Demographic Profile

Please provide the following demographic information.

1. Biological Sex:
Male: ____
Female: ____
2. Age: ____
3. Ethnicity:
(Choose one)
Caucasian ____
Hispanic ____
African American ____
Pacific Islander ____
Native American ____
Asian American ____
Mixed (please specify) ____________
Other (please specify) ___________
4. Sport:
(Choose one)
Baseball ____ Football ____
Softball ____ Volleyball ____
Basketball ____ Soccer ____
Tennis ____ Other (please specify)
Cross-Country ____ ____________
Track & Field ____

5. Considering where your home is located, please choose one of the following:
In-state athlete ____
Out-of-state athlete ____

6. Please indicate the type of scholarship you are receiving for your sport.
Full scholarship ____
Partial scholarship ____
No scholarship ____

7. Proximity of parent(s)/guardian(s) from your athletic institution:

Less than an hour ____
1-3 hours ____
3-6 hours ____
6-10 hours ____
10+ hours ____
 8. On the following 5-point scale, please indicate how often your
parent(s)/guardian(s) comes to watch you play your sport.

Never Rarely Occasionally Frequently Very Frequently

1 2 3 4 5

9. On average, how often do you talk to your parent(s)/guardian(s):

On the phone:
Daily
1-2 times a week ____
3-4 times a week ____
once a month ____
By text/email:
Daily
1-2 times a week ____
3-4 times a week ____
once a month ____
10. Is your parent(s)/guardian(s) a former athlete? Circle one of the following:
Yes ____
No ____
If yes, please indicate what sport. ____________________________
Please indicate at what level your parent(s)/guardian(s) played their particular sport.
High School ____
College ____
Professional ____
11. Please indicate the division in which your athletic institution is affiliated:
Division I ____
Division II ____
Division III ____
NAI ____
Respondent Self-Discipline
Instructions:
The following contains statements about parent/guardian communication styles.
Please circle a number from 1 to 5 to indicate your level of agreement with each of
these statements, with 1 being strongly disagree and 5 being strongly agree.

Scale Verbal Interpretation

1 Strongly Disagree
2 Disagree
3 Neutral
4 Agree
5 Strongly Agree

Part One
Parent/Guardian Communication Styles
No. Statement Indicator 1 2 3 4 5
1. I can talk with my parent(s)/guardian(s) about
my sport performance even if we disagree with
one another.
2. My parent(s)/guardian(s) often say something
like “Every member of the family should have
some say in my sport performance decisions
3. My parent(s)/guardian(s) often ask my opinion
when the family is talking about my sport
performance
4. My parent(s)/guardian(s) encourage me to
challenge their ideas and beliefs about my
sport performance
5. My parent(s)/guardian(s) often say something
like “You should always look at both sides of
an issue,” as it relates to my sport
performance.
6. I usually tell my parent(s)/guardian(s) what I
am thinking about my sport performance.
7. I can tell my parent(s)/guardian(s) almost
anything about my sport performance.
8. I often talk about my feelings and emotions
about my sport performance with my
parent(s)/guardian(s).
9. My parent(s)/guardian(s) and I often have long,
relaxed conversations about my sport
performance.
10. I really enjoy talking with my
parent(s)/guardian(s) about my sport
performance, even when we disagree.
11. My parent(s)/guardian(s) encourage me to
express my feelings about my sport
performance.
12. My parent(s)/guardian(s) tend to be very open
about their emotions about my sport
performance.
13. I often talk with my parent(s)/guardian(s) about
things related to my sport performance that I
have done during the day
14. With my parent(s)/guardian(s), I often talk
about my sport performance plans and hope
for the future.
15. My parent(s)/guardian(s) like to hear my
opinion about my sport performance, even
when I do not agree with them.
16. When anything really important is involved as it
relates to my sport performance, my
parent(s)/guardian(s) expect me to obey
without question.
17. In our home, my parent(s)/guardian(s) usually
have the last word when making decisions
about my sport performance
18. My parent(s)/guardian(s) feel that it is
important to have a boss in the family that
determines my sport performance.
19. My parent(s)/guardian(s) sometimes become
irritated with my views about my sport
performance if they are different from theirs.
20. If my parent(s)/guardian(s) do not approve of
sport performance decisions, they do not want
to know about it.
21. When I am at home, I am expected to obey my
parent(s)/guardian(s)’ rules as they relate to
my sport performance.
22. My parent(s)/guardian(s) often say things like,
“You’ll know better when you grow up,” as it
relates to my sport performance.
23. My parent(s)/guardian(s) often say things like,
“My ideas about your sport performance are
right and you should not question them.”
24. My parent(s)/guardian(s) often say things like,
“A child should not argue with adults,” as it
relates to my sport performance.
25. My parent(s)/guardian(s) often say things like,
“There are some things that just shouldn’t be
talked about,” as it relates to my sport
performance.
26. My parent(s)/guardian(s) often say things like,
“You should give in on sport performance
arguments rather than risking making people
mad.”

Instructions:

The following contains statements about your personal level of self-efficacy

toward your sport. Indicate how often each statement is true for you by circling the
appropriate number below each statement. Please circle a number from 1 to 5 to
indicate your level of agreement with each of these statements, with 1 being strongly
disagree and 5 being strongly agree.

Part Two

General Self-Efficacy Scale

No. Statement Indicator 1 2 3 4 5
1. When I make sport performance plans, I am
certain I can make them work.
2. One of my sport performance problems is that I
cannot get down to work when I should
3. If I can’t do a sport specific skill the first time, I
keep trying until I can.
4. When I set important sport performance goals
for myself, I rarely achieve them.
5. I give up on my sport performance goals before
completing them.
6. I avoid facing difficult sport performances.

7. If a sport performance looks too complicated, I

will not even bother to try it.
8. When I have an unpleasant athletic skill to
perform, I stick to it until I finish it
9. When I decide do a specific sport related skill, I
go right to work on it
10. When trying to learn a new sport related skill, I
soon give up if I am not initially successful.
11. When unexpected sport performance problems
occur, I don’t handle them well.
12. I avoid trying to learn new sport related skills
when they look too difficult for me.
13. Failure in my sport just makes me try harder.

14. I feel insecure about my athletic ability.

15. I am a self-reliant person as it related to my sport

performance.
16. I give up easily in my sport.

17. I do not seem capable of dealing with most

problems that come up in life

Instructions:
Please indicate the FREQUENCY with which your parent(s)/guardian(s) engage
in the following statements in reference to your sport participation/performance. Please
circle a number from 1 to 5 with 1 signifying never, 3 indicating sometimes, and 5
signifying often.

Scale Verbal Interpretation

1 Never
2 Rarely
3 Sometimes
4 Often
5 Always

Part Three
Sport Participation/Performance

No. Statement Indicator 1 2 3 4 5

1. My parent(s)/guardian(s) act confident.

2. My parent(s)/guardian(s) try to enhance my

sport performance through instruction drilling.
3. My parent(s)/guardian(s) help me set specific
sport performance goals.
4. My parent(s)/guardian(s) encourage positive
talk about my sport performance.
5. My parent(s)/guardian(s) verbally persuade me
 as it relates to my sport performance.
6. My parent(s)/guardian(s) emphasize my lack of
effort, not lack of ability, for failure when
referencing my sport performance.
7. My parent(s)/guardian(s) emphasize technique
improvement, rather than downplay outcome
in my sport.
8. My parent(s)/guardian(s) encourage me to use
hard physical conditioning in my sport.
9. My parent(s)/guardian(s) identify similar
athletes who have achieved sport performance
as comparable to my sport performance.
10. My parent(s)/guardian(s) frequently use
reward statements when referencing my sport
performance.
11. My parent(s)/guardian(s) help me to imagine
my sport performance success.
12. My parent(s)/guardian(s) emphasize that
anxiety is not fear but readiness as it relates to
my sport performance.
13. My parent(s)/guardian(s) help me reduce sport
performance anxiety through relaxation
training.

Instructions:
Please indicate how EFFECTIVE the following techniques are at enhancing your
self-efficacy in reference to your sport participation/performance. Please circle a number
from 1 to 5 to indicate the technique’s effectiveness, with 1 representing not effective, 3
indicating somewhat effective, and 5 very effective.

Scale Verbal Interpretation

1 Not Effective
2 Slightly Effective
3 Moderately Effective
4 Effective
5 Very Effective

Part Four
Sport Participation/Performance
No. Statement Indicator 1 2 3 4 5
1. My parent(s)/guardian(s) acting confident
 2. My parent(s)/guardian(s) trying to enhance my
sport performance through instruction drilling.
3. My parent(s)/guardian(s) helping me set
specific sport performance goals.
4. My parent(s)/guardian(s) encouraging positive
talk about my sport performance
5. My parent(s)/guardian(s) verbally persuade me
as it relates to my sport performance
6. My parent(s)/guardian(s) emphasizing my lack
of effort, not lack of ability, for failure when
referencing my sport performance.
7. My parent(s)/guardian(s) emphasizing
technique improvement, rather than downplay
outcome in my sport.
8. My parent(s)/guardian(s) encourage me to use
hard physical conditioning in my sport.
9. My parent(s)/guardian(s) identify similar
athletes who have achieved sport performance
as comparable to my sport performance.
10. My parent(s)/guardian(s) frequently use
reward statements when referencing my sport
performance.
11. My parent(s)/guardian(s) help me to imagine
my sport performance success
12. My parent(s)/guardian(s) emphasize that
anxiety is not fear but readiness as it relates to
my sport performance.
13. My parent(s)/guardian(s) helping me reduce
sport performance anxiety through relaxation
training.

Source Author

Part 1, 3 and 4: Schrodt, P., Ledbetter, A. M., & Ohrt, J. K. (2007). Parental confirmation and affection as mediators of family
communication patterns and children's mental well-being. TheJournal of Family Communication, 7(1), 23-46 and Turner, E.A.,
Chandler, M., & Heffer, R.W. (2009). The influence of parenting styles, achievement motivation, and self-efficacy on academic
performance in college students. Journal of College Student Development, 50(3), 337-346.
Part 2: Bandura, A. (1977). Social learning theory. New York, NY: General Learning Press; Bandura, A. (1997). Self-efficacy: The
exercise of control. New York: W.H. Freeman and Company; Feltz, D.L., Short, S.E., & Sullivan, P.J. (2008). Self-efficacy in sport:
Research and strategies for working with athletes, teams, and coaches. Champaign, IL: Human Kinetic and Rodgers, W.M., &
Murray, T.C. (2007). Distinguishing among perceived control, perceived difficulty, and self-efficacy as determinants of intentions and
behaviors. British Journal of Social Psychology, 47(4), 607-630.