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The aim of the present study was to analyze the motivational profile of high school students and how it was related to responsibility, basic psychological needs and school social climate, as well as to assess gender differences. For this purpose, a total sample of 302 students (M = 14.48; SD = 1.40) participated and were administered a multiple-choice questionnaire, where, in turn, gender and date of birth were asked. A profile analysis was performance using Ward’s method and k-means using the motivation scale (intrinsic motivation, identified, introjected and external regulation, amotivation) as variables for its elaboration. Two cluster profiles were finally created and named: a) “high motivation and low amotivation” (n = 212); b) “low motivation and high amotivation” (n = 95). Next, a multivariate analysis was performed, which showed that high motivation profile had statistically significant results at p < .001, higher in the satisfaction of the basic psychological needs of autonomy, competence and relatedness, personal and social responsibility and school social climate. On the other hand, attending to gender, no significant differences were found in the number of students in the profiles after analyzing the standardized residuals. It is concluded that an increase in self-determined motivation can be associated to an improvement in basic psychological needs, responsibility and school social climate, regardless of the student’s gender.

El objetivo principal de este estudio fue implementar un programa educativo denominado VALORES ACTIVOS y analizar los efectos psicosociales y cognitivos de su aplicación. Es una investigación cuasi-experimental de medidas repetidas con un grupo experimental no aleatorizado (GE) y un grupo control (GC). La muestra estuvo conformada por 102 estudiantes de 6to grado de primaria, con edades entre 11 y 13 años ( M = 11.59; DT = 0.60), y 4 docentes con edades entre 27 y 52 años ( M= 38,5). El programa de intervención tuvo una duración de 4 meses, en los que el GE implementó una metodología didáctica basada en la incorporación de la actividad física presencial (CB-PA) en la estructura del modelo de Enseñanza para la Responsabilidad Personal y Social (TPSR) para el desarrollo personal y social valores en los estudiantes, así como para reducir el sedentarismo de los niños en el aula en diferentes áreas educativas (por ejemplo, matemáticas, lengua española, ciencias sociales y ciencias naturales), mientras que el GC utilizó una metodología convencional basada en la instrucción directa. Los principales resultados encontrados muestran mejoras significativas en las variables de motivación intrínseca (incluida la motivación intrínseca de logro, experiencias y conocimientos estimulantes), índice de autodeterminación, autonomía, relación, índice de mediadores psicológicos, responsabilidad personal y social, el clima docente, la intención de ser físicamente activo y las funciones ejecutivas en el GE, mientras que los valores de desmotivación aumentaron en el GC. En conclusión, los programas educativos interdisciplinarios basados ​​en la combinación de modelos pedagógicos y metodologías activas se postulan como alternativas metodológicas para lograr un desarrollo integral y multilateral de niños, niñas y adolescentes, así como para mejorar los diferentes dominios de aprendizaje de la educación física, como el cognitivo, sociales y motrices Sin financiación 4.614 JCR (2021) Q1, 45/182 Public, Environmental & Occupational Health 0.814 SJR (2021) Q1, 34/136 Health, Toxicology and Mutagenesis No data IDR 2021 UEM

The aims of the present study were to evaluate the fidelity of the implementation of an interdisciplinary educational programme and to examine the differences between the teaching strategies and interpersonal teaching style used by teachers who apply an interdisciplinary educational programme and those teachers who use a conventional methodology. This is a quasi-experimental repeated measures research with a non-randomised Experimental Group (EG) and Control Group (CG). A total of 4 teachers, aged 27–52 years (M = 38.5), and 104 6th grade primary school students, aged 11–13 years (M = 11.59; SD = 0.60), participated. The intervention programme lasted 16 weeks in which the EG implemented a teaching methodology based on the incorporation of active breaks (AB) into the structure of the Teaching Personal and Social Responsibility (TPSR) model, while the CG used a conventional methodology. The results show that the teachers who adhered to the educational programme significantly improved the implementation of strategies related to the TPSR + AB throughout the intervention, particularly when compared with the CG. In addition, the strategies used by the EG had a positive impact on the improvement of the students’ educational values and physical activity during the classes, as well as their perception of the transfer of autonomy. In conclusion, the present study evidences the compatibility and feasibility of combining the TPSR and AB in any educational matrix to improve teachers’ teaching strategies, students’ behavioural and motor responses, as well as the autonomy support style.

El objetivo de este estudio es implementar un Plan de Convivencia Gamificado con actividad física en un centro escolar para tratar de mejorar el clima en el aula, la percepción de violencia y aspectos psicológicos del alumnado. Se contó con un grupo control de 19 alumnos (7 chicas y 12 chicos) y un grupo experimental con 26 alumnos (11 chicas y 15 chicos) participando en cada grupo un docente. Todos con edades comprendidas entre los 10 y los 11 años (M = 10.24; DT = .43). Se empleó un método de investigación mixto, utilizando un análisis cualitativo con entrevistas al docente y diarios de los alumnos. Por otro lado, un análisis cuantitativo para conocer la percepción del alumnado sobre las variables principales de estudio con SPSS v.22. Los resultados mostraron una gran satisfacción con el plan, tanto por parte de la tutora como de los alumnos, así como una reducción de la violencia y la desmotivación. Como conclusión, el uso de desafíos físico-cooperativos y la gamificación pueden ser elementos adecuados para un plan de convivencia, permitiendo aprender a trabajar en grupo y adquirir conceptos y habilidades que mejoran el clima de aula.AbstractThe aim of this study is to implement a Plan of Coexistence Gamified with physical activity in a school to try to improve the climate in the classroom, the perception of violence and psychological aspects of the students. There was a control group with 19 students (7 girls and 12 boys) and an experimental group with 26 students (11 girls and 15 boys) with one teacher in each group. All of them were between 10 and 11 years old (M = 10.24; SD = .43). A mixed research method was carried out, using a qualitative analysis with teacher interviews and student diaries. On the other hand, a quantitative analysis to know the students' perception about the main study variables with SPSS v.22. The results showed great satisfaction with the plan, both on the part of the tutor and the students, as well as a reduction in violence and demotivation. As a conclusion, the use of physical-cooperative challenges and gamification can be adequate elements for a coexistence plan, allowing learning to work in groups and acquiring concepts and skills that improve the classroom climate.Abstracta concept or idea not associated with any specific instanceMore(Definitions, Synonyms, Translation)

Educational initiatives and actions are needed to provide students with skills to create active habits and lifestyles in order to increase the physical activity and fitness levels of young people. The main objective of this study was to analyse the effects of a classroom-based physical activity and life skills programme on students’ physical activity and fitness levels. The sample consisted of 65 students in the 6th grade of Primary Education, aged between 11 and 13 years (11.86 ± 0.53), divided into a control group (CG) and an experimental group (EG) for convenience and accessibility. This was a quasi-experimental, repeated measures, longitudinal cut-off research design. For 16 weeks, an interdisciplinary educational programme based on a combination of classroom-based physical activity and life skills was implemented. The results showed that the educational programme had a positive effect on students’ physical activity levels during school hours, specifically on reducing sedentary time (p < 0.001) and increasing light (p < 0.001) and moderate-to-vigorous (p < 0.001) physical activity. Positive effects were also found on the variables of explosive strength (p < 0.05) and aerobic capacity (p < 0.05) related to physical fitness. In conclusion, interdisciplinary educational programmes based on the promotion of physical activity and life skills could contribute to the development of responsible daily physical activity habits in students to facilitate their transfer to other environments (social and family) outside school.

The present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing the advantages and disadvantages of its implementation by teachers. The applied program lasted 11 weeks in two Secondary Education centers with a total of four teachers (two in the experimental group and two in the control group) and 99 students (55 from the control group and 44 from the experimental group). We use research methodology Mixed Methods with a quasi-experimental design, where students completed a questionnaire before and after the educational program and teachers were interviewed at the end of the intervention. The results of the questionnaires indicate significant improvements in the experimental group over time in terms of the intention to be physically active, as well as in autonomous motivation, the self-determination index, the index of psychological mediators, personal and social responsibility, and enjoyment. Moreover, the interviews show positive opinions regarding the organizational capacity of the session using this methodology and the interest of teachers in continuing to apply it in the future, as well as the need for initial and ongoing training for proper implementation. In conclusion, the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples’ intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes.

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

Self-determination theory and Vallerand’s hierarchical model have been studied taking into account different types of social factors that can result in different consequences. The purpose of this work was to see if responsibility and social climate could predict antisocial and prosocial behavior and violence. For this, 429 students (M = 11.46, SD = 1.92) participated in the study, answering a questionnaire with five variables: school climate, responsibility, motivation, satisfaction of psychological needs, prosocial and antisocial behavior, and violence. The main results indicated that most variables correlated positively and directly, except in the case of antisocial behavior and violence. On the other hand, a prediction model (X2 = 584.145 (98), RMSEA = 0.104 [90% CI = 0.096, 0.112], TLI = 0.849, CFI = 0.894) showed that responsibility and school climate can predict basic psychological needs, and that these needs can improve autonomous motivation, which, in turn, could positively predict on improving prosocial behavior and reducing antisocial behavior and violence. In conclusion, school climate and responsibility can encourage the development of positive consequences in the classroom, specifically in terms of prosocial behavior and the reduction of violence and antisocial behavior.

The objective of the study was to verify the differences according to gender in the levels of physical activity, motivation, basic psychological needs satisfaction and responsibility in students of 5th and 6th grade of Primary Education (M = 10.51, SD = .53). In total, 68 students answered a series of questionnaires evaluating the intention to be physically active, motivation, the satisfaction of basic psychological needs, and the levels of personal and social responsibility. These subjects also wore an accelerometer for 1 week to objectively measure the level of Physical Activity (PA). There were 43 boys and 25 girls. Results show that boys had a higher index of PA during the week, especially at moderate intensity. Boys also had higher values of sedentary lifestyle. Significant differences were found in personal and social responsibility in favour of girls, finding no differences in the intention to be physically active. It is concluded that, girls had more adaptive values referred to responsibility. Furthermore, boys had a better adaptative values referred to PA lifestyle than girls but worse in sedentarism. It is highly recommended to objectively measure the PA levels to ensure reliable results to carry out the appropriate actions.

This study analyzes the differences in psychosocial variables as a function of the interpersonal teaching style in Secondary Education students. This descriptive cross-sectional study was carried out with a sample consisted of 120 students, aged 12 to 17 years (M = 13.4, SD = 1.36). A battery of validated questionnaires was completed to analyze motivation, basic psychological needs, school social climate, sports satisfaction and the teaching interpersonal style, which acted as a variable to elaborate the cluster profiles. The analysis of the dendrogram suggested the creation of two profiles, the first, “high autonomy support” and the second, “high controlling style”. The multivariate analysis showed higher values ​​for the first profile in autonomy, competence, social relationship, teacher climate and fun, while the second profile being higher in amotivation and boredom. It is concluded that greater support for autonomy allowed greater satisfaction of the adaptive psychological variables. Este estudio analiza las diferencias en las variables psicosociales en función del estilo de enseñanza interpersonal en estudiantes de Educación Secundaria. Este estudio descriptivo de corte transversal se realizó con una muestra compuesta por 120 estudiantes, de 12 a 17 años (M = 13.4, DT = 1.36). Se completó una batería de cuestionarios validados para analizar la motivación, las necesidades psicológicas básicas, el clima social escolar, la satisfacción deportiva y el estilo interpersonal de enseñanza, que actuó como variable para elaborar los perfiles de clúster. El análisis del dendrograma sugirió la creación de dos perfiles, el primero, “soporte de alta autonomía” y el segundo, “estilo de alto control”. El análisis multivariado mostró valores más altos para el primer perfil en autonomía, competencia, relación social, clima docente y diversión, mientras que el segundo perfil fue más alto en desmotivación y aburrimiento. Se concluye que un mayor apoyo a la autonomía permitió una mayor satisfacción de las variables psicológicas adaptativas.