47 results on '"self-determined motivation"'
Search Results
2. Validation of the Perceived Performance in Sport Questionnaire
- Author
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Joao Lourenço, Bartolomé Jesús Almagro, and Pedro Sáenz-López Buñuel
- Subjects
rendimento desportivo ,motivação autónoma ,competência ,jovens atletas ,questionário ,sport performance ,self-determined motivation ,competence ,young athletes ,questionnaire, rendimiento deportivo ,motivación autodeterminada ,competencia ,jóvenes ,cuesti ,Geography. Anthropology. Recreation ,Recreation. Leisure ,GV1-1860 ,Sports ,GV557-1198.995 - Abstract
This study had as purpose the description of the Perceived Performance in Sport Questionnaire process, which aims to assess the performance perception of young athletes in competition sports and prove its criteria validity. The total sample comprised 470 federated athletes, of which 362 were male and 108 female, aged from 13 to 20 years old. To test the instrument, content validation (by experts) was applied as well as the exploratory factorial analysis and the internal consistency (reliability), the temporal stability, the confirmatory factor analysis and linear regression. The results showed that the questionnaire had monofactorial structure, satisfactory internal consistency (α=.88) and test/re-test reliability (r=.94; p
- Published
- 2018
3. VALIDAÇÃO DO QUESTIONÁRIO DE PERCEÇÃO DO RENDIMENTO NO DESPORTO (QPRD)] [Validation of the Perceived Performance in Sport Questionnaire] [Validación del Cuestionario de Rendimiento Percibido en el Deporte]
- Author
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Joao Lourenço, Bartolomé Jesús Almagro, and Pedro Sáenz-López Buñuel
- Subjects
rendimento desportivo ,motivação autónoma ,competência ,jovens atletas ,questionário ,Sport performance ,self-determined motivation ,competence ,young athletes ,questionnaire, Rendimiento deportivo ,motivación autodeterminada ,competencia ,jóvenes ,cuesti ,Geography. Anthropology. Recreation ,Recreation. Leisure ,GV1-1860 ,Sports ,GV557-1198.995 - Abstract
Este estudo teve como objetivos descrever o processo de validação do Questionário de Perceção de Rendimento no desporto (QPRD), instrumento que pretende aferir sobre a perceção de rendimento de jovens atletas no desporto de competição e comprovar a sua validade de critério. A amostra total foi composta por 470 atletas portugueses federados, dos quais 362 pertenciam ao sexo masculino e 108 ao sexo feminino, com idades compreendidas entre os 13 e os 20 anos. Para testar o instrumento recorreu-se à validação do conteúdo (por parte de especialistas) e às análises fatorial exploratória, de consistência interna, de estabilidade temporal, fatorial confirmatória e à regressão linear. Os resultados evidenciaram que o questionário apresenta uma estrutura monofatorial, uma consistência interna (α=.88) e fidedignidade teste-reteste bastante satisfatórios (r=.94; p
- Published
- 2018
4. SELF-DETERMINED PSYCHOSOCIAL CONSEQUENCES OF RESPONSIBILITY PROMOTION IN PHYSICAL EDUCATION.
- Author
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Merino-Barrero, J. A., Valero-Valenzuela, A., and Belando-Pedreño, N.
- Subjects
PHYSICAL education ,SPORTSMANSHIP - Abstract
Copyright of International Journal of Medicine & Science of Physical Activity & Sport / Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte is the property of Revista Internacional de Medicina y Ciencias de la Actividad Fisica y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
5. DISEÑO Y VALIDACIÓN DE LA ESCALA DE APOYO A LA AUTONOMÍA EN EDUCACIÓN SUPERIOR: RELACIÓN CON LA COMPETENCIA LABORAL DEL DISCENTE.
- Author
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Moreno-Murcia, Juan Antonio, Huéscar Hernández, Elisa, Pintado Verdú, Román, and Marzo Campos, Juan Carlos
- Abstract
Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
6. Capacidad predictiva del apoyo a la autonomía en clases de educación física sobre el ejercicio físico.
- Author
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Antonio Moreno-Murcia, Juan, Huéscar Hernández, Elisa, and Ruíz González, Lorena
- Subjects
- *
PHYSICAL education , *PHYSICAL activity , *BASIC needs , *REGRESSION analysis , *PHYSICAL education teachers - Abstract
The objective of this study was to check the prediction capacity of teacher's autonomy support in physical education, basic psychological needs and motivation self-determined about fun, importance and intention towards physical education and the usual physical activity. Participated a sample of 718 students (346 boys and 372 girls) with ages between 13 and 19 years (M = 15.76, SD = 1.20). Autonomy support perceived, basic psychological needs, motivation, fun, the importance of Physical education, intentionality to be physically active and habitual physical activity was measured. A descriptive statistical analyzes and bivariate correlations of all the variables object of study, confirmatory factor analyzes of the instruments and an analysis through the structural regression model was performed. The results revealed a positive and significant relationship between all the variables. Thus, the autonomy support positively predicted the satisfaction of the basic psychological needs, and this, in turn, predicted self-determined motivation, which predicted fun the fun, that predicted the importance given to physical education, and it the intention to be physically active, which finally predicted the usual physical activity rate. The results help to optimize the commitment of young people to physical activity, both inside and outside the classroom. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
7. Apoyo Parental Percibido y Motivación Adolescente hacia la Actividad Física.
- Author
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De la Torre-Cruz, Manuel J., Ruiz-Ariza, Alberto, Suárez-Manzano, Sara, and Martínez-López, Emilio J.
- Subjects
- *
MOTIVATION (Psychology) in adolescence , *PHYSICAL activity , *PARENT-child relationships , *SOCIAL support , *PARENTING , *SATISFACTION - Abstract
This study aimed to know to what extent diffierent types of parental social support increased the percentage of explained variance for self-determined motivation toward physical activity practice of their children, apart from other variables such as gender, age, and body mass index. Four hundred and sixty-nine adolescents (50.3% female) aged between 12 and 16 years participated in this study. fie Spanish adaptations of the Activity Support Scale and the Behavioral Regulation Exercise Questionnaire-2 were used to assess parental support for children´s physical activity and self-determined motivation toward physical activity (PA), respectively. A hierarchical lineal regression procedure was used for the main statistical analysis. Our results revealed that regarding identified motivation, the percentage of variance explained by the model increased to 25%. In addition to gender and age, parental instrumental support contributed to explain the observed variability. As for intrinsic motivation, the percentage of explained variance was 27%. Besides gender, perceived provision of maternal and paternal instrumental support were contributors to the observed variability. In conclusion, children's perception of the provision of material and financial resources was associated with a motivational orientation that emphasizes the benefits, enjoyment and satisfaction of performing physical activity. [ABSTRACT FROM AUTHOR]
- Published
- 2019
8. Predicción del motivo salud en el ejercicio físico en centros de fitness. [Prediction of health reason in physical exercise in fitness centers].
- Author
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Ana Prieto-Vaello, Antonio Alias, and Juan A. Moreno-Murcia
- Subjects
motivación autodeterminada ,autonomía ,competencia y relación con los demás ,clases dirigidas ,self-determined motivation ,autonomy ,competition ,relationship with others ,fitness. ,Geography. Anthropology. Recreation ,Recreation. Leisure ,GV1-1860 ,Sports ,GV557-1198.995 - Abstract
El objetivo de este estudio fue comprobar si el apoyo de la autonomía, las necesidades psicológicas básicas y la motivación intrínseca predicen el motivo de práctica hacia la mejora o mantenimiento de la salud. La muestra estuvo compuesta por 602 practicantes de actividades dirigidas con ritmo coreografiados (zumba, aeróbic, step, fight box, batuka, danza contemporánea, flamenco, sevillanas y bailes latinos), a los que se midió el apoyo de autonomía, las necesidades psicológicas básicas, la motivación intrínseca y el motivo salud. Tras el análisis de regresión lineal múltiple por pasos, la salud fue predicha positivamente por el soporte de autonomía del técnico, la satisfacción de los mediadores psicológicos y la motivación intrínseca. Se discuten los resultados en relación al diseño de programas de intervención en busca de estilos de vida más saludables. Abstract The aim of this study was to test if health being the reason of sport practice can be predicted by the support of autonomy, basic psychological needs and intrinsic motivation. A total of 602 practitioners participated in activities aimed at choreographed rhythm (zumba, aerobics, step, box fight, batuka, contemporary dance, flamenco, sevillanas and Latin dances) where the factors support of autonomy, basic psychological needs, intrinsic motivation and health as the reason, were measured. After the stepwise multiple linear regression analysis, the factor health was positively predicted by the technical support of autonomy, the satisfaction of psychological mediators and the intrinsic motivation. The results are discussed in relation to the design of intervention programs in search of healthier life styles.
- Published
- 2015
- Full Text
- View/download PDF
9. VALIDAÇÃO DO QUESTIONÁRIO DE PERCEÇÃO DO RENDIMENTO NO DESPORTO (QPRD).
- Author
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Lourenço, João, Almagro, Bartolomé J., and Sáenz-López, Pedro
- Abstract
Copyright of E-balonmano.com: Journal of Sports Science / Revista de Ciencias del Deporte is the property of Federacion Extremena de Balonmano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
10. DETERMINANTES DE LA PRÁCTICA DEPORTIVA DE LOS ADOLESCENTES EN HORARIO EXTRAESCOLAR.
- Author
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Gutiérrez, Melchor, Manuel Tomás, José, and Calatayud, Pablo
- Abstract
The aim of this study was to analyze the relationships among adolescents' perceptions of motivational climate in physical education (PE) class, students' attitudes toward PE and their motives for practicing sport activities out-of-school. Participants were 428 students of ESO and 1st. Bachelor (54.4% boys and 45.6% girls) aged between 13 and 17 years (M = 14.56, SD = 1.47), which in addition to attending PE classes were participating in sport practices outside school. The sample was incidental and obtained through collaborators. The Perceived Motivational Climate Scale, the Attitudes toward PE Scale, and the Sport Motivation Scale were used. The data were analyzed using structural equation models with latent factors. Main results showed a significant relationship of mastery class climate with attitudes toward PE and intrinsic motivation for sport practicing, and performance class climate with extrinsic motivation and demotivation for sport practicing out-of-school. [ABSTRACT FROM AUTHOR]
- Published
- 2018
11. Changes in the academic motivation and satisfaction with studies of pre-service physical education teachers during the study period
- Author
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Poteliūnienė, Sniegina, Emeljanovas, Arūnas, and López Sánchez, Guillermo F.
- Subjects
educación física ,physical education ,motivación autodeterminada ,profesión ,satisfaction ,satisfacción ,self-determined motivation ,profesores en formación ,profession ,enseñanza ,General Psychology ,teaching ,pre-service teachers - Abstract
The study describes and explores how the academic motivation and satisfaction of pre-service physical education (PE) teachers change during the study period and how autonomous and controlled academic motivation is related to student satisfaction with academic studies. For data collection, questionnaire surveys were used. The Academic Motivation Scale (AMS) and The Course Experience Questionnaire (CEQ) were applied. Repeated cross-sectional studies design at regular intervals was also used in this research. Data were collected four times during PE students’ study period in four Lithuanian universities. The samples were distributed according to the study year: first-year n = 84, second-year n = 72, third-year n = 59, fourth-year n = 44 students. The analysis of the data showed that students’ academic motivation and satisfaction with studies changed during the study period. Both autonomous and controlled academic motivation indicators have relationships of similar strength with the same subscales of satisfaction with studies. The research results obtained provide a better understanding of the change in students’ academic motivation regarding students’ perceptions of the academic environment revealed through student study satisfaction., El estudio describe y explora cómo cambia la motivación académica y la satisfacción de los docentes de educación física (EF) en formación durante el periodo de estudio, y cómo la motivación académica autónoma y controlada se relaciona con la satisfacción del estudiante con los estudios académicos. La recolección de datos se realizó mediante cuestionarios. Se aplicaron la escala de motivación académica (EMA) y el cuestionario de experiencia del curso (CEC). En esta investigación se utilizó el diseño repetido de estudios transversales a intervalos regulares. Los datos se recopilaron cuatro veces durante el periodo de estudio de los estudiantes de educación física en cuatro universidades lituanas. Las muestras se distribuyeron según el año de estudio de la siguiente manera: primer año n = 84, segundo año n = 72, tercer año n = 59, cuarto año n = 44 estudiantes. El análisis de los datos mostró que la motivación académica y la satisfacción de los estudiantes con los estudios cambian durante el periodo de estudio. Los indicadores de motivación académica autónoma y controlada tienen relaciones de fuerza similar con las mismas subescalas de satisfacción con los estudios. Los resultados de investigación obtenidos proporcionan una mejor comprensión del cambio en la motivación académica de los estudiantes en relación con sus percepciones sobre el entorno académico revelado a través de su satisfacción con el estudio.
- Published
- 2022
12. Educación Deportiva versus Enseñanza Tradicional: Influencia sobre la regulación motivacional en alumnado de Bachillerato.
- Author
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Burgueño, R., Medina-Casaubón, J., Morales-Ortiz, E., Cueto-Martín, B., and Sánchez-Gallardo, I.
- Abstract
Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
13. Relación del clima motivacional creado por el entrenador con la motivación autodeterminada y la implicación hacia la práctica deportiva. (Relationship between motivational climate created by coach regarding self-determined motivation and the involvement through the practice).
- Author
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David Sánchez Oliva, Francisco Miguel Leo Marcos, Pedro Antonio Sánchez Miguel, Diana Amado Alonso, and Tomás García Calvo
- Subjects
clima motivacional ,mediadores psicológicos ,motivación autodeterminada ,implicación adecuada ,motivational climate ,psychological needs ,self-determined motivation ,appropriate involvement. ,Geography. Anthropology. Recreation ,Recreation. Leisure ,GV1-1860 ,Sports ,GV557-1198.995 - Abstract
ResumenA través del presente estudio se pretendió valorar la relación existente entre el clima motivacional percibido por los jugadores y la motivación autodeterminada, y cómo éstos niveles de autodeterminación se relacionaban con la implicación mostrada por los jóvenes deportistas. Para ello, utilizamos una muestra compuesta por 97 jugadores de fútbol, con edades comprendidas entre los 12 y los 16 años, que completaron diversos cuestionarios encaminados a valorar las diferentes variables del estudio. Los resultados mostraron cómo el clima motivacional que implica a la tarea se relacionaba con los niveles altos de autodeterminación, así como con la satisfacción de las necesidades psicológicas básicas. Igualmente, comprobamos cómo la motivación autodeterminada se relacionaba positivamente con la implicación adecuada en el deporte. Como conclusión, destacamos la importancia por parte del entrenador de fomentar en el contexto deportivo un clima que implique a la tarea, con el objetivo de promover motivos de práctica intrínsecos a la propia actividad, lo que provocará una implicación más adecuada por parte de los deportistas.AbstractThis study aims to examine the relationships between motivational climate perceived by players and self-determined motivation, and how these self-determination levels are related with youth athletes’ involvement. For instance, we have used a sample formed by 97 football players, ranging in age from 12 to 16 years old that completed questionnaires to assess different variables of the research. Results showed that mastery climate was associated with higher self-determination levels, as well as satisfaction of the psychological basic needs. Moreover, we demonstrated that self-determined motivation was positively related with an appropriate involvement in the sport. Finally, we emphasize the importance by coach to promote a mastery climate with the purpose to get greater intrinsic motives for practice, which leds to a more adequate involvement by athletes.
- Published
- 2010
14. Del soporte de autonomía y la motivación autodeterminada a la satisfacción docente.
- Author
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Ruiz Quiles, María, Moreno-Murcia, Juan Antonio, and Vera Lacárcel, José Antonio
- Abstract
Copyright of European Journal of Education & Psychology is the property of European Journal of Education & Psychology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
- Full Text
- View/download PDF
15. Género y motivación situacional en Educación Física: claves para el desarrollo de estrategias de intervención.
- Author
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Sevil, Javier, Abós, Ángel, Julián, Jose A., Murillo, Berta, and García-González, Luis
- Abstract
Copyright of RICYDE. Revista Internacional de Ciencias del Deporte is the property of Revista Internacional de Ciencias del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
- Full Text
- View/download PDF
16. Factores motivacionales relacionados con la agresividad en las artes marciales.
- Author
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Monacis, Lucia, de Palo, Valeria, and Sinatra, Maria
- Subjects
- *
MOTIVATION (Psychology) , *MARTIAL arts , *SPORTS psychology , *SELF-determination theory , *SPORTSMANSHIP , *AGGRESSION (Psychology) - Abstract
This study was aimed at testing a meditational model in which goal orientation, self-determined motivation, and sportspersonship were predictive factors of aggressiveness. Italian martial artists (N = 366; Mage = 29.53, SD = 9.107; Men = 325, Female = 41) were asked to fill in a questionnaire assessing sport orientation, sport motivation, sportspersonship, and aggressiveness. The path analysis supported the hypothesized model: self-determined motivation mediates the relationship between motivational orientations and sportspersonhip, which in turn mediates the relationship between motivation and aggressiveness. The results suggest considering these motivational factors in order to plan interventions to prevent aggressiveness among athletes. [ABSTRACT FROM AUTHOR]
- Published
- 2015
17. Apoyo parental percibido y motivación adolescente hacia la actividad física
- Subjects
Apoio parental ,Physical activity ,Self-determined motivation ,Atividade física ,Actividad física ,Parental support ,Motivación autodeterminada ,Adolescents ,Motivação autodeterminada ,Apoyo parental ,Adolescente - Published
- 2021
18. Factores motivacionales relacionados con la agresividad en las artes marciales
- Subjects
Agresividad ,Desportivismo ,Aggressiveness ,Orientación motivacional ,Self-determined motivation ,Orientação motivacional ,Motivação auto-determinada ,Motivational orientations ,Deportividad ,Sportspersonship ,Motivación autodeterminada ,Agressividade - Published
- 2021
19. Apoyo parental percibido y motivación adolescente hacia la actividad física
- Author
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Torre Cruz, Manuel Jesús de la, Ruiz-Ariza, Alberto, Suárez-Manzano, Sara, and Martínez-López, Emilio José
- Subjects
Apoio parental ,Physical activity ,Self-determined motivation ,Atividade física ,Actividad física ,Parental support ,Motivación autodeterminada ,Adolescents ,Motivação autodeterminada ,Apoyo parental ,Adolescente - Abstract
Este estudio pretendió conocer en qué medida diferentes formas de apoyo social materno y paterno incrementaban el porcentaje de varianza explicada de motivación autodeterminada hacia la práctica de actividad físico-deportiva de sus hijos, más allá de la proporción atribuida a un conjunto de variables personales (sexo, edad e índice de masa corporal). Cuatrocientos sesenta y nueve adolescentes (50.3% chicas) con edades comprendidas entre los 12 y los 16 años de edad participaron en el estudio. Los instrumentos empleados fueron una adaptación al castellano de la Activity Support Scale y del Behavioral Regulation in Exercise Questionnaire-2. El análisis estadístico principal consistió en un procedimientode regresión jerárquica. Los resultados revelaron que para el caso de la motivación identificada el porcentaje de varianza explicada por el modelo ascendió hasta el 25%. Además del sexo y la edad, el apoyo instrumental atribuido a madres y padres contribuía a la explicación de la variabilidad observada. Respecto a la motivación intrínseca, el porcentaje de varianza explicada fue del 27%. Más allá del sexo, el apoyo instrumental materno y paterno contribuyeron a la explicación de la variabilidad observada. La percepción juvenil de la provisión de recursos materiales y económicos se asoció con una orientación motivacional que destaca los beneficios que aporta, así como el disfrute y satisfacción que se deriva de la realización de actividad física. This study aimed to know to what extent different types of parental social support increased the percentage of explained variance for self-determined motivation toward physical activity practice of their children, apart from other variables such as gender, age, and body mass index. Four hundred and sixty-nine adolescents (50.3% female) aged between 12 and 16 years participated in this study. The Spanish adaptations of the Activity Support Scale and the Behavioral Regulation Exercise Questionnaire-2 were used to assess parental support for children's physical activity and self-determined motivation toward physical activity (PA), respectively. A hierarchical linear regression procedure was used for the main statistical analysis.Our results revealed that regarding identified motivation, the percentage of variance explained by the model increased to 25%. In addition to gender and age, parental instrumental support contributed to explain the observed variability. As for intrinsic motivation, the percentage of explained variance was 27%. Besides gender, perceived provision of maternal and paternal instrumental support were contributors to the observed variability. In conclusion, children's perception of the provision of material and financial resources was associated with a motivational orientation that emphasizes the benefits, enjoyment and satisfaction of performing physical activity Este estudo pretendeu conhecer em que medida diferentes formas de apoio social materno e paterno incrementavam o percentual de variância explicado de motivação autodeterminada para a prática de atividade física esportiva de seus lhos, além da proporção atribuída a um conjunto de variáveis pessoais (sexo, idade, e índice de massa corporal). Quatrocentos e sessenta e nove adolescentes (50.3% meninas) com idades compreendidas entre os 12 a 16 anos de idade participaram no estudo. Os instrumentos empregados foram uma adaptação ao castellano da Activity Support Scale e do Behavioral Regulation in Exercise Questionnaire-2. A análise estatística principal consistiu em um procedimento de regressão hierárquica. Os resultados revelaram que para o caso da motivação identicada, o percentual de variância explicado pelo modelo ascendeu em 25%. Além do sexo e idade, o apoio instrumental atribuído a mães e pais contribuía para a explicação da variabilidade observada. Com respeito à motivação intrínseca, o percentual de variância explicada foi de 27%. Além do sexo, o apoio instrumental materno e paterno contribuiu à explicação da variabilidade observada. A percepção juvenil da provisão de recursos materiais e econômicos se associou com uma orientação motivacional que destaca os benefícios que aporta, assim como o desfrute e satisfação que se deriva da realização de atividade física.
- Published
- 2021
20. Perfiles motivacionales de apoyo a la autonomía, autodeterminación, satisfacción, importancia de la educación física e intención de práctica física en tiempo libre.
- Author
-
Granero-Gallegos, A., Baena-Extremera, A., Sánchez-Fuentes, J. A., and Martínez-Molina, M.
- Abstract
Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2014
- Full Text
- View/download PDF
21. GENDER DIFFERENCES IN MOTIVATION AND PERCEPTION OF UTILITY OF THE SCHOLAR SPORT.
- Author
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Amado, D., Sánchez-Miguel, P. A., Leo, F. M., Sánchez-Oliva, D., and García- Calvo, T.
- Subjects
PSYCHOLOGY of athletes ,GENDER differences (Psychology) ,AUTONOMY (Psychology) ,BASKETBALL players ,FOOTBALL players ,VOLLEYBALL players ,INTRINSIC motivation ,EXTRINSIC motivation - Abstract
Copyright of International Journal of Medicine & Science of Physical Activity & Sport / Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte is the property of Revista Internacional de Medicina y Ciencias de la Actividad Fisica y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2014
22. Application of Teaching Strategies for Improving Students' Situational Motivation in Physical Education.
- Author
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Almolda-Tomás, Francisco J., Sevil-Serrano, Javier, Julián-Clemente, José A., Abarca-Sos, Alberto, Aibar-Solana, Alberto, and García-González, Luis
- Subjects
PHYSICAL education research ,MOTIVATION (Psychology) in adolescence ,PSYCHOLOGY of students ,EDUCATIONAL psychology research ,PSYCHOLOGICAL research - Abstract
Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2014
- Full Text
- View/download PDF
23. Motivos de los ciudadanos para realizar ejercicio físico: un estudio desde la teoría de la autodeterminación.
- Author
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Sicilia, Álvaro, Artés, Eva M., Orta, Antonio, Casimiro, Antonio J., Ferriz, Roberto, and González-Cutre, David
- Subjects
- *
EXERCISE & psychology , *MOTIVATION (Psychology) , *CITY dwellers , *SELF-determination theory , *SOCIOLOGY ,SOCIAL aspects - Abstract
Based on self-determination theory, the objective of this study was to analyze the relationship between the reasons for exercise and its reported weekly frequency in a representative sample of an adult urban population. A total of 918 inhabitants, aged between 16 and 89, participated in this study answering the Spanish version of the Exercise Motivations Inventory-2 (EMI-2) and reporting on their exercise frequency. Controlling for the influence of age and gender, multivariate analysis of covariance (MANCOVA) showed that participants who reported the highest exercise frequency had the highest score on both self-determined and controlling exercise motives, except the ill-health avoidance motive. The results support propositions of self-determination theory, and suggest that citizens may internalize exercise behaviour as they become more physically active. However, the results also suggest that some controlling motives are pertinent to exercise. Decision makers of the local sport policy should look into suitable ways of combining both controlling motives and more internalized motives in order to produce long lasting exercise adherence in citizens. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
24. Clima motivacional percibido, motivación autodeterminada y autoestima en jóvenes deportistas mexicanos.
- Author
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López-Walle, Jeanette, Balaguer, Isabel, Castillo, Isabel, and Tristán, José
- Subjects
- *
AUTONOMY (Psychology) , *GOAL (Psychology) , *MOTIVATION (Psychology) in adolescence , *SELF-esteem in adolescence , *ADOLESCENT psychology , *PSYCHOLOGY of athletes - Abstract
Within the framework of the Achievement Goal Theory (Ames, 1992; Dweck, 1999; Nicholls, 1989) and Self-Determination Theory (Deci and Ryan, 1985, 2000), this study tested a model with the following sequence: perceived motivational climate (task and ego involvement), self-esteem, self-determined motivation. It also examined whether self-determined motivation acted as a mediator between the two dimensions of perceived motivational climate (task and ego involvement climate) and self-esteem. A total of 651 young Mexican athletes (Mage = 13.99; SD= 1.88) took part in the survey: 330 girls and 321 boys who answered the three Spanish versions of the following questionnaires: PMCSQ-2, SMS and SDQ-III. The results of structural equation model showed that a task involvement climate and ego involvement climate were respectively associated with positive and negative self-determined motivation, while the latter was positively associated with self-esteem. Finally, self-determined motivation acted as a mediator in the relationship between perceived motivational climate and self-esteem. [ABSTRACT FROM AUTHOR]
- Published
- 2011
25. Propiedades psicométricas del Peer Motivational Climate in Youth Sport Questionnaire (PeerMCYSQ) con una muestra de deportistas españoles.
- Author
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Antonio Moreno, Juan, Conte, Luis, Martínez, Celestina, Alonso, Néstor, González-Cutre, David, and Cervelló, Eduardo
- Subjects
- *
MOTIVATION (Psychology) in adolescence , *COMPETITION (Psychology) , *MOTIVATION testing , *SPORTS psychology , *ATHLETES , *SPORTS - Abstract
The purpose of this study was to adapt and validate the Peer Motivational Climate in Youth Sport Questionnaire (PeerMCYSQ) within the context of Spanish sports. We used a sample of 474 young federated athletes between the ages of 12 and 16 years who participated in both individual and group sport competitions. Different confirmatory factorial analyses, an analysis of internal consistency and an analysis of criteria validity were conducted. The results showed the need to remove two items from the original version to obtain acceptable fit indices. The three-factor model was proposed as the most appropriate: task-involvement climate, ability/competition and intrateam conflict. The results of the analysis of criteria validity showed that both the task climate as well as the climate that enhanced competition positively predicted perceived ability/competition, which, in turn, positively predicted self-determined motivation. In addition, intra-team conflict negatively predicted self-determined motivation, both directly and mediated through perceived competition. [ABSTRACT FROM AUTHOR]
- Published
- 2011
26. INTERACCIÓN DE LA TEORÍA DE LA AUTODETERMINACIÓN EN LA FLUIDEZ DISPOSICIONAL EN PRACTICANTES DE DANZA.
- Author
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Alonso, Diana Amado, Marcos, Francisco Miguel Leo, Miguel, Pedro Antonio Sánchez, Oliva, David Sánchez, and García Calvo, Tomás
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DANCERS ,AUTONOMY (Psychology) ,MOTIVATION (Psychology) ,MODERN dance ,DANCE schools ,PSYCHOLOGY - Abstract
Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2011
27. Relación del clima motivacional creado por el entrenador con la motivación autodeterminada y la implicación hacia la práctica deportiva.
- Author
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Sánchez-Oliva, David, Marcos, Francisco Miguel Leo, Sánchez-Miguel, Pedro Antonio, Alonso, Diana Amado, and García-Calvo, Tomás
- Subjects
FOOTBALL players ,MOTIVATION (Psychology) ,ACHIEVEMENT motivation ,AUTONOMY (Psychology) ,PSYCHOSOCIAL factors ,NEEDS assessment ,SPORTS participation ,PRACTICE (Sports) ,LONG-term athlete development ,PSYCHOLOGY - Abstract
Copyright of RICYDE. Revista Internacional de Ciencias del Deporte is the property of Revista Internacional de Ciencias del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2010
- Full Text
- View/download PDF
28. FLOW DISPOSICIONAL EN SALVAMENTO DEPORTIVO: UNA APROXIMACIÓN DESDE LA TEORÍA DE LA AUTODETERMINACIÓN.
- Author
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Murcia, Juan Antonio Moreno, Noguera, Francisco Cano, Coll, David González-Cutre, Gimeno, Eduardo Cervelló, and Pérez, Luis Miguel Ruiz
- Subjects
- *
PSYCHOLOGY of athletes , *LIFESAVING , *MOTIVATION (Psychology) , *AUTONOMY (Psychology) , *SPORTS psychology , *EGO (Psychology) , *CONTESTS - Abstract
This study analyzed the relationships between perceived motivational climates, psychological mediators, self-determined motivation and dispositional flow in lifesaving sport. The study variables also examined differences according to gender, age and daily practice time. A total of 283 athletes with a mean age of 17.27 years (SD = 3.36) who completed the Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2), the Motivational Mediators in Sport Scale (EMMD), the Sport Motivational Scale (SMS) and the Dispositional Flow Scale (DFS) participated in the study. The results revealed that perceived task and ego-involving motivational climates, perceived competence and autonomy, and self-determined motivation positively predicted dispositional flow with 50% of the variance explained. Men reported higher scores in autonomy, competence and dispositional flow than women did. Older athletes displayed a higher level of perceived autonomy than younger ones. The results are discussed in connection with the motivational factors important to improving dispositional flow. [ABSTRACT FROM AUTHOR]
- Published
- 2009
29. Capacidad predictiva del apoyo a la autonomía en clases de educación física sobre el ejercicio físico
- Author
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Juan Antonio Moreno-Murcia, Lorena Ruiz-González, and Elisa Huéscar-Hernández
- Subjects
students ,Autonomy support ,05 social sciences ,commitment ,Physical activity ,Estilo interpersonal ,self-determined motivation ,TAD ,compromiso ,Interpersonal style ,050106 general psychology & cognitive sciences ,fun ,motivación autodeterminada ,0501 psychology and cognitive sciences ,estudiantes ,diversión ,Psychology ,Humanities ,General Psychology ,Social Sciences (miscellaneous) - Abstract
espanolResumen El objetivo de este estudio consistio en comprobar la capacidad de prediccion del apoyo a la autonomia del docente en educacion fisica, las necesidades psicologicas basicas y la motivacion autodeterminada sobre la diversion, la importancia e intencion hacia la educacion fisica y la actividad fisica habitual. Se empleo una muestra de 718 estudiantes (346 chicos y 372 chicas) con edades comprendidas entre los 13 y los 19 anos (M = 15,76, DT = 1,20). Se midio el apoyo a la autonomia, las necesidades psicologicas basicas, la motivacion, la diversion, la importancia de la educacion fisica, la intencionalidad para ser fisicamente activo y la actividad fisica habitual. Se realizaron analisis estadisticos descriptivos y las correlaciones bivariadas de todas las variables objeto de estudio, analisis factoriales confirmatorios de los instrumentos y un analisis mediante el modelo de regresion estructural. Los resultados revelaron relaciones positivas y significativas entre todas las variables. Asi, el apoyo a la autonomia predijo positivamente la satisfaccion de las necesidades psicologicas basicas, y esta, a su vez, predijo la motivacion autodeterminada, que predijo la diversion. La diversion predijo la importancia concedida a la educacion fisica, y esta la intencion de ser fisicamente activo, que finalmente predijo la tasa de actividad fisica habitual. Los resultados contribuyen a optimizar el compromiso de los jovenes hacia la actividad fisica, tanto dentro como fuera del aula. EnglishAbstract The objective of this study was to check the prediction capacity of teacher’s autonomy support in physical education, basic psychological needs and motivation self-determined about fun, importance and intention towards physical education and the usual physical activity. Participated a sample of 718 students (346 boys and 372 girls) with ages between 13 and 19 years (M = 15.76, SD = 1.20). Autonomy support perceived, basic psychological needs, motivation, fun, the importance of Physical education, intentionality to be physically active and habitual physical activity was measured. A descriptive statistical analyzes and bivariate correlations of all the variables object of study, confirmatory factor analyzes of the instruments and an analysis through the structural regression model was performed. The results revealed a positive and significant relationship between all the variables. Thus, the autonomy support positively predicted the satisfaction of the basic psychological needs, and this, in turn, predicted self-determined motivation, which predicted fun the fun, that predicted the importance given to physical education, and it the intention to be physically active, which finally predicted the usual physical activity rate. The results help to optimize the commitment of young people to physical activity, both inside and outside the classroom.
- Published
- 2019
30. Validation of the Perceived Performance in Sport Questionnaire
- Author
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Lourenço, João, Almagro Torres, Bartolomé Jesús, and Sáenz-López Buñuel, Pedro
- Subjects
lcsh:Sports ,Jovens atletas ,Questionnaire ,jóvenes ,lcsh:Geography. Anthropology. Recreation ,lcsh:Recreation. Leisure ,Motivação autónoma ,lcsh:GV1-1860 ,Sport performance ,Young athletes ,lcsh:GV557-1198.995 ,Competencia ,Jóvenes deportistas ,lcsh:G ,Self-determined motivation ,Competence ,cuesti ,Rendimiento deportivo ,Motivación autodeterminada ,Rendimento desportivo ,Competência ,Questionário ,questionnaire, rendimiento deportivo ,Cuestionario - Abstract
Este estudo teve como objetivos descrever o processo de validação do Questionário de Perceção de Rendimento no desporto (QPRD), instrumento que pretende aferir sobre a perceção de rendimento de jovens atletas no desporto de competição e comprovar a sua validade de critério. A amostra total foi composta por 470 atletas portugueses federados, dos quais 362 pertenciam ao sexo masculino e 108 ao sexo feminino, com idades compreendidas entre os 13 e os 20 anos. Para testar o instrumento recorreu-se à validação do conteúdo (por parte de especialistas) e às análises fatorial exploratória, de consistência interna, de estabilidade temporal, fatorial confirmatória e à regressão linear. Os resultados evidenciaram que o questionário apresenta uma estrutura monofatorial, uma consistência interna (α=.88) e fidedignidade teste-reteste bastante satisfatórios (r=.94; p, This study had as purpose the description of the Perceived Performance in Sport Questionnaire process, which aims to assess the performance perception of young athletes in competition sports and prove its criteria validity. The total sample comprised 470 federated athletes, of which 362 were male and 108 female, aged from 13 to 20 years old. To test the instrument, content validation (by experts) was applied as well as the exploratory factorial analysis and the internal consistency (reliability), the temporal stability, the confirmatory factor analysis and linear regression. The results showed that the questionnaire had monofactorial structure, satisfactory internal consistency (α=.88) and test/re-test reliability (r=.94; p, Este estudio tuvo como objetivos describir el proceso de validación del cuestionario de rendimiento percibido en el deporte, instrumento que pretende medir la percepción del rendimiento de los jóvenes deportistas en su modalidad y comprobar su validez de criterio. La muestra estuvo compuesta por 470 deportistas portugueses federados, de los cuales 362 pertenecían al sexo masculino y 108 al femenino, con edades comprendidas entre los 13 y los 20 años. Para testar el instrumento se recurrió a la validación del contenido (por parte de especialistas) y a los análisis factorial exploratorio, de consistencia interna, de estabilidad temporal, factorial confirmatorio y de regresión lineal. Los resultados evidenciaron que el cuestionario presentaba una estructura monofactorial, una consistencia interna (α=.88), una correlación test-retest (r=.94; p
- Published
- 2018
31. Effect of a didactic unit based on competitive games in the motivation, basic psychological needs and enjoyment in Primary Education students
- Author
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Raúl Eirín Nemiña, Miguel Cons Ferreiro, Rubén Navarro Patón, and Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
- Subjects
Basic psychological needs ,Enjoyment ,Juegos competitivos ,Competitive games ,05 social sciences ,Necesidades psicológicas básicas ,030229 sport sciences ,Disfrute ,050105 experimental psychology ,Physical education ,03 medical and health sciences ,0302 clinical medicine ,Self-determined motivation ,Educación primaria ,Intrinsic motivation ,0501 psychology and cognitive sciences ,Motivación autodeterminada ,Primary education ,Psychology ,Educación física ,Competence (human resources) ,Social psychology - Abstract
El propósito de este trabajo fue analizar los efectos de una unidad didáctica de juegos competitivos basados en el atletismo sobre la motivación autodeterminada, las necesidades psicológicas básicas y el disfrute en escolares de 5º y 6º de Educación Primaria dentro de las clases de educación física. Se empleó un diseño cuasi-experimental pre-post test con un grupo de control. Los participantes fueron 98 escolares (10.40 ± .50 años) de Lugo (España). El grupo control y el experimental estuvieron constituidos por 46 y 52 alumnos respectivamente. Para medir motivación, necesidades psicológicas básicas y disfrute se utilizó un cuestionario ad hoc utilizado en otras investigaciones. Los resultados muestran diferencias significativas en el posttest si se compara de manera global el grupo control y el experimental en la variable motivación intrínseca (p = .032), competencia percibida (p = .001) y relación con los demás (p = .011). Por todo ello, podemos concluir que la unidad didáctica basada en los juegos competitivos en las clases de Educación Física provocó mejoras significativas en las diferentes dimensiones, respecto a los que no participaron, obteniéndose unas puntuaciones superiores en los niños sobre las niñas The aim of this study is to analyze the effect of a didactic unit of competitive games based on athletics on self-determined motivation, basic psychological needs and enjoyment in primary and secondary school students within physical education classes. A quasi-experimental prepost test design was used with a control group. The participants were 98 schoolchildren (10.40 ± .50 years old) from Lugo (Spain). The control and experimental groups consisted of 46 and 52 students, respectively. To measure motivation, basic psychological needs and enjoyment, an ad hoc questionnaire used in other researches was used. The results show significant differences in the control and experimental groups related to the variables intrinsic motivation (p = .032); perceived competence (p = .001) and relation with others (p = .011). Therefore, we can conclude that the didactic unit based on the competitive games in the EF classes caused significant improvements in the different dimensions, compared to those who did not participate, obtaining higher scores both boys and girls SI
- Published
- 2018
32. Effect of a didactic unit based on competitive games in the motivation, basic psychological needs and enjoyment in Primary Education students
- Author
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Navarro Patón, Rubén, Cons-Ferreiro, Miguel, Eirín Nemiña, Raúl, and Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
- Subjects
Basic psychological needs ,Enjoyment ,Juegos competitivos ,Competitive games ,Self-determined motivation ,Physical education ,Educación primaria ,Necesidades psicológicas básicas ,Motivación autodeterminada ,Disfrute ,Primary education ,Educación física - Abstract
El propósito de este trabajo fue analizar los efectos de una unidad didáctica de juegos competitivos basados en el atletismo sobre la motivación autodeterminada, las necesidades psicológicas básicas y el disfrute en escolares de 5º y 6º de Educación Primaria dentro de las clases de educación física. Se empleó un diseño cuasi-experimental pre-post test con un grupo de control. Los participantes fueron 98 escolares (10.40 ± .50 años) de Lugo (España). El grupo control y el experimental estuvieron constituidos por 46 y 52 alumnos respectivamente. Para medir motivación, necesidades psicológicas básicas y disfrute se utilizó un cuestionario ad hoc utilizado en otras investigaciones. Los resultados muestran diferencias significativas en el posttest si se compara de manera global el grupo control y el experimental en la variable motivación intrínseca (p = .032), competencia percibida (p = .001) y relación con los demás (p = .011). Por todo ello, podemos concluir que la unidad didáctica basada en los juegos competitivos en las clases de Educación Física provocó mejoras significativas en las diferentes dimensiones, respecto a los que no participaron, obteniéndose unas puntuaciones superiores en los niños sobre las niñas The aim of this study is to analyze the effect of a didactic unit of competitive games based on athletics on self-determined motivation, basic psychological needs and enjoyment in primary and secondary school students within physical education classes. A quasi-experimental prepost test design was used with a control group. The participants were 98 schoolchildren (10.40 ± .50 years old) from Lugo (Spain). The control and experimental groups consisted of 46 and 52 students, respectively. To measure motivation, basic psychological needs and enjoyment, an ad hoc questionnaire used in other researches was used. The results show significant differences in the control and experimental groups related to the variables intrinsic motivation (p = .032); perceived competence (p = .001) and relation with others (p = .011). Therefore, we can conclude that the didactic unit based on the competitive games in the EF classes caused significant improvements in the different dimensions, compared to those who did not participate, obtaining higher scores both boys and girls SI
- Published
- 2018
33. Del soporte de autonomía y la motivación autodeterminada a la satisfacción docente
- Author
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José Antonio Vera Lacárcel, Juan Antonio Moreno-Murcia, and María Ruiz Quiles
- Subjects
media_common.quotation_subject ,Satisfacción docente ,Soporte de autonomía ,lcsh:BF1-990 ,education ,Validity ,Teacher satisfaction ,behavioral disciplines and activities ,lcsh:LB5-3640 ,Education ,Self-determined motivation ,mental disorders ,General Psychology ,Autonomy support ,media_common ,Work motivation ,Gestión del comportamiento ,Psychological mediators ,Behaviour management ,Mediadores psicológicos ,lcsh:Theory and practice of education ,lcsh:Psychology ,Scale (social sciences) ,Motivación autodeterminada ,Psychology ,lcsh:L ,Social psychology ,Autonomy ,lcsh:Education - Abstract
ResumenEl objetivo de este estudio fue comprobar el poder del soporte de autonomía, los mediadores psicológicos y la motivación autodeterminada sobre la satisfacción docente. Se utilizó una muestra de 172 docentes pertenecientes a la etapa de Educación Infantil, Primaria, Secundaria, Bachillerato y Ciclos Formativos, a los que se les midió el soporte de autonomía, los mediadores psicológicos, la motivación laboral y la satisfacción docente. Tras el análisis de regresión lineal se observó que el soporte de autonomía, los mediadores psicológicos y la motivación académica autodeterminada predijeron positivamente la satisfacción docente. La satisfacción de las necesidades psicológicas básicas resultó ser el mejor índice para reducir el agotamiento y favorecer la vitalidad necesaria en el desempeño de la tarea docente. Los tipos de motivación más autodeterminada se relacionaron negativamente con el agotamiento del profesorado y positivamente con la orientación al trabajo, mientras que las menos autodeterminadas lo hicieron positivamente con el agotamiento de la labor profesional y con la utilización de presión externa para rendir en la tarea profesional. Los mediadores psicológicos contribuyeron a la satisfacción docente.AbstractThe purpose of this study was to examine the effects of autonomy support, psychological mediators, and self-determined motivation have on teacher satisfaction. The study was performed on a sample of 172 teachers from primary, secondary and high schools, and vocational training institutions. It measured the autonomy supportive, the basic psychological needs, work motivation and teacher satisfaction. The results supported the factorial structure and showed that the scale had an appropriate validity and reliability to measure teacher satisfaction. The autonomy support of the teacher, the basic psychological needs, and the self-determined motivation predicted the teacher satisfaction. The satisfaction of basic psychological needs turned out to be the best index to reduce burnout, and promote the vitality necessary for the performance of the teaching task. The types of self-determined motivation are negatively related to the depletion of teachers and positively oriented work, while less self-determination was positively associated with the depletion of the professional work, and the use of external pressure to perform the professional task. Psychological mediators contributed to teacher satisfaction.
- Published
- 2015
- Full Text
- View/download PDF
34. Predicción del motivo salud en el ejercicio físico en centros de fitness. [Prediction of health reason in physical exercise in fitness centers]
- Author
-
Fernanda Borges-Silva, Ana Prieto-Vaello, Antonio Alias, and Juan Antonio Moreno-Murcia
- Subjects
lcsh:Sports ,viruses ,media_common.quotation_subject ,fungi ,lcsh:Geography. Anthropology. Recreation ,lcsh:Recreation. Leisure ,food and beverages ,Physical Therapy, Sports Therapy and Rehabilitation ,competencia y relación con los demás ,clases dirigidas ,self-determined motivation ,autonomy ,lcsh:GV1-1860 ,Test (assessment) ,lcsh:GV557-1198.995 ,relationship with others ,fitness ,lcsh:G ,Psychology ,competition ,human activities ,Social psychology ,motivación autodeterminada ,autonomía ,Autonomy ,media_common - Abstract
El objetivo de este estudio fue comprobar si el apoyo de la autonomía, las necesidades psicológicas básicas y la motivación intrínseca predicen el motivo de práctica hacia la mejora o mantenimiento de la salud. La muestra estuvo compuesta por 602 practicantes de actividades dirigidas con ritmo coreografiados (zumba, aeróbic, step, fight box, batuka, danza contemporánea, flamenco, sevillanas y bailes latinos), a los que se midió el apoyo de autonomía, las necesidades psicológicas básicas, la motivación intrínseca y el motivo salud. Tras el análisis de regresión lineal múltiple por pasos, la salud fue predicha positivamente por el soporte de autonomía del técnico, la satisfacción de los mediadores psicológicos y la motivación intrínseca. Se discuten los resultados en relación al diseño de programas de intervención en busca de estilos de vida más saludables. Abstract The aim of this study was to test if health being the reason of sport practice can be predicted by the support of autonomy, basic psychological needs and intrinsic motivation. A total of 602 practitioners participated in activities aimed at choreographed rhythm (zumba, aerobics, step, box fight, batuka, contemporary dance, flamenco, sevillanas and Latin dances) where the factors support of autonomy, basic psychological needs, intrinsic motivation and health as the reason, were measured. After the stepwise multiple linear regression analysis, the factor health was positively predicted by the technical support of autonomy, the satisfaction of psychological mediators and the intrinsic motivation. The results are discussed in relation to the design of intervention programs in search of healthier life styles.
- Published
- 2015
- Full Text
- View/download PDF
35. Los juegos cooperativos: incidencia en la motivación, necesidades psicológicas básicas y disfrute en Educación Primaria
- Author
-
Silvia Basanta Camiño, Cristian Abelairas Gómez, Rubén Navarro Patón, and Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
- Subjects
Basic psychological needs ,Enjoyment ,05 social sciences ,050109 social psychology ,Necesidades psicológicas básicas ,030229 sport sciences ,Disfrute ,Perceived autonomy ,Physical education ,03 medical and health sciences ,0302 clinical medicine ,Self-determined motivation ,Educación primaria ,Intrinsic motivation ,0501 psychology and cognitive sciences ,Motivación autodeterminada ,Primary education ,Psychology ,Educación física ,Social psychology - Abstract
[Resumen] El propósito de este trabajo fue analizar los efectos de una unidad didáctica de juegos cooperativos sobre la motivación autodeterminada, las necesidades psicológicas básicas y el disfrute en escolares de 5º y 6º de educación primaria, dentro de las clases de educación física. Se empleó un diseño cuasi-experimental pre-post test con un grupo control. Los participantes fueron 104 escolares (10.29 ± .62 años) de Lugo (España). El grupo control y el experimental estuvieron constituidos por 50 y 54 alumnos, respectivamente. Para medir motivación, necesidades psicológicas básicas y disfrute se usó un cuestionario ad hoc utilizado en otras investigaciones. Los resultados indicaron efectos positivos del programa sobre la motivación intrínseca (p
- Published
- 2017
36. Sport Education versus Traditional Teaching: Infuence on motivational regulation in High School students
- Author
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Burgueño, R., Medina-Casaubón, J., Morales-Ortiz, E., Cueto-Martín, B., and Sánchez-Gallardo, I.
- Subjects
regulação da conduta ,Physical Education teaching ,Self-Determination Theory ,Instrucción deportiva ,motivación ,3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre [CDU] ,self-determined motivation ,ensino da Educação Física ,modelo de instrucción deportiva ,Teoria da Autodeterminação ,motivation ,Educação física ,motivación autodeterminada ,Teoría de la Autodeterminación ,motivação autodeterminada ,Physical education ,enseñanza de la Educación Física ,7 Bellas artes::79 - Diversiones. Espectáculos. Cine. Teatro. Danza. Juegos.Deportes [CDU] ,Instrução desportiva ,Educación física ,sport instruction model ,modelo de instrução desportiva ,Sport instruction - Abstract
El objetivo de esta investigación fue analizar el impacto de una intervención basada en el Modelo de Educación Deportiva (MED), en comparación con el Modelo de Enseñanza Tradicional (MET), sobre la regulación motivacional en alumnado de bachillerato en clase de Educa- ción Física. Participó un total de 44 estudiantes (22 hombres y 22 muje- res, Medad = 16.32, DT = 0.57) de bachillerato. El diseño fue un estudio cuasi-experimental con medidas pre- y post-test y comparaciones intra- e inter-grupo. El programa de intervención consistió en 12 sesiones para la enseñanza del baloncesto, siguiéndose las directrices recomendadas por la literatura tanto para el grupo MED como para el grupo MET. Los resulta- dos han indicado que el MED, respecto al MET, mejoró signifcativamente el nivel de motivación intrínseca y de regulación identifcada. Los hallazgos también han mostrado como el MED redujo signifcativamente el nivel de regulación externa y desmotivación comparado con el MET. Como conclu- sión, el MED es un modelo de enseñanza deportiva que favorece el desa- rrollo de las regulaciones de motivación más autodeterminadas (motivación intrínseca y regulación identifcada) en el proceso de enseñanza-aprendizaje en el contexto escolar, lo que podría suscitar el interés en el alumnado por la práctica deportiva de modo regular en el tiempo libre. ABSTRACTC: : Te objective of this research was to examine the infuence of an intervention based on Sport Education Model (SEM), in comparison with Traditional Teaching Model (TTM), on motivational regulation in high school students in Physical Education class. A total of 44 high school students (22 men and 22 women, Mage = 16.32, SD = .57) participated. Te design was a quasi-experimental study with pre- and post-test measures and intra- and inter-group analysis. Te intervention consisted of 12 ses- sions for teaching of basketball, following the guidelines recommended by literature both for the SEM group and for the TTM group. Te results have indicated that SEM signifcantly improved the level of intrinsic motivation and of identifed regulation in relation to TTM. Te fndings have also showed that SE has signifcantly reduced the level of external regulation and of amotivation in the students regarding TTM. In conclusion, SEM is a teaching model of sport which encourage the development of the most selfdetermined regulations of motivation (intrinsic motivation and identi- fed regulation) in teaching-learning process in school setting, which could arouse the interest of students for regular practice of sport in free time. RESUMO: O objetivo dessa investigação foi analisar o impacto de uma in- tervenção baseada no Modelo de Educação Desportiva (MED), em compa- ração com o Modelo de Ensino Tradicional (MET), sobre a regulação mo- tivacional de alunos do Ensino Médio em aulas de Educação Física. O total de participantes foi de 44 estudantes (22 homens e 22 mulheres, Midade = 16.32, DT = .57). O desenho do estudo se confgurou como quase-experi- mental com medidas pré - e pós-teste e comparações intra- e inter- grupo. O programa de intervenção consistiu em 12 sessões para o ensino do basquete- bol, seguindo as diretrizes recomendadas pela literatura para o grupo MED e para o grupo MET. Os resultados indicaram que o MED, com relação ao MET, melhorou signifcativamente o nível de motivação intrínseca e de regulação identifcada. As descobertas também mostraram que o MED reduziu signifcativamente o nível de regulação externa e desmotivação comparado com o MET. Como conclusão, o Modelo de Educação Des- portiva é um modelo de ensino desportivo que favorece o desenvolvimento das regulações de motivação mais autodeterminadas (motivação intrínseca e regulação identifcada) no processo de ensino-aprendizagem no contexto escolar, o que poderia suscitar o interesse dos alunos pela prática desportiva de modo regular em seu tempo livre.
- Published
- 2017
37. Los juegos cooperativos: incidencia en la motivación, necesidades psicológicas básicas y disfrute en Educación Primaria
- Author
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Navarro Patón, Rubén, Basanta Camiño, Silvia, and Abelairas Gómez, Cristian
- Subjects
Basic psychological needs ,Enjoyment ,Self-determined motivation ,Physical education ,Educación primaria ,Necesidades psicológicas básicas ,Motivación autodeterminada ,Disfrute ,Primary education ,Educación física - Abstract
[Resumen] El propósito de este trabajo fue analizar los efectos de una unidad didáctica de juegos cooperativos sobre la motivación autodeterminada, las necesidades psicológicas básicas y el disfrute en escolares de 5º y 6º de educación primaria, dentro de las clases de educación física. Se empleó un diseño cuasi-experimental pre-post test con un grupo control. Los participantes fueron 104 escolares (10.29 ± .62 años) de Lugo (España). El grupo control y el experimental estuvieron constituidos por 50 y 54 alumnos, respectivamente. Para medir motivación, necesidades psicológicas básicas y disfrute se usó un cuestionario ad hoc utilizado en otras investigaciones. Los resultados indicaron efectos positivos del programa sobre la motivación intrínseca (p
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- 2017
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38. Motivos de los ciudadanos para realizar ejercicio físico: un estudio desde la teoría de la autodeterminación
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Eva M. Artés, Antonio Orta, Antonio J. Casimiro, David González-Cutre, Álvaro Sicilia, and Roberto Ferriz
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Long lasting ,education.field_of_study ,Multivariate analysis ,Motivos de ejercicio ,Population ,Adherence to exercise ,Spanish version ,Exercise adherence ,Reasons for exercising ,Age and gender ,Self-determined motivation ,Adherencia al ejercicio ,Motivación autodeterminada ,Política municipal deportiva ,education ,Psychology ,Psychology(all) ,Exercise frequency ,Social psychology ,General Psychology ,Social Sciences (miscellaneous) ,Municipal sport policy - Abstract
ResumenBasado en la teoría de la autodeterminación, el objetivo de este estudio fue analizar las relaciones entre los motivos para el ejercicio físico y la frecuencia informada de práctica semanal en una muestra representativa de la población adulta de una ciudad. En este estudio participaron 918 habitantes, con edades comprendidas entre los 16 y 89 años. Los participantes contestaron el autoinforme de motivos para la práctica de ejercicio físico e informaron sobre la asiduidad con la que realizaban ejercicio físico. Controlando los efectos de la edad y el sexo, los análisis multivariantes de covarianza mostraron que los participantes que realizaban ejercicio físico con mayor frecuencia semanal informaron puntuaciones más altas en los motivos autodeterminados y no autodeterminados para practicar ejercicio físico, a excepción del motivo de urgencias de salud. Los resultados apoyan los supuestos de la teoría de la autodeterminación al sugerir que los participantes van internalizando la conducta del ejercicio a medida que son más activos físicamente. Sin embargo, los resultados también indican que determinados motivos no autodeterminados se muestran pertinentes para la práctica física. Los responsables de la política deportiva municipal deberían buscar formas apropiadas de combinar motivos no autodeterminados con formas más internalizadas que garanticen una adherencia más prolongada al ejercicio.AbstractBased on self-determination theory, the objective of this study was to analyze the relationship between the reasons for exercise and its reported weekly frequency in a representative sample of an adult urban population. A total of 918 inhabitants, aged between 16 and 89, participated in this study answering the Spanish version of the Exercise Motivations Inventory-2 (EMI-2) and reporting on their exercise frequency. Controlling for the influence of age and gender, multivariate analysis of covariance (MANCOVA) showed that participants who reported the highest exercise frequency had the highest score on both self-determined and controlling exercise motives, except the ill-health avoidance motive. The results support propositions of self-determination theory, and suggest that citizens may internalize exercise behaviour as they become more physically active. However, the results also suggest that some controlling motives are pertinent to exercise. Decision makers of the local sport policy should look into suitable ways of combining both controlling motives and more internalized motives in order to produce long lasting exercise adherence in citizens.
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- 2014
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39. Relación del clima motivacional creado por el entrenador con la motivación autodeterminada y la implicación hacia la práctica deportiva. (Relationship between motivational climate created by coach regarding self-determined motivation and the involvement through the practice)
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Francisco Miguel Leo Marcos, David Sánchez-Oliva, Tomás García-Calvo, Pedro Antonio Sánchez-Miguel, and Diana Amado Alonso
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Mediational analysis ,lcsh:Recreation. Leisure ,Physical Therapy, Sports Therapy and Rehabilitation ,lcsh:GV1-1860 ,Need satisfaction ,Coaching ,lcsh:GV557-1198.995 ,Intrinsic motivation ,lcsh:Sports ,Football players ,business.industry ,mediadores psicológicos ,lcsh:Geography. Anthropology. Recreation ,Educational psychology ,Spanish version ,self-determined motivation ,psychological needs ,implicación adecuada ,lcsh:G ,motivación autodeterminada ,motivational climate ,Deci ,clima motivacional ,appropriate involvement ,Psychology ,business ,Social psychology - Abstract
A traves del presente estudio se pretendio valorar la relacion existente entre el clima motivacional percibido por los jugadores y la motivacion autodeterminada, y como estos niveles de autodeterminacion se relacionaban con la implicacion mostrada por los jovenes deportistas. Para ello, utilizamos una muestra compuesta por 97 jugadores de futbol, con edades comprendidas entre los 12 y los 16 anos, que completaron diversos cuestionarios encaminados a valorar las diferentes variables del estudio. Los resultados mostraron como el clima motivacional que implica a la tarea se relacionaba con los niveles altos de autodeterminacion, asi como con la satisfaccion de las necesidades psicologicas basicas. Igualmente, comprobamos como la motivacion autodeterminada se relacionaba positivamente con la implicacion adecuada en el deporte. Como conclusion, destacamos la importancia por parte del entrenador de fomentar en el contexto deportivo un clima que implique a la tarea, con el objetivo de promover motivos de practica intrinsecos a la propia actividad, lo que provocara una implicacion mas adecuada por parte de los deportistas. Palabras clave : clima motivacional; mediadores psicologicos; motivacion autodeterminada; implicacion adecuada. Abstract This study aims to examine the relationships between motivational climate perceived by players and self-determined motivation, and how these self-determination levels are related with youth athletes’ involvement. For instance, we have used a sample formed by 97 football players, ranging in age from 12 to 16 years old that completed questionnaires to assess different variables of the research. Results showed that mastery climate was associated with higher self-determination levels, as well as satisfaction of the psychological basic needs. Moreover, we demonstrated that self-determined motivation was positively related with an appropriate involvement in the sport. Finally, we emphasize the importance by coach to promote a mastery climate with the purpose to get greater intrinsic motives for practice, which leds to a more adequate involvement by athletes. Key words : motivational climate; psychological needs; self-determined motivation; appropriate involvement. doi:10.5232/ricyde2010.02001 Texto completo: PDF -------------------------------------------------------------------- Referencias/references Ames, C., y Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies a motivation processes. Journal of Educational Psychology, 80, 260-267. doi:10.1037/0022-0663.80.3.260 Chantal, Y.; Robin, P.; Vernat, J. P., y Bernache-Assollant, I. (2005). Motivation sportspersonship and athletic aggression a mediational analysis. Psychology of Sport and Exercise, 6(2), 233-249. doi:10.1016/j.psychsport.2003.10.010 Deci, E. L., y Ryan R. M. (2000). Target Article: The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268. doi:10.1207/S15327965PLI1104_01 Newton, M.; Duda, J., & Yin, Z. (2000). Examination of the psychometric properties of the Perceived Motivational Climate in Sport Questionnaire-2 in a sample of female athletes. Journal of Sport Sciences, 18, 275-290. doi:10.1080/026404100365018 Ntoumanis, N. (2005). A Prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97(3), 444-453. doi:10.1037/0022-0663.97.3.444 Nunez, J. L.; Martin-Albo, J.; Navarro, J. G., y Gonzalez, V. M. (2006). Preliminary Validation of a Spanish Version of the Sport Motivation Scale. Perceptual and Motor Skills, 102(3), 919-930. doi:10.2466/pms.102.3.919-930 Parish, L. E., & Treasure, D. C. (2003). Physical activity and situational motivation in Physical Education: influence of the motivational climate and perceived ability. Research Quarterly for Exercise and Sport, 74, 173-182. PMid:12848230 Reinboth, M., & Duda, J. L. (2006). Perceived motivational climate, need satisfaction and indices of well-being in team sports: A longitudinal perspective. Psychology of Sport and Exercise, 7(3), 269-286. doi:10.1016/j.psychsport.2005.06.002 Reinboth, M.; Duda J. L., & Ntoumanis, N. (2004). Dimensions of Coaching Behavior, Need Satisfaction, and the Psychological and Physical Welfare of Young Athletes. Motivation and Emotion, 28(3), 297-313. doi:10.1023/B:MOEM.0000040156.81924.b8 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55(1), 68-78. doi:10.1037/0003-066X.55.1.68 PMid:11392867 Sarrazin, P.; Vallerand, R.; Guillet, E.; Pelletier, L., & Cury, F. (2002). Motivation and dropout in female handballers: A 21-month prospective study. European Journal of Social Psychology, 32, 395-418. doi:10.1002/ejsp.98 Standage, M.; Duda, J. L., & Ntoumanis, N. (2003). Predicting motivational regulations in physical education: The interplay between dispositional goal orientations, motivational climate and perceived competence. Journal of Sports Sciences, 21, 631-647. doi:10.1080/0264041031000101962 Standage, M.; Duda, J. L., & Pensgaard, A. M. (2005). The Effect of Competitive Outcome and Task-Involving, Ego-Involving, and Cooperative Structures on the Psychological Well-Being of Individuals Engaged in a Co-Ordination Task: A Self- Determination Approach. Motivation and Emotion, 29(1), 41-68. doi:10.1007/s11031-005-4415-z
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- 2010
40. Gender and situational motivation in physical education: the key to the development of intervention strategies
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Sevil, J., Abós, Á., Julián, J.A., Murillo, B., and García-González, L.
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Basic psychological needs ,Enjoyment ,Teaching strategies ,Self-determined motivation ,Physical education ,Diversión ,Necesidades psicológicas básicas ,Estrategias docentes ,Motivación autodeterminada ,Educación física - Abstract
Many recent studies have reported that physical activity levels decrease during adolescence, being more pronounced among females. Therefore, based on the self-determination theory (Ryan & Deci, 2007), the aim of the current study was to analyze the influence of gender on motivational variables and cognitive and affective consequences along different Physical Education didactic units. In this study, 66 students (30 males and 36 females), aged from 15 to 17 years, (M age = 15.29, SD= 0.71), were involved. At the end of the three didactic units different situational motivational variables were measured: basic psychological needs by BPNES, self-determined motivation through the EMSI, affective consequences like enjoyment and boredom using the SSI-EF and predisposition toward the practice of content by PEPS. The results show that girls have a lower perceived competence than boys in soccer (p
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- 2015
41. Propuesta de intervención en las clases de educación física a través de estrategias TARGET para la creación de climas motivacionales
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Paricio Sánchez, Alicia, Mollar Castañ, Albert, Universitat Jaume I. Departament d'Educació, and Hernando Domingo, Carlos
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Achievement goals ,Motivational climate ,TARGET ,Clima motivacional ,Grau en Mestre o Mestra d' Educació Primària ,Self-determined motivation ,Educación física primaria ,Elementary Physical Education ,Motivación autodeterminada ,Metas de logro ,Grado en Maestro o Maestra de Educación Primaria ,Bachelor's Degree in Primary Education - Abstract
Treball Final de Grau en Mestre o Mestra d'Educació Primària. Codi: MP1040. Curs acadèmic 2014-2015 El presente trabajo muestra una propuesta de intervención en las clases de Educación Física a través del modelo motivacional Target (Tarea, Autoridad, Reconocimiento, Agrupaciones, Evaluación y Tiempo). Las estrategias de dicho modelo TARGET y las premisas de las tres necesidades psicológicas básicas (autonomía, competencia y relación con los demás), utilizadas bajo la metodología de asignación de tareas y resolución de problemas pretenden elevar el grado de motivación en las clases de Educación Física. La finalidad de este trabajo es mostrar unas estrategias metodológicas apoyadas en TARGET y la Teoría de meta de logros, basándonos en el clima tarea y en la motivación intrínseca para fomentar la motivación y autonomía en esta área por parte del alumnado. The present work shows an intervention proposal on Physical Education lessons through the socalled motivational model TARGET (Task, Authority, Recognition, Grouping, Evaluating and Time). The strategies followed by the TARGET model and the premises regarding the three basic psychological needs (autonomy, competence and relation with others), used under the task assignment methodology and problem solving pretend to raise the motivation degree in Physical Education lessons. The main target of this work is show some methodological strategies based on TARGET and Goal Achievement theory, built on the task climate and intrinsic motivation in order to encourage motivation and autonomy.
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- 2015
42. Variables motivacionales influyentes en una unidad didáctica de rugby: claves para la mejora de la intervención docente
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Ángel Abós Catalán, Luis García-González, María Sanz Remacha, and Javier Sevil Serrano
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Basic psychological needs ,Task climate ,Amotivation ,Boredom ,Clima tarea ,Affect (psychology) ,Educational institution ,Physical education ,Aburrimiento ,Enjoyment and boredom ,Self-determined motivation ,Id, ego and super-ego ,medicine ,Diversión ,Necesidaes psicológicas básicas ,Motivación autodeterminada ,medicine.symptom ,Situational ethics ,Psychology ,Competence (human resources) ,Social psychology - Abstract
La inactividad física es uno de los problemas que afecta a la sociedad, debido en parte a la falta de motivación del alumnado en algunos contenidos curriculares. El objetivo de la investigación fue estudiar la relación entre el clima motivacional transmitido por el profesor de Educación Física en una unidad didáctica de rugby y las necesidades psicológicas básicas, la motivación autodeterminada, así como las consecuencias afectivas experimentadas por el alumnado. Un total de 77 alumnos (M edad = 15.35; DT = 0.53) de un centro de enseñanza,pertenecientes a 4º de Educación Secundaria Obligatoria, cumplimentaron los siguientes cuestionarios: la Escala de Percepción del Clima Motivacional (EPCM), la Escala de Medición de las Necesidades Psicológicas Básicas (BPNES), la Escala de Motivación Situacional (SIMS-14) y la Escala de Diversión/Aburrimiento en Educación Física (SSI-EF). Los resultados mostraron que el clima tarea predecía positiva y significativamente las tres necesidades psicológicas básicas y las formas de motivación más autodeterminadas, mientras que el clima ego predecía la desmotivación. A su vez, las tres necesidades psicológicas básicas predecían positivamente la motivación intrínseca, mientras que la desmotivación fue predicha negativamente por la percepción de competencia y las relaciones sociales. Además la motivación intrínseca predijo de forma positiva la diversión y de forma negativa el aburrimiento, consecuencia que también fue predicha negativamente por la desmotivación. Los resultados apoyan la idea de que el profesorado de Educación Física debería generar un clima motivacional tarea, favoreciendo la satisfacción de los mediadores psicológicos y desarrollando una motivación más autodeterminada que podría desencadenar consecuencias afectivas como la diversión. Physical inactivity is one of the most important problems that affect to our society due to the lack of student motivation in some school contents. The objective of this study was to study the relationship between motivational climate created by the Physical Education teacher in a teaching unit of rugby and basic psychological needs, self-determined motivation and affective consequences experienced by students. A total of 77 students (M age = 15.35, SD = 0.53) of an educational institution, belonging to 4th year Secondary Education, completed the following questionnaires: Perceived of Motivational Climate Scale (EPCM), Basic Psychological Needs in Excersice Scale (BPNES), Situational Motivation Scale (SIMS-14) and the Scale of Entertainment / Boredom in Physical Education (SSI-EF). The results showed that task climate predicted positively and significantly the three basic psychological needs and self-determined forms of motivation, while the ego climate predicted amotivation. In turn, the three basic psychological needs predicted positively intrinsic motivation, while the amotivation was negatively predicted by perceived competence and social relationships. Also, it was found a positive prediction between intrinsic motivation and enjoyment, and negatively with respect to boredom, which was also predicted by amotivation. The results suggest the idea that Physical Education teachers should create a task climate, favoring the satisfaction of the psychological mediators and developing a more self-determined motivation which could trigger affective consequences like enjoyment.
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- 2015
43. Género y motivación situacional en Educación Física: claves para el desarrollo de estrategias de intervención
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Sevil Serrano, Javier, Abós, Ángel, Julián, José Antonio, Murillo Pardo, Berta, and García-González, Luis
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Basic psychological needs ,Enjoyment ,Teaching strategies ,Self-determined motivation ,Physical education ,Diversión ,Necesidades psicológicas básicas ,Estrategias docentes ,Motivación autodeterminada ,Educación física - Abstract
Many recent studies have reported that physical activity levels decrease during adolescence, being more pronounced among females. Therefore, based on the self-determination theory (Ryan & Deci, 2007), the aim of the current study was to analyze the influence of gender on motivational variables and cognitive and affective consequences along different Physical Education didactic units. In this study, 66 students (30 males and 36 females), aged from 15 to 17 years, (M age = 15.29, SD= 0.71), were involved. At the end of the three didactic units different situational motivational variables were measured: basic psychological needs by BPNES, self-determined motivation through the EMSI, affective consequences like enjoyment and boredom using the SSI-EF and predisposition toward the practice of content by PEPS. The results show that girls have a lower perceived competence than boys in soccer (p
- Published
- 2015
44. Perfiles motivacionais de apoio à autonomia, auto-determinação, satisfação, importância da educação física e intenção de prática física no tempo livre
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Granero-Gallegos, A., Baena-Extremera, A., Sánchez-Fuentes, J.A., and Martínez-Molina, M.
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adolescencia ,educação secundária ,educación secundaria ,intención de práctica física ,self-determined motivation ,tiempo libre ,intention to practice physical ,physical education ,intenção de prática física ,motivación autodeterminada ,leisure ,secondary education ,Educação Física ,Educación Física ,tempo livre ,adolescence ,motivação auto-determinada ,adolescência - Abstract
El objetivo de este trabajo fue analizar los perfiles motivaciones del alumnado de educación secundaria en EF y la inclusión del apoyo a la autonomía, satisfacción, importancia y utilidad a la Educación Física e intención de práctica futura de actividad física. La muestra fue de 758 alumnos de 13 a 18 años, que respondieron a un cuestionario compuesto por las escalas de apoyo a la autonomía, motivación, satisfacción, importancia de la Educación Física e intención de práctica física futura. Se realizó un análisis descriptivo y de correlación entre las escalas, así como un análisis de clúster para los perfiles y un ANOVA para estudiar las diferencias por sexo y práctica física de los adolescentes. Destaca la existencia de dos clusters, un primer perfil (n=415) denominado "alta motivación" asociado a los varones, a los que practican actividad física más de tres horas/semana, caracterizado por altos valores en motivación, autonomía, satisfacción, importancia e intención de práctica física en tiempo libre; y un segundo perfil, llamado "baja motivación" (n=343), asociado mayormente a mujeres, y a quienes practican actividad física menos de 3 horas/semana, caracterizado por altos niveles de aburrimiento y bajo en el resto de variables. Este trabajo pone de manifiesto que los alumnos con motivación más alta son los que más actividad física practican y los que más posibilidades tienen de adquisición y adherencia de hábitos de práctica deportiva en tiempo de ocio. The aim of this study was to analyze the profiles of motivations of students in secondary education and the inclusion of EF autonomy support, satisfaction, importance and usefulness to physical education and future intention t o practice physical activity. The sample consisted of 758 students from 13 to 18, who answered a questionnaire consisting of scales of autonomy support, motivation, satisfaction, importance of physical education and intention of future physical practice. Descriptive and correlation analysis between scales and cluster analysis for profiling and ANOVA was performed to examine differences by sex and physical activities of adolescents. Highlights the existence of two clusters, a first profile (n=415) referred to as "high motivation" associated with men, who practice physical activity over three hours/week, characterized by high values in motivation, autonomy, satisfaction, importance and intention to practice physical time, and a second profile called "low motivation" (n=343), mostly associated with women, and those who practice physical activity less than 3 hours / week, characterized by high levels of boredom and low on the other variables. This study shows that students with higher motivation are the most physical activity practice and those most likely to purchase habits and adherence in sport leisure time. O objectivo deste trabalho foi analisar os perfis motivacionais dos alunos de educação secundária em Educação Física (EF) e a inclusão do apoio à autonomia, satisfação, importância e utilidade da EF e a intenção de prática futura de actividade física. A amostra foi composta por 759 alunos com idades entre os 13 e os 18 anos, que responderam a um questionário composto pelas escalas de apoio à autonomia, motivação, satisfação, importância a EF e intenção de prática física futura. Realizou-se uma análise descritiva e de correlação entre as escalas, assim como uma análise de clusters para os perfis e uma ANOVA para estudar as diferenças por sexo e prática física dos adolescentes. Destaca-se a existência de dois clusters, um primeiro perfil (n=415) denominado "alta motivação" associado aos homens e aos que praticam actividade física mais de três hora/semana, caracterizado por elevados valores de motivação, autonomia, satisfação, importância e intenção de prática física no tempo livre; e um segundo perfil, denominado de "baixa motivação" (n=343), associado maioritariamente às mulheres, e àqueles que praticam actividade física menos de 3 horas/semana, caracterizado por elevados níveis de aborrecimento e baixos níveis relativamente às restantes variáveis. Este trabalho enfatiza que os alunos com motivação mais elevada são os que praticam mais actividade física e os que mais possibilidades têm de aquisição e adesão a hábitos de prática desportiva no tempo de ócio.
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- 2014
45. Estrategias para desarrollar la inteligencia emocional y la motivación en el alumnado de Educación Física
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Bartolomé Jesús Almagro Torres and Cristina Conde García
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educación física ,LC8-6691 ,Emotional intelligence ,motivación autodeterminada ,Self-determined motivation ,inteligencia emocional ,Motivación autodeterminada ,Educación física ,Special aspects of education ,Physical Education (P.E.) ,Inteligencia emocional - Abstract
Un desafío del sistema educativo actual es conseguir una adecuada formación académica y emocional de los alumnos. Sin embargo, la formación inicial de maestros y profesores de educación física ha dejado en un segundo plano el desarrollo de las competencias emocionales del alumnado. Por otro lado, conseguir que los estudiantes estén motivados en las clases de educación física ha sido un tema más tratado, aunque en la mayoría de los casos de forma superficial. Teniendo en cuenta que el fomento de una motivación positiva parece ser la clave para que el alumnado se comprometa con la práctica físico-deportiva fuera del horario escolar, parece lógico prestarle la atención que el tema se merece. Ambos constructos, inteligencia emocional y motivación, han sido relacionadas con consecuencias positivas como el bienestar psicológico, rendimiento, disfrute, etc. Por ello, en este trabajo se intentará recoger estrategias prácticas, fundamentadas en la literatura científica, para ayudar a desarrollar la inteligencia emocional y la motivación más autodeterminada en el alumnado de educación física. Así, utilizando el modelo de Mayer y Salovey y la Teoría de la Autodeterminación, se proponen estrategias que pueden ser de gran utilidad a docentes de educación física de cualquier nivel educativo., A challenge of the current educational system is to achieve an adequate academic and emotional formation of the students. However, the initial training of teachers and professors of physical education has left in the background the development of emotional competencies of students. On the other hand, getting students motivated in physical education classes has been a more addressed topic, although in most cases superficially. Bearing in mind that the promotion of a positive motivation seems to be the key for students to commit themselves to physical and sports practice outside school hours, it seems logical to pay attention that the subject deserves. Both constructs, emotional intelligence and motivation, have been related to positive consequences such as psychological well-being, performance, enjoyment, etc. Therefore, this paper will try to collect practical strategies, based on scientific literature, to help develop emotional intelligence and more self-determined motivation in the physical education students. Thus, using the model of Mayer and Salovey and the Theory of Self-determination, strategies are proposed that can be very useful to teachers of physical education at any educational level.
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- 2013
46. Clima motivacional percibido, motivación autodeterminada y autoestima en jóvenes deportistas mexicanos
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Jeanette Lopez-Walle, Isabel Balaguer, Isabel Castillo, and José L. Tristán
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lcsh:BF1-990 ,Mexican athletes ,Autoestima ,Motivació auto-determinada ,Deportistas mexicanos ,Psicología ,Motivational climate ,lcsh:Psychology ,Clima motivacional ,Self-determined motivation ,Self-esteem ,Motivación auto-determinada ,Motivación autodeterminada ,Atletas mexicanos ,Atletes mexicans - Abstract
En el marco de la Teoría de las Metas de Logro (Ames, 1992; Dweck, 1999; Nicholls, 1989), y de la Teoría de la Autodeterminación (Deci y Ryan, 1985, 2000) en el presente trabajo se puso a prueba un modelo con la siguiente secuencia: Clima motivacional percibido (clima de implicación en la tarea y clima de implicación en el ego) ÞMotivación Autodeterminada Þ Autoestima. Además, se analizó si la motivación autodeterminada actuaba como mediadora entre cada una de las dos dimensiones del clima motivacional percibido (clima de implicación en la tarea y clima de implicación en el ego) y la autoestima. Participaron 651 deportistas juveniles mexicanos (Medad = 13,99; DT = 1,88), 330 chicas y 321 chicos que contestaron a las tres versiones españolas de los siguientes cuestionarios: PMCSQ-2; SMS y SDQ-III. Los resultados del modelo de ecuaciones estructurales mostraron que el clima de implicación en la tarea y el clima de implicación en el ego se asociaban respectivamente de forma positiva y negativa con la motivación autodeterminada, mientras que ésta última se asoció positivamente con la autoestima. Finalmente, la motivación autodeterminada actuó como mediadora de la relación entre el clima motivacional y la autoestima Within the framework of the Achievement Goal Theory (Ames, 1992; Dweck, 1999; Nicholls, 1989) and Self-Determination Theory (Deci and Ryan, 1985, 2000), this study tested a model with the following sequence: perceived motivational climate (task and ego involvement), self-esteem, self-determined motivation. It also examined whether selfdetermined motivation acted as a mediator between the two dimensions of perceived motivational climate (task and ego involvement climate) and self-esteem. A total of 651 young Mexican athletes (Mage= 13.99; SD= 1.88) took part in the survey: 330 girls and 321 boys who answered the three Spanish versions of the following questionnaires: PMCSQ-2, SMS and SDQ-III. The results of structural equation model showed that a task involvement climate and ego involvement climate were respectively associated with positive and negative self-determined motivation, while the latter was positively associated with self-esteem. Finally, self-determined motivation acted as a mediator in the relationship between perceived motivational climate and self-esteemem in young mexican athletes
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- 2011
47. Reasons why people do exercise: A study using Self-Determination Theory
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Alvaro Sicilia, Gonzalez-Cutre, David, Artes, Eva M., Orta, Antonio, Casimiro, Antonio J., and Ferriz, Roberto
- Subjects
Self-determined motivation ,Motivos de ejercicio ,Adherence to exercise ,Adherencia al ejercicio ,Motivación autodeterminada ,Política municipal deportiva ,Reasons for exercising ,Municipal sport policy - Abstract
Basado en la teoría de la autodeterminación, el objetivo de este estudio fue analizar las relaciones entre los motivos para el ejercicio físico y la frecuencia informada de práctica semanal en una muestra representativa de la población adulta de una ciudad. En este estudio participaron 918 habitantes, con edades comprendidas entre los 16 y 89 años. Los participantes contestaron el autoinforme de motivos para la práctica de ejercicio físico e informaron sobre la asiduidad con la que realizaban ejercicio físico. Controlando los efectos de la edad y el sexo, los análisis multivariantes de covarianza mostraron que los participantes que realizaban ejercicio físico con mayor frecuencia semanal informaron puntuaciones más altas en los motivos autodeterminados y no autodeterminados para practicar ejercicio físico, a excepción del motivo de urgencias de salud. Los resultados apoyan los supuestos de la teoría de la autodeterminación al sugerir que los participantes van internalizando la conducta del ejercicio a medida que son más activos físicamente. Sin embargo, los resultados también indican que determinados motivos no autodeterminados se muestran pertinentes para la práctica física. Los responsables de la política deportiva municipal deberían buscar formas apropiadas de combinar motivos no autodeterminados con formas más internalizadas que garanticen una adherencia más prolongada al ejercicio. Based on self-determination theory, the objective of this study was to analyze the relationship between the reasons for exercise and its reported weekly frequency in a representative sample of an adult urban population. A total of 918 inhabitants, aged between 16 and 89, participated in this study answering the Spanish version of the Exercise Motivations Inventory-2 (EMI-2) and reporting on their exercise frequency. Controlling for the influence of age and gender, multivariate analysis of covariance (MANCOVA) showed that participants who reported the highest exercise frequency had the highest score on both self-determined and controlling exercise motives, except the ill-health avoidance motive. The results support propositions of self-determination theory, and suggest that citizens may internalize exercise behaviour as they become more physically active. However, the results also suggest that some controlling motives are pertinent to exercise. Decision makers of the local sport policy should look into suitable ways of combining both controlling motives and more internalized motives in order to produce long lasting exercise adherence in citizens.
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