Psychometric properties of the Turkish version of the VARK learning style inventory for athletes

Background: Understanding how athletes learn and recognizing their learning preferences are important cognitive and sensory components that may support effective instructional planning in sport settings. This study aimed to adapt the VARK Learning Style Inventory for Athletes (Visual, Aural, Read/Write, and Kinesthetic modalities) into Turkish and to evaluate its psychometric properties. Methods: A total of 854 licensed athletes from individual and team sports in Türkiye participated in the study. The Turkish version of the VARK Learning Style Inventory for Athletes was administered using a paper-based format. Data were analyzed using IBM SPSS Statistics (v26) and LISREL (v8.80). Construct validity was examined using a Multitrait–Multimethod Confirmatory Factor Analysis (MTMM-CFA) approach with a correlated trait–correlated uniqueness (CTCU) specification, while reliability was assessed using internal consistency and test–retest procedures. Results: The MTMM-CFA supported the four-factor structure of the inventory, indicating an acceptable model fit and strong associations among the learning style dimensions, consistent with a multimodal learning preference profile. Internal consistency analyses yielded Kuder–Richardson 20 (KR-20) coefficients ranging from 0.574 to 0.623 across subscales, reflecting moderate reliability. Conclusions: The findings suggest that the Turkish version of the VARK Learning Style Inventory for Athletes demonstrates acceptable psychometric properties, with evidence of construct validity and moderate internal consistency. While the results support its use for assessing learning preferences among Turkish athletes, further research across different sport disciplines and age groups is recommended to strengthen there liability evidence and practical applicability. Overall, the study contributes to measurement practices in sport and exercise sciences by providing a culturally adapted instrument for examining athletes’ learning preferences.