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.

Reasons for quitting membership at a sports center and their relation with socio-demographic characteristics and duration of membership were investigated. 642 individuals (55.4% men, 44.6% women), who had recently quit membership at a Spanish sports center, completed a questionnaire. There were significant differences in reasons for quitting on age, occupation, type of activities, and time spent on membership activities. The main reason was financial, regardless of the duration of membership.

Los servicios deportivos han evolucionado de forma considerable en los últimos años. Se ha visto incrementado el tipo, número de actividades y servicios ofrecidos a los clientes. Al mismo tiempo han aparecido en las organizaciones deportivas usuarios que realizan sus prácticas físico deportivas de forma libre. Los instrumentos creados para conocer las valoraciones del servicio recibido por parte de los usuarios han sido diversos. Sin embargo, ninguno de ellos ha sido diseñado para medir específicamente los juicios de valor de estos clientes que realizan sus actividades sin la presencia ni dirección de un técnico deportivo. El objetivo de esta investigación ha sido validar un instrumento que permita conocer la calidad percibida, valor percibido y satisfacción de usuarios que realizan actividades de forma libre. La población del estudio está conformada por 591 usuarios que realizan este tipo de actividad física en organizaciones deportivas públicas. Se realizó un análisis estadístico de los ítems, un análisis factorial exploratorio, un análisis factorial confirmatorio, pruebas de invarianza factorial, así como pruebas de fiabilidad y validez. Los resultados garantizan la validez y fiabilidad del instrumento para medir los juicios de valor de usuarios libres referentes a los tres constructos que conforman el cuestionario de análisis del servicio recibido, compuesto finalmente por 22 ítems agrupados en 8 dimensiones.Abstract. Sport services have considerably evolved in recent years. There has been an increase in the type and number of activities and services offered to customers. At the same time, an increased number of clients of sports organizations do physical-sport activities on their own. Several instruments were created in order to assess customers’ evaluation of services received. However, none of them has been designed to specifically measure services appreciation of those customers who exercise without any support or presence of a sport specialist. The objective of this research was to validate an instrument that allows to analyze perceived quality, perceived values, and satisfaction from customers who workout on their own. The study population was composed by 591 customers of sport organizations who exercise on their own. Statistical analysis of items, Exploratory Factor Analysis, Confirmatory Factor Analysis, and factor invariance test were run, as well as reliability and validity were tested. Results demonstrated the validity and reliability of the instrument measuring free-use customers’ perception of the three constructs that constitute the questionnaire, whose final version was composed by 22 items grouped in 8 dimensions.

The aim was to review the effects of interventions based on self-determination theory and achievement goals theory on intention to be physically active in the future in physical education students, as well as to conduct a meta-analysis to determine the overall effect size of these interventions. PRISMA guidelines were followed to conduct this systematic review and meta-analysis. Three scientific electronic databases were used: Web of Science (WOS), Scopus, and SportDiscus. A total of eleven studies fulfilled the inclusion criteria and were included in the meta-analysis. Effect size for intention to be physically active of each study was calculated using the means and standard deviations before and after the intervention. The overall effect size for intention was moderate (standardized mean difference = 0.47 with 95% CI from 0.28 to 0.67), while the heterogeneity was large. Seven of the eleven studies reported significant within-group improvements in intention after the intervention. Eight studies showed significant between-group differences in favor of the experimental group. The findings showed that teaching strategies, family involvement, and the use of videos related to physical activity participation may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Interventions based on self-determination theory and achievement goals theory could be useful in the process of the promotion of physical activity. However, given the large heterogeneity, these findings must be taken with caution.

El objetivo del estudio fue analizar el rol que puede ejercer la necesidad de novedad en la motivación humana, testando un modelo en el que se relacionaba el clima motivacional que implica a la tarea con la necesidad de novedad, la motivación intrínseca y la intención de ser físicamente activo. Se utilizó una muestra de 732 estudiantes que cursaban de 1º de ESO a 1º de Bachillerato y con una edad media de 13.92. Se emplearon el factor clima tarea del cuestionario de Medida de las Estrategias Motivacionales en las clases de Educación Física, el factor novedad de la Escala de Medición de las Necesidades Psicológicas Básicas, el factor motivación intrínseca de la Escala del Locus Percibido de Causalidad en Educación Física y la Escala de Intención de ser Físicamente Activo. Los resultados del modelo mostraron que el clima motivacional que implica a la tarea predijo positivamente la necesidad novedad, la cual predijo positivamente la motivación intrínseca y ejerció un rol mediador entra ambas. Finalmente, la motivación intrínseca predijo de forma positiva la intención de ser físicamente activo. En conclusión, este estudio ha mostrado que la propuesta de tareas, metodologías y materiales novedosos por parte del docente de Educación Física, podrían aumentar los niveles de motivación autodeterminados en el alumnado y, en consecuencia, incrementar su intención de practicar actividad física fuera del contexto escolar en un futuro.Abstract. The aim of this study was to analyze the role that novelty need can play on human motivation. For that purpose, a model that linked task-involving motivational climate, novelty need, intrinsic motivation, and intention to be physically active, was tested. A sample of 732 students enrolled from the first year of Secondary School to the first year of Baccalaureate (five courses), with mean age of 13.92 years, participated in the study. The mastery climate factor from the Measurement of Motivational Strategies in Physical Education Classes Questionnaire, the novelty factor from the Psychological Needs in Exercise Scale, the intrinsic motivation factor from the Perceived Locus of Causality Scale, and the Intention to be Physically Active Scale, were used. The model outcomes showed that task-involving motivational climate positively predicted novelty need, which positively predicted intrinsic motivation and played the role of mediator between the two of them. Finally, intrinsic motivation positively predicted intention to be physically active. In conclusion, this study has shown that Physical Education teachers’ proposal of novel tasks, methodologies, and materials, could increase self-determined levels of motivation in students and, consequently, their intention to practice physical activity outside the school context in the future.

La escasez de valores existentes actualmente en la sociedad es una de las principales preocupaciones que como docentes debemos afrontar. Por otra parte, el gran auge de la inmigración que hoy acontece, provoca aún más discrepancias para la relación con nuestros iguales, provocando dentro de la materia de Educación Física el aislamiento y la falta de adaptación por parte del alumnado de otras culturas que día a día crece con más fuerza en los centros escolares, influyendo negativamente dentro y fuera del marco educativo. El principal objetivo de esta experiencia didáctica es conocer mediante juegos las culturas de los cinco continentes, incidiendo en las características y necesidades de nuestro alumnado, dando autonomía para la adquisición de responsabilidades y fomentando la cooperación como elemento fundamental para la consecución de valores sociales. Para ello, se desarrolló una Unidad Didáctica de Juegos Culturales Cooperativos, donde el alumnado mediante el trabajo por grupos diseñó una sesión y la presentó al resto de sus compañeros sobre un continente específico. Las conclusiones a destacar, una vez finalizada la puesta en práctica de esta Unidad, son la mejora en las relaciones interpersonales del alumnado y el beneficio físico y social que estas actividades llevan consigo.