Necesidades psicológicas básicas asociadas en la práctica de deporte individual y colectivo (Basic psychological needs associated with the practice of individual and collective sport)

Abstract


 Introducción: El docente de educación física a través de la práctica deportiva trata de motivar intrínsecamente a su alumnado a través de prácticas deportivas, utilizando tareas que siguen la filosofía de la teoría de la autodeterminación. Método: En este estudio cuantitativo y cuasi experimental se observa qué práctica deportiva satisface en mayor medida las necesidades psicológicas básicas de adolescentes. Analizando. Resultados: El análisis de datos mostró una mejora de la sensación de autonomía tras la intervención a través del deporte individual. Conclusión: Las necesidades psicológicas básicas tienen un impacto positivo a través del deporte y con aportaciones diferentes en función del deporte desarrollado. 
 Abstract. Introduction: The physical education teacher through sports practice tries to motivate intrinsically his students through sport practices, using tasks that follow the philosophy of self-determination theory. Method: In this quantitative and quasi-experimental study, it is observed which sport practice best satisfies the basic psychological needs of adolescent. Analyzing the implementation of an individual sport and a collective sport over six intervention sessions of each sport with compulsory secondary education students using the basic psychological needs measurement scale (BPNES). Results: Data analysis showed an improvement in the feeling of autonomy after the intervention through individual sport. Conclusion: Basic psychological needs have a positive impact through sport and with different contributions depending on the sport developed.

The Role of Basic Psychological Needs in the Adoption of Healthy Habits by Adolescents

“…The objectives established for the present research were (a) to determine the differences in the level of physical activity, AMD, kinanthropometric and derived variables, and fitness among adolescents with different degree levels of satisfaction of each of the BPNs and (b) to establish the differences in the level of physical activity, AMD, kinanthropometric and derived variables, and physical fitness of adolescents according to whether the BPNs are satisfied individually or jointly. The results indicate that adolescents who practice more physical activity have a greater satisfaction of the BPNs, which is similar to the results of previous research [31]. However, what is particularly noteworthy is that significant differences in the level of physical activity were observed specifically between the highest percentiles of the relatedness variable (50-75 and 75-100).…”

Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice Levels

“…On the other hand, the presence of the teacher may have influenced the responses of some students. Future research, especially of a longitudinal and experimental type [18,54,55], should be developed, as well as the practical implications of intervention programs in PE to establish teachers' strategies in the development of NPB [54] and motivation [55], which could contribute to increasing support for autonomy, the intention of being physically active enjoyment and reducing boredom in PE classes. In addition, it would be interesting to analyze existing differences in these profiles in different samples, which could be university students or athletes, as well as considering the level of study and socioeconomic status.…”

La Validación de dos programas de intervención para el aprendizaje del deporte alternativo “la Rosquilla”

“…La gran parte de los estudios de Deportes Alternativos que se han realizado se concentran en examinar los efectos producidos en aspectos técnicos y tácticos (Arias-Estero et al, 2020;Marqués et al, 2019;Morales-Belando et al, 2018), aspectos psicológicos (De Juan et al, 2021;Méndez-Giménez et al, 2015;Zurita-Ortega et al, 2020), satisfacción y motivación (Hernández-Martínez et al, 2019;Llanos-Muñoz et al, 2022;Robles & Robles, 2021), mediante la puesta en práctica de distintos programas de intervención.…”