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.