Sport Multidimensional Perfectionism Scale-2

Abstract

The Sport Multidimensional Perfectionism Scale-2 (Sport-MPS-2) is a specialized psychometrics instrument designed to assess the multifaceted nature of perfectionism within athletic populations. Developed by Gotwals and Dunn (2009), this 42-item measure expands upon previous models by distinguishing between adaptive (e.g., high personal standards, organization) and potentially maladaptive (e.g., concern over mistakes, external pressure) dimensions of perfectionism as they manifest specifically in sport contexts. It is crucial for researchers and practitioners in sport psychology seeking to understand how high standards and externally imposed pressures influence athletic performance and well-being.

Keywords

Sport psychology, Perfectionism, Athlete assessment, Multidimensional scale, Sport-MPS-2, Performance standards, Coaching pressure, Parental expectations, Psychometrics.

Authors

J. K. Gotwals, J. G. H. Dunn

Purpose

The primary purpose of the Sport-MPS-2 is to provide a reliable and valid measure of perfectionism tailored specifically for athletes. It moves beyond general measures of perfectionism by contextualizing the construct within the competitive environment of sport, allowing for the differential assessment of six distinct dimensions. This specificity is vital for accurately diagnosing the sources of an athlete’s drive and anxiety, whether they originate internally (self-imposed standards) or externally (perceived pressure from coaches or parents).

Furthermore, the scale aims to facilitate research into the relationship between different facets of perfectionism and various outcomes, including burnout, motivation, anxiety, and athletic performance. By clearly delineating between adaptive and maladaptive characteristics, the instrument aids in developing targeted psychological interventions for athletes.

Construct

The Sport-MPS-2 is grounded in the multidimensional conceptualization of perfectionism, which posits that perfectionism is not a single trait but a profile comprising several distinct, yet correlated, components. The scale measures six specific factors reflecting both intrapersonal drives and interpersonal perceptions related to performance in sport.

These six factors provide a comprehensive view of the athlete’s perfectionistic tendencies. The scale effectively captures the tension between self-oriented striving for excellence and the crippling fear of failure or disapproval. The factors are categorized as follows:

• Personal Standards: Reflects the athlete’s own self-imposed high standards and goals for performance.
• Concern Over Mistakes: Reflects the negative reactions to errors and the tendency to equate mistakes with personal failure.
• Perceived Parental Pressure: Measures the athlete’s perception that their parents impose extremely high standards or expectations regarding their sport performance.
• Perceived Coach Pressure: Measures the athlete’s perception that their coach imposes extremely high standards or is overly critical of imperfect performance.
• Doubts About Actions: Measures the feeling of uncertainty regarding the adequacy of preparation and training efforts prior to competition.
• Organization: Measures the tendency to plan, follow routines, and use systematic strategies for competition preparation.

Validity

The development of the Sport-MPS-2 emphasized establishing robust construct validity evidence, particularly through the use of a multi-method, multi-analytic approach (Gotwals & Dunn, 2009). This methodology involved rigorous statistical testing, including exploratory and confirmatory factor analysis, to ensure that the 42 items loaded correctly onto the hypothesized six factors.

The validation process confirmed that the scale structure accurately reflects the theoretical framework of multidimensional perfectionism in sport. Establishing construct validity is essential, ensuring that the scale measures the intended psychological constructs (e.g., perceived pressure) and not merely general anxiety or striving.

Reliability

The internal consistency of the Sport-MPS-2 subscales was established through the calculation of Cronbach’s Alpha coefficients. These values demonstrate the degree to which items within each subscale measure the same underlying construct. The reliability coefficients reported by the authors are generally strong and acceptable for use in research settings:

• Personal Standards: .76
• Concern Over Mistakes: .85
• Perceived Parental Pressure: .78
• Perceived Coach Pressure: .77
• Doubts About Actions: .76
• Organization: .85

The high internal consistency, particularly for Concern Over Mistakes and Organization (.85), suggests that the items within these dimensions are highly correlated and reliably measure these specific aspects of sport perfectionism.

Factor Analysis

The Sport-MPS-2 was developed and refined using advanced factor analytic techniques to confirm its structure. The resulting six-factor solution—Personal Standards, Concern Over Mistakes, Perceived Parental Pressure, Perceived Coach Pressure, Doubts About Actions, and Organization—was empirically supported. This structure aligns with contemporary models of perfectionism that separate self-oriented dimensions from socially prescribed or perceived dimensions.

The use of techniques such as Confirmatory Factor Analysis (CFA) during the validation phase provided strong evidence for the distinctiveness of the six subscales, thereby strengthening the scale’s overall construct validity and its utility in distinguishing among various sources of perfectionistic motivation in athletes.

Instrument

Test Type: Self-report psychological inventory

Format: 42 items rated on a 5-point Likert Scale

Language Available: English (Original)

Population Group: Athletes/Sporting participants

Age Group: Youth and adult athletes (validated primarily with university and youth samples)

Population Details: Individuals actively involved in competitive sport at various levels (e.g., collegiate, youth league, professional).

Test Methodology: Respondents indicate their level of agreement with statements concerning their personal standards, their reactions to mistakes, and their perceptions of external pressure from parents and coaches. The response format is standardized:

• 1 = Strongly Disagree
• 2 = Disagree
• 3 = Neither Agree nor Disagree
• 4 = Agree
• 5 = Strongly Agree

Keywords

Multidimensional perfectionism, Sport assessment, Athlete mental health, Cronbach’s Alpha, Factor structure, Performance anxiety, Sport Psychology.

Authors

Author ORCID Identifier: Not specified in source material.

Affiliation Email addresses: Not specified in source material.

Correspondence Address: Not specified in source material.

Permissions & Fee and Test Year

The scale was formally validated and published in its current form (Sport-MPS-2) in 2009. The instrument can be found online at the following handle: http://hdl.handle.net/10048/739. Researchers should contact the original authors or the publisher of the validating journal for specific permissions regarding commercial or widespread use.

Reference’s

• Dunn‚ J. G. H.‚ Causgrove Dunn‚ J. L.‚ Gotwals‚ J. K.‚ Vallance‚ J. K. H.‚ Craft‚ J. M.‚ & Syrotuik‚ D. G. (2006). Establishing construct validity evidence for the Sport Multidimensional Perfectionism Scale. Psychology of Sport & Exercise‚ 7‚ 57-79.
• Gotwals‚ J. K.‚ & Dunn‚ J. G. H. (2009). A multi-method multi-analytic approach to establishing internal construct validity evidence: The Sport Multidimensional Perfectionism Scale 2. Measurement in Physical Education and Exercise Science‚ 13‚ 71-92.
• Sapieja‚ Klaudia M.‚ Dunn‚ G. H.‚ and Holt‚ Nicholas L.‚ (2011). Perfectionism and perceptions of parenting styles in male youth soccer. Journal of sport & exercise; 33(1):20-39.
• Sapieja‚ Klaudia. (2009). Perfectionism and Parenting Styles in Male Youth Soccer. Thesis of (M.A.).-University of Alberta.

Items of the Sport Multidimensional Perfectionism Scale-2

To what extent do you agree or disagree with the following statements?

1. If I do not set the highest standards for myself in my sport‚ I am likely to end up a second-rate player.
2. Even if I fail slightly in competition‚ for me‚ it is as bad as being a complete failure.
3. I usually feel uncertain as to whether or not my training effectively prepares me for competition.
4. My parents set very high standards for me in my sport.
5. On the day of competition I have a routine that I try to follow.
6. I feel like my coach criticizes me for doing things less than perfectly in competition.
7. In competition‚ I never feel like I can quite meet my parents‘ expectations.
8. I hate being less than the best at things in my sport.
9. I have and follow a pre-competitive routine.
10. If I fail in competition‚ I feel like a failure as a person.
11. Only outstanding performance during competition is good enough in my family.
12. I usually feel unsure about the adequacy of my pre-competition practices.
13. Only outstanding performance in competition is good enough for my coach.
14. I rarely feel that my training fully prepares me for competition.
15. My parents have always had higher expectations for my future in sport than I have.
16. The fewer mistakes I make in competition‚ the more people will like me.
17. It is important to me that I be thoroughly competent in everything I do in my sport.
18. I follow pre-planned steps to prepare myself for competition.
19. I feel like I am criticized by my parents for doing things less than perfectly in competition.
20. Prior to competition‚ I rarely feel satisfied with my training.
21. I think I expect higher performance and greater results in my daily sport-training than most players.
22. I feel like I can never quite live up to my coach‘s standards.
23. I feel that other players generally accept lower standards for themselves in sport than I do.
24. I should be upset if I make a mistake in competition.
25. In competition‚ I never feel like I can quite live up to my parents‘ standards.
26. My coach sets very high standards for me in competition.
27. I follow a routine to get myself into a good mindset going into competition.
28. If a team-mate or opponent (who plays a similar position to me) plays better than me during competition‚ then I feel like I failed to some degree.
29. My parents expect excellence from me in my sport.
30. My coach expects excellence from me at all times: both in training and competition.
31. I rarely feel that I have trained enough in preparation for a competition.
32. If I do not do well all the time in competition‚ I feel that people will not respect me as an athlete.
33. I have extremely high goals for myself in my sport.
34. I develop plans that dictate how I want to perform during competition.
35. I feel like my coach never tries to fully understand the mistakes I sometimes make.
36. I set higher achievement goals than most athletes who play my sport.
37. I usually have trouble deciding when I have practiced enough heading into a competition.
38. I feel like my parents never try to fully understand the mistakes I make in competition.
39. People will probably think less of me if I make mistakes in competition.
40. My parents want me to be better than all other players who play my sport.
41. I set plans that highlight the strategies I want to use when I compete.
42. If I play well but only make one obvious mistake in the entire game‚ I still feel disappointed with my performance.