Factores psicológicos relacionados con las clases de educación física como predictores de la intención de la práctica de actividad física en el tiempo libre en estudiantes

Goal Orientations of Secondary School Students and Their Intention to Practise Physical Activity in Their Leisure Time: Mediation of Physical Education Importance and Satisfaction

“…We are not aware of any research that has analysed the mediating effect of these variables. Focusing on the mediating role of satisfaction with PE, several studies have found that when a student has fun and feels satisfied with PE classes, their intention to be active in their leisure time will increase [10,20,28], with task orientation being a strong predictor of satisfaction with PE [12]. This relationship could be due to the fact that when adolescents are task-oriented, they tend to make an effort in their personal development, focusing their satisfaction on self-improvement [47,50,51], thus increasing their satisfaction with PE [12,48].…”

“…The problem is exacerbated by adolescents claiming that they have no intention of practising any physical sports activity in their leisure time, apart from school lessons [10]. Consequently, work needs be done on increasing the students' intention to do physical exercise outside school, and since research on secondary school students has revealed that satisfaction and enjoyment of PE, and the importance given to this subject, can be predictive variables of their intention to practise physical exercise apart from school lessons [11][12][13][14], it is advisable to address the mediating role of these variables (satisfaction/fun, importance) between other variables such as the dispositional goal orientations (i.e., task orientation, ego orientation) with which the students approach this subject (i.e., PE) and their intention to practise physical exercise apart from school hours.…”

“…Adolescence is a critical stage for students to develop positive attitudes towards physical activity and sport, with PE playing a fundamental role in generating active lifestyles [12,21]. If students consider PE important and find it useful for their routine life, they are more likely to generate active behaviours in the future, increasing their intention to be physically active in their free time, apart from PE lessons [13,20,22].…”

“…If students consider PE important and find it useful for their routine life, they are more likely to generate active behaviours in the future, increasing their intention to be physically active in their free time, apart from PE lessons [13,20,22]. In turn, it is important that adolescents have fun and feel satisfied in PE lessons, since satisfaction predicts how they perceive both the importance and usefulness of PE and the intention to be physically active in their leisure time, apart from PE lessons [3,12]. Conversely, if they experience dissatisfaction or boredom, it will detract from the subject and so decrease active behaviours outside of school [23].…”

Prediction of the Satisfaction With the Student Life, Based on Teaching Competence and Satisfaction With the School

“…A PE teacher can positively predict the life satisfaction of students through the subject they teach and can especially influences stages where they experience big personal changes, morphological and psychological. Therefore, the original contribution of this study is the impact a PE teacher has not only with regard to the physical activity in a teenager’s spare time (Wallhead and Buckworth, 2004; Baena-Extermera et al, 2016) but also on the satisfaction with school and life satisfaction life.…”