Adaptation of Capability, Opportunity, and Motivation to deliver Physical Activity in School Scale into Turkish: Validity and Reliability Study

In the present study, the Capability, Opportunity, and Motivation to Deliver Physical Activity in School Scale (COM-PASS) was adapted into Turkish and its psychometric properties were examined among physical education and sports teachers. The adaptation process followed a forward–backward translation procedure. Two independent translations were combined into a consensus version, expert review was conducted to ensure semantic and conceptual equivalence, and back-translation was used to check consistency with the original form. Before the main application, the Turkish form was evaluated for comprehensibility with 30 participants. Data were collected from physical education and sports teachers working in different institutions and educational levels in Istanbul during the 2024–2025 academic year. Exploratory Factor Analysis (EFA) was conducted with data from 145 teachers, and Confirmatory Factor Analysis (CFA) was conducted with a second dataset of 101 teachers from the same target population. EFA was performed on the final 14-item form without adding or removing any items. The results supported a three-factor structure consistent with the original scale, explaining 61.839% of the total variance, with factor loadings ranging from 0.575 to 0.840. CFA results indicated acceptable model fit (χ²/df = 2.07; RMSEA = 0.066; SRMR = 0.045; CFI = 0.908; IFI = 0.910; RNI = 0.908; TLI = 0.887). Cronbach’s alpha coefficients were 0.868 for the total scale and ranged from 0.781 to 0.867 for the subscales. Composite reliability values ranged from 0.761 to 0.868, while AVE values ranged from 0.373 to 0.625. Discriminant validity was supported based on the Fornell–Larcker criterion. Overall, the findings indicate that the Turkish COM-PASS provides acceptable evidence of construct validity, internal consistency, composite reliability, convergent validity, and discriminant validity for assessing physical education and sports teachers’ perceived capability, perceived school-level opportunity, and motivation for delivering physical activity in schools.