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High performance sport for females is an area which is gaining more and more relevance today, but which hasn’t received the same research interest as sport for males. The aim of the present study was to analyse the motivational climate perceived by high performance female athletes and the implications on perceived motor competence and autonomous behaviour and check the differences according category, sport experience and training hours in performance and master climate. The participants were 615 female athletes who practice top level team sports, with ages comprised of 16 to 38 (M = 22,10; SD = 4,91). The sample consisted of two different categories: junior (n = 242) and senior (n = 373). These players participated in different team sports, specifically football, handball, basketball and volleyball, training between 6 and 24 hours a week (M = 8,34; DT = 4,33). The variables measured were: perceived motivational climate in sport, autonomous behaviour and perceived motor competence. A cluster analysis was carried out using, as a variable, the perceived motivational climate, and showing the existence of two profiles, one related to ego and the other to task. The multivariate analysis showed that the profile orientated towards the task had significant differences compared to the autonomous behaviour (M = 4.66 vs M = 3.41). At the same time an analysis was carried out looking at different social demographic variables, revealing how there were differences in the sports experience (those participants with more than ten years’ experience were more orientated towards ego, compared to those with less than ten years’ experience) and the category (junior athletes were more orientated towards the task, compared to senior athletes). It was concluded that a greater orientation towards the task can lead to an improvement in the perception of motor competence, with the youngest and least experienced athletes being the most prominent in this category.

The purpose of this study was to show the relationship between future academic expectations and the concepts of motivation, basic psychological needs, school social climate, and responsibility. Additionally, possible differences in future expectations were analyzed according to gender and educational stage. A total of 984 students (M = 12.87, SD = 1.84) from elementary and secondary school participated in this study. A single questionnaire composed of different scales was administered to check the values of motivation (EME), psychological need satisfaction (PNSE), school social climate (CECSCE), responsibility (PSRQ), sociodemographic differences, and a question to find out future academic expectations. Results showed that the group with the highest future expectations (do a degree or upper vocational training) had statistical differences of p &lt, 0.001 with respect to the group with the lowest future expectations (finish compulsory secondary studies or basic vocational training and start work) and middle expectations (do a high school or middle vocational training) with regard to autonomous motivation, satisfaction of psychological needs, school and teacher climate, and social and personal responsibility. The group with the lowest expectations had higher values with respect to the other two groups in terms of amotivation (p &lt, 0.001). Moreover, women and elementary school children had greater future academic expectations (p &lt, 0.001). In conclusion, the promotion of basic psychological needs satisfaction, autonomous motivation, personal and social responsibility, and school social climate are related to higher academic expectations, and the improvement of these variables becomes especially important for boys and secondary students who could have a higher chance of dropping out of school.

RESUMEN Según la Teoría de la Autodeterminación (Deci y Ryan, 1985, 2002), el estilo interpersonal que utilice el educador puede tener un fuerte impacto en la motivación de los estudiantes. Los objetivos de este artículo fueron: (i) explicar la justificación y desarrollo de un programa de formación basado en esta teoría para promover el apoyo a la autonomía; (ii) describir el protocolo de intervención y los procedimientos de evaluación del programa de formación; y (iii) probar la integridad del protocolo de estudio para una futura intervención. De un total de 40 docentes de educación física, se asignarán 20 a un grupo de intervención o a un grupo control (n = 20). Durante un período de 8 semanas, los docentes del grupo de intervención participarán en un programa de formación en apoyo a la autonomía a través de varias fases. Se evaluarán indicadores que caracterizan el estilo interpersonal de apoyo a la autonomía de forma cualitativa y cuantitativa, referentes, tanto a la percepción del docente sobre su propia conducta, como a la percepción que tienen los estudiantes del estilo interpersonal del profesor. La recogida de los datos de la línea base cuantitativa se llevará a cabo un mes antes del inicio de la intervención y después se tomará otra medición un mes tras la finalización del período de intervención. Los datos cuantitativos se analizarán mediante análisis multinivel. Para explorar las percepciones del programa de formación, también se llevará a cabo un seguimiento a través de entrevistas semiestructuradas con docentes y miembros de la clase, entre la cuarta y la sexta semana después del final de la intervención. Este estudio cuenta con la aprobación del Comité de Ética de las instituciones participantes. Los hallazgos del estudio se difundirán a través de revistas de impacto científico y presentaciones en conferencias de carácter internacional.

Resumen En el siguiente trabajo analizamos la percepcion que tienen los alumnos de la formacion recibida para el titulo de Maestro Especialista en Educacion Fisica en la Universidad de Murcia. La obtencion de los datos se logra, de una muestra de 100 alumnos, a partir de cuatro preguntas abiertas relativas a su formacion. Los resultados se transcribieron con la ayuda de un procesador de texto y fueron analizadas con el programa informatico Aquad (Analisis Qualitative Data). El analisis de los datos nos indica que se sienten suficientemente preparados para la docencia pero con lagunas, valoran de modo positivo las clases practicas, consideran necesario continuar su formacion y la metodologia recibida es valorada como participativa en clase Palabras-Clave: Formacion inicial; Didactica, Planes de estudios; Metodologia; Educacion Fisica. Abstract In the following work we analyze the perception that students have about the studies they received for getting the Specialist Teacher's title in Physical Education in Murcia University. The results of the data are obtained, of a sample of 100 students, beggining with four relative opened questions about their formation. The results were transcribed with the help of a word processor and were analyzed with the computer program “Aquad” (Analysis Qualitative Dates). The analysis of the data indicates that they feel enough prepared for the teaching but with some lacks, they value in a positive way the practical classes, but they consider necessary to continue their studies the methodology used is valued as participant in class. Key-Words: Initial formation; Didactics; Plans of studies; Methodology, Physical Education.