Psychological Tools
Psychological Assessment Battery
This collection of validated psychological measures provides a comprehensive evaluation of participants’ psychological wellbeing, attitudes toward exercise, and program-relevant psychological variables.
1. Strengths and Difficulties Questionnaire (SDQ)
Purpose: Brief behavioral screening questionnaire covering emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behavior.
Format: 25 items rated as Not True, Somewhat True, or Certainly True
Sample Items:
- “I worry a lot”
- “I am often unhappy, down-hearted or tearful”
- “I get very angry and often lose my temper”
- “I am easily distracted, I find it difficult to concentrate”
Administration Time: 5-10 minutes
Scoring: Generates scores for five subscales plus Total Difficulties score
When to Use: Baseline and post-program assessment
2. Rosenberg Self-Esteem Scale (RSES)
Purpose: Measures global self-worth by assessing both positive and negative feelings about the self.
Format: 10 items rated from Strongly Agree to Strongly Disagree
Sample Items:
- “On the whole, I am satisfied with myself”
- “I feel that I have a number of good qualities”
- “I am able to do things as well as most other people”
- “I feel I do not have much to be proud of” (reverse scored)
Administration Time: 2-3 minutes
Scoring: Sum of all item scores after reversing negatively worded items
When to Use: Baseline, mid-program, and post-program assessment
3. Physical Activity Enjoyment Scale (PACES)
Purpose: Measures enjoyment of physical activity in adolescents.
Format: 16 items rated on a 7-point bipolar scale
Sample Items:
- “When I am physically active… I enjoy it / I hate it”
- “When I am physically active… I feel bored / I feel interested”
- “When I am physically active… It’s not at all pleasant / It’s very pleasant”
Administration Time: 3-5 minutes
Scoring: Sum of all items after reversing appropriate items
When to Use: After first few sessions, mid-program, and post-program
4. [Exercise Self-Efficacy Scale](/assessment/assesment_tools/Self-efficacy for exercise_Website_PDF.pdf)
Purpose: Measures confidence in ability to engage in regular physical activity under various challenging conditions.
Format: 10 items rated on a scale of confidence from 0-100%
Sample Items:
- “I am confident I can participate in regular exercise when I am tired”
- “I am confident I can participate in regular exercise when I am in a bad mood”
- “I am confident I can participate in regular exercise when I have too much work to do”
Administration Time: 3-5 minutes
Scoring: Average of all item scores (0-100)
When to Use: Baseline, mid-program, and post-program assessment
5. Motivation for Physical Activity Measure (MPAM-R)
Purpose: Assesses reasons for engaging in physical activities across five domains: fitness, appearance, competence, enjoyment, and social.
Format: 30 items rated on a 7-point scale from “not at all true for me” to “very true for me”
Sample Items:
- “I exercise because I want to be physically fit”
- “I exercise because I find it fun”
- “I exercise because I want to look or feel better”
- “I exercise because I want to be with my friends”
Administration Time: 5-7 minutes
Scoring: Average score for each of the five subscales
When to Use: Baseline and post-program assessment
6. Body Esteem Scale for Adolescents and Adults
Purpose: Measures evaluations about one’s body and appearance.
Format: 23 items rated on a 5-point Likert scale from “never” to “always”
Sample Items:
- “I like what I look like in pictures”
- “I’m proud of my body”
- “I feel comfortable with my body”
- “I wish I looked like someone else” (reverse scored)
Administration Time: 5 minutes
Scoring: Average of subscale items after reversing appropriate items
When to Use: Baseline, mid-program, and post-program assessment
7. Pediatric Quality of Life Inventory (PedsQL)
Purpose: Assesses health-related quality of life in children and adolescents across physical, emotional, social, and school functioning domains.
Format: 23 items rated on a 5-point scale from “never a problem” to “almost always a problem”
Sample Items:
- “It is hard for me to walk more than one block”
- “I feel afraid or scared”
- “I have trouble getting along with other teens”
- “It is hard to pay attention in class”
Administration Time: 5 minutes
Scoring: Items are reverse-scored and linearly transformed to a 0-100 scale, with higher scores indicating better quality of life
When to Use: Baseline and post-program assessment
Implementation Guidelines
Administration Considerations
- Privacy: Ensure participants can complete measures privately
- Comprehension: Be available to clarify questionnaire items as needed
- Timing: Administer at consistent times in relation to exercise sessions
- Environment: Provide a quiet, distraction-free setting
- Non-coercion: Emphasize that participation in assessments is optional
Data Management
- Store completed questionnaires securely
- Enter data promptly after collection
- Use standardized scoring procedures
- Document any unusual circumstances during administration
Interpreting Changes
- Clinically Meaningful Change: Focus on whether changes exceed established minimally important differences
- Individual vs. Group: Consider both individual trajectories and group averages
- Context Factors: Interpret changes in light of attendance, engagement, and external factors
Special Considerations
- Reading Level: Ensure materials are appropriate for diverse literacy levels
- Language Options: Provide validated translations when necessary
- Cultural Sensitivity: Consider cultural factors in interpretation
- Response Burden: Avoid administering too many measures at once to prevent fatigue
Using Results
- Tailor program components based on psychological assessments
- Identify participants who may need additional support
- Track relationships between psychological changes and physical outcomes
- Generate insights for program improvement
Connecting to Physical Progress
Help participants connect psychological changes to physical progress by:
- Discussing how improved self-efficacy relates to exercise adherence
- Highlighting the relationship between enjoyment and sustained participation
- Exploring how quality of life improvements relate to functional gains