Juan J. Pulido

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.

Adaptation and validation in Spanish of the Group Environment Questionnaire (GEQ) with professional football players

BACKGROUND This investigation presents two studies with the goal of adapting and validating a short version of the Group Environment Questionnaire in the Spanish sport context with professional players. METHOD Study 1 used a sample of 377 male soccer players aged between 18 and 39 years ( M = 24.51, SD = 3.73), in a preliminary study using exploratory factor analysis. Study 2 used a sample of 604 professional male and female athletes, ages between 15 and 38 years ( M = 24.34, SD = 4.03). The data analyzed were collected at three moments of the season. For each measurement, we developed seven first- and second-order structures that were analyzed with confirmatory factor analysis. RESULTS Study 1 indicated appropriate factorial validity (> .60) and internal consistency (> .70), with only Item 3 presenting a low factor loading (.11), so its drafting was modified in the next study. Study 2 revealed that the Spanish version of the GEQ has high levels of internal consistency (> .70) and acceptable fit index values in its original four first-order factor structure in all three measurements ( χ²/df = 4.39, CFI = .95, IFI = .95, RMSEA = .07, SRMR = .04, AIC = 271.09). Discriminant validity (from r = .45 to r = .72) and concurrent validity (from r = .21 to r = .60) also presented appropriate values. Lastly, we conducted analysis of invariance, confirming that the models established in the different measurements were invariant. CONCLUSIONS The short 12-item adaptation of the GEQ to Spanish is a valid and reliable instrument to measure team cohesion in professional male and female soccer players.

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.

Motivation and Physical Activity: Differences Between High School and University Students in Spain

Grounded in self-determination theory, this study aimed first to examine differences in motivation for physical activity (PA) and habitual PA levels between adolescents and university students in Spain. The second aim was to examine differences in the degree of association between their intrinsic motivation and amotivation for PA and habitual PA levels in both samples. We studied 2,699 students (1,833 high school and 866 university; mean age = 18.83, standard deviation = 4.12 years) who completed the International Physical Activity Questionnaire-Short Form and two dimensions of the Behavioral Regulation in Exercise Questionnaire. High school students, relative to university students, self-reported significantly higher intrinsic motivation and higher PA levels for each type of PA intensity (i.e., walk, moderate, and vigorous); high school students also self-reported significantly lower amotivation than university students. The degree of association between the total metabolic equivalents of task and intrinsic motivation was higher among high school (versus) university students. This study shows the need to design intervention strategies to enhance PA levels and intrinsic motivation in university students.

Development and validation of Coaches’ Interpersonal Style Questionnaire

ABSTRACT Purpose: The objectives were to develop and validate the Coaches’ Interpersonal Style Questionnaire. The Coaches’ Interpersonal Style Questionnaire analyzes the interpersonal style adopted by coaches when implementing their strategy of supporting or thwarting athletes’ basic psychological needs. Method: In Study 1, an exploratory factor analysis was performed with 265 Spanish male athletes, between 11- and 17-years-old, to confirm the internal structure of the questionnaire. Study 2 was conducted with 430 athletes, also between 11- and 17-years-old. Both confirmatory factor analysis and exploratory structural equation modeling were used to test a set of alternative models to find the best measurement model. Results: The hierarchical exploratory structural equation modeling model showed the best fit to the data and acceptable standardized factor loadings. Concurrent validity was revealed through correlational analysis of the basic psychological need satisfaction and frustration. Conclusion: This study provides a multi-dimensional questionnaire to assess coaches’ interpersonal style perceived by athletes.

Role Ambiguity: Translation to Spanish and Analysis of Scale Structure

The main objective of this study is to examine the structure of the Role Ambiguity Framework and a validation into Spanish of the Role Ambiguity Scale with professional players. We employed a sample of 604 male and female professional athletes, aged between 15 and 38 years. To find the best solution of the questionnaire’s factor structure, a set of different models was tested. Data analysis showed that bifactor-ESEM (exploratory structural equation modeling) solution provided the best degree of fit to the data. Furthermore, reliability and invariance across gender were also demonstrated, and the scale showed good concurrent validity. Results suggest that the structure of the Role Ambiguity is composed with one second-order factor and three first-order factors: scope-behavior, evaluation, and consequences. In addition, the adaptation of this scale to Spanish is a valid and reliable instrument to measure role ambiguity in male and female players.

Effects of an Interpersonal Style Intervention for Coaches on Young Soccer Players’ Motivational Processes

Abstract The main goal of the study was to assess the effects of an intervention programme developed with soccer coaches, based on promoting strategies to optimise the satisfaction of the basic psychological needs of athletes. Eight soccer coaches, aged between 19 and 50 years (M = 32.5; SD = 14.34), participated in the study. They were selected intentionally (without academic or federative training) and divided equally into a control and an experimental group by random peer selection. Also, 109 soccer players, aged between 11 and 15 years (M = 13.78; SD = 1.38), divided into a control group (CG; n = 56) and an experimental group (EG; n = 53), participated in the experiment. The training programme (12 hours) was aimed to develop methodological and motivational strategies to promote autonomy, competence and relatedness need satisfaction among the players. The results showed that the participants in the EG decreased competence and relatedness control, while significantly increased (post-intervention) competence and relatedness needs satisfaction. Moreover, values for the EG did not decrease for autonomy, competence frustration and amotivation, while they increased for the sport commitment. Also, intrinsic motivation decreased in both groups (greater decrease in the CG). In conclusion, we can affirm the effectiveness of the training programme to create an environment of “bright side” motivation, and reduce thwarting styles, needs frustration and low self-determination levels.

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.

Analisis de los antecedentes motivacionales en arbitros de baloncesto y su incidencia en el agotamiento emocional

El objetivo de este estudio fue analizar las relaciones entre los antecedentes motivacionales y su influencia en el burnout en arbitros de baloncesto. Para ello, se han seleccionado 30 arbitros con edades comprendidas entre los 17 y 41 anos ( M = 24.8; DT = 5.74). Los resultados revelaron relaciones positivas entre los mediadores de la frustacion de las necesidades psicologicas basicas (autonomia, competencia y relaciones sociales) con la desmotivacion. Lo mismo sucede con el agotamiento emocional que se asocia de forma positiva y significativamente con la frustacion de autonomia, competencia y relaciones sociales. Ademas, el mayor predictor del agotamiento emocional fue la desmotivacion. Finalmente, los resultados son discutidos para mejorar el conocimiento sobre la motivacion y el burnout