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Updated: May 10, 2026

Applying an eMASS Customization Program as a Research Tool to Evaluate Consumer Benefits
08:27

Applying an eMASS Customization Program as a Research Tool to Evaluate Consumer Benefits

Published on: September 27, 2019

Coaching Competency and (Exploratory) Structural Equation Modeling: A Substantive-Methodological Synergy.

Nicholas D Myers1

  • 1Department of Educational and Psychological Studies, University of Miami.

Psychology of Sport and Exercise
|June 25, 2013
PubMed
Summary
This summary is machine-generated.

Exploratory structural equation modeling (ESEM) offers a flexible alternative to confirmatory factor analysis (CFA) for measuring athlete perceptions of coaching. ESEM may be preferred when a priori measurement theory is less developed, enhancing validity studies in sport psychology.

Keywords:
athlete's evaluationscategorical datacoaching effectivenessgeomintarget

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Applying an eMASS Customization Program as a Research Tool to Evaluate Consumer Benefits
08:27

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Published on: September 27, 2019

Area of Science:

  • Psychology of Sport and Exercise
  • Measurement in Coaching Effectiveness

Background:

  • Effective coaching is crucial in sport psychology.
  • Accurate measurement of athletes' perceptions of coach competency is emerging as a key area of research.
  • Existing measurement frameworks may have limitations.

Purpose of the Study:

  • To demonstrate the utility of Exploratory Structural Equation Modeling (ESEM) over Confirmatory Factor Analysis (CFA) in sport psychology research.
  • To provide a substantive-methodological synergy for future research on coaching effectiveness.
  • To reanalyze existing data using ESEM to compare its performance against CFA.

Main Methods:

  • The study employed Exploratory Structural Equation Modeling (ESEM), a hybrid approach combining exploratory and confirmatory factor analysis within structural equation modeling.
  • Existing datasets measuring athletes' perceptions of coaching competency were reanalyzed.
  • ESEM was compared against Confirmatory Factor Analysis (CFA) models.

Main Results:

  • For the Athletes' Perceptions of Coaching Competency Scale II - High School Teams (APCCS II-HST), a modified CFA model provided a viable alternative to a more complex ESEM model.
  • For the Coaching Competency Scale (CCS), a CFA model did not adequately replace a more complex ESEM model, highlighting ESEM's utility.
  • The choice between ESEM and CFA depends on the strength of a priori measurement theory.

Conclusions:

  • The ESEM framework is recommended for future validity studies of instruments in sport and exercise psychology.
  • ESEM provides a more flexible methodological approach, particularly when measurement theory is less established.
  • Researchers should consider the level of a priori measurement theory when choosing between ESEM and CFA for instrument validation.