Adaptation and Validation of the Learning-Specific Inner Speech Scale (LISS) to the Motor Learning Context

Introduction: The development of tools to measure self-talk is very important, and sports psychology researchers have designed and tested numerous questionnaires in different fields. Objective: Due to the lack of appropriate tools for assessing frequency and content of inner speech when learning new motor skills, this study was designed to modify the Learning-Specific Inner Speech Scale (LISS) (Xiang et al. 2020) into the motor learning context. We evaluated the quality of the modified version of the scale (i.e., the Motor Learning-Specific Inner Speech Scale, MLISS) by examining its factor structure, internal consistency, and content validity among adolescents. Methods: This study used a correlational method using a structural equation modeling. The participants were 312 adolescents (150 girls), who completed the MLISS, consisted of 16 items which measures four dimensions of inner speech including self-criticism, self-reinforcement, self-management, and social assessment. Confirmatory factor analyses and structural equation modelling were used for data analysis. Results: Confirmatory factor analysis supported the hypothesized structure of the measure in adolescents. Conclusion: The results provide evidence that the modified scale is valid in assessing frequency of inner speech use in motor learning. The development of the MLISS extends, for the first time, an extant measure of inner speech to the motor learning context.