Using the Learning Climate Questionnaire to Assess Basic Psychological Needs Support in Youth Sport

Abstract

Basic psychological needs are underlying mechanisms that can contribute to psychosocial development and well-being within youth sport. The purpose of this article was to validate the Learning Climate Questionnaire (LCQ) as a measure of basic psychological needs support within this context. Study 1 (n = 445) examined the validity and factor structure of Standage et al.’s (2005) 24-item LCQ using a 7-point Likert scale, as a measure of assessing autonomy support, competence support, and relatedness support in the youth sport context. In Study 2, the validity and reliability of the scale continued to be evaluated by assessing the its fit in a different sample of youth (n = 253) using a 6-point Likert scale. Overall, results indicated that a 15-item self-report measure of autonomy support, competence support, and relatedness support is a valid and reliable tool that can be used in youth sport. The LCQ can be used to inform and evaluate intervention work with youth sport coaches, to test models, and to assess longitudinal change over the course of a sport program. Limitations and future research directions are discussed.

Lay Summary: A measure of basic psychosocial support has not been validated in youth sport. Having such a tool would allow practitioners and researchers to monitor coaching practices, evaluate interventions, and test theories. This two-part study validated a 15-item measure that can effectively assess basic psychological needs support in this context.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

Support for the writing of this article was given through a doctoral research grant from the Social Sciences and Humanities Research Council of Canada (grant no. 767-2013-2142) and the Ontario Graduate Scholarship. Further funding for this project was provided by an Insight Grant from the Social Sciences and Humanities Research Council of Canada (grant no. 435-2015-0889).