6.6.3: Measuring Satisfaction in Sports

We have previously considered a research study that attempted to determine what factors might contribute to an athlete having satisfaction in their sport (Lepir and Lakić 2025). This study used three separate measurement scales to measure athletic satisfaction, personality traits, and emotional skill and competence. We will consider the development of the measurement scale for athletic satisfaction.

To measure athletic satisfaction the researchers in the study used the Athletic Satisfaction Questionnaire (Riemer and Chelladurai 1998). The Athletic Satisfaction Questionnaire is a 15-dimension, 56-item questionnaire that is designed to measure the important aspects of athletic satisfaction based on previous research about the important aspects of athlete satisfaction (Chelladurai and Riemer 1997). The researchers define satisfaction as “a positive affective state resulting from a complex evaluation of the structures, processes, and outcomes associated with the athletic experience” (Chelladurai and Riemer 1997, p. 135).

Using psychological theories of satisfaction, the researchers identified 33 different facets in seven different categories as a starting place for developing the questionnaire. These facets included such concepts as personal growth, team goal attainment, team contributions, and family support. Through an initial phase of development some of the facets were combined, and an initial version of the questionnaire based on 29 facets measured using 197 questions was developed. This initial version of the questionnaire was then tested for readability and was judged by a panel of experts. The questionnaire was then given to 20 undergraduate sport psychology majors who were asked to match each question with a randomized list of the 29 facets to determine if the questions were capturing the correct ideas behind each of the facets. Finally, the preliminary version of the questionnaire was administered to 172 first-year undergraduate sport management and physical education majors. These data were subjected to several types of statistical analyses. These three analyses reduced the questionnaire to 121 questions on 19 facets.

The final phase of development was based on administering the edited questionnaire to a sample of 614 Canadian university athletes in basketball, hockey, and volleyball. Using this data the researchers were able to verify the construct validity and reliability of the measurement system, which is based on a 15-dimension, 56-item questionnaire (summarized in Table 6.15).

Table 6.15. The dimensions and items in the Athletic Satisfaction Questionnaire (Riemer and Chelladurai 1998).

Dimension 1: Individual Performance
1.	The degree of which I have reached my performance goals during the season.
2.	The improvement of my performance over the previous season.
3.	The improvement in my skill level thus far.
Dimension 2: Team Performance
1.	The team's win/loss record this season.
2.	The team's overall performance this season.
3.	The extent to which the team has met its goals for the season thus far.
Dimension 3: Ability Utilization
1.	The degree to which my abilities are used.
2.	The level to which my talents are employed.
3.	The extent to which my role matches my potential.
4.	The amount of time I play during competitions.
5.	The degree to which my role on the team matches my preferred role.
Dimension 4: Strategy
1.	The tactics used during games.
2.	Coach's choice of strategies during games.
3.	How the coach makes adjustments during competitions.
4.	Coach's game plans.
5.	The manner in which coach combines the available talent.
Dimension 5: Personal Treatment
1.	The recognition I receive from my coach.
2.	The friendliness of the coach towards me.
3.	The level of appreciation my coach shows when I do well.
4.	My coach’s loyalty towards me.
5.	The extent to which my coach is behind me.
Dimension 6: Training and Instruction
1.	The training I receive from the coach during the season.
2.	The instruction I have received from the coach this season.
3.	The coach's teaching of the tactics and techniques of my position.
Dimension 7: Team Task Contribution
1.	The extent to which teammates provide me with instruction.
2.	The guidance I receive from my teammates.
3.	The constructive feedback I receive from my teammates.
Dimension 8: Team Social Contribution
1.	My social status on the team.
2.	The role I play in the social life of the team.
3.	The degree to which my teammates accept me on a social level.
Dimension 9: Ethics
1.	The extent to which all team members are ethical.
2.	My teammates’ sense of fair play.
3.	My teammates’ “sportsmanlike” behavior.
Dimension 10: Team Integration
1.	How the team works to be the best.
2.	The degree to which teammates share the same goal.
3.	Team member's dedication to work together toward team goals.
4.	The extent to which teammates play as a team.
Dimension 11: Personal Dedication
1.	The degree to which I do my best for the team.
2.	My dedication during practices.
3.	My enthusiasm during competitions.
4.	My commitment to the team.
Dimension 12: Budget
1.	The funding provided to my team.
2.	The amount of money spent on my team.
3.	The fairness of the team's budget.
Dimension 13: Medical Personnel
1.	The competence of the medical personnel.
2.	The fairness with which the medical personnel treat all players.
3.	The medical personnel's interest in the athletes.
4.	The promptness of medical attention.
Dimension 14: Academic Support Services
1.	The tutoring I received.
2.	The academic services provided.
3.	The personnel of the academic support services (e.g., tutors, counselors).
Dimension 15: External Agents
1.	The media’s support of our program.
2.	The support from the university community.
3.	The supportiveness of the fans.
4.	The local community’s support.