The spanish version of the eHEALS tested in this work has shown to be a valid and reliable scale to measure eHealth competence in university students.

Clima motivacional percibido, necesidades psicológicas y motivación Clima motivacional percibido, necesidades psicológicas y motivación intrínseca como predictores del compromiso deportivo en adolescentes intrínseca como predictores del compromiso deportivo en adolescentes El estudio analizó la predicción del clima motivacional percibido, la satisfacción de las necesidades psicológicas básicas y la motivación intrínseca sobre la adherencia a la práctica deportiva. Se utilizó una muestra de 580 deportistas con una edad media de 14.46 años. Se emplearon el Cuestionario del Clima Motivacional Percibido en el Deporte-2, la Escala de las Necesidades Psicológicas Básicas en el Ejercicio, el factor motivación intrínseca de la Escala de Motivación Deportiva y la Medida de la Intencionalidad para ser Físicamente Activo. Los resultados del modelo de ecuaciones estructurales mostraron que el clima motivacional que implica a la tarea predecía las tres necesidades psicológicas básicas y la intención de seguir siendo físicamente activo. Por otro lado, el clima motivacional que implica al ego predecía la necesidades de autonomía y de competencia, aunque con un peso de regresión en ambos casos mucho menor que como lo hacía el clima tarea. La satisfacción de las tres necesidades psicológicas bási-cas predijo positivamente la motivación intrínseca. Por su parte, la motivación intrínseca predijo la intención de ser físicamente activo en el futuro. Se discuten los resultados en relación a la importancia de fomentar un clima motivacional tarea en los practicantes para incrementar la adherencia a la práctica deportiva.Palabras clave: clima motivacional; motivación; teoría de la autodeterminación; adherencia al deporte. R e s u m e nCorrespondencia/correspondence: Bartolomé Jesús Almagro Torres Facultad de Ciencias de la Educación. Universidad de Huelva, Avda. Tres de marzo s/n, 21071. Huelva, España. E-mail: almagro@dempc.uhu.esThe study analyzed the prediction of perceived motivational climate, basic psychological needs satisfaction and intrinsic motivation on adherence to sports. A sample of 580 athletes with a mean age of 14.46 years, participated in the study. The Perceived Motivational Climate in Sport Questionnaire-2, the Basic Psychological Needs in Exercise Scale, the intrinsic motivation factor of the Sport Motivation Scale and Intention of Being Physically Active were used. Structural equation modeling results showed that the taskinvolving motivational climate positively predicted the three basic psychological needs and the intention to practice physical activity into the future. Moreover, the ego-involving motivational climate predicted autonomy and competence needs, although with regression weight in both cases much less than it did the the task-involving motivational climate. The satisfaction of the three basic psychological needs positively predicted intrinsic motivation. Besides, intrinsic motivation predicted the intention to be physically active in the future. Results are discussed in relation to the importance of pr...

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.

This study analyzed Heart Rate Variability in a large sample of active young subjects within a narrow age range (18 to 25), using time and frequency domain methods and a Poincaré plot. Heart rate was recorded (beat to beat) for 30 minutes at rest in 200 healthy subjects divided into 4 groups: 50 sportsmen (20.54 ± 1.52 years); 50 active men (21.22 ± 1.31 years); 50 sportswomen (20.10 ± 1.87 years) and 50 active women (20.92 ± 1.87 years). Significant differences were found for most parameters between athletes and active subjects (male and female) but not between genders. Percentile distributions were provided for all parameters (according to gender and physical activity level) to be used as references in future researches.

Purpose: The objective of the study was to evaluate the relationships among the achievement emotions experienced during physical education classes, the intention to be physically active, and academic achievement. Methods: The sample consisted of 764 Spanish secondary education students (348 boys and 416 girls). Results: Pride, enjoyment, and hopelessness were the main emotions to explain the intention to be physically active, whereas enjoyment and boredom were the most important emotions to explain academic achievement. Given that boys had a better emotional experience than girls, the effect of gender in the prediction was studied. It highlights the significant moderating effect of gender for enjoyment and pride in the intention to be physically active. Discussion/Conclusion: These results show the need to apply strategies focused on each emotion, taking into account the students’ gender, for those that help to improve their emotional experience during physical education classes.

The theoretical framework of the self-determination theory establishes that the satisfaction of basic psychological needs and more self-determined motivational forms are related to positive behavioral consequences and, therefore, may increase the intention to be physically active in Physical Education students. In this sense, the need for novelty has been proposed as a psychological need by recent scientific evidence, so it is necessary to prove its possible contribution to the prediction of young people's behavior. Therefore, the main objective of the study was to test a model that analyzed the power of prediction of the satisfaction of the needs for autonomy, competence, relatedness, and novelty as well as the motivation experienced in Physical Education on the intention to be physically active. A questionnaire was administered to 1665 Physical Education students with an average age of 12.43 years (SD = 1.87), of which 835 were boys and 830 were girls. An adaptation of the Spanish educational context of the Basic Psychological Needs in Exercise Scale (BPNES) that includes the need for novelty, the Perceived Locus of Causality Scale (PLOC), and the Intention to be Physically Active Scale (IPAS) was used. Path analysis results showed that the satisfaction of the psychological needs for autonomy, competence, relatedness, and novelty predicted autonomous motivation. On the other hand, the need for autonomy positively predicted controlled motivation, while the satisfaction of relatedness did so negatively. The need for competence and autonomous motivation positively predicted the intention to be physically active in Physical Education students, obtaining an explained variance of 33%. However, controlled motivation was not related in a statistically significant way to the intention to be physically active. In conclusion, the results of the hypothesized model highlight the importance of satisfying all the basic psychological needs (including novelty) and give special emphasis to the need for competence, since it predicts autonomous motivation and the intention to be physically active outside of the educational context.

This study qualitatively examined how athletes perceive their coach's support for autonomy, as well as athletes' motivation, satisfaction of basic psychological needs, and the 2 × 2 achievement goal framework of young Spanish athletes. Fifteen Spanish athletes (six females and nine males) between 13 and 16 years of age were interviewed from various sporting contexts. Content analysis of the interviews revealed: the coexistence of various types of motivation for the practice of these sports by the athletes that were interviewed; the presence of integrated regulation among some of these young athletes; the importance of autonomy support and the satisfaction of basic psychological needs for motivation and athletic commitment. The results are discussed on the basis of self-determination and achievement goal theory. Strategies are proposed for improving motivation and adherence to athletic practice in young athletes.

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