Nicholas D. Myers

Collective Efficacy and Team Performance: A Longitudinal Study of Collegiate Football Teams

University of North DakotaThis study examined the reciprocal relationship between collective efficacy and teamperformance over a season of competition in American football. Efficacy beliefs ofoffensive football players from 10 teams were assessed prior to 8 consecutive games toform 2 team-level measures of collective efficacy: aggregated self-efficacy and aggre-gated collective efficacy. Game-level performance indexes produced a team-levelmeasure of offensive performance for each game. Within teams and across games,aggregated collective efficacy prior to performance was a positive predictor of subse-quent offensive performance; however, previous offensive performance was a negativepredictor of subsequent aggregated collective efficacy. Within weeks and across teams,aggregated collective efficacy prior to performance also was a positive predictor ofsubsequent offensive performance, and previous offensive performance was a positive,rather than negative, predictor of subsequent aggregated collective efficacy.

Sample Size and Power Estimates for a Confirmatory Factor Analytic Model in Exercise and Sport: A Monte Carlo Approach.

Abstract Monte Carlo methods can be used in data analytic situations (e.g., validity studies) to make decisions about sample size and to estimate power. The purpose of using Monte Carlo methods in a validity study is to improve the methodological approach within a study where the primary focus is on construct validity issues and not on advancing statistical theory. The purpose of this study is to demonstrate how Monte Carlo methods can be used to determine sample size and to estimate power for a confirmatory factor analytic model under model-data conditions commonly encountered in exercise and sport. Because the purpose is pursued by way of demonstration with the Coaching Efficacy Scale II–High School Teams, related sample size recommendations are provided: N ≥ 200 for the theoretical model; N ≥ 300 for the population model. Technical terms (e.g., coverage) are defined when necessary.

Athletes' Evaluations of Their Head Coach's Coaching Competency

This study provided initial validity evidence for multidimensional measures of coaching competency derived from the Coaching Competency Scale (CCS). Data were collected from intercollegiate mens (n = 8) and womens (n = 13) soccer and womens ice hockey teams (n = 11). The total number of athletes was 585. Within teams, a multidimensional internal model was retained in which motivation, game strategy, technique, and character building comprised the dimensions of coaching competency. Some redundancy among the dimensions was observed. Internal reliabilities ranged from very good to excellent. Practical recommendations for the CCS are given in the Discussion section.

A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses

The current review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings using a total of 56 meta-analyses published in education in the 2000s. Our objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and weaknesses, and provide recommendations for improvements in order to generate a more valid and credible knowledge base of what works in practice. It was found that 56 meta-analyses followed general recommendations fairly well in problem formulation and data collection, but much improvement is needed in data evaluation and analysis. Particularly, lack of information reported as well as little transparency in the use of statistical methods are concerns for generating credible and generalizable meta-analytic findings that can be transformed to educational practices. Recommendations for yielding more reliable and valid inferences from meta-analyses are provided.

An Evaluation of the Psychometric Properties of the Coaching Efficacy Scale for Coaches From the United States of America

This study extends validity evidence for the Coaching Efficacy Scale (CES; Feltz, Chase, Moritz, & Sullivan, 1999) by providing an evaluation of the psychometric properties of the instrument from previously collected data on high school and college coaches from United States. Data were fitted to a multidimensional item response theory model. Results offered some supporting evidence concerning validity based on the fit of a multidimensional conceptualization of coaching efficacy (i.e., motivation, game strategy, technique, and character building) as compared to a unidimensional conceptualization of coaching efficacy (i.e., total coaching efficacy), the fit of the majority of items to the measurement model, the internal consistency of coaching efficacy estimates, and the precision of total coaching efficacy estimates. However, concerns exist relating to the rating scale structure, the precision of multidimensional coaching efficacy estimates, and misfit of a couple of items to the measurement model. Practical recommendations for both future research with the CES and for the development of a revised instrument are forwarded.

A Confirmatory Study of Rating Scale Category Effectiveness for the Coaching Efficacy Scale.

This study extended validity evidence for measures of coaching efficacy derived from the Coaching Efficacy Scale (CES) by testing the rating scale categorizations suggested in previous research. Previous research provided evidence for the effectiveness of a four-category (4-CAT) structure for high school and collegiate sports coaches; it also suggested that a five-category (5-CAT) structure may be effective for youth sports coaches, because they may be more likely to endorse categories on the lower end of the scale. Coaches of youth sports (N = 492) responded to the CES items with a 5-CAT structure. Across rating scale category effectiveness guidelines, 32 of 34 evidences (94%) provided support for this structure. Data were condensed to a 4-CAT structure by collapsing responses in Category 1 (CAT-1) and Category 2 (CAT-2). Across rating scale category effectiveness guidelines, 25 of 26 evidences (96%) provided support for this structure. Findings provided confirmatory, cross-validation evidence for both the 5-CAT and 4-CAT structures. For empirical, theoretical, and practical reasons, the authors concluded that the 4-CAT structure was preferable to the 5-CAT when CES items are used to measure coaching efficacy. This conclusion is based on the findings of this confirmatory study and the more exploratory findings of Myers, Wolfe, and Feltz (2005).

Identifying Differential Item Functioning of Rating Scale Items With the Rasch Model: An Introduction and an Application

This study (a) provided a conceptual introduction to differential item functioning (DIF), (b) introduced the multifaceted Rasch rating scale model (MRSM) and an associated statistical procedure for identifying DIF in rating scale items, and (c) applied this procedure to previously collected data from American coaches who responded to the coaching efficacy scale (CES; Feltz, Chase, Moritz, & Sullivan, 1999). In this study, an item displayed DIF if coaches from different groups were more or less likely to endorse that item once coaches were matched on the efficacy of interest, where Motivation, Game Strategy, Technique, and Character Building efficacies defined coaching efficacy. Coach gender and level coached were selected as the grouping variables. None of the Technique and Character Building items exhibited DIF based on coach gender or level coached. One of the Motivation items and one of the Game Strategy items exhibited DIF based on coach gender. Two of the Motivation items exhibited DIF based on level coached.

Extending validity evidence for multidimensional measures of coaching competency.

This study extended validity evidence for multidimensional measures of coaching competency derived from the Coaching Competency Scale (CCS; Myers, Feltz, Maier, Wolfe, & Reckase, 2006) by examining use of the original rating scale structure and testing how measures related to satisfaction with the head coach within teams and between teams. Motivation, game strategy, technique, and character building comprised the dimensions of coaching competency. Data were collected from athletes (N = 585) nested within intercollegiate mens (g = 8) and womens (g = 13) soccer and womens ice hockey (g = 11) teams (G = 32). Validity concerns were observed for the original rating scale structure and the predicted positive relationship between motivation competency and satisfaction with the coach between teams. Validity evidence was offered for a condensed post hoc rating scale and the predicted relationship between motivation competency and satisfaction with the coach within teams.

The Coaching Efficacy Scale II—High School Teams

The purpose of this validity study was to improve measurement of coaching efficacy, an important variable in models of coaching effectiveness. A revised version of the coaching efficacy scale (CES) was developed for head coaches of high school teams (CES II-HST). Data were collected from head coaches of 14 relevant high school sports (N = 799). Exploratory factor analysis (n = 250) and a conceptual understanding of the construct of interest led to the selection of 18 items. A single-group confirmatory factor analysis (CFA; n = 549) provided evidence for close model-data fit. A multigroup CFA provided evidence for factorial invariance by gender of the coach (n = 588).

Regressing Team Performance on Collective Efficacy: Considerations of Temporal Proximity and Concordance

The purpose of this study was to determine to what degree collective efficacy judgments based on summative team performance capabilities exhibited different levels of prediction for three additive intervals of team performance in womens ice hockey. Collective efficacy beliefs of 12 teams were assessed prior to Fridays game and Saturdays game for at least 7 weekends. Questionnaires were completed within 24 hr before each game. Performance indicators were obtained from www.collegehockeystats.com. Data were split into two clusters, Study 1 and Study 2, and were subjected to multilevel modeling. Collective efficacy based on summative team performance capabilities was a statistically significant predictor of team performance at each of the three additive team performance intervals in both Study 1 and Study 2. The magnitude of this relationship did not change significantly as the temporal proximity between the efficacy and performance measures decreased, or, as the concordance (to be defined in the Introduction section) of the two measures increased.