Training competence questionnaire for endurance and strength training: development and validation

Endurance and strength training is frequently self-managed, yet no validated instrument assesses the competence required to plan, execute, and monitor/adjust one's own training from an exercise-science perspective. The Training Competence Questionnaire for Endurance and Strength (TCQ-E/S) was therefore developed, and initial validity evidence was provided.

Data from 1,039 young adults in Germany were used to validate the instrument. Using a split-sample design, exploratory factor analysis (n = 692) and confirmatory factor analysis (n = 347) were conducted, a second-order model was tested, and convergent and discriminant validity as well as measurement invariance across sex, current sport participation, and sports club membership were evaluated. Test-retest reliability was assessed over a two-week interval in an independent subsample (n = 99).

Exploratory factor analysis supported a six-factor structure spanning planning, execution, and monitoring/adjustment, specified separately for endurance and strength. Confirmatory factor analysis showed acceptable model fit [CFI = .912, TLI = .908, RMSEA = .054 (90% CI .051-.057), SRMR = .051] with substantial standardized loadings and supported a hierarchical model with two second-order factors (endurance and strength training competence). Convergent and discriminant validity were supported. Scalar invariance held across all grouping variables. Internal consistency was high, and test-retest ICCs indicated moderate-to-good temporal stability.

The TCQ-E/S is a theoretically grounded, multidimensional self-report instrument with initial evidence of factorial validity, reliability, and subgroup invariance. It enables the assessment of individual training competence in endurance and strength training, thereby allowing competence profiles to be compared between subgroups and supporting longitudinal research. Practically, the instrument offers applied sport and exercise settings a means to detect competence gaps in self-directed exercisers, to tailor guidance to individual needs, and to evaluate interventions aimed at fostering training competence, thereby complementing motivation-focused approaches to promoting effective and sustainable training behavior.