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Carrie S. Baker, Jennifer M. Medina McKeon and Ellen L. Usher

Self-efficacy of balance, a psychological characteristic, may provide information regarding psychological risk factors for lower-extremity injury. Validated instruments to assess self-efficacy of balance do not currently exist. The objective of this study was to determine the face and content validity of the Self-Efficacy of Balance Scale (SEBS) for an adolescent population, as well as content validity, construct and convergent validity of the overall instrument. A series of panelists (n = 11) assessed proposed items for face and content validity for self-efficacy of balance. Construct and convergent validity were assessed with active college individuals (n = 74) and female high school basketball athletes (n = 57). Original items were revised to 21 items. Panelists validated both face and content validity of the SEBS. All items were assessed to have the construct of self-efficacy. Evidence of convergent validity supported the proposed construct of self-efficacy, and was found to be relevant to the physical functioning of a young, active population.

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Trisha Patel and Neeru Jayanthi

who participated in club and intramural sports ( Simon & Docherty, 2014 ). Simon and Docherty also reported that the recreational athlete controls in their study scored better than the general non-athlete US population on physical function, depression, and pain interferences scales, suggesting a

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Brian J. Foster and Graig M. Chow

response question is “during the past four weeks, have you accomplished less than you would like as a result of any emotional problems?” The respondent has the option to answer yes (0) or no (1). Items from the subscales of physical functioning, bodily pain, general health perceptions, and physical

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Jessica Ross and Peter D. MacIntyre

on the body’s physical function (p. 118). Physical activities require expending greater amounts of energy, engage more the systems of the body intensively, and have some potential for injury, increasing risk and need for skill associated with the activity. Therefore, although we recognize the