 192, 223, 389Maxwell, J. P. - 171Mazzoni, Katerina - 323 McArdle, Siobhain - 226McCarthy, Paul - 104McCleery, Joseph P. - 102McGale, Nadine - 226 McGrath, J. - 90McKee, Heather - 355 McKenna, Jim - 122, 167McKenna, James - 236Mclean, John - 366McMorris,Terry - 141, 142McNeill, Kylie - 427 Mecozzi,Alessandra S. - 200Meibom, Jens - 245, 246Meijen, Carla - 104, 166Melzer, Marcus - 129Memmert, Daniel - 255Menkehorst Hardy - 106Mercê, Juan - 370 Merola, Giorgio - 209Mesagno, Christopher - 321 Mesquita, Isabel - 84, 86Mess, Filip - 282 Mewes, Nadine - 402Michel, Grégory - 163 Michele, Mattiussi - 319 Miguel, Carolina Hayes - 189Miguel, Pedro Antonio Sánchez - 351 Mikko, Häyrinen - 398Milek,Anne - 124Miles,Andy - 146, 341Milho, J. - 112 Mills,Andrew - 223 Mills, Hayley - 270 Ming-Yang, Cheng - 262Minniti,Antoinette M. - 86Minniti,Toni - 224 Miranda, Catarina - 162Miyazaki, Maria Cristina de Oliveira Santos - 277,306Mladenovic, Marijana - 426 Mlek,Alicja - 349 Moesch, Karin - 155, 193, 253, 325 Moioli,Altair - 383Mojs, Ewa - 317, 318, 432 Moldvay, I. - 312Moll,Tjerk - 134, 416Montero, Carlos - 176Montiel, Leonardo - 369, 370, 427 Montse, Ruiz - 330, 365 Monyeki,Andries - 329 Moola, Fiona - 375 Moore, Melissa - 393Moraes, Marília - 422 Morais,Ana Rita Veloso - 420 Moran,A. P. - 173Moran,Aidan - 174Morel, Roberto Ferriz - 430 Moreno, Juan A. - 176Moreno, M. Reyes Bueno - 298Moreno-Murcia, Juan António - 152, 153Morilla, M. - 202, 203Morris,Tony - 200, 242, 393 Mosewich,Amber D. - 323 Moss, Samantha L. - 200 Motesharreyi, Ebrahim - 347, 348 Mõttus, René - 406Moura, Dina - 327, 379Moustaka, Frederiki C. - 154Moutão, João Miguel - 151, 152, 153, 271, 408 Mroczkowska, Helena - 301, 322 Munusturlar, Suleyman - 398Murai, Go - 314Murcia, Juan Antonio Moreno - 430Nagamine, Kazuo Kawano - 277, 306Nakagomi, Shiro - 380, 397Nakashima, Fernanda Soares - 283Nascimento,Tonya Rasor - 98Navarro, Martina - 182Nepopalov,V. N. - 417 Nesti, Mark - 78Neves, Diogo - 189Neves, Mário - 404Newell, Micheál - 419Nezhad, Mehr Ali Hemati - 415Ng, Johan - 269, 359 Ng, Kwok - 369 Nicolas, Michel - 266Nien, Chiao-Lin - 219Nieuwenhuys,Arne - 89, 135Nigg, Claudio - 206, 207Niilo, Konttinen - 330 Proceeding of the 13th FEPSAC European Congress of Sport PsychologyContact to: Dra. López–Walle E-mail: jlopezw@hotmail.com Poster Board: P2-21 Pres. Time: Wednesday, Jul 13, 2011, 16:00- 18:00 hrs. Confirmatory factor analysis of the Competitive State Anxiety Inventory in Mexican university athletes Jeanette M. López-Walle, Briseida Ramírez, José Tristán Rodríguez,  José A. Pérez García y Oswaldo Ceballos Gurrola Faculty of Sport Organization,  Universidad Autónoma de Nuevo León, México. The aim of this study is to evaluate the factor structure of the Competitive State Anxiety Inventory - 2R (Cox, Martens & Russell, 2003) in its Spanish version (Andrade, Lois & Arce, 2007) using the confirmatory factor analysis on Mexican university athletes.  Participated 923 athletes (Mage = 21.28, SD = 3.14513), 18 - 25 years old, 493 male and 423 female. The questionnaire consisted of 18 items, divided into three subscales: Cognitive Anxiety, Somatic Anxiety and Self-confidence. Interviews took place on a one-to-one basis at the competition venue.  The results demonstrated an acceptable reliability in the three subscales (α = .834, CA; α = .893, SA; α = .899, Sc). The three factors explained the 63.21% of the total variance, dividing each of the items into theoretically devised factors;  When carrying out the confirmatory factor analysis, the fit indices obtained are:  x2 = 654.02, df = 132, x2/df = 4.96, CFI = .94, IFI = .94, NNFI = .92, RMSEA = .67, confirming the factor structure of CSAI 2R in Mexican university athletes. Results are discussed in terms of their theoretical use and practice. Anxiety is among the most frequently investigated variables in sport psychology (see Hardy, Jones, and Gould, 1996; Jones, 1995). It is usually conceptualised as a multidimensional construct comprising cognitive and somatic components (Martens, Vealey, and Burton, 1990). Cognitive anxiety is typified by negative self-images and self-doubts, while somatic anxiety is typified by increased heart rate, tense muscles and clammy hands. The Competitive State Anxiety Inventory-2 (CSAI-2: Martens, Burton, Vealey, Bump, and Smith, 1990) has been the measure of choice for most researchers of competition anxiety during the past decade. The CSAI-2 also assesses self-confidence, which is characterised by positive expectations of success.   The CSAI-2 has 18 items with nine items in each of three subscales: Cognitive Anxiety, Somatic Anxiety, and Self-confidence. Given the research interest in competitive state anxiety and self-confidence, and the extent to which tests of theory rely upon valid measurement, demonstration of the factorial validity of anxiety measures is an imperative. There are many arguments to suggest that it would be prudent to re-evaluate the factor structure of the CSAI-2 in Mexican university athletes.  Scale α Cognitive Anxiety .83 Somatic Anxiety .89 Self-confidence .90 COG Item 1 ,70 Item 2 ,57 Item 3 ,75 Item 4 ,78 Item 5 ,73 SOM Item 6 ,55 Item 7 ,70 Item 8 ,78 Item 9 ,71 Item 10 ,83 Item 11 ,60 Item 12 ,77 Item 13 ,78 SELF Item 14 ,76 Item 15 ,79 Item 16 ,87 Item 17 ,79 Item 18 ,80 ,49 -,24 -,23 FOUNDING SOURCES: PIFI v. 20010-2011 CONACYT:  81333 Sabbatical  103983 Basic Science Conclusion. Reliability and validity of the CSAI-2R is good indicating that can be applied in the Mexican population. 

Confirmatory factor analysis of the competitive state anxiety inventory in mexican university athletes.

Pérez, José

JEANETTE M. LOPEZ-WALLE BRISEIDA RAMIREZ JOSÉ TRISTAN  JOSE PEREZ OSWALDO CEBALLOS 4Proceeding of the 13th FEPSAC European Congress of Sport Psychology“The texts are published according to the original version    sent by the authors”.Institute of Sport of the Autonomous Region of Madeira, IP-RAM Graphic Design:Dina Gonçalves and Idalina MendonçaInstitute of Sport of the Autonomous Region of Madeira, IP-RAMDepartment of Promotion, Image and Documentation Photos:Regional Secretary of Tourism and TransportsInstitute of Sport of the Autonomous Region of Madeira, IP-RAMMadeira Nature ParkSports Associations of MadeiraDina Gonçalves; Luís Ferreira and Pedro VasconcelosInstituto do Desporto da Região Autónoma da Madeira, IP-RAM (IDRAM, IP-RAM)Rua Dr. Pita - Edifício Magnólia, Bloco A CV, 9004-551 FunchalTelefone: (351) 291 700 730 - Fax: (351) 291 762 585www.idram.pt - idram@idram.pt38Proceeding of the 13th FEPSAC European Congress of Sport PsychologySport University,Taiwan) & Yu-Kai Chang (National Taiwan Sport University,Taiwan)P2.10 - The effect of mental training on precision tasks in tennis, volleyball and soccer.Darko Jekauc (University of Konstanz, Germany) & Khaled Hegazy (University of Konstanz, Germany)P2.11 - Acoustic model and imagery in Gymnastic Application for the pommel horse.Diego Tosi (Studio Associato Tosi & Latella, Italy)P2.12 - Exercisers’ voluntary and spontaneous imagery experiences.Elin Johnssson (Halmstad University, Sweden)P2.13 - Imagery contents in relation to achievement goal Theory in Adolescent SwedishAthletes.M. Christensen Lucia (Halmstad University, Halmstad, Sweden)P2.14 - An overview of psychological techniques for improving the technical aspect ofcompetitive figure skating.Malgorzata Turska (Institute of Psychology, University of Silesia, Poland)P2.15 - A one year longitudinal study of an elite ice hockey player´s imagery experiences.Mikael Wallsbeck (Halmstad University, Sweden)P2.16 - Thinking while walking through virtual worlds: Differences in dual-taskperformance between children, young, and older adults.Sabine Schaefer (Max Planck Institute for Human Development, Germany), Marjorie Woollcott(University of Oregon, USA), Michael Schellenbach (MPI Human Development, Germany) & UlmanLindenberger (MPI Human Development, Germany) P2.17 - The sport imagery ability questionnaire: a valid measure of athlete imageryability.Sarah E.Williams (University of Birmingham, UK) & Jennifer Cumming (University of Birmingham, UK)P2.18 - The difference between visual and kinesthetic sport imagery: anelectroencephalogram study.Tzu-Hui Kuo (National Taiwan Sport University, Taiwan), Tai-Wei Hsiang (National Taiwan SportUniversity, Taiwan), Shih-Hsien Yen (National Taiwan Sport University, Taiwan), Chun-Wei Chiu(National Taiwan Sport University,Taiwan) & Yu-Kai Chang (National Taiwan Sport University,Taiwan) P2.19 - Incorporating idiosyncratic measurement and standardized procedure: linking ofaffect and performance.Aave Hannus (University of Tartu, Estonia) & Robert Päkk (University of Tartu; University of Jyväskylä,Estonia)P2.20 -Transcultural validation of an extended model of the Theory of Planned Behaviorin a physical activity context in adolescents.Francis Ries (University of Seville, Spain) & José Manuel Sevillano (University of Seville, Spain)P2.21 - Confirmatory factor analysis of the Competitive State Anxiety Inventory inMexican university athletes.Jeanette Lopez-Walle (Faculty of Sport Organization, UANL, Mexico), Briseida Ramirez (Faculty ofSport Organization, UANL, Mexico), Jose Tristan (Faculty of Sport Organization, UANL, Mexico), JosePerez (Faculty of Sport Organization, UANL, Mexico) & Oswaldo Ceballos (Faculty of SportOrganization, UANL, Mexico)P2.22 - Reliability and validity of the Taiwan version motivation scale for physicaleducation in elementary school.Kun-Wei Tu (National Taiwan Sport University, Taiwan), Chun-Wei Chiu (National Taiwan SportUniversity, Taiwan), Tai-Wei Hsiang (National Taiwan Sport University, Taiwan), Chien-Heng Chu293293294294294295295296296296297297298297Proceeding of the 13th FEPSAC European Congress of Sport PsychologyIn addition, to shed light on cognitive processes underlying the assessment of performance-related affectivestate, decision time required to report current affective state was measured as a function of individualaffect-related performance zones.Eight elite shotgun shooters participated in this study. Subjects estimated their pre-performance affectiveexperience in terms of pleasantness and activation using a standardized electronic version of  Affect Grid(Russell,Weiss, & Mendelsohn, Journal of Personality and Social Psychology 1989; 57: 493-502).IZOF probabilistic method (Kamata,Tenenbaum, & Hanin, Journal of Sport and Exercise Psychology 2002; 13:1-15) was used for data analysis.The findings illustrate unique IAPZs and IZOFs for optimal performance on the dimensions of pleasantness andactivation. Individual subjects demonstrated varying probabilistic zones of optimal functioning, within whichthey perform optimally with a certain likelihood. Importantly, results reveal that optimal pleasantness isexperienced only in combination with optimal activation. Finally, decision time required to report currentaffective state is significantly lower prior to the performance characterized by high pleasantness and lowactivation compared with performance characterized by high pleasantness and high activation. Assessment ofaffective state is positively related to the perceived intensity of pleasantness. We propose a powerfulexpansion of the Affect Grid for assessment of affect-related performance zones.P2.20 Transcultural validation of an extended model of the Theory of Planned Behavior in aphysical activity context in adolescents.Francis Ries (University of Seville, Spain) José Manuel Sevillano (University of Seville, Spain)The aim of this study was to develop an instrument to predict the intention and physical activity (PA)behavior using the Theory of Planned Behavior (TPB) as a framework and to test its transcultural validity intwo specific cultures.We constructed a 39-item questionnaire (translated into Spanish, French and German bystandardized parallel back-translation). After exploratory factorial analysis, “Attitude toward PA”, “PerceivedPhysical Competence”, “Parents’ PA”, “Perceived Parental Support”, and “Perceived Resources” werehypothesized as the standard constructs of the TPB. Following a pilot study, the questionnaire was completedby 613 Spanish and 752 Luxembourgish high school students. Subsequently, a confirmatory factor analysisratified the identical factorial structure for each sample (with 77% of item-factor correlations greater than .70).Internal consistency for each factor ranged between .735 and .944. Finally, in order to study the predictivepower of the constructs on intention and actual PA behavior, we used structural equation models, showingacceptable fit index for both cultural contexts (Spain: RMSEA = 0.80; Luxembourg: RMSEA = 0.79). Theanalysis of structural invariance using multi-sample approach found that the predictive value of each of thefactors corresponded to the hypothesized TPB constructs, but differed according to population. In light of theresults, we conclude that the developed questionnaire is useful in predicting adolescents’ intention and PAbehavior and in validating the transcultural application of the extended TPB in the two different cultures.P2.21 Confirmatory factor analysis of the Competitive State Anxiety Inventory in Mexicanuniversity athletes.Jeanette Lopez-Walle (Faculty of Sport Organization, UANL, Mexico)Briseida Ramirez (Faculty of Sport Organization, UANL, Mexico)Jose Tristan (Faculty of Sport Organization, UANL, Mexico)Jose Perez (Faculty of Sport Organization, UANL, Mexico) Oswaldo Ceballos (Faculty of Sport Organization, UANL, Mexico) The aim of this study is to evaluate the factor structure of the Competitive State Anxiety Inventory - 2R (Cox,Martens & Russell, 2003) in its Spanish version (Andrade, Lois & Arce, 2007) using the confirmatory factoranalysis on Mexican university athletes. Participated 923 athletes (Mage = 21.28, SD = 3.14513), 18 - 25 yearsold, 493 male and 423 female.The questionnaire consisted of 18 items, divided into three subscales: CognitiveAnxiety, Somatic Anxiety and Self-confidence. Interviews took place on a one-to-one basis at the competitionvenue.The results demonstrated an acceptable reliability in the three subscales (á = .834, CA; á = .893, SA; á= .899, Sc). The three factors explained the 63.21% of the total variance, dividing each of the items intotheoretically devised factors; when carrying out the confirmatory factor analysis, the fit indices obtained are:298Proceeding of the 13th FEPSAC European Congress of Sport Psychologyx2 = 654.02, df = 132, x2/df = 4.96, CFI = .94, IFI = .94, NNFI = .92, RMSEA = .67, confirming the factorstructure of CSAI 2R in Mexican university athletes. Results are discussed in terms of their theoretical use andpractice.P2.22 Reliability and Validity of the Taiwan Version Motivation Scale for Physical Education inElementary School.Kun-Wei Tu (National Taiwan Sport University,Taiwan)Chun-Wei Chiu (National Taiwan Sport University,Taiwan) Tai-Wei Hsiang (National Taiwan Sport University,Taiwan)Chien-Heng Chu (National Taiwan Sport University,Taiwan)Yu-Kai Chang (National Taiwan Sport University,Taiwan) Fostering motivation in physical education classes for elementary school students is important. Student withpositive motivation at this developmental stage will not only impact their sport/exercise participation in thefuture, but also influence their personal lives. Although there are many useful questionnaires designed tomonitor the motivation among younger and college-age population, there was no Taiwan version of amotivation scale for elementary school students.Therefore, the purpose of this study was to establish a Taiwanversion of a reliable and valid motivational scale. 150 sixth grade students (male: 74, female: 76) were includedin the present study. Three scales were modified to examine the various motivations, including: a) PerceivedAutonomy Support Scale, PASS, adapted from Standage, Duda, and Ntoumanis (2006); b) Autonomy Scale, AS,adapted from Standage et al. (2003); and c) Physical Motivation Scale, PMS, adapted from Ntoumanis (2001).APearson product moment correlation, t-test, and exploratory factor analysis were computed for these threescales.The results indicated that: a) PASS with 6 items resulted in one factor referred to as teacher autonomysupport.The Cronbach á is 0.76 with explained accounted variance of 46.6%e; b) AS with five items resultedin two factors referred to as activity participation and their own sense of feeling.The Cronbach á is 0.72 withtotal explained accounted variance of 71.4%; c) PMS with 30 items resulted in five factors referred to asintrinsic motivation, identified regulation, introjected regulation, external regulation, and non-motivation. TheCronbach á ranged from 0.77-0.91 with a total explained and accounted for variance of 65.4%. Collectively, thestudy concludes that the Taiwan version of the PASS, AS and PMS have appropriate reliability and validity forassessing perceived autonomy support, autonomy support, and motivations for physical education among theelementary school students.P2.23 Social Psychology in Sport in JCR journals: bibliometric analysis.M. Reyes Bueno Moreno (University of Seville, Spain) A bibliometric analysis of the impact of Social Psychology in Sport including in Sport Psychology Journals onthe Journal Citation Reports is carried out.Thus, it is possible to make an analysis of: 1) the existence of theSocial Psychology in Sport as an area of knowledge and 2) the recurrent topics of research in Social Psychologyin Sport.Bibliometric analysis shows 1) a progressive interest in themes of the Social Psychology of Sport in the lastdecade, and 2) the recurrence of topics such as leadership, group cohesion, interpersonal relationships or fairplay.Taken as a starting point these results, for Social psychology in Sport is necessary begin to study or developissues such as team beginnings, team development, morality and passion for sport, group influence processes,etc.441Marcos, Francisco Miguel Leo - 351Mariman, Henk - 118Marina,Teryaeva - 416 Markati,Alexandra - 350 Marques,Ana - 188Marques, Dulce - 189Marques, Pedro - 231 Marquez, Sara - 305 Marquez, Maria Oliva - 400Marti, Irene Gonzalez - 338, 381Martien, Sofie - 279Martinez, Josep Oriol - 216 Martins, Paulo - 84, 85Martins, Joana - 190, 375Masters, R. - 89, 90Mata, Rui Trocado - 334, 427 Matias,Thiago Sousa - 331, 401Matos, Margarida - 73Matos, Daniela Sofia Gomes de - 327Matsi, Jorgen - 406Mavridis, George - 312 Mavridis, Kostas, - 312Maynard, Ian W. - 192, 223, 389Maxwell, J. P. - 171Mazzoni, Katerina - 323 McArdle, Siobhain - 226McCarthy, Paul - 104McCleery, Joseph P. - 102McGale, Nadine - 226 McGrath, J. - 90McKee, Heather - 355 McKenna, Jim - 122, 167McKenna, James - 236Mclean, John - 366McMorris,Terry - 141, 142McNeill, Kylie - 427 Mecozzi,Alessandra S. - 200Meibom, Jens - 245, 246Meijen, Carla - 104, 166Melzer, Marcus - 129Memmert, Daniel - 255Menkehorst Hardy - 106Mercê, Juan - 370 Merola, Giorgio - 209Mesagno, Christopher - 321 Mesquita, Isabel - 84, 86Mess, Filip - 282 Mewes, Nadine - 402Michel, Grégory - 163 Michele, Mattiussi - 319 Miguel, Carolina Hayes - 189Miguel, Pedro Antonio Sánchez - 351 Mikko, Häyrinen - 398Milek,Anne - 124Miles,Andy - 146, 341Milho, J. - 112 Mills,Andrew - 223 Mills, Hayley - 270 Ming-Yang, Cheng - 262Minniti,Antoinette M. - 86Minniti,Toni - 224 Miranda, Catarina - 162Miyazaki, Maria Cristina de Oliveira Santos - 277,306Mladenovic, Marijana - 426 Mlek,Alicja - 349 Moesch, Karin - 155, 193, 253, 325 Moioli,Altair - 383Mojs, Ewa - 317, 318, 432 Moldvay, I. - 312Moll,Tjerk - 134, 416Montero, Carlos - 176Montiel, Leonardo - 369, 370, 427 Montse, Ruiz - 330, 365 Monyeki,Andries - 329 Moola, Fiona - 375 Moore, Melissa - 393Moraes, Marília - 422 Morais,Ana Rita Veloso - 420 Moran,A. P. - 173Moran,Aidan - 174Morel, Roberto Ferriz - 430 Moreno, Juan A. - 176Moreno, M. Reyes Bueno - 298Moreno-Murcia, Juan António - 152, 153Morilla, M. - 202, 203Morris,Tony - 200, 242, 393 Mosewich,Amber D. - 323 Moss, Samantha L. - 200 Motesharreyi, Ebrahim - 347, 348 Mõttus, René - 406Moura, Dina - 327, 379Moustaka, Frederiki C. - 154Moutão, João Miguel - 151, 152, 153, 271, 408 Mroczkowska, Helena - 301, 322 Munusturlar, Suleyman - 398Murai, Go - 314Murcia, Juan Antonio Moreno - 430Nagamine, Kazuo Kawano - 277, 306Nakagomi, Shiro - 380, 397Nakashima, Fernanda Soares - 283Nascimento,Tonya Rasor - 98Navarro, Martina - 182Nepopalov,V. N. - 417 Nesti, Mark - 78Neves, Diogo - 189Neves, Mário - 404Newell, Micheál - 419Nezhad, Mehr Ali Hemati - 415Ng, Johan - 269, 359 Ng, Kwok - 369 Nicolas, Michel - 266Nien, Chiao-Lin - 219Nieuwenhuys,Arne - 89, 135Nigg, Claudio - 206, 207Niilo, Konttinen - 330 Proceeding of the 13th FEPSAC European Congress of Sport Psychology

Confirmatory factor analysis of the competitive state anxiety inventory in mexican university athletes

http://eprints.uanl.mx/4885/1/Lopez-Walle_et_al_Madeira_2011_2.pdf

Confirmatory factor analysis of the competitive state anxiety inventory in mexican university athletes.

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