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Uno de los modelos más empleados para medir la integración de las nuevas tecnologías en la educación es el conocimiento tecnológico, pedagógico y disciplinar (TPACK). Por ello, el objetivo de este estudio fue analizar las propiedades psicométricas de la versión española del Cuestionario TPACK para docentes de Educación física. Se administró el cuestionario TPACK a una muestra de 324 profesores universitarios de 51 universidades españolas. Se realizó un análisis factorial confirmatorio, de consistencia interna, de estabilidad temporal y de correlaciones bivariadas. Los resultados mostraron que el modelo de cuatro factores fue el que mejor ajuste presentó. El conocimiento tecnológico (TK) y el conocimiento sobre la aplicación de la tecnología (TCK+TPK+TPACK) correlacionaron de forma positiva y estadísticamente significativa con la autoeficacia en el uso del ordenador de los docentes. Los resultados indican que se trata de una herramienta adecuada para evaluar el TPACK en docentes de Educación física. one of the most used models to measure the incorporated the new technologies in the education is, the technological pedagogical content Knowledge (TPACK). So, the objective of this study was to analyze the psychometrics propriety of the Spanish version of the TPACK questionnaire to Physical Education teachers. Was administrated to a sample of 324 university teachers. A confirmatory factor analysis, internal consistency, temporal stability and the bivariate correlations were perform. The results showed that the model with four factors model was the best settings presented. The technological knowledge (TK) and the knowledge about the application of the technology (TCK+TPK+TPACK), correlated in a positive form and statistically significant with the self-efficacy in the use of the computers of the teachers. The results indicate that the TPACK questionnaire tested in this study is an appropriate tool to assessment the TPACK in Physical Education teachers

Dada la importancia del clima motivacional en Educacion Fisica, en el presente trabajo se expone el proceso de diseno y validacion de una herramienta de “Observacion del Clima Interpersonal Motivacional (OCIM)” para docentes de Educacion Fisica. Dicha herramienta, basada en la Teoria de la Autodeterminacion, ha seguido los principios establecidos en la metodologia observacional. Para su creacion se realizo una busqueda bibliografica y un analisis de los instrumentos de observacion que se han usado para medir los climas motivacionales hasta la actualidad. La herramienta ha sido disenada ad hoc mediante un sistema mixto de formato de campos y categorias mutuamente excluyentes. Los resultados obtenidos mediante los indices Kappa y la Teoria de la Generalizabilidad han mostrado una fiabilidad satisfactoria y diferentes evidencias de validez. La OCIM permite conocer el grado en que los profesores/as apoyan o controlan las Necesidades Psicologicas Basicas (incluyendo la Novedad) y orientando asi el clima motivacional interpersonal hacia un estilo de apoyo o control.===Given the importance of the motivational climate in Physical Education, this paper presents the process of design and validation of an instrument of “Observation of the Motivational Interpersonal Climate (OCIM)” for Physical Education teachers. This instrument based on the Self-determination Theory has followed the principles established in the observational methodology. A bibliographic search and an analysis of the observation instruments to date about the motivational climate was carried out to create the OCIM. The tool ad hoc has been designed using a mixed system of field format and a system of categories mutually exclusive. The results obtained through the Kappa indices and the Generalizability Theory have shown satisfactory reliability and different evidence of validity. The OCIM allows to know the degree in which teachers support or controlling the Basic Psychological Needs (including Novelty) and orienting the interpersonal motivational climate towards the autonomy-supportive or controlling style.

The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students&rsquo, intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.

In recent years, novelty has been proposed as a potential fourth basic psychological need. In the present study, the behavior of novelty resulting from support from the Physical Education teacher was evaluated in 723 students with an average age of 13.30 years old. The first objective was to validate the Support for Basic Psychological Needs-4 (SBPN-4) in Physical Education questionnaire, which included support for the novelty factor. The second objective was to test the mediation model in order to confirm the effect of support for novelty in relation to basic psychological needs and intrinsic motivation. The results obtained show that the Support for Basic Psychological Needs-4 (SBPN-4) questionnaire is a valid and reliable tool. On the other hand, support for novelty predicts satisfaction of basic psychological needs, particularly novelty satisfaction, which in turn predicts intrinsic motivation. These results show how the students are capable of perceiving the teacher’s support for novelty and how this positively influences their intrinsic motivation. Further investigations are required to continue developing our knowledge of the role of novelty as a basic psychological need., The realization of this work was possible thanks to the help of the Formación del Profesorado Universitario programme (FPU18/04855), run by the Ministerio de Ciencias, Innovación y Universidades(2) Research project title: In search of wellbeing and academic performance through motivation and emotions in the classroom.Financial Entity: Programa Operativo FEDER Andalucía 2014-2020 (proyectos I+D+i). Code: UHU-1259909. Reference PID2019-106918GB-I00. (3) This work was also supported by the Grupo de Educación, Motricidad e Investigación onubense (HUM643) and by the Centro de Investigación en Pensamiento Contempor áneo e Innovación para el Desarrollo Social (COIDESO), of the Universidad de Huelva

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education., The realization of this work was possible thanks to the help of the Formación del Profesorado Universitario programme (FPU18/04855), run by the Ministerio de Ciencias, Innovación y Universidades. (2) Research project title: In search of wellbeing and academic performance through motivation and emotions in the classroom. Financial Entity: Programa Operativo FEDER Andalucía 2014–2020 (proyectos I+D+i)Code: UHU-1259909. Reference PID2019-106918GB-I00. (3) This work was also supported by the Grupo de Educación, Motricidad e Investigación onubense (HUM643) and by the Centro de Investigación en Pensamiento Contemporáneo e Innovación para el Desarrollo Social (COIDESO), of the Universidad de Huelva.