Diana Amado

The Importance of Parents’ Behavior in their Children’s Enjoyment and Amotivation in Sports

The main aim of the research was to examine the relationship between motivational orientations and parents’ behavior with regard to the players’ motivational orientation, motivational climate, enjoyment and amotivation. The sample comprised 723 athletes (M = 12.37, SD = 1.48) and 723 parents (M = 46.46, SD = 2.56). Players were male and female who belonged to federative basketball, handball, football and volleyball teams. Parents and athletes completed questionnaires that assessed motivational orientations, parents’ involvement in the practice as well as enjoyment and motivation in the sport. Results showed a positive relationship between parents’ support of the sport and players’ enjoyment and a negative relationship with players’ amotivation. Moreover, in players who perceived more pressure from their parents, there was a positive association with amotivation and a negative one with enjoyment. Lastly, it was emphasized that appropriate parental participation can promote an increase of players’ enjoyment of and motivation for sport

Analysis of cohesion and collective efficacy profiles for the performance of soccer players.

Abstract The principal aims of the study were to define different profiles of cohesion and perceived efficacy in soccer players and to measure their differences in performance. The subjects were 235 soccer players in the under-18 category who played in the National League in Spain and 15 coaches whose ages ranged from 29 to 45 years. Diverse instruments to assess cohesion, perceived efficacy, and expectations of success were used in the study. Moreover, we measured playing time and performance. The results of the study proved the existence of four cohesion and efficacy profiles that presented significant differences in expectations of success, playing time, and performance. Furthermore, significant differences were found in the distribution of players in the teams as a function of performance. The main conclusion of this study is that soccer players with higher cohesion and collective efficacy levels belonged to teams that completed the season at the top-level classification. In contrast, athletes with low cohesion and collective efficacy usually played in unsuccessful teams. Coaches and sports psychologists are encouraged to promote both social and task cohesion and collective efficacy to enhance team performance.

Desarrollo y validación de un cuestionario para analizar la percepción de comportamientos positivos en las clases de educación física

Resumen En este estudio se ha elaborado y validado un instrumento para analizar la percepción de los alumnos de secundaria sobre el desarrollo de comportamientos positivos en las clases de educación física. Formaron parte de la muestra un total de 984 alumnos y alumnas con edades comprendidas entre los 12 y los 19 años, que cursaban la Educación Secundaria Obligatoria en centros de la comunidad autónoma de Extremadura. Los resultados obtenidos en los análisis factoriales exploratorio y confirmatorio y en el análisis de consistencia interna indican una estructura formada por 18 ítems, cinco factores de primer orden y un factor de segundo orden, que indican que el Cuestionario sobre Comportamientos Positivos en Educación Física (CCPEF) es una escala válida y fiable para valorar la percepción que los alumnos tienen sobre el desarrollo de conductas positivas en las clases de Educación física.

Effects of an intervention programme with teachers on the development of positive behaviours in Spanish physical education classes

Background: The physical education (PE) context has been emphasised as an ideal environment for developing positive behaviours among students. Under the Positive Youth Development paradigm, various initiatives have been conducted with the aim of promoting personal and social responsibility among adolescents. Self-Determination Theory has been widely used to analyse students’ motivational processes during PE classes. Purpose: This study aimed to measure the effects of a multidisciplinary intervention with teachers on the development of positive behaviours in PE classes. Participants: Twenty PE teachers participated in the study (Mage = 35 years; SD = 2.32) along with 777 of their students (Mage = 12.81 years; SD = .93). The teachers (male = 16; female = 4) were between the ages of 29 and 48 years (M = 35.2 years; SD = 2.32). The students who participated in this study (male = 377; female = 400) were divided into 52 classes and were between the ages of 12 and 16 years (M = 12.81; SD = .93). Research design: A quasi-experimental design was used that consisted of a control group and three groups in which an intervention was developed. In the control group, the teachers did not receive any type of intervention; in the second group, the teachers received a training programme to develop strategies for supporting basic psychological needs and promoting positive behaviours; in the third group, the teachers received a didactic unit to promote positive behaviours; and in the last group the teachers received a combination of the two previous interventions. Data analysis: A repeated-measures ANCOVA (analysis of covariance) was used for every dependent variable included in the study to analyse the effect of Group × Time interaction, including Gender and Grade Level as covariates. The fixed effects caused by Intercept, Group, Time, and the Group × Time interaction were calculated using compound symmetry as the type of covariance and restricted maximum likelihood as the estimation method. Findings: By examining the differences between pre-test and post-test, it was determined that in comparison with the students in the control group, the students from the three experimental groups had generally improved scores on the variables related to positive behaviours, such as perceptions of the teachers support, as well as the development of the targeted behaviours. Conclusions: These results provide information about the efficacy of an intervention programme with teachers that consists of strategies for developing positive behaviour and support for basic psychological needs to promote the development of positive student behaviour.

Sport commitment in young soccer players: A self-determination perspective:

Objectives Grounded on the self-determination theory, the aim of this study was to assess the impact of perceived need support/thwarting, psychological needs satisfaction/frustration and motivation on young soccer players’ sport commitment. Equipment and methods We used a sample of 430 male soccer players (Mage = 14.21 years, SD = 1.67 years, range = 12–18 years). Results Structural equation model analysis (χ2/df = 2.31; CFI = 0.91, TLI = 0.89, GFI = 0.91, SRMR = 0.03, RMSEA = 0.05) showed that coach supporting style positively correlated with players’ needs satisfaction, which, in turn positively predicted intrinsic motivation, which, in turn positively predicted sport commitment. On another hand, coach thwarting style positively predicted needs frustration, which positively predicted amotivation, and amotivation negatively predicted sport commitment. Conclusion The coach-created training environment can be crucial for the satisfaction or frustration of the basic psychological needs and, as a consequence, it could play an important role in young soccer players’ sport commitment.

Análisis de los procesos grupales en función del género en un contexto deportivo semiprofesional

El objetivo de este estudio fue analizar las diferencias de genero existentes en relacion al clima motivacional de los companeros y el entrenador, la cohesion y la eficacia colectiva. Los participantes fueron 75 jugadoresde futbol de tercera division masculina y 69 jugadoras de segunda division femenina, con edades comprendidas entre los 15 y 36 anos. Los resultados revelaron que los equipos femeninos obtuvieron valores mas elevados enla cohesion social que los equipos masculinos, mientras que los equipos masculinos percibieron un mayor clima con implicacion al ego entre los companeros en comparacion con los equipos femeninos. Por otro lado, tanto en equipos masculinos como femeninos, la eficacia colectiva se relaciono con la cohesion y el clima que implica a la tarea de los companeros y el entrenador.Ademas, la cohesion a la tarea se mostro como el mayor predictor de la eficacia colectiva. Finalmente, se discuten los resultados y se exponen las principales conclusiones del estudio.

Emotional Intelligence and Practice of Organized Physical-Sport Activity in Children

Aim: Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at the elementary school level. Method: A randomly selected sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results: The results showed that children who practiced organized sport had better abilities at the intrapersonal and interpersonal level, better adaptability and mood states, and greater emotional intelligence than those who did not. The findings regarding gender and age indicated greater values in girls of emotional intelligence, highlighting the interpersonal dimension, as well as mood state scores, whereas younger children showed greater intrapersonal intelligence and less stress management. Moreover, children who practiced for three or more hours per day had a greater ability to cope with stress than those children who practiced for fewer hours a day. Conclusions: To conclude, it is important to promote federative sport practice in elementary education in order to ensure that children learn to better regulate and manage their emotions.

Creativity associated with the application of a motivational intervention programme for the teaching of dance at school and its effect on the both genders

The current study reviews processes of teaching-learning based on creativity, with the application by teachers of several strategies to support the need for autonomy, competence, and relatedness. The aim is to learn the effect of pupil’s gender on their motivational level and the psychological consequences that might arise in the cognitive, affective, and behavioural domains. A quasi-experimental study was carried out at four schools in Mexico, with 12 physical education teachers and 40 natural groups of pupils aged between 11 and 17 (M = 13.17). The groups were randomly assigned to either an experimental group (24 groups, 447 pupils) or a control group (16 groups, 474 pupils). A prior training programme was carried out with the teachers in the experimental group to enable them to support the psychological need for autonomy, competence, and relatedness. Initial and final measurements were taken in both groups, and the results revealed that independently of the programme used, girls showed higher motivation and positive psychological consequences in the teaching of dance compared to the male participants. In conclusion, it is important to continue with research and set a methodology that addresses those differences, dedicating the necessary time and treatment to resolve their questions and necessities.

Relationships Between Physical Activity Levels, Self-Identity, Body Dissatisfaction and Motivation Among Spanish High School Students

Abstract The aim of this study was to examine the relationships between gender and the educational grade on the one hand, and physical activity levels, motivation, self-identity, body dissatisfaction, the intention to be physically active and daily sitting time on the other, in a sample of Spanish high school adolescents. The sample consisted of 2087 Spanish students from the 3rd (n = 1141) and 4th grade (n = 946), both male (n = 1046) and female (n = 1041), ranging in age from 15 to 17 years old (M = 15.42; SD = .86). Students completed questionnaires to assess their levels of physical activity, self-identity, motivation, intention to be physically active and daily sitting time. The students’ perceptions of their body height and mass were also tested. With the exception of walking MET values, the results showed gender differences in the variables tested. Male participants showed higher intrinsic motivation and lower amotivation than female participants. Furthermore, male students revealed higher levels of physical activity than female students. Finally, the research concluded with the importance of promoting intrinsic reasons for physical activity in order to encourage positive consequences in high school students.

Foreword of the Special Issue on Motivation in Physical Education, Sport and Physical Activity and Health

1 Faculty of Teaching Training, University of Extremadura (Spain). 2 Faculty of Juridical and Social Sciences, Rey Juan Carlos University (Spain). . Authors submitted their contribution to the article to the editorial board. Accepted for printing in the Journal of Human Kinetics vol. 59/2017 in November2017. Foreword of the Special Issue on Motivation in Physical Education, Sport and Physical Activity and Health