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The teacher's instructions in physical education class have important implications for the psychological well-being of their students. The aim of this study was to analyze, under the postulates of the Self-Determination Theory (SDT), a model with the following sequence: the perception of the quality of the instructions (task presentation, amount of corrective feedback, and its legitimate perception) generated by the physical education teacher, the satisfaction of the three basic psychological needs and the subjective vitality in young students. The participants were 890 students (462 males and 428 females) of primary level from the metropolitan area of Monterrey, Mexico, between ages 11 and 13 ( M = 11.36; SD = 0.49). The structural equation modeling showed positive and significant associations in all model interrelations, that is, task presentation and the amount of corrective feedback ( B = 0.88, p < 0.001), and this in turn with legitimate perception ( B = 0.81, p < 0.001); the legitimate perception of feedback and the satisfaction of the need for autonomy, competence, and relatedness ( B = 0.63, p < 0.001; B = 0.90, p < 0.001; B = 1.01, p < 0.001, respectively); finally, the satisfaction of the three psychological needs and the subjective vitality ( B = 0.12, p < 0.01; B = 0.43, p < 0.001; B = 0.24, p < 0.001, respectively). Therefore, the importance of a quality task presentation, as well as providing corrective feedback based on support for autonomy, is evident, so that students perceive it legitimately and thus facilitate the satisfaction of their basic psychological needs and in consequence, indicators of psychological well-being such as subjective vitality., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Vergara-Torres, Tristán, López-Walle, González-Gallegos, Pappous and Tomás.)

In the sport context, an essential aspect of an athlete's development and performance happens during the interaction with the coach while receiving information on the aspects of performance that need to be modified (corrective feedback). Grounded in the Self-Determination Theory and particularly on the basic psychological needs theory, a structural equation model (SEM) was tested with the following sequence: perception of the amount of corrective feedback generated by the coach, perceived legitimacy of corrective feedback, satisfaction of basic psychological needs, and vitality in soccer players. Additionally, simple mediation and serial (double) mediation models were also tested. Participants were 377 Mexican soccer players ( M aged = 16.46, SD = 1.08), who completed the instruments that evaluated the study variables. SEM results reported positive and significant variables' interrelations in the sequence. The analysis of serial mediation model showed that the perceived legitimacy of feedback and the satisfaction of basic psychological needs fully mediated the relationship between the perception of the amount of corrective feedback generated by the coach and the perception of the subjective vitality of Mexican soccer players. Results suggest that coaches have to ensure that athletes accept the corrective feedback provided and meet their basic psychological needs. Based on SDT tenets, this research highlights the importance for coaches to be aware of the athlete's perceptions when they are providing corrective feedback and their implications for athlete's technical development and well-being. It is suggested to incorporate those aspects to training programs for coaches., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Tristán, Ríos-Escobedo, López-Walle, Zamarripa, Narváez and Alvarez.)

Background: Monitoring recovery-stress balance in sport is becoming more relevant to prevent training maladaptation and reach the optimal performance for each athlete. The use of questionnaires that identify the athlete's recovery-stress state have much acceptance in sports due to reliability and useful, furthermore for its low cost. Identifying possible differences between sport modalities and sex is important to determine specific needs and possible intervention ways to keep a recovery-stress balance. The aim was to analyze the differences in the recovery-stress state and mood states by sex and sport type during the competitive phase in young Mexican athletes. As a secondary objective, the psychometric properties of the Mexican version of the Recovery-Stress Questionnaire for Athletes (RESTQ-Sport) were analyzed., Methods: A cross-sectional study was carried on with 461 athletes (61% women and 39% men), 17.95 (±1.2) years old, from six sports disciplines. The RESTQ-Sport and Profile of Mood States (POMS) were applied in a single moment. Differences by sex and sports modality were analyzed. RESTQ-Sport's confirmatory factor analysis was performed after the stress and recovery theoretical structure of two stress (general and sport) and two recovery (general and sport) dimensions, and last, the concurrent validation with the POMS was carried on., Results: Significant differences by sex were found in the General Recovery and Sport Stress dimensions of the RESTQ-Sport as well as Vigor factor of the POMS, being higher for men; furthermore, both the Sport Recovery dimension of RESTQ-Sport and Cholera and the Fatigue and Depression factors from POMS also had differences by sport type, showing a less recovery and high stress for individual sport athletes. Goodness-of-fit indexes of the model for the RESTQ-Sport were acceptable. Pearson's correlation between questionnaires was moderate ( p < 0.05)., Conclusion: The recovery-stress state shows differences in the function of sex and sport modality. More special attention is suggested for women and individual sport athletes. The higher punctuation for men compared with women in sport stress dimension did not negatively affect the recovery-stress balance for male athletes. Finally, the Mexican context adaptation of the RESTQ-Sport provides a psychometric instrument suitable to assess the recovery-stress balance in Mexican athletes., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Reynoso-Sánchez, Pérez-Verduzco, Celestino-Sánchez, López-Walle, Zamarripa, Rangel-Colmenero, Muñoz-Helú and Hernández-Cruz.)

The way students perceive corrective feedback has repercussions on what they learn and think. Based on the self-determination theory, the aim of this study is to test a model of multilevel mediation that examines the relationships between the perception of corrective feedback with its degree of acceptance (perceived legitimacy) at the team level and the subjective vitality of students at the individual level, mediated by the satisfaction of the three psychological needs, in the context of physical education. The participants were 742 students aged between 10 and 13 years old (52.6% men, 47.4% women) in 29 physical education groups. The results of the multilevel structural equation modeling analysis found at the group (between) level a positive and significant relationship between corrective feedback and perceived legitimacy ( B between = 0.49, p < 0.01), as well as a positive and significant relationship between perceived legitimacy and the needs of competence ( B between = 0.66, p < 0.05) and relatedness ( B between = 0.95, p < 0.01). In addition, there was a positive and significant association between competence and subjective vitality ( B between = 2.06, p < 0.01), and a negative and significant association between relatedness and subjective vitality ( B between = -0.85, p < 0.01). Also, on an individual (within) level, the needs of autonomy ( B within = 0.09, p < 0.05), competence ( B within = 0.27, p < 0.01), and relatedness ( B within = 0.17, p < 0.01) were positively and significantly associated with subjective vitality. Finally, corrective feedback showed a positive indirect effect on subjective vitality through perceived legitimacy and competence, while the indirect effect was negative through perceived legitimacy and relatedness. In conclusion, on an individual level, students who perceive their basic psychological needs to be met in turn, increase their subjective vitality. At the group level, the results are discussed. These findings suggest that teachers might be best advised to ensure that their students accept corrective feedback, by having it couched in a manner that suggests that learning and improvement can follow, and communicated in an autonomy-supporting way., (Copyright © 2020 Vergara-Torres, Tristán, López-Walle, González-Gallegos, Pappous and Tomás.)

The evidence for the benefits of physical activity on cognitive functioning has increased in recent years. Although the relationship between these variables has been analyzed for decades, the development of evaluation techniques has resolved several issues and advanced this area of knowledge. Moreover, several authors have pointed out the association between the cognitive functioning of athletes and their performance in competition. These recent studies suggest that some specific cognitive abilities of athletes could help them become more effective and improve their chances of success. The objective of this paper was to identify the most relevant advances in these areas of study and to highlight more promising lines of research for the next few years. We have discussed findings from the application of different physical activity programs as well as the most significant cognitive performance variables for sports practice. The limitations of the findings were also discussed., (Copyright © 2019 Hernández-Mendo, Reigal, López-Walle, Serpa, Samdal, Morales-Sánchez, Juárez-Ruiz de Mier, Tristán-Rodríguez, Rosado and Falco.)

Executive functions play an important role in sports since the ability to plan, organize, and regulate behavior to reach an objective or goal depends on these functions. Some of the components of executive functions, such as inhibition of impulsive behavior and cognitive flexibility, are necessary for contact sports (e.g., American football) to carry out successful plays on the sports field. Executive functions have been studied in the sporting environment, but their relationship with the athletes' basic psychological needs (BPN), such as autonomy, competence, and relatedness, remains unexplored. Due to the importance of motivational processes over cognitive functions and in the generated adaptive results in athletes, this relationship should be taken into account. Therefore, the aim of this study was to analyze and compare executive functioning and psychological need thwarting overimpulsivity and psychological distress, before and after the season (4 months) in 28 undergraduate football players. Neuropsychological and psychological tests were applied. The results showed that there was an improvement in inhibition and planning at the end of the season. There was also an increase in attention and motor impulsiveness, and a decrease in need thwarting at the end of the season. A positive association between executive function, impulsiveness, psychological needs, and affective symptoms were also found. Our findings reveal the dynamics of sport-related psychological variables throughout the sport season in American football players, the association of these for the achievement of sport success, and the importance of encouraging proper management of emotions., (Copyright © 2019 Rincón-Campos, Sanchez-Lopez, López-Walle and Ortiz-Jiménez.)