Few studies have examined exercise adherence in the Mexican population using self-determination theory proposals and the stages of change model. The objectives of this study were:(a) to translate and adapt the Behavioral Regulation in Exercise Questionnaire-3 (BREQ-3) to Mexican Spanish and examine its internal consistency and factorial structure (six dimensions); and (b) to analyse variations in behavioral regulations using the stages of change model. This study included 530 participants between 11 and 76 years old who lived in the metropolitan area of the city of Monterrey, Nuevo Leon, Mexico. The Mexican version of the BREQ-3 presented an acceptable six-factor model that agrees with the theory and has good internal consistency. Results showed that the less self-determined regulations (i.e., external and amotivation) predominated in the first stages of change (i.e., pre-contemplation and contemplation) and decreased in the last stages (i.e., action and maintenance); by contrast, the more self-determined regulations (i.e., intrinsic, integrated, and identified) predominated in the last stages (i.e., action and maintenance) and were lower in the first stages (i.e., pre-contemplation and contemplation). Linking these two theoretical constructs contributes to understanding physical exercise adherence.

El propósito de este trabajo es analizar las propiedades psicométricas del TEOSQ, en una muestra española, aplicado al contexto de la educación física escolar. Con ello se pretende determinar si constituye un instrumento válido y fiable para utilizar en futuras investigaciones en la Educación Física. Se administró a 6170 estudiantes representativos de las provincias de Almería, Granada y Murcia de ESO y ESPO, de edades comprendidas entre 12 y 19 años. El análisis factorial confirmatorio apoyó el modelo teórico hipotetizado de dos factores (orientación a la tarea y orientación al ego) para el TEOSQ-12EF. La baja correlación entre los factores demostró la independencia de los mismos y los coeficientes alfa mostraron una consistencia interna aceptable de las dos subescalas. Las pruebas indican que existen diferencias significativas por sexo, los alumnos presentan una mayor orientación al ego que las alumnas.

The lack of valid tools to measure variables related to healthy behaviors in Mexico has led the authors to adapt and validate the Grit Scale and the Treatment Self-Regulation Questionnaire (TSRQ) for diet into Mexican Spanish, and explore the relationship between grit and types of motivation towards healthy eating as evidence of validity. The Grit Scale and the TSRQ in Spanish were put to 353 adults from the state of Nuevo León, Mexico. The Grit Scale was composed of 12 items distributed into two factors (consistency of interest and perseverance of effort), and the TSRQ for diet was composed of 15 items distributed into three factors (autonomous motivation, controlled motivation, and amotivation). Results showed acceptable fit indices for the long and short versions of the Grit Scale, confirming its two-factor structure. In addition, acceptable fit indices were found for the TSRQ for diet, indicating the presence of three latent factors. Significant and positive relationships were found between grit and autonomous motivation, and negative relationships with controlled and amotivation. The analyses carried out indicated that the instruments administrated are valid and reliable tools for use in Mexico.Resumen La ausencia de instrumentos válidos para medir variables relacionadas con las conductas saludables en México, nos lleva al objetivo de adaptar y validar al idioma español hablado en México la escala Grit y el cuestionario de autorregulación del tratamiento (TSRQ) de la dieta, y explorar la relación entre el Grit y la motivación hacia la alimentación saludable como evidencia de validez. 353 adultos del estado de Nuevo León respondieron a la escala Grit adaptada al español conformada por 12 ítems distribuidos en dos factores (consistencia del interés y perseverancia del esfuerzo) y al TSRQ adaptada al español compuesto por 15 ítems en tres factores (motivación autónoma, motivación controlada y no motivación). Los resultados mostraron índices de ajuste

Introduction. The COVID-19 pandemic, originated in China, has affected millions of people worldwide, leading to various situations such as psychological disorders and diseases that affect people’s physical and mental health, and disrupt their quality of life. Objective. To analyze stress levels during social distancing due to COVID-19 by gender and to determine the moderating effect of adaptability to the situation. Method. The study is cross-sectional and quantitative, with a descriptive-correlational scope. The sample consisted of 1,173 Mexican subjects (522 males [44.5%] and 651 females [22.5%]) with an average age of 25.99 years (DT = 11.19; range = 12 - 77 years). Adaptability and perceived stress were measured, obtaining reliability from appropriate instruments. Results. The results indicated that the greater the number of weeks of social distancing, the higher the perceived level of stress. Also, the better people adapt to social distancing, the less stress occurs. Women were observed to have higher levels of stress compared to men. Discussion and conclusion. The findings highlight the importance of adaptability to the stressful situation of the pandemic, because the effect of severe stress on women largely disappears when there is a high level of adaptability to the event.

. Alcohol y tabaco en adolescentes españoles y mexicanos y su relación con la actividad físico-deportiva y la familia. Rev Panam Salud Publica. 2012; 31(3):211-20. Forma de citarSegún la OMS (1), el tabaquismo y el alcoholismo son las drogodependencias más extendidas en nuestra sociedad, y representan, respectivamente, la primera y la tercera causa de años de vida con discapacidades. El Observatorio Español sobre Drogas asegura en su último informe que la mayoría de los españoles consume bebidas alcohólicas esporádica o habitualmente (2

Introducción: Los comportamientos disruptivos en las aulas ocasionan gran cantidad de problemas en el transcurso de las clases, entre los estudiantes e incluso en el estado de ánimo de los docentes. El profesor es el principal factor en evitar este tipo de conductas si desarrolla buenas competencias. El objetivo de este estudio fue analizar cómo las competencias del docente pueden predecir los comportamientos disruptivos en el aula de Educación Física. Método: Participaron en el estudio 680 estudiantes de Educación Secundaria Obligatoria de las provincias de la Región de Murcia y Alicante (España) (339 chicos, 341chicas; Medad= 14.83, DT=1.45). La distribución por curso de ESO fue de 152 en 1º ESO (22,35%), 160 en 2º ESO (23,53%), 182 en 3º ESO (26,76%) y 186 estudiantes en 4º ESO (27,35%). Se utilizó un cuestionario compuesto por las siguientes escalas: Evaluation of Teaching Competencies Scales (ETCS), y Physical Education Classroom Instrument (PECI). Los análisis estadísticos que se realizaron fueron descriptivos, correlación de Pearson y regresión lineal simple, con el SPSS v.22. Resultados: Se halló una relación positiva con el comportamiento de agresividad y negativa, con conductas de bajo autocontrol, desobediencia a las normas, irresponsabilidad y alteración del ambiente de clase. Conclusiones: El docente de EF tiene una labor importante en el comportamiento de los estudiantes en el aula como se puede observar en los resultados obtenidos de este trabajo. Por el contrario, una incompetencia del docente de EF predice conductas inadecuadas en los adolescentes.AbstractIntroduction: Disruptive classroom behaviors cause a lot of problems in the course of classes, among students and even in the mood of teachers. The teacher is the main factor avoiding this type of behavior if he develops good skills. The objective of this study was to analyze how teacher competencies can predict disruptive behaviors in the Physical Education classroom. Method: 680 students of mid highschool took part on this study from the provinces of the Region of Murcia and Alicante (Spain) participated (339 boys, 341 girls, Medad = 14.83, DT = 1.45). The distribution by course of ESO was 152 in 1 º ESO (22.35%), 160 in 2 º ESO (23.53%), 182 in 3 º ESO (26.76%) and 186 students in 4 º ESO (27.35) %). A questionnaire composed of the following scales was used: Evaluation of Teaching Competencies Scales (ETCS), and Physical Education Classroom Instrument (PECI). The statistical analyzes that were carried out were descriptive, Pearson correlation and simple linear regression, with the SPSS v.22. Results: A positive relationship was found with the behavior of aggressiveness and negative, with behaviors of low self-control, disobedience to the norms, irresponsibility and alteration of the classroom environment. Conclusions: The Physical Education teacher has an important role in the behavior of students in the classroom as can be seen in the results obtained from this work. On the contrary, an incompetence of the Physical Education teacher predicts inappropriate behaviors in teenagers.

There is a strong belief that physical education can affect an individual's physical activity, healthy habits, and behaviors through pleasant, positive, and significant exercise experiences, a practical knowledge base, and comprehensive teaching strategies. However, a crucial cognitive aspect for the effective and significant learning of the activities offered in the educational environment is the concentration of students. This study aims to test a hypothetical model based on self-determination theory to assess the degree of support prediction provided by the teacher for student autonomy in the various types of motivation and on student concentration in physical education classes in high schools within the Mexican context and test invariance across gender groups. This study included 859 students between 11 and 16 years from different high schools in the city of San Nicolás de los Garza, Nuevo León (México). The Learning Climate Questionnaire, the Perceived Locus of Causality, and the Concentration scale adapted to physical education and translated into Mexican Spanish were used. Results showed good internal consistency for all instruments. Both the measurement model and the structural equation modeling showed satisfactory adjustment indexes. The results revealed that the autonomy support positively predicted autonomous motivation, controlled motivation to a lesser extent, and amotivation negatively. Furthermore, the students' concentration was highly and positively predicted by autonomous motivation, by controlled motivation to a lesser extent, and by amotivation negatively. The model predicted 39% of variance of autonomous motivation with large effect size (ƒ 2 = 0.64), 2% of controlled motivation with small effect size (ƒ 2 = 0.02), 8% of amotivation with small effect size (ƒ 2 = 0.09), and 49% of concentration with large effect size (ƒ 2 = 0.96). Finally, the invariance analysis revealed that the model fit was invariant across gender groups. The results of this study emphasize how important it is for teachers to adopt an interpersonal style of autonomy support to generate a motivational climate that influences the concentration of students. This could contribute to the achievement of the purposes and educational objectives of the physical education class, which, in turn, might be conducive to students adopting healthy lifestyles in adolescence and beyond.

IntroductionSelf-Determination Theory (SDT) suggests that individuals with autonomous regulations hold greater levels of optimal functioning than those with controlling regulations. In addition, SDT underlines the importance of social aspects within motivational processes. In the educational setting, teachers' interpersonal style while giving instructions represents one of the most prominent social factors for triggering students' motivation. Therefore, contexts that foster autonomous motivation are considered the most suitable for promoting pupils' optimal growth and mental health. ObjectiveTo examine if students' perception of Physical Education Teachers' support of their needs of autonomy, competence and relatedness could help encouraging their well-being and reducing their ill-being, through the mediating role of motivation. MethodParticipants were 734 secondary school students between 11-17 years old. We used a cross-sectional design. Statistical analyses were carried out using structural equation modeling. ResultsThe degree to which the students perceived that the teacher-created context supported their autonomy, competence and relatedness predicted positively their autonomous motivation and negatively their no motivation, which in turn predicted positively well-being and negatively ill-being. Discussion and conclusionOur results highlight the importance of autonomous motivation as the most powerful mediation mechanism for improving well-being and avoiding ill-being in physical activity classes. This research confirms and extends the finding of the self-determination theory within the Mexican population.