Adaptación Y Validación Española Del Controlling Coach Behaviors Scale (Ccbs)

Abstract

RESUMENEl objetivo de este estudio fue validar y adaptar el Controlling Coach Behaviors Scale (CCBS). En el estudio participaron 444 estudiantes de secundaria con una edad media de 15.3 años. El análisis factorial confirmatorio reveló unos índices de ajuste adecuados para la nueva versión de la escala, mostrándose la estructura factorial invariante respecto al sexo. Los factores que integran la escala obtuvieron una alta consistencia interna y estabilidad temporal. El análisis de validez de criterio mostró que la intimidación y el control mediante recompensas predijeron significativamente la desmotivación, con un peso de regresión positivo. Este nuevo instrumento puede ayudar a analizar con validez y fiabilidad el estilo interpersonal de control del docente de educación física sobre los estudiantes.Palabras clave: estilo interpersonal control, educación física, propiedades psicométricas ANTECEDENTESUno de los objetivos principales de las clases de educación física (EF) es la consolidación de hábitos regulares de práctica de actividad física (AF), la ocupación activa del tiempo libre, ayudar a comprender los beneficios de la AF, y fomentar el desarrollo psíquico y social de los adolescentes. En este sentido, el profesor de EF puede tener una influencia significativa en la implicación de los estudiantes en las clases de EF, sin olvidarnos de las experiencias psicológicas que se derivan de su participación durante dichas clases (Chelladurai y Reimer, 1997).Desde la Teoría de la Autodeterminación (TAD; Ryan y Deci, 2002) se sugiere que el comporta-

Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence

“…Controlling style. The tool utilized was the PE Spanish version by Trigueros et al [3] of Controlling Coach Behaviors Scale (CCBS) by Bartholomew et al [32]. This questionnaire included 15 items divided among four factors which measure control via rewards, negative conditioning, intimidation and excessive personal control.…”

“…Thus, teachers play a key role given their influence, not only on the dynamics within PE classes, but also through the interaction they establish with students. Furthermore, teachers could directly impact student involvement in PE classes and whether students adopt active habits outside of the school setting and/or if those habits last throughout their lives [3].…”

The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

“…Support for autonomy refers to the encouragement by the teacher to the students' own initiative as well as their mental and physical self-development (Hagger et al, 2007). Conversely, the use of controlling behaviors where external pressures prevail and the use of coercive means and impositions by the teacher are perceived by students as the origin of their behavior, undermining their own initiative, effort, and personal self-knowledge (Trigueros-Ramos et al, 2017). In particular, it is believed that the role the teacher adopts could influence the development of the students' psychological needs (PNs) in a significant way.…”

Physical Education Classes as a Precursor to the Mediterranean Diet and the Practice of Physical Activity

“…In this sense, the SDT affirms that the influence of the social context turns out to be key for the development of certain behaviors in individuals and that this can occur through two antagonistic interpersonal styles, controlling style versus autonomy support [9]. The first assumes that the social environment tries to influence the behavior of the person through the use of punishment, threats, obligations, abuses, and so forth, being observed by the individual as the cause of their behaviors [10]. This implies the loss of self-initiative and personal effort.…”

“…In this way, students who feel autonomous and competent when they make the decision to participate in a given activity, and who feel integrated and supported by the social reference group and view the activities as interesting and different, will experience the satisfaction of their psychological needs, which, in turn, will significantly influence the autonomous motivation of the individual, which is related to learning new skills, psychological well-being, commitment, effort, and the adoption of adaptive behaviors [8,9]. On the other hand, if students feel controlled in their behaviors, experience a feeling of abandonment, or view the class challenges as complicated or repetitive, they will feel that their psychological needs are thwarted due to experiencing controlled motivation or even amotivation [10]. This type of motivation is generally linked to a lack of commitment to activity, abandonment, poor interpersonal relationships, and the adoption of nonadaptive behaviors [15].…”