Validity, reliability, and invariance across sex of a German version of the Behavioral Regulation in Exercise Questionnaire.

Objective: Since there is no scientifically validated German version of the Behavioral Regulation in Exercise Questionnaire (BREQ-3), the aim of this study was to assess its psychometric parameters and invariance across sex in a sample of German-speaking young adults. The BREQ-3 is an instrument measuring the social and internal influences of motivation toward exercising. This tool is widespread within the scientific community and has been validated in several languages. Methods: A total of 271 participants (45% women; mean age = 20.67 ± 2.17 years; effect size ≥ 0.5) filled in the BREQ-3 at one time point, with a small sub-sample (n = 37) responding it a second time after 15 days. Confirmatory Factorial Analysis, Structural Modeling, and Intraclass Correlation Coefficient were used to examine the German version of the questionnaire. Results: Results highlighted a good fit of the six-dimensional model after the removal of two items (CFI = 0.912; SRMR = 0.0594; RMSEA = 0.064), as well as full invariance across sex (pχ2 = 0.218; ΔCFI < 0.01). Internal consistency and reliability were moderate to good. Conclusions: The 22-item German BREQ-3 is a scientifically valid instrument that can be used in cross-national studies dealing with social aspects of exercise behaviors.

Testing a Four-factor Model for the Teachers’ Sense of Efficacy Scale: An updated Perspective on Teachers’ Perceived Classroom Efficacy / Evaluación de un modelo de cuatro factores para la Teachers’ Sense of Efficacy Scale: una perspectiva actualizada sobre la percepción de los maestros de su eficacia en el aula

The Teachers’ Sense of Efficacy Scale (TSES) is one of the most diffused tools for assessing teachers’ self-efficacy. Despite a strong background, professionals brought concerns on TSES structural feasibility due to changes experienced by education in the last decade. The aim of this study is to test an alternative structure of TSES (A-TSES) that includes a fourth factor, efficacy in student misbehaviour. A sample of 775 teachers were asked to fill TSES. Results showed that, while the original TSES is a good fit for the dataset, A-TSES represents a more appropriate model. Future research should focus on testing A-TSES in different educational systems, as well as on delving into the development of its four-factor structure for future practical application. (AU)

La Escala sobre el sentido de autoeficacia de los profesores (TSES) es uno de los instrumentos más usados para la medición del sentido de eficacia de los maestros. A pesar de su amplio respaldo científico, los cambios sufridos por la educación en la última década han llevado a los expertos a cuestionar la viabilidad de su actual estructura. El objetivo de este trabajo es poner a prueba una estructura alternativa a la TSES (A-TSES) que incluye un cuarto factor, la eficacia en el mal comportamiento de los estudiantes. Los resultados obtenidos de una muestra de 775 maestros muestran que aunque la estructura original de la TSES puede ser considerada buena la A-TSES representa un modelo más robusto. En futuro, la investigación en este campo debería enfocarse en poner a prueba la A-TSES en diferentes sistemas educativos, al mismo tiempo que será necesario profundizar en el análisis de la estructura de cuatro factores para futuras aplicaciones prácticas. (AU)

Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?

Teaching Games for Understanding (TGfU) is one of the pedagogical models used for increasing health through physical education (PE), being associated with several psychological benefits. However, only few studies have studied the effect of TGfU on physical fitness. This study aims at assessing the changes in students' physical fitness after a six-month TGfU-based program with primary school children. A total of eight schools from the state of Sonora (Mexico) were randomly distributed into experimental (EG) and control group (CG). The final sample consisted of 188 pupils (100 boys, 88 girls; age = 10.22 ± 0.76 years) from the 5th and 6th grade. Employing a quasi-experimental design, physical fitness was assessed by means of the Eurofit test battery. At post-test, EG obtained significantly higher scores than CG in flexibility, abdominals, speed (p < 0.001), handgrip (p = 0.002), low-limb power (p = 0.032), and cardiorespiratory fitness (p = 0.048). Our findings suggest that TGfU can be a valid alternative to traditional methodologies not only when the aim of a PE unit is to stimulate the cognitive domain, but also for the development of physical fitness attributes that may help pupils develop in a comprehensive manner.

Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children.

Promotion of healthy active behaviors should start from early ages, as behaviors learned in youth are more likely to endure. A fundamental body of research in this field focuses on the implementation of programs within physical education (PE), thanks to its favorable characteristics. However, traditional PE based on exercise training and controlling styles seems to have weaker association with students' health benefits. For this reason, the aim of this study was to assess the effects of a game-based PE program on physical fitness and psychological health in schoolchildren aged 10 to 12 years old. A total of 252 students were distributed in experimental (EG, games-centered activities) and control (CG, traditional exercise training activities) groups. The program lasted 6 months. Health-related physical fitness components, psychological wellbeing, self-esteem, stress, and anxiety were assessed before and after the treatment. Both groups increased physical fitness at post-test; however, cardiorespiratory fitness did not improve. No differences were found between the groups at post-test. Our results show that games may be as effective as traditional training methods; yet, they suggest that PE alone may be insufficient for obtaining substantive benefits in cardiorespiratory fitness, regardless of the type of task presented.

Relation Between Body Mass Index and Body Image in Spanish and Mexican Adolescents.

This article aims to study the relation between Body Mass Index (BMI) and body image in adolescents from two different social environments in Spain and Mexico, and to compare the construction of an appropriate body scheme in youth from these two countries. The majority of participants were found to be in the normal weight category of BMI. No significant differences were found in BMI or body image comparing Mexican and Spanish adolescents. Regardless of the country of origin, youth belonging to the weight deficit category of BMI overestimated their body shape, whereas those pertaining to overweight and obesity categories underestimated it. Both over- and underestimating own body shape imply higher risk to suffer from behavioral and psychological distresses, such as eating disorders. Further research is recommended in order to analyze the social, educational, and emotional patterns related to this occurrence and to improve their quality of life.

Psychometric parameters of the attitude/motivation test battery instrument in a Mexican environment / Propiedades psicométricas de la batería de test de actitud/motivación en el contexto mexicano / Parâmetros psicométricos do instrumento bateria de testes atitude/motivação em um ambiente mexicano

In the last decades, research in the field of language learning has focused on understanding the motivational processes beneath people’s interest in studying a second language (L2). For this reason, the attitude/motivation test battery (AMTB) was created in order to assess motivation towards L2. This questionnaire was adapted to the Mexican environment, nevertheless no validation process was carried out. The aim of this study was to assess the validity of the Mexican version of AMTB. A sample of 252 University students filled in the questionnaire. After removing 11 items, the instrument showed high internal validity and suitable factorial structure. The final version of the Mexican AMTB, composed by 43 items distributed into 9 dimensions, can be considered a proper instrument for assessing motivation towards L2 in Mexican students (AU)

En las últimas décadas, la investigación en el área del aprendizaje de idiomas se ha enfocado en los procesos motivacionales que mueven a las personas hacia el estudio de un segundo idioma (L2). Así pues, la Batería de Test de Actitud/motivación (AMTB) fue creada para medir la motivación hacia L2. Este cuestionario fue adaptado al entorno mexicano. No obstante, carece de proceso de validación científico. El propósito de esta investigación fue validar la versión mexicana del AMTB. Una muestra de 252 estudiantes universitarios cumplimentó el cuestionario. Tras la eliminación de 11 ítems, el instrumento mostró altos valores de validez interna y una estructura factorial apropiada. La versión mexicana final del AMTB, compuesta por 43 ítems divididos en nueve dimensiones, puede ser considerada un instrumento apropiado para medir la motivación de estudiantes mexicanos hacia el aprendizaje de L2 (AU)

Nas últimas décadas, a pesquisa na área da aprendizagem de línguas tem se concentrado nos processos motivacionais que levam as pessoas para o estudo de uma segunda língua (L2). Assim, a bateria de testes atitude / motivação (AMTB) foi criado para medir a motivação para L2. Este questionário foi adaptado para o ambiente mexicano. No entanto, ela não tem processo de validação científica. O objetivo desta pesquisa foi validar a versão mexicana da AMTB. Uma amostra de 252 estudantes universitários completaram o questionário. Após a remoção de 11 itens, o instrumento mostrou valores elevados de validade interna e uma estrutura de fatorial adequada. A versão final mexicana AMTB, composto por 43 itens divididos em nove dimensões, pode ser considerado um instrumento adequado para medir a motivação estudantes mexicanos dirigido para a aprender L2 (AU)