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En este estudio se describe el clima motivacional (generado por los entrenadores y los compañeros de equipo) de un mismo club de baloncesto, y se analiza la relación existente entre dicho clima motivacional y variables psicológicas de los jugadores como la autoestima y la ansiedad. En el estudio participaron 40 jugadores de dos grupos de edad: infantil (12-13 años) y cadete-juvenil (14-18 años). Los resultados muestran que los jugadores de las dos franjas de edad perciben un elevado clima motivacional de implicación a la tarea creado por sus entrenadores y compañeros y un bajo clima motivacional de implicación al ego creado por estos. Además, ambos grupos presentan un nivel de ansiedad somática y desconcentración bajo y un nivel más elevado de preocupación. El nivel de autoestima es alto en ambos grupos. Este trabajo preliminar se realizó para orientar futuros estudios en los que el principal objetivo se centra en llevar a cabo intervenciones psicológicas individualizadas a entrenadores para mejorar la satisfacción con la práctica deportiva de sus jugadores.

This study was conducted to analyze the relationships hypothesized by the Achievement Goal Theory in predicting adherence to exercise. The study participants were 405 individuals exercising in fitness centers with a mean age of 35 years (SD = 17) and 183 individuals exercising with personal trainers with a mean age of 43 years (SD = 16), that answered the Portuguese versions of the Goal Orientation in Exercise Measure and Perceived Motivational Climate in Exercise Questionnaire. The hypothesized structural equation model showed that the mastery motivational climate had a positive impact on task orientation goals, which in turn had a positive impact on exercise adherence. However, performance motivational climate had a positive impact on ego orientation goals, which in turn had a negative impact on exercise adherence.

From the framework of the AGT (Ames, 1992; Nicholls, 1989), the SDT (Ryan and Deci, 2017) and Duda's (2013) motivational climate model, the aim of the study was to test two models throught the sequence: Perception of the coach created empowering climate, satisfaction of the basic psychological needs (BPNS) and self-determined motivation. In both, we tested the mediational role of the BPNS (competence, autonomy and relationship), as a composite variable in the first model (M1), and as separated dimensions in the second (M2). 240 young soccer players (Mage = 12.41; SD = .1.66), completed the questionnaires assessing the variables of interest. Results showed that in M1 empowering climate was a positive predictor of self-determined motivation through the BPNS, while in M2 empowering climate was a positive predictor of self-determined motivation only through the satisfaction of the need for autonomy. [ABSTRACT FROM AUTHOR]

This paper presents the application of an intervention program with coaches and parents of youth soccer teams in Mexico, for the promotion task-involving motivational climate. The intervention with coaches was based on the strategies postulated by the Mastery Approach to Coaching (MAC) program. In addition, educational strategies were implemented with parents. It involved the participation of 81 male soccer players between 12 and 15 years old, 4 male coaches and 34 parents. Behavioral changes were obtained in the coaches; however, the intervention did not produce a motivational climate of greater involvement towards the task. [ABSTRACT FROM AUTHOR]

The aim of this study was to analyze how the relationship between the perfectionism of the athletes and their goal orientations at individual level is affected by the perception of the motivational climate generated by the coach at team level. Participants were 144 athletes of both genders, belonging to 18 different sports teams, who answered a set of questionnaires to measure the study variables. Results of the multilevel hierarchical model showed that individual differences in task orientation were predicted by individual factors (striving for perfectionism), and team factors (perceptions of task-involving climate and ego-involving climate created by the coach). Additionally, ego-involving climate moderated the relationship between the striving for perfectionism and task orientation. [ABSTRACT FROM AUTHOR]

The aim of the study was to determine and analyze the relationships between motivational climate, physical self-concept and resilience, based on gender. 148 judokas participated with a mean age of 23.09 years (SD = 6.731) of Chile. Completed questionnaires motivational climate (PMCSQ-2), physical self (AF-5) and resilience (CD-RISC). For statistical analysis, structural equations were used, performed by multigroup (male and female). The results indicated acceptable goodness of fit of the model, it was determined that the correlation between climate and ego climate task is higher in women, they consider that when the motivational climate increases increases its own physical self and generated an increase in feelings satisfaction to the task and that men increased physical self causes higher levels of resilience than in women. [ABSTRACT FROM AUTHOR]

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O objetivo principal do estudo é a tradução e validação da versão portuguesa da adaptação ao exercício do Perceived Motivational Climate in Sport Questionnaire (PMCSQ), com recurso à análise fatorial exploratória (AFE) e confirmatória (AFC), realizadas com dois grupos independentes de praticantes de exercício em ginásios, de ambos os géneros e com idades compreendidas entre os 14 e os 64 anos. Na AFE os resultados revelam uma estrutura que explica 52% da variância dos resultados, pesos fatoriais entre 0.63 e 0.80, e uma boa consistência interna (αMestria=0.78; αPerformance=0.74). Na AFC os resultados indicam um excelente ajustamento do modelo: S-Bχ²=40.6; df=34; p=0.20; S-Bχ²/df=1.19; SRMR=0.03; NNFI=0.98; CFI=0.99; RMSEA=0.02; 90% IC RMSEA=0.00-0.05, uma consistência interna razoável (αMestria=0.74; αPerformance=0.75), e pesos fatoriais entre 0.50 e 0.79, o que nos leva a concluir que a versão Portuguesa da adaptação do PMCSQ ao exercício pode ser utilizada na avaliação do clima motivacional no exercício.The main purpose of this study is to present the results of translation and validation of the Portuguese version of Perceived Motivational Climate in Sport Questionnaire (PMCSQ) adaptation to exercise, through exploratory (EFA) and confirmatory (CFA) factor analysis, performed with two independent groups of participants, all exercisers in private fitness clubs, of both sexes, and aged between 14 and 64 years old. The EFA results reveal a structure explaining 52% of total variance, with factor loadings ranged from 0.63 to 0.80, and reasonable reliability (αMastery=0.78; αPerformance=0.74). The AFC results showed an excellent model fit to data: S-Bχ²=40.6; df=34; p=0.20; S-Bχ²/df=1.19; SRMR=0.03; NNFI=0.98; CFI=0.99; RMSEA=0.02; 90% IC RMSEA=0.00-0.05, an acceptable reliability (αMastery=0.74; αPerformance=0.75), and factor loadings ranged from 0.50 to 0.79, which leads us to conclude that Portuguese version of PMCSQ adaptation to exercise can be used to measure motivational climate in exercise.

A pesar de la importancia de las actividades artístico-expresivas en la formación integral del alumnado, las experiencias en este tipo de contenidos no siempre resultan positivas. El objetivo de este estudio fue evaluar la aplicación de un programa de intervención docente en un contenido artístico-expresivo para generar un clima motivacional tarea y analizar los efectos sobre diferentes variables integradas en la teoría de la autodeterminación (Deci y Ryan, 1985). Se utilizó un diseño intra-grupo donde participaron 95 estudiantes (M edad = 12,35; DT = 0,63) durante dos contenidos artístico-expresivos de 10 sesiones, respectivamente, en Educación Física. El estudio se desarrolló en una unidad experimental (salto con combas), mediante estrategias motivacionales vinculadas a las áreas TARGET (Ames, 1992); y en una unidad control (danzas tradicionales), impartiendo la metodología habitual basada en un modelo de enseñanza comprensiva. Los instrumentos utilizados evaluaron al final de las dos unidades didácticas diferentes variables motivacionales situacionales: clima motivacional (EPCM), necesidades psicológicas básicas (BPNES), motivación autodeterminada (SIMS-14) y consecuencias afectivas (SSI-EF). Los resultados mostraron en la unidad experimental valores significativamente superiores en el clima tarea, la satisfacción de las necesidades psicológicas básicas, la motivación autodeterminada y la diversión, así como valores significativamente inferiores en el clima ego, la desmotivación y el aburrimiento, respecto a la unidad control. Se destaca la importancia de la intervención docente para generar un clima tarea, especialmente en las actividades con una finalidad artístico-expresiva. Todo ello puede influir en los procesos motivacionales, generando consecuencias afectivas positivas y más adaptativas en este bloque de actividades artístico-expresivas.

ResumenEl estudio analizó la predicción del clima motivacional percibido, la satisfacción de las necesidades psicológicas básicas y la motivación intrínseca sobre la adherencia a la práctica deportiva. Se utilizó una muestra de 580 deportistas con una edad media de 14.46 años. Se emplearon el Cuestionario del Clima Motivacional Percibido en el Deporte-2, la Escala de las Necesidades Psicológicas Básicas en el Ejercicio, el factor motivación intrínseca de la Escala de Motivación Deportiva y la Medida de la Intencionalidad para ser Físicamente Activo. Los resultados del modelo de ecuaciones estructurales mostraron que el clima motivacional que implica a la tarea predecía las tres necesidades psicológicas básicas y la intención de seguir siendo físicamente activo. Por otro lado, el clima motivacional que implica al ego predecía la necesidades de autonomía y de competencia, aunque con un peso de regresión en ambos casos mucho menor que como lo hacía el clima tarea. La satisfacción de las tres necesidades psicológicas básicas predijo positivamente la motivación intrínseca. Por su parte, la motivación intrínseca predijo la intención de ser físicamente activo en el futuro. Se discuten los resultados en relación a la importancia de fomentar un clima motivacional tarea en los practicantes para incrementar la adherencia a la práctica deportiva.AbstractThe study analyzed the prediction of perceived motivational climate, basic psychological needs satisfaction and intrinsic motivation on adherence to sports. A sample of 580 athletes with a mean age of 14.46 years, participated in the study. The Perceived Motivational Climate in Sport Questionnaire-2, the Basic Psychological Needs in Exercise Scale, the intrinsic motivation factor of the Sport Motivation Scale and Intention of Being Physically Active were used. Structural equation modeling results showed that the task-involving motivational climate positively predicted the three basic psychological needs and the intention to practice physical activity into the future. Moreover, the ego-involving motivational climate predicted autonomy and competence needs, although with regression weight in both cases much less than it did the the task-involving motivational climate. The satisfaction of the three basic psychological needs positively predicted intrinsic motivation. Besides, intrinsic motivation predicted the intention to be physically active in the future. Results are discussed in relation to the importance of promoting a task-involving motivational climate to increase adherence to sport.

El objetivo del estudio fue determinar los diferentes perfiles motivaciones existentes en una muestra compuesta por 1103 alumnos de segundo curso de Educación Secundaria Obligatoria. Las variables analizadas fueron la percepción del clima motivacional, las orientaciones de meta (POSQ), el flow disposicional, la disciplina y la percepción del trato de igualdad generado por el docente en el aula. Tras un análisis jerárquico de cluster, los resultados revelaron la existencia de tres perfiles motivacionales. El perfil “tarea” obtuvo puntuaciones altas en el clima tarea, la orientación a la tarea y el flow disposicional, intermedias en el clima ego y bajas en la orientación al ego. El perfil “ego” mostró puntuaciones altas en el clima ego y la orientación al ego, intermedias en la orientación a la tarea y el flow disposicional y bajas en el clima tarea. El perfil “tarea-ego” reflejó puntuaciones altas en la orientación a la tarea, la orientación al ego y el flow disposicional, puntuaciones intermedias en el clima tarea y bajas en el clima ego. Además, los resultados revelaron que los alumnos con perfiles motivacionales orientados a la tarea resultaban ser más disciplinados y percibían mayor igualdad de trato en su profesor. De igual forma, se obtuvieron diferencias significativas de sexo y práctica deportiva extraescolar en cada uno de los cluster.

AbstractThe objective of this study was to examine the factorial validity and reliability of the Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ) with adolescent Spanish physical education students. Exploratory and confirmatory factor analysis were utilized to address this question. Results of the exploratory factor analysis revealed the presence of five factors and was consistent with previous research. Confirmatory factor analysis indicated that the Spanish version of the LAPOPECQ had fit indices that were similar to the original Greek and English versions of the instruments and that a five-factor correlated model was more parsimonious than a hierarchical model. The implications of these findings on future research are discussed.ResumenEl objetivo de este estudio fue examinar la validez de constructo y fiabilidad del Cuestionario de orientaciones al aprendizaje y al rendimiento en las clases de Educación Física (LAPOPECQ) en adolescentes españoles estudiantes de educación física. Fueron empleados análisis factoriales exploratorios y confirmatorios para abordar esta cuestión. Los resultados del análisis factorial exploratorio revelaron la presencia de cinco factores. Esta estructura era coherente con la investigación anterior. El análisis factorial confirmatorio indicó que la versión en español del LAPOPECQ presentaba índices de ajuste similares a las versiones en griego e inglés del test. El modelo de cinco factores correlacionados fue más parsimonioso que un modelo jerárquico. Se discuten las implicaciones de estos hallazgos en la investigación futura.

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.

ResumenEl artículo parte de la revisión de la materia preocupada por la creación de climas de aprendizaje que garanticen la equidad del alumnado y, en línea con ello, revisa el debate sobre las ventajas e inconvenientes que tiene la educación por grupos segregados en función del sexo frente a una educación mixta. En este debate, algunos estudios han defendido que las clases mixtas generan atmósferas de trabajo más amigables y relajadas, así como más oportunidades de contacto social e interacción. Por el contrario, otros estudios han defendido que las clases de mismo sexo permiten a las alumnas una mayor interacción con sus profesoras debido a que este tipo de clase fomenta la participación, autoestima, competencia percibida y disciplina. El artículo considera la perspectiva de la Teoría de Metas de Logro y su utilidad para el debate planteado. En este sentido, los estudios sobre los ambientes de aprendizaje han señalado relaciones positivas entre el clima motivacional que implica a la tarea y una mayor percepción de trato de igualdad, así como relaciones positivas entre el clima motivacional que implica al ego y la percepción de discriminación por parte del profesor. Resaltamos, por tanto, la labor del profesor de educación física en la creación de climas de aprendizaje que favorezcan la igualdad de oportunidades y presentamos estrategias metodológicas bajo las áreas del TARGET descritas por Ames (1992). AbstractBased on the research concerns for student’s equity and learning climates, this paper reviews the coeducational literature and, specially, the advantages and disadvantages of using segregated groups in classroom. On one hand, studies have asserted that co-educational classes create relaxed and friendly climates. On the other, sin- gle-sex classes have been showed in helping the interrelationship between girls and teachers as these classes promote participation, self-esteem, perceived competence and discipline. Our paper considers the goals theory perspective and its utility for the outlined debate. In this sense, stu dies on the learning atmospheres have pointed out positive relationships among the task-involving motivational climate and a bigger perception of equality treatment, as well as positive relationships among the ego-involving motivational climate and the teacher’s perception of discrimination. Therefore, we emphasize the physical education teacher’s work to create learning climates in order to favour the equality of oppor- tunities. We also show methodological proposals following the TARGET areas described by Ames (1992).

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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.)

Copyright of Enseñanza & Teaching (2386-3919) is the property of Ensenanza & Teaching 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.)

The aim of this work was to find a model to predict satisfaction and fun to the physical education based on learning climate and considering supporting to the autonomy of teachers and the perception of autonomy of students. A sample of 758 secondary school students aged between 13 and 18 was used. The following instruments were used: the Spanish version adapted to Physical Education of Learning and Performance Orientations in Physical Education Classes Questionnaire, Learning Climate Questionnaire, Sport Satisfaction Instrument and autonomy factor in Basic Psychological Needs in Exercise Scale. The results showed that learning motivational climate positively predicted perceived autonomy support on the teacher part and this predicted the self perception of autonomy on the part of students. In the same way, the perceived autonomy positively predicted satisfaction/fun and negatively boredom in class. In conclusion, teachers should foster a learning climate that supports and promotes the autonomy perceived autonomy in students for them to have fun in physical education classes. [ABSTRACT FROM AUTHOR]

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En este trabajo se analizaron las relaciones entre la orientación motivacional y otros aspectos de la práctica deportiva en cuatro clubes de karate de nivel competitivo. 49 deportistas respondieron a los diferentes cuestionarios administrados. Los resultados mostraron una relación entre la orientación motivacional de los deportistas y los siguientes factores: el clima motivacional percibido en su entorno, la competencia motriz percibida, las atribuciones del éxito en el deporte, la diversión con la práctica deportiva, el compromiso y entrega en el aprendizaje y la ansiedad ante el error y las situaciones de estrés. La orientación al ego correlacionó con un clima motivacional percibido al ego en padres, entrenador y compañeros, con una mayor competencia motriz percibida, con la habilidad normativa y el engaño como medios de alcanzar el éxito en el deporte, y con el aburrimiento. La orientación a la tarea correlacionó con la motivación-esfuerzo como forma de alcanzar el éxito deportivo, con la diversión con la práctica deportiva, la ansiedad ante las situaciones de estrés y con un menor compromiso y entrega en el aprendizaje.

Adolescence is a critical period regarding the acquisition of healthy habits at the expense of harmful behaviors, so this study is to analyze the motivational climate made physical activity, consumption of alcohol and snuff, and establish the relationships between variables. They involved 2,134 students aged between 15 and 18 years (M = 15.93 years), which allowed the registration and evaluation of variables Snuff consumption (FTND), Drinking (AUDIT) and Motivational Climate (PMCQS- 2). The results showed that most teens are not smoking, and only a third of them consumed alcohol; the girls drink alcohol moderately compared to boys, who do excessively. Regarding the motivational climate, students are more oriented toward the task to the ego, the women getting higher figures in the ego climate, reversing the climate data in the task. Alcohol intake is related to the consumption of snuff; teens that use snuff and / or alcohol are oriented to the ego, while those who do not consume, are more oriented toward the task. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the effects of interaction that sex and the number of hours of physical practice and sports activities a week have in the students' perception of the strategies used by teachers to maintain discipline, perception of motivational climate created by the teacher, the student's dispositional orientation and perceived intrinsic satisfaction in physical education classes. We used a sample of secondary school students. A questionnaire of teacher strategies was used to maintain discipline in class, learning orientation and performance in physical education classes, the perception of success and satisfaction. The results revealed that students claim to possess dispositional orientation to the task, they perceive motivational climate for learning, they feel satisfaction with classes and that the strategies used by the teacher are based on the emphasis on intrinsic reasons. Likewise, those who practice more extracurricular activities a week perceive an emphasis on intrinsic reasons the strategies implemented by teachers in maintaining discipline, learning climate and satisfaction in physical education classes. [ABSTRACT FROM AUTHOR]

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.)

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.)

The objective is to analyze the psychometric properties of Achievement Goals Questionnaire (AGQ) and Perceptions ot Teachers' Emphasis on Goals Questionnaire (PTEGQ) in Spanish, determining the reliability and construct validity and external validity by understanding that achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in those subjects who exercise at leisure time regularly. Psychometric tests confirm PTEGQ and AGQ have four dimensions that are hypothesized from the original one. It has proved the structural supporting hypothesis that it is based on the principle of compatibility. It has also been demonstrated construct validity and external validity as achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in active subjects. Its reliability has been acceptable. [ABSTRACT FROM AUTHOR]

The aim of this study is to analyze the relationship between the self-determinated motivation, the goal orientation and the perceived motivational climate and their impact on the cognitive and somatic components of the competitive anxiety in young athletes, and their acceptance of the use of cheating and gamemanship in sport. We administered PMCSQ, TEOSQ, BRSQ, CDED and SAS-2 to 270 football, handball and basketball players (Mean age = 14.67, SD = 1.53). Probabilistic relationships of dependence and independence of the variables were studied by a Bayesian network (BN), developed using Netica and Tetrad IV. After the validation of the BN, we instantiated hypothetical probability values of several dependent variables in order to analyze the variation of the probability of the independent variables. Results show different statistical dependence relationships between the self-determined motivation and achievement motivation, respect to the competitive anxiety, and also show a controversial relationship between the perceived motivational climate and the task and ego orientation of the players. It also shows the residual role of the somatic anxiety, and the instrumental role of the the use of cheating and gamemanship. [ABSTRACT FROM AUTHOR]

The aim of the present work was twofold: (1) To describe the features of the motivational education program for coaches Empowering Coaching™, implemented in the European Project PAPA (Promoting Adolescent Physical Activity) and (2) To assess Spanish grassroots coaches' perception on the education workshops of the program as well as its implications at two different times, once the workshop had finished and after one year. 521 grassroots coaches from five participant countries (Spain, France, Greece, England and Norway) attended the Empowering Coaching™ workshops. Among them, 105 were from Spain (77 from the Valencian Community and 28 from Catalonia). In the follow-up data collection, 52 grassroots coaches from the Valencian Community participated. Questionnaires assessing satisfaction with the workshop, implementation, and barriers revealed that coaches were able to apply the workshop contents in their daily practice. Moreover, what was learned at the Empowering Coaching™ workshops was perceived to be innovative and made the coaches rethink their ideas about training. All of the grassroots coaches attending the workshops reported understanding and feeling able to integrate the Empowering Coaching™ principles in their practices and games, thus feeling able to become empowering coaches. Almost all coaches also reported not having difficulties to create empowering climates in their teams, finding the main difficulties with parents. [ABSTRACT FROM AUTHOR]

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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.)