Background: Although several studies that rely on self-determination theory have shown the positive interrelations among perceived need supportive learning environment, needs satisfaction, quality of motivation, and desired outcomes in the context of physical education, only few studies have tested so far the full sequence of relations within a single integrated model. Purpose: The main aim of this study was to test whether indeed needs satisfaction and in turn quality of motivation mediate the relations of need supportive learning environment to physical activity engagement and intentions. Method: Participants were 1120 Spanish students (49.9% males; Mage = 11.70 years; SD = 1.63; range = 10-17 years) from 30 classes out of 13 primary and secondary schools. Results: The multilevel path model showed a positive relation of perceived need-supportive teaching to physical activity engagement and intentions by means of needs satisfaction and autonomous motivation and a negative relation of perceived need-thwarting teaching to engagement and intentions by means of needs frustration and amotivation. Although controlled motivation was found to associate with need frustration and need-thwarting teaching it was not associated with engagement and intentions. Conclusion: the present findings suggest that the type of teaching style employed by the teachers is decisive to achieve positive consequences in physical education students.

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 (M age ¼ 14.21 years, SD ¼ 1.67 years, range ¼ 12-18 years). Results: Structural equation model analysis (2 /df ¼ 2.31; CFI ¼ 0.91, TLI ¼ 0.89, GFI ¼ 0.91, SRMR ¼ 0.03, RMSEA ¼ 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.

Grounded in Self-Determination Theory, structural equation modeling (SEM) with the aim of examining how parental support/pressure could influence their children´s motivational processes in sport was conducted, as well as the models´ differences in operability regarding gender. The sample size was 321 children ranging in age from 10 to 16 years old who were athletes from Extremadura, and 321 parents (included only the father or mother more involved with the sport of his or her child). 175 participants were male and 146 were female from individual (n = 130), and team sports (n=191). A questionnaire was conducted to assess parental perception of support/pressure and another questionnaire was conducted to measure satisfaction of basic psychological needs, type of motivation and enjoyment/boredom showed by their children towards sport practice. Results revealed that parental pressure negatively predicted satisfaction of the basic psychological needs. It also emerged as a strong positive predictor of intrinsic motivation and negative predictor of amotivation. Moreover, intrinsic motivation emerged as positive predictor of enjoyment and a negative predictor of boredom, whereas amotivation positively predicted boredom and negatively predicted enjoyment. Furthermore, results showed there were mean differences by gender: male athletes perceived greater parental pressure. Hence, it is necessary to decrease parental pressure towards their children in sport, with the aim of making them more motivated and enjoy, promoting positive consequences.

The aim of this study was to compare the agreement of the movement demands data during a soccer match (total distance, distance per minute, average speed, maximum speed and distance covered in different speed sectors) between an optical tracking system (Mediacoach System) and a GPS device (Wimu Pro). Participants were twenty-six male professional soccer players (age: 21.65 ± 2.03 years; height: 180.00 ± 7.47 cm; weight: 73.81 ± 5.65 kg) from FC Barcelona B, of whom were recorded a total of 759 measurements during 38 official matches in the Spanish second division. The Mediacoach System and the Wimu Pro were compared using the standardized mean bias, standard error of estimate, intraclass correlation coefficients (ICC), coefficient of variation (%), and the regression equation to estimate data for each variable. In terms of agreement between systems, the magnitude of the ICC was almost perfect (> 0.90–1.00) for all variables analyzed. The coefficient of the variations between devices was close to zero (< 5%) for total distance, distance per minute, average speed, maximum speed, and walking and jogging, and between 9% and 15% for running, intense running, and sprinting at low and at high intensities. It can be observed that, compared to Wimu Pro the Mediacoach System slightly overestimated all the variables analyzed except for average speed, maximum speed, and walking variables. In conclusion, both systems can be used, and the information they provide in the analyzed variables can be interchanged, with the benefits implied for practitioners and researchers.

Framed within Self-Determination Theory, the purpose of the present study was to test the effects of a training program with physical education (PE) teachers. Participants were 21 high school PE teachers (experimental group, n = 10; control group, n = 11), and their 836 students, aged 12 to 16 years. Teachers in the experimental group received a training program consisting of strategies to support autonomy, competence, and relatedness need satisfaction. A repeated measures ANCOVA was carried out for each dependent variable. After the intervention, students in the experimental group significantly increased their scores on autonomy support, relatedness support, autonomy satisfaction, autonomous motivation, controlled motivation, and intention to be physically active, as compared to the control group. These findings emphasize the utility of a training program with PE teachers to promote the students’ psychological need satisfaction, and hence, self-determined motivation toward PE classes.

Background: The aim of this systematic review was to examinemotivational interventions based on physical activity as precursor of psychosocial benefits inside of the scholar context. Method: studies were identified in seven databases (Web of Science, Sport Discuss, Scopus, Eric, Pubmed, Psycinfo and Google Scholar). The search process was from June 2011 to September 2019. A total of 41 articles met the inclusion criteria. Results: 23 studies showed psychological effects after intervention and also 10 studies showed psychosocial effect after the intervention. The rest of the studies, although they presented changes, did not become significant.Conclusions: this systematic review showed the importance of motivational processes for the performance of physical activity and sport as a precursor of psychosocial changesand highlights the importance of strategies and the temporal nature of studies to maintain significant changes over time.Likewise, the study shows the future trend of motivational interventions, highlighting the female gender as participants of special interest, and changing the methodology through web-based interventions and active breaks or mental breaks during traditional subject classes.

Basado en la teoría de la autodeterminación, el objetivo del presente estudio fue analizar los perfiles motivacionales de los estudiantes de educación física (EF) y valorar las posibles relaciones existentes con determinados comportamientos y actitudes hacia las clases de EF. La muestra del estudio estaba formada por 1.690 estudiantes con edades comprendidas entre los 12 y los 16 a˜nos, pertenecientes a diferentes centros de ense˜nanza secundaria de la comunidad autónoma de Extremadura. Los resultados destacaron la existencia de 4 perfiles motivacionales: baja calidad, baja cantidad, alta cantidad y alta calidad. Además, el análisis de los datos indicó que los alumnos de sexo femenino, de menor edad y que practicaban actividad física extraescolar presentaban perfiles más autodeterminados que el resto. Por último, se comprobó que a medida que los perfiles motivacionales son más autodeterminados se producen consecuencias más adaptativas, como la importancia concedida a la EF, el disfrute y el desarrollo de comportamientos positivos, ocurriendo a la inversa en el caso del aburrimiento. Como conclusión, el estudio destaca la importancia que adquieren los procesos motivacionales desarrollados por los alumnos para explicar la aparición de determinadas consecuencias durante las clases de EF.Based on the Self-Determination Theory, this study sought to analyse motivationalprofiles of Physical Education (PE) students, as well as to assess the relationship with severalbehaviours and attitudes toward PE classes. The sample consisted of 1,690 pupils aged 12to 16, from different secondary schools of the Region of Extremadura. The results highlightthe existence of four motivational profiles: Low Quality, Low Quantity, High Quantity, andHigh Quality. Moreover, data analysis showed that younger female individuals who practicedextracurricular physical activity had more self-determined profiles than the rest of participants.Lastly, it was demonstrated that the more self-determined motivational profiles are produced asa result of being more adaptive, such as to the importance of PE, enjoyment, and developmentof positive behaviours. Contrarily, boredom has an inverse process. As a conclusion, the studyemphasised the importance of the motivational processes developed by pupils to explain severaloutcomes during PE classes.peerReviewe

This study aimed to analyze the number of task, social and external athlete leaders within sports teams, and to examine the effectiveness of different leadership structures in male and female teams. The participants were 317 male and 214 female soccer players belonging to 18 teams playing in the third highest male division and to 13 teams playing in the highest female division in Spain, respectively. First, we identified the leadership structure in each team (i.e., having zero, one, two or three leaders); second, we grouped the teams according to these leadership structures; and third, MANOVA was used to compare different leadership groups in terms of their effectiveness. The results demonstrated that: (a) the most common structure within the teams was to have one task leader, one social leader, and two external leaders; (b) shared leadership across and within leadership roles was seen as the most effective leadership structure for male and female teams; and (c) male teams showed more benefits when having more task and external leaders, while female teams experienced more benefits when having more task and social leaders on the team. Based on these findings, coaches can optimize their team’s functioning by implementing a structure of shared leadership within their teams, both across and within the different leadership roles.