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La elaboración del Trabajo Fin de Master (TFM) de la titulación es uno de los trabajos individuales que el estudiante elabora de mayor envergadura, con un total de 6 créditos en el Master de Profesorado. Dentro de esta asignatura el alumno tiene la posibilidad de elegir la realización de un TFM de la modalidad B, que consiste en un trabajo de iniciación a la investigación. Para su elaboración, el alumnado elige una línea temática ofrecida por un profesor tutor en la que realizar esta investigación. Sin embargo, la carga lectiva focalizada hacia la investigación es escasa en este Master, con menos de 3 créditos, lo que supone que los tutores deban realizar formación específica para una correcta elaboración del TFM, y eso, además de la carga de trabajo extra que supone, en ocasiones genera discrepancias en la estructura y contenido que este trabajo debe desarrollar. La falta de elementos y criterios unificados entre docentes, afecta de forma negativa en el alumnado y su satisfacción con la titulación al ser aplicados distintos criterios y formas de proceder. Por todo ello, parece necesario unificar entre el profesorado cuáles deben ser los elementos que deben componer el TFM de modalidad B. Además, para reducir la excesiva carga de trabajo que supone dirigir este tipo de TFM de iniciación a la investigación, parece necesario elaborar un texto docente con pautas y recomendaciones para la escritura de documento académico y científico que facilite la labor de los tutores, reduciendo su carga de trabajo, y que facilite también el trabajo del alumnado, con explicaciones argumentadas y ejemplos prácticos aclaratorios sobre algunas preguntas y dudas que habitualmente se repiten: contenido y estructura del trabajo, cómo realizar búsquedas bibliográficas especializadas en bases de datos científicas, cómo elaborar un problema de investigación suficientemente fundamentado, cómo abordar metodológicamente un trabajo de investigación en el ámbito de la Educación Física, como analizar de forma cuantitativa y cualitativa los datos recogidos en una investigación, cómo plantear de forma correcta y argumentada la discusión de los resultados, cómo elaborar las conclusiones, así como identificar cuáles son las principales limitaciones que ha tenido este trabajo. Por tanto, este proyecto de innovación plantea dos resultados y mejoras principales: 1.- Elaborar documentos para guiar al estudiantado en la elaboración de su TFM. 2.- Elaborar un texto docente con orientaciones y recomendaciones para cada uno de los apartados del TFM que sirva de guía para el alumnado y facilite la labor de los docentes., Financiado por el Programa de Incentivación de la Innovación Docente de la Universidad de Zaragoza – PIIDUZ 379

Coaches’ motivating style plays a key role in athletes’ motivational outcomes. However, limited research has explored the effects of athletes’ perceptions of coaches’ need-supportive and controlling styles on the bright and dark motivational pathways in the sport setting, and particularly in young water polo players, where one out of two players drops out of this sport as adults. Guided by self-determination theory, the objective of this study was to analyse the differentiated effects between water polo players’ perception of need-supportive and controlling style from their coaches on their reported basic psychological need satisfaction and frustration, motivation and sport commitment. In this cross-sectional study, 633 Spanish water polo players (33.96% women; Mage = 14.74), from 43 clubs and three age groups (U-14, U-16 and U-18) completed validated questionnaires assessing study variables. Structural equation modelling showed a positive association of players’ perceptions of need-supportive style from their coaches with their reported need satisfaction, autonomous motivation and sport commitment. Similarly, perceived controlling coaching style was positively associated with reported need frustration, controlled motivation and amotivation. Regarding cross-paths, perceived need-supportive coaching style was negatively related to reported need frustration, while reported amotivation was negatively associated with reported sport commitment. These findings suggest the importance of water polo players’ perceptions of (de)motivating styles from their coaches on their reported motivational outcomes and sport commitment. Players’ perception of coach need-supportive behaviours and, in particular, the avoidance of perceived controlling behaviours, buffer against experiences of reported need frustration and, consequently, amotivation, which seems to play a key role in preventing lack of sport commitment in young water polo players.

Building upon self-determination theory (SDT) and the circumplex approach, the Situations-in-School–Physical Education (SIS–PE) questionnaire was recently developed, providing an integrative and fine-grained understanding of PE teachers (de)motivating styles. The objective of this study was to adapt the SIS–PE questionnaire and to gather validity and reliability evidence for use in the Spanish PE context. Three samples of 1441 students (46.43% girls), 473 in-service PE teachers (35.73% women), and 654 pre-service PE teachers (50.31% women) participated. Multidimensional scaling analyses for the three samples indicated that (de)motivating styles (autonomy support, structure, control, and chaos) were graphically depicted by a two-dimensional circular structure that differed in terms of need-nurturing teaching practices (horizontal axis) and teacher directiveness (vertical axis). Eight specific approaches (two per (de)motivating stye) were additionally identified (participative, attuning, guiding, clarifying, demanding, domineering, abandoning, and awaiting) drawing an ordered pattern of correlations. External validity was met in students (positive associations from autonomy-supportive and structuring styles and their approaches to need satisfaction, and from controlling and chaotic styles and their approaches to need frustration) and in-service and pre-service teachers (positive relationships from need satisfaction and autonomy-supportive and structuring styles and their approaches, and from need frustration to controlling and chaotic styles and their approaches. The Spanish versions of the SIS-PE questionnaire are valid and reliable measures to assess students’, in-service, and pre-service teachers’ perceptions of (de)motivating styles under a circumplex approach.

Children and adolescents acquire different habits as they grow up. Some of these habits are closely related to health, so acquiring healthy habits can greatly help them lead a healthy and peaceful life in the future, while bad habits can be detrimental to them. For that reason, it is necessary that from the different educational institutions, we help these young people in the acquisition of these habits. The aim of FITeens (Promoting physical activity and healthy habits in sedentary teenagers) project is to pilot an entertaining and engaging educational intervention targeted at teenagers to promote physical activity and healthy habits This first result of the project consists of a comprehensive set of ideas, resources, practices and some examples for Physical Education teachers that will cover the different key behaviors that increase the risk of chronic diseases (physical activity, sufficient sleep, moderate screen time, alcohol and tobacco consumption, and healthy food intake) that can be incorporated into their teaching practice. This toolkit consists of 3 different modules: 1. High schools as effective settings to promote healthy lifestyles. This module covers the importance of schools in the acquisition of healthy habits by adolescents. 2. Motivation as a key to physical activity promotion. This module focuses on the importance of motivation in the acquisition of healthy habits. 3. Health-related behaviors in young people. This module will focus on the key health-related behaviors mentioned above (physical activity, sufficient sleep, moderate screen time, alcohol and tobacco use, and healthy food intake), describing each of them in depth. All of these modules are dedicated to the different health-related behaviors mentioned above. Each of them will have a theoretical explanation, explanatory videos, infographics and learning situations that will support Physical Education teachers in acquiring a broad knowledge of how to get their students motivated to engage in physical activity and acquire healthy habits, making them aware of their importance.

Bajo el sustento de la teoría de la autodeterminación (TAD), diferentes investigaciones han estudiado el rol del estilo motivacional docente sobre las consecuencias motivacionales del alumnado durante las clases de Educación Física (EF). Sin embargo, aquellos estudios que se han centrado en variables pertenecientes al lado oscuro de la motivación son menos numerosos que los del lado claro. La nueva propuesta del modelo circular, basado en la TAD, el cual abarca estilos y conductas motivacionales, permite explorar las consecuencias desencadenadas en el lado oscuro de la motivación con más detalle. Así, este estudio examinó la percepción del alumnado de las conductas de un docente de EF y su influencia sobre la frustración de las necesidades psicológicas básicas (NPB; autonomía, competencia y relaciones sociales) y el aburrimiento de su alumnado. Para ello, se tomaron datos de 47 estudiantes (Medad=16.30; DTedad=0.46; 57.4% chicas) de primero de bachillerato. En primer lugar, los análisis descriptivos revelaron que un docente de EF puede combinar moderadas y altas puntuaciones en conductas asociadas a diferentes estilos docentes, como el apoyo a la autonomía, el estilo estructurado o el controlador. En segundo lugar, el análisis de correlaciones mostró que las conductas abandonadas y a la espera correlacionan positivamente con la frustración de las NPB y el aburrimiento, mientras que las conductas participativas, adaptativas, orientadoras y clarificadoras, de manera general, se asociaban negativamente con la frustración de las NPB y el aburrimiento. En consecuencia, la formación del docente de EF analizado resulta esencial para maximizar las conductas que previenen la frustración de las NPB y el aburrimiento del alumnado.

Novelty satisfaction has recently been associated with positive outcomes in physical education (PE) lessons. Grounded in self-determination theory, this study aimed to examine the relationships between need-supportive teaching behaviours in PE and students’ satisfaction of basic psychological needs (BPNs), novelty satisfaction, and intention to be physically active. From a final sample of 1118 students (49.1% boys; 50.9% girls; mean age = 14.11 ± 1.50 years), the adolescents’ perception of need-support from PE teachers, BPN satisfaction, novelty satisfaction, and intention to be physically active were measured through different validated questionnaires. Results from structural equation modelling showed that students’ perceptions of autonomy, competence, and relatedness support from PE teachers positively predicted BPN and novelty satisfaction. Furthermore, BPN and novelty satisfaction positively predicted intention to be physically active. Our results seem to support the argument that need-supportive environments could be directly associated with novelty satisfaction. Likewise, novelty satisfaction seems to have an additional role in explaining intention to be physically active. These findings suggest the importance of designing need-supportive strategies in PE lessons to satisfy not only BPNs but also novelty, which can help to develop an active lifestyle among adolescents. Nevertheless, future research should also develop specific strategies aimed at supporting students’ novelty in PE lessons.

Disadvantaged populations usually adopt risk behaviours, resulting in obesity and mental health-related disorders. Grounded in the socioecological model and self-determination theory, the aims were firstly to describe and implement a two-year multiple health behaviour change intervention, and secondly, to assess the strengths and weaknesses of the intervention. In total, 11 women from a disadvantaged population participated in this programme, which encompassed 117 sessions. Qualitative techniques were used to collect data and a thematic analysis was conducted. The variety of activities and the group-based intervention were the main strengths, and the decrease in attendance and the programme’s tight schedule were the main weaknesses. This is the first intervention in a disadvantaged population mainly comprised of Roma women. The design described in detail and its assessment provide relevant knowledge to improve their health status and decrease inequalities. The practical implications for future research are useful for replicating interventions in similar contexts.

Redactar un Trabajo Fin de Grado (TFG) o un Trabajo Fin de Máster (TFM) puede suponer grandes dificultades al alumnado, debido a que no existe ninguna asignatura con docencia específica en los planes de estudios que explique cómo realizar este tipo de trabajos. En ocasiones, es habitual escuchar “¿En qué consiste un TFG/TFM?, ¿qué modalidades existen?, ¿cómo puedo abordar los primeros pasos?, ¿sobre qué temáticas puede realizarse?, ¿qué apartados componen este trabajo?, ¿cómo redacto los diferentes apartados?, ¿qué pautas o consejos debo tener en cuenta en la exposición?, etc.”. A estas y otras preguntas se pretende dar respuesta a lo largo de este libro, con el objetivo de aportar recomendaciones, pautas o sugerencias para redactar y realizar cada uno de los apartados que componen un TFG y TFM, así como acometer una correcta exposición y defensa del trabajo. Es preciso destacar que los distintos apartados de este libro están enfocados a trabajos de investigación en el ámbito de la Educación (especialmente de Educación Física), así como en Ciencias de la Actividad Física y del Deporte, desde una perspectiva psicosocial. Este documento no pretende ser una guía rígida, sino un manual para una elaboración más autónoma de los diferentes apartados de un TFG y TFM por parte del alumnado. No obstante, es importante atender a la normativa específica de cada Grado o Máster, así como a las recomendaciones y sugerencias realizadas por cada tutor, ya que cada trabajo puede tener una serie de particularidades diferentes. La mayoría de los apartados pueden ser útiles, independientemente del tipo de diseño o la metodología utilizada, con la excepción del “2.5. Método” y “2.6. Resultados”, los cuales están más enfocados a su desarrollo con una metodología cuantitativa. No obstante, en la parte final del libro, en el apartado “3. Adaptaciones para realizar un TFG o TFM con metodología cualitativa”, se aportan unas orientaciones complementarias a los apartados anteriores para aquellos estudiantes que realizan su trabajo con una metodología cualitativa. Este libro está dirigido, preferentemente, a estudiantes que cursen trabajos de investigación en el Grado en Magisterio en Educación Primaria (mención de Educación Física), en el Grado en Ciencias de la Actividad Física y del Deporte, en el Máster en Profesorado de Educación Secundaria (especialidad de Educación Física), así como en otros Másteres vinculados a la salud, siempre y cuando tengan una orientación hacia el ámbito psicosocial. Por último, con objeto de simplificar y agilizar la lectura del presente libro, se ha utilizado el masculino genérico. Cabe destacar que, en ningún momento, se pretende ninguna desconsideración ni hacia el género femenino ni hacia cualquier otra identidad de género.

The aim was to examine the effects of a multicomponent school-based intervention on psychological correlates of physical activity (PA) in physical education (PE) and leisure-time PA settings. Two hundred and ten students (M¼13.06±0.61) were assigned either to a control or an experimental school. Curricular and extracurricular PA actions were developed during one academic year to empower adolescents to be active by themselves. Experimental school students reported significant improvements in almost all psychological determinants and correlates of PA in PE and leisure-time PA settings, when compared to both control school students and their own baseline values. Results highlight the importance of developing multi- component school-based interventions that involve the school community to improve students’ motivational outcomes in PE and leisure-time PA contexts

Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A purposive sample of 1062 secondary PE students (526 boys and 536 girls; Mage = 14.15, SD = 1.51) participated in this cross-sectional study. Results from latent profile analysis revealed four need satisfaction and frustration profiles: “high need satisfaction–low need frustration”; “moderate need satisfaction–low need frustration”; “moderate need satisfaction–moderate need frustration”; and “low need satisfaction–high need frustration.” For outcomes in PE, the “high need satisfaction–low need frustration” profile was the most adaptive, while the “low need satisfaction–high need frustration” profile obtained the most maladaptive pattern of outcomes. The “moderate need satisfaction–low need frustration” profile was more adaptive than the “moderate need satisfaction–moderate need frustration” profile, although both were similar in experiences and oppositional defiance. For outcomes outside of PE, the “high need satisfaction–low need frustration” profile scored highest, while no differences were obtained among the three remaining profiles. These results provide further insight into the importance for PE teachers not only to support students’ need satisfaction, but also to minimize need frustration, in obtaining the most optimal pattern of outcomes in PE, as well as a more active lifestyle among students.

Recent research in different types of employees has suggested that burnout and engagement at work may co-occur to different degrees. However, little is known about the interplay between burnout and engagement among secondary school teachers. Using a person-centered approach, this study examined which configurations of the three Farber burnout subtypes (i.e., frenetic, underchallenged, and wornout), together with engagement at work, emerged among teachers, and which resulting profiles yielded the most adaptive pattern of teachers' psychological, physical, and work-related functioning. A sample of 584 secondary school teachers (M = 45.04 ± 8.97) participated in this study. Five profiles were identified, showing a co-occurrence of frenetic burnout and engagement in three of those profiles. Further, experiencing moderate levels of engagement appeared to be more adaptive than experiencing high levels of engagement combined with moderate levels of frenetic burnout. These results support the coexistence of burnout and engagement, highlighting how different profiles can differently affect teachers' well-functioning at work.

The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach’s autonomy-supportive behaviours on athletes’ motivation. However, fewer studies have examined the influence of the coach’s controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players’ perception of their coach’s autonomy-supportive and controlling behaviours on the satisfaction and frustration of their basic psychological needs (BPN) and sport commitment. A total of 203 soccer players (86% boys), aged 10–19 years (M = 14.88, SD = 1.54) participated. Coach autonomy support positively predicted BPN satisfaction which, in turn, positively explained sport commitment. Coach intimidation behaviours positively predicted BPN frustration, which, in turn, negatively explained sport commitment. In cross-relationships, autonomy support negatively explained BPN frustration, while intimidation behaviours and the controlling use of rewards negatively predicted BPN satisfaction. To conclude, these results suggest that it is important for the coach not only to support autonomy, but also to avoid the use of controlling behaviours, especially intimidation and controlling use of rewards, because of their influence on the motivational processes and sport commitment of youth soccer players.

There are no validated instruments to date that have examined the students&rsquo, perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two sequential studies. In Study 1 (n = 241 students), an exploratory factor analysis revealed an eight-item two-factor solution (four items per factor). In Study 2 (n = 968 students), a confirmatory factor analysis supported the eight-item two-factor correlated model (i.e., externally and internally controlling teaching) that was invariant across gender. Reliability coefficients indicated an acceptable level of reliability for the two factors of the CTS-PE. A structural equation modelling showed that externally and internally controlling teaching behaviours positively predicted need frustration, and negatively need satisfaction. The current study gathered evidence to consider the CTS-PE as a valid and reliable instrument to assess students&rsquo, perceptions of PE teachers&rsquo, externally and internally controlling teaching behaviours. The CTS-PE provides PE teachers with deeper insights into the negative psychological experiences associated with externally and internally controlling teaching behaviours in PE.

Purpose: Grounded in self-determination theory, this study examined gender latent mean differences in students’ perceptions of externally and internally controlling teaching behaviors, basic psychological need frustration, controlled motivation, amotivation, and oppositional defiance in the physical education context. Moreover, it analyzed the differentiated role that internal and external controlling behaviors play on these self-determination theory-related variables among girls and boys. Method: A sample of 1,118 students (Mage = 14.11 ± 1.50; 50.9% girls) participated in this research. A multigroup structural equation modeling approach was used to respond to the research questions. Results: Analyses revealed that girls reported more maladaptive outcomes in most self-determination theory-related variables than boys. Although externally and internally controlling behaviors of physical education teachers were positively related to maladaptive outcomes, the behaviors correlate differently between boys and girls. Conclusion: Findings highlight the importance of reducing externally controlling behaviors in boys and internally controlling behaviors in both genders, but particularly in girls.

The relationship between both coaches’ need-supportive and controlling behaviors and different athletes’ motivational outcomes has been previously examined. However, little is known about the coexistence of coaches’ need-supportive and controlling behaviors in the sports context and even less, about what coach’s motivating style configuration may yield the most and the least adaptive pattern of outcomes in relation to athletes’ motivating experiences. Grounded in self-determination theory (SDT), this study aimed to identify coach motivating style groups based on athletes’ perceptions of need-supportive and four controlling behaviors (i.e., controlling use of rewards, negative conditional regard, intimidation, and personal control), and to examine their differences in terms of athletes’ motivational outcomes and sport commitment. Using a sample of 658 young water polo players (Mage = 14.76, SD = 1.36), results revealed five distinct coach motivating style groups. A coexistence of need-supportive and controlling use of rewards was identified among athletes in two groups. The “very low support-high control” group yielded the most maladaptive outcomes, while the “high support-low control” group was the most optimal style, even when compared to coaches that combined high need-supportive and controlling practices. This study provides deeper insights on how athletes may perceive simultaneously coach’s need-supportive and controlling behaviors, and how some controlling practices imply a higher motivational cost among athletes.

Grounded in self-determination theory (SDT), perceived task variety has been related to motivational outcomes and physical activity-related behaviors in exercise settings. However, no studies have examined the role of perceived task variety in Physical Education (PE) from an SDT perspective. This cross-sectional study aspires to expand the role of perceived task variety from the context of exercise to the field of PE via multi-study: Study 1, in a sample of 210 students (Mage = 13.07 ± 0.64), aims to validate the Perceived Task Variety in Physical Education (PTVPE) questionnaire; Study 2, in a sample of 908 students (Mage = 14.35 ± 1.54), aims to examine whether perceived task variety in PE predicts additional variance in physical activity intention when assessed alongside satisfaction of the basic psychological needs, through the mediating effect of self-determined motivation. In Study 1, results showed that PTVPE is a valid and reliable questionnaire to measure perceived task variety in PE, displaying a one-factor structure invariant across gender. Perceived task variety in PE was found to be empirically distinct from the satisfaction of the other three basic psychological needs. In addition, perceived task variety predicted variance in autonomous motivation in PE, in addition to that explained by the satisfaction of the three basic psychological needs. In Study 2, results indicated that perceived variety in PE, alongside need satisfaction, explained autonomous motivation and amotivation, and that it indirectly benefited intention to be physically active. The PTVPE is the first valid and reliable instrument to measure students' perceptions of task variety in PE lessons using an SDT approach. Taken together, these findings contribute to further understanding the role of perceived task variety on students' motivational outcomes in PE and physical activity intention.

Grounded in self-determination theory, this study examines the effects of a leisure-time physical activity (LTPA) intervention with work colleagues on work-related outcomes of relatedness satisfaction, engagement factors, sat- isfaction, and burnout subtypes. Fifty-seven teachers (Mage¼46.81±7.90), from two secondary schools randomized as an experimental (n¼22) or control (n¼35) group, participated in the study. Thirty-two sessions based on playful, strength, aerobic, and back pain prevention activities were per- formed two days per week throughout one academic year. The experimen- tal group teachers reported significant improvements in relatedness satisfaction, vigor, absorption, and satisfaction at work compared to the control group teachers and their own baseline scores. Results highlight that two weekly sessions of LTPA with work colleagues can lead to positive work-related outcomes among teachers.

A pesar de los beneficios asociados a la adopcion de un estilo de vida saludable, un gran porcentaje de jovenes no cumple las recomendaciones establecidas para los diferentes comportamientos saludables. Por ello, resulta conveniente el desarrollo de intervenciones basadas en la promocion de comportamientos saludables. Si bien el contexto educativo resulta un entorno ideal para ello, la mayoria de las intervenciones han reportado efectos muy bajos o no significativos, desapareciendo en las medidas de seguimiento posteriores. Los programas escolares multinivel, multicomponente y multicomportamiento se han identificado como los enfoques mas prometedores para la mejora de los comportamientos saludables. Sin embargo, debido a la gran complejidad en su aplicacion, todavia existen numerosas dificultades y retos en su implementacion y sostenibilidad. El objetivo del presente trabajo es aportar ocho orientaciones metodologicas y/o reflexiones para la comunidad cientifica para mejorar el diseno, implementacion y evaluacion de intervenciones escolares sobre promocion de comportamientos saludables. Todas ellas vienen avaladas por la literatura cientifica y por las lecciones aprendidas en la implementacion de programas previos. Se espera que este trabajo pueda facilitar a la comunidad cientifica indicaciones claras y precisas de como deben abordarse este tipo de intervenciones, con objeto de favorecer que los programas escolares de promocion de comportamientos saludables sean realmente efectivos. === Despite the benefits of adopting a healthy lifestyle, a large percentage of young people do not meet the established recommendations for these health-related behaviors. Developing multiple health behavior interventions are, therefore, required. Although school has been considered an ideal setting to promote healthy lifestyles in children and adolescents, most school-based interventions reported small or non-significant effects, diminishing over time. Multilevel, multicomponent, and multiple behavior school programs have been identified as the most promising approaches for improving health-related behaviors. However, due to the great complexity in its application, there are numerous difficulties and challenges in its implementation and sustainability. Therefore, the aim of this paper is to provide eight methodological guidelines and/or reflections for the scientific community to improve the design, implementation, and evaluation of school-based interventions for promoting health-related behaviors. All of them are supported by the research literature and also by the experience developing school-based intervention programs. We hope that this manuscript provide to the scientific community clear and precise indications of how this type of intervention should be addressed in order to maximize the effectiveness of school health interventions.

Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration. Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively. Research design: Cross-sectional study. Method: A sample of 524 secondary school students (51.1% boys, M age = 14.51; SD = 1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective. Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction. Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed.

[Resumen] El objetivo del estudio fue describir el tipo de desplazamiento utilizado por los adolescentes de Huesca para ir y volver del centro educativo, así como analizar su asociación con el género y el curso académico. Participaron 1.709 adolescentes (Medad=14.20; DT=1.56; 51.7% chicas) de 1º de Educación Secundaria Obligatoria (ESO) a 1º de Bachillerato. Los estudiantes cumplimentaron un cuestionario sobre el modo habitual de desplazamiento en la ida y vuelta al instituto. Los resultados señalaron que un 76.4% de los adolescentes se desplazaba activamente (i.e., andando o en bicicleta) tanto en la ida como en la vuelta. De los adolescentes que se desplazaban activamente, un 78.5% en la ida y un 81.7% en la vuelta lo hacía caminando. En relación con el género, se encontró una asociación positiva entre ir andando al centro educativo y ser chica, así como entre ir en bicicleta y ser chico. En relación con el curso académico, desplazarse andando al centro educativo se asoció positivamente con 4º de ESO y negativamente con 1º de Bachillerato. Asimismo, desplazarse en bicicleta se asoció positivamente con 1º de Bachillerato y negativamente con 3º de ESO. Aunque la mayoría de los adolescentes se desplaza activamente al instituto, parece necesario promover programas escolares que incentiven el desplazamiento activo de los jóvenes dada las características favorables de movilidad de la ciudad de Huesca. De igual modo, parece necesaria la promoción de la bicicleta como modo de desplazamiento al instituto, especialmente en las chicas y en los estudiantes de ESO. [Abstract] The aim of this study was to describe the usual mode of commuting to and from school in adolescents of Huesca and its association with gender and academic year. A total of 1,709 adolescents (Mage=14.20; DT=1.56; 51.7% girls) from 1st-year of middle school [Spanish acronym, ESO] to 1st-year high school) participated in this study. A questionnaire of the usual mode of commuting to and from school was self-reported by students. Results showed that 76.4% of adolescents commuted actively (i.e., walking or cycling) to and from school. Of the adolescents who commute actively to and from school, 78.5% to school and 81.7% from school walked. Regarding gender, a positive association was found between walking to and from school and being a girl, as well as between cycling and being a boy. Regarding the grade level, walking to and from school was positively associated with adolescents in 4th of middle school and negatively with 1st-year high school. On the other hand, travelling by bicycle both routes was positively associated with 1st-year of high school and negatively with 3rd year of middle school. Although the majority of adolescents from Huesca commuted actively to and from school, it seems that active school transport interventions are necessary, given the favorable characteristics of the city of Huesca. Similarly, it seems necessary to promote cycling as a means of transport to and from school, especially among girls and secondary education students. Este trabajo ha sido financiado por el Ministerio de Economía y Competitividad (MINECO; EDU2013-42048-R), el Gobierno de Aragón y el Fondo Social Europeo

The research objective was to know the mean daily usage time of screen-based devices (Television [TV], computer, video games, and mobile phone), as well as compliance with screen time recommendations for these devices. Likewise, the differences in the four electronic devices were examined according to gender and type of day (i.e., weekdays and weekend). A total of 2021 adolescents (M age=14.23; SD=1.58; 51% female) completed a questionnaire on regular screen time usage. The young people reported a mean daily screen usage of 6 hours and 12 minutes, with 4% of them meeting screen time recommendations (

The present study investigates how teachers’ motivation relates to burnout and engagement, teaching style and need satisfaction at work. A total of 584 secondary teachers completed validated questionnaires. Four profiles were retained in the cluster analysis. Results showed that teachers who were high on autonomous motivation displayed the most optimal pattern of outcomes, whereas teachers who were high on amotivation showed the opposite pattern. Teachers who were high on controlled motivation were engaged in their jobs, yet they had a greater risk of burnout and of establishing an ego climate. Implications for educational policy and practice are discussed.

espanolEl objetivo del estudio fue evaluar los efectos de un programa de intervencion sobre el estilo interpersonal docente y distintas variables presentes en el “lado claro” y el “lado oscuro” de la motivacion, implementado en unidad didactica de atletismo. Participaron 103 estudiantes (M=13.23, DT= 1.20), 64 en el grupo experi mental y 39 en el control. El grupo experimental mostro valores significativamente superiores en el “lado claro” en el clima tarea, apoyo y satisfaccion a la competencia y la autonomia, motivacion intrinseca, regulacion identificada, diversion y actitud af ectiva. Por el contrario, en el “lado oscuro”, se obtuvo valores significativamente inferiores en el clima ego, frustracion de las tres necesidades psicologicas basicas, aburrimiento y oposicion desafiante. Se destaca la importancia del estilo interpersona l docente sobre el “lado claro” y “lado oscuro” de la motivacion del alumnado durante las clases de Educacion Fisica. EnglishThe objective of the study was to assess the effectiveness of an intervention program in the teaching interpersonal style and a series of variables in the "bright side" and the "dark side" of motivation developed in a unit of athletics. One hundred and three s tudents (M=13.23, SD= 1.20), 64 into experimental group and 39 into control group, took part. The experimental group showed significantly higher values in the "bright side" in the task climate, support and satisfaction to the competence and autonomy, intrin sic motivation, identified regulation, enjoyment and affective attitude. By contrast, in the "dark side", it was obtained significantly lower values in the ego climate, frustration of the three basic psychological needs, oppositional defiance and boredom. The findings suggest the importance of teacher interpersonal style on the "bright side" and "dark side" of the students' motivation during physical education classes.

The present study aimed to validate a Spanish-version of the Basic Psychological Needs at Work Scale (BPNWS-Sp) and to examine the associations between needs satisfaction and engagement and burnout in secondary education teachers. Using a sample of 584 secondary education teachers, the results supported the three-factor model, composite reliability, measurement invariance, and nomological validity of the BPNWS-Sp. This study contributes to validating the first instrument in Spanish to measure the satisfaction of the three BPNs separately in secondary education teachers. The measurement of teachers’ BPNs could effectively provide guidance for school policies to improve teaching and learning.

Despite the benefits of adopting a healthy lifestyle, a large percentage of young people do not meet the established recommendations for these health-related behaviors. Developing multiple health behavior interventions are, therefore, required. Although school has been considered an ideal setting to promote healthy lifestyles in children and adolescents, most school-based interventions reported small or non-significant effects, diminishing over time. Multilevel, multicomponent, and multiple behavior school programs have been identified as the most promising approaches for improving health-related behaviors. However, due to the great complexity in its application, there are numerous difficulties and challenges in its implementation and sustainability. Therefore, the aim of this paper is to provide eight methodological guidelines and/or reflections for the scientific community to improve the design, implementation, and evaluation of school-based interventions for promoting health-related behaviors. All of them are supported by the research literature and also by the experience developing school-based intervention programs. We hope that this manuscript provide to the scientific community clear and precise indications of how this type of intervention should be addressed in order to maximize the effectiveness of school health interventions A pesar de los beneficios asociados a la adopción de un estilo de vida saludable, un gran porcentaje de jóve-nes no cumple las recomendaciones establecidas para los diferentes comportamientos saludables. Por ello, resulta conveniente el desarrollo de intervenciones basadas en la promoción de comportamientos saludables. Si bien el contexto educativo resulta un entorno ideal para ello, la mayoría de las intervenciones han reportado efectos muy bajos o no significativos, desapareciendo en las medidas de seguimiento posteriores. Los programas escolares multinivel, multicomponente y multicomportamiento se han identificado como los enfoques más prometedores para la mejora de los comportamientos saludables. Sin embargo, debido a la gran complejidad en su aplicación, todavía existen numerosas dificultades y retos en su im-plementación y sostenibilidad. El objetivo del presente trabajo es aportar ocho orientaciones metodológicas y/o reflexiones para la comunidad científica para mejorar el diseño, implementación y evaluación de intervenciones escolares sobre promoción de comportamientos saluda-bles. Todas ellas vienen avaladas por la literatura cientí-fica y por las lecciones aprendidas en la implementación de programas previos. Se espera que este trabajo pueda facilitar a la comunidad científica indicaciones claras y precisas de cómo deben abordarse este tipo de inter-venciones, con objeto de favorecer que los programas escolares de promoción de comportamientos saludables sean realmente efectivos Actividad Física y Deporte

Grounded in Self-Determination Theory (SDT), this study aims to examine whether the effects of a hybrid Sport Education (SE)/Teaching Games for Understanding (TGfU) a volleyball teaching unit were equally effective on a set of SDT-related variables according to students&rsquo, initial motivations. A pre-experimental pre-/post-test design without a control group was conducted in a volleyball teaching unit in Physical Education. A final sample of 49 students (M = 15.50, SD = 0.57), in their fourth year of secondary education, participated in a hybrid SE/TGfU volleyball teaching unit composed of 10 lessons. The structure of this unit was designed according to the characteristics of an SE model, while learning tasks were designed using the TGfU model. Different validated questionnaires on basic psychological need (BPN) support and satisfaction, novelty and variety satisfaction, motivation, and intention to be physically active were completed by students. Three different profiles with different Relative Autonomy Index (RAI) levels (i.e., &ldquo, high&rdquo, &ldquo, moderate&rdquo, and &ldquo, low&rdquo, ) were identified through cluster analysis before starting the intervention. Although the SE/TGfU of a volleyball teaching unit were effective in improving SDT-related variables in the three profiles identified, a large effect size was observed in profiles with a &ldquo, or &ldquo, RAI. The hybridization of these two pedagogical models could be a tool for improving motivational outcomes in students who are less motivated in Physical Education lessons.

Teachers' motivational processes and psychological functioning are fundamental not only for their health, but also for their actual job performance. However, a large body of research has emerged over the last two decades that points to secondary school teaching as one of the professions most affected, at both a national and international level, by stress, burnout, and other physical and psychological disorders. Conversely, in recent years, the levels of job satisfaction and teaching engagement in some developed countries, including Spain, have registered the lowest levels since 1990. Consequently, all these factors have also provoked an increase in teachers' sick leave and intention to quit their jobs. Faced with this worrying situation that secondary school teachers are immersed in, research that seeks solutions geared towards improving teachers' well-being and psychological functioning at work seems to be justified. To do this, the self-determination theory (SDT) postulates the existence of three basic psychological needs (BPN) -autonomy, competence and relatedness-, which, if satisfied, may facilitate self-determined motivation towards an activity, for example teaching. Simultaneously, SDT argues that self-determined motivation influences a set of affective, cognitive, and behavioral outcomes, which include teachers' psychological functioning or their teaching styles. In parallel, the social, physical and psychological benefits of regular physical activity have been empirically demonstrated at length in workers through different theoretical mechanisms. According to the tenets of SDT (Deci and Ryan, 1985), and considering the benefits of physical activity, the three general aims of the present doctoral thesis are the following: (1) To validate and adapt different questionnaires to Spanish and to the context of secondary school teachers with the aim of measuring their motivation for teaching, BPN satisfaction, interpersonal teaching style and burnout (studies 1, 2, 3 y 4); (2) To analyze motivational processes and the psychological functioning of secondary school teachers through a double variable- and person-centered approach (studies 5 y 6); (3) To design, implement, and assess the effects of a leisure-time physical activity intervention program with work colleagues with focus on improving the psychological functioning of secondary school teachers (study 7). To carry the aims out, 584 secondary school teachers (M = 45.05 ± 8.97, 56.5% females) belonging to 106 different secondary schools (74.4% state or public schools) from the Region of Aragon participated in the program. In addition, two samples of 106 secondary school teachers were collected (M = 45.50 ± 8.80, 41.5% females and M = 46.10 ± 8.81, 40.6% females) belonging to two public secondary schools from the city of Huesca. These were used for the intervention study (study 7) and also to address secondary aims of other studies (studies 2 and 4). The variables measured were BPN satisfaction, self-determined motivation, burnout, anxiety, depression, sleep quality, engagement, job satisfaction and teaching style. In addition, other sociodemographic variables such as gender, teaching experience or type of school, among others, were measured. As regards to the first aim, the first four studies show that the Motivation for Teaching Scale in Secondary Education (EME-ES), the Basic Psychological Needs at Work Scale (BPNWS-Sp), the Need-Supportive Teaching Style Scale (NSTSS) and the Burnout Clinical Subtype Questionnaire (BCSQ-12) are valid, reliable, and invariant scales with adequate psychometric properties, to assess these constructs in secondary school teachers. In addition, female teachers, state school teachers, and experienced teachers (i.e., > 16 years), are more likely to experience some burnout subtype. With regard to the second aim, this doctoral thesis demonstrates the importance of motivational processes for the correct performance of the teaching profession. First, the relevance of satisfying three BPNs in teachers is highlighted, to achieve self-determined motivation for teaching as well as to avoid controlled motivation and amotivation. In particular, it seems fundamental to satisfy the need for competence and the need for autonomy. Second, whereas autonomous motivation is essential for adequate teacher psychological functioning, and to implement more adaptive teaching styles, amotivation leads to an opposite pattern of outcomes. Regarding controlled motivation, although it may drive to adaptive outcomes such as engagement for teaching, it also leads to a higher risk of suffering burnout and adopting an ego climate-based teaching style. On the other hand, the present doctoral thesis (i.e., study 6) shows that Farber's burnout proposal and engagement for teaching do not represent two perfect endpoints of the same continuum. Of five identified profiles, three of them show the coexistence of frenetic burnout and engagement. In addition, teachers characterized by moderate-high levels of engagement show the most adaptive response pattern (physical and psychological). The opposite occurs with teachers characterized by high levels of underchallenged burnout and wornout burnout. However, it is important to note that if teachers, characterized by high levels of engagement, also experience high levels of frenetic burnout, they are more likely to suffer anxiety, depression, and poor sleep quality. As regards to the third aim, the intervention study shows that developing two leisure-time physical activity sessions of one hour, with work colleagues from the same school throughout one academic year, improves teachers' need for relatedness, their job satisfaction and their engagement factors of vigor and absorption. However, this 32-session physical activity program is not effective to improve any of the three subtypes of burnout or dedication. To conclude, this set of results denotes the need to design and implement teachers' need-supportive based strategies that lead to autonomous motivation, avoiding teachers' motivations originated by pressures -internal or external- or without regulation. Throughout the seven studies, different ideas based on the theory are provided so that the educational administration, school boards and the teachers themselves can take them into account and implement them with the aim of optimizing their motivational processes, their psychological functioning at work, and consequently, their teaching quality. In addition, these initiatives should be complemented with the practice of physical activity with work-colleagues, which seems to be an effective strategy for improving engagement in teaching and job satisfaction. Therefore, the educational administration should be responsible for designing, organizing, offering, and encouraging these physical activity programs, which should be adapted to the context of each school and to the particular needs of teachers., International PhD, Cum Laude

Active commuting to school has health implications for young people. Previous research has shown the need to consistently define the concept of &ldquo, active commuter&rdquo, given that assessment as well as comparison between studies may be hindered by current discrepancies in frequency criteria. Using a sample of 158 Spanish students (12th&ndash, 13th grade, 60.8% girls), the current study aimed to compare several cut-off criteria to rigorously identify the frequency of weekly active trips to school in order to categorize adolescents as active or passive commuters, and to analyze whether the threshold living distance to school is associated with the different trip cut-off criteria. Percentages of active commuters ranged from 75% to 88.6%, varying significantly depending on the cut-off criteria (5&ndash, 10 active trips/week) used. The results also support the need to be stricter in the selection of a cut-off criterion when the distance to the school becomes shorter. Our findings highlight the importance of following a standard criterion to classify individuals as active or passive commuters, considering the characteristics of the context in which each study is conducted.

Using the Multicontext Stressors Scale (MSS), this study investigates which factorial structure should be used to measure teacher stressors, and the extent to which this factorial structure of MSS remains invariant across gender. Subsequently, grounded in self-determination theory, the present study also examines the extent to which stressors may differentially predict teachers' psychological functioning. Participants were 584 (Mage = 45.04, SD = 8.97) secondary school teachers. Goodness-of-fit indices and estimated parameters of the models, together with latent correlations between stressors, offered support for the six-factor structure, whereas the opposite was true for the one-factor structure of the MSS. Results also supported gender invariance of the MSS. Predictive findings showed that student misbehavior, lack of shared decision-making, and workload stressors are negatively related to basic psychological needs. Likewise, results noted the important role of basic psychological needs to reach optimal teachers' psychological functioning. The results are discussed, arguing the importance of assessing and analyzing teacher stressors using a multifactorial and invariant scale. From a more practical approach, it seems important for school leaders to be especially vigilant about all stressors. Nonetheless, if they desire to prevent detrimental psychological functioning in teachers, special attention should be placed on stressors related to student misbehavior, lack of shared decision-making, and workload.

The aim of this study was to identify the prevalence and clustering of health-related behaviors in Spanish adolescents and to examine their association with sex, body mass index (BMI), different types of sedentary screen time, and adherence to 24-hour movement guidelines. A final sample of 173 students (M = 12.99 &plusmn, 0.51) participated in this study. Cluster analysis was conducted based on five health-related behaviors: PA and sedentary time derived from accelerometers, as well as healthy diet, sedentary screen time, and sleep duration derived from self-reported scales. Recommendations for 24-hour movement guidelines (i.e., physical activity (PA), screen time, and sleep duration) were analyzed both independently and combined. A total of 8.9% of the sample did not meet any of the guidelines, whereas 72.3%, 17.3%, and 1.7% of the sample met 1, 2, or all 3 guidelines, respectively. Six distinct profiles were identified, most of them showing the co-occurrence of healthy- and unhealthy-related behaviors. Given that most of the adolescents failed to meet the combination of PA, screen time, and sleep duration guidelines, these findings suggest the necessity to implement school-based interventions that target multiple health behaviors, especially because (un)healthy behaviors do not always cluster in the same direction.

Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students&rsquo, motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students (Mage = 15.50, SDage = 0.57) who were taught through a hybrid TGfU/SE unit. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed by using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students&rsquo, motivational responses. After the hybrid TGfU/SE unit, both quantitative and qualitative findings showed improvements in students&rsquo, perceptions of need-support from the physical education (PE) teacher, basic psychological needs satisfaction, novelty, and variety satisfaction, as well as intrinsic motivation compared to baseline values. Although the hybrid TGfU/SE unit was effective in both genders, a large effect size was found for girls. Despite the existence of social and cultural stereotypes in team sports such as volleyball in favor of boys, results highlight the importance of developing hybrid TGfU/SE units to improve students&rsquo, motivational outcomes, especially in girls.