Self-Determined Regulation, Achievement Goals and Sport Commitment in Spanish Masters Swimmers.

This work analyses the motivational regulation, achievement goals and sport commitment of Spanish Masters swimmers, being the first study of its kind. A total of 211 (106 women and 105 men) Masters swimmers from the Federation of Castilla-La Mancha (Spain) aged between 20 and 74 participated. Each participant completed the Sport Motivation Scale (motivation regulation), the Achievement Goals Questionnaire for Sport (achievement goals) and the Sport Commitment Questionnaire (sport commitment), all validated for the Spanish population. A mixed rANOVA was performed to analyse the results, using sex and age group as covariates, and the different groupings of the sample (weekly training days, weekly training hours and practice of other sports) as between-participants factors. The results showed that the participants presented a predominantly intrinsic-integrated and identified regulation, rather than introjected and external regulation. Mastery goals were more prevalent than performance-approach and performance-avoidance goals. In addition, current sport commitment was high, being greater than future commitment. Pearson's correlation analysis showed moderate relationships between our variables. We found no influence of either the covariates of sex and age or the grouping variables. These findings serve as the basis for further study of the motivation of Masters swimmers in Spain.

Impact of Physical Activity-Based Interventions on Children and Adolescents' Physical Self-Concept: A Meta-Analysis.

Background: Observational studies associate physical activity (PA) with improved perceptions of children and adolescents' physical self-concept (PSC) and global self-concept (GSC). However, only a few PA-based interventions exist for improving PSC and their results have been inconclusive. Objective: To determine the effect of specific PA-based programmes on the PSC (including its sub-dimensions) and GSC of children and adolescents, and to assess possible moderators. Methods: The databases Web of Science, Scopus, SportDiscus, PubMed, CINAHL, and Cochrane Library were reviewed in February 2020. Only studies with pre-post measurements and control groups were included. The impact of PA-based interventions was explored through different meta-analyses and moderator analyses. Results: Altogether, 20 studies were included in the meta-analysis. Positive and significant effects of PA were determined on self-perceived physical appearance (g = 0.13; 95% CI = 0.03, 0.23), self-perceived sport competence (g = 0.30; 95% CI = 0.09, 0.51), self-perceived physical fitness (g = 0.19; 95% CI = 0.05, 0.32), PSC (g = 0.31; 95% CI = 0.10, 0.52), and GSC (g = 0.17; 95% CI = 0.01, 0.33). The existence of additional interventions in PA-based programmes (e.g., interventions focused on psychological factors or healthy habits) moderated the influence of PA on self-perceived sport competence and physical fitness. Moreover, environment and time were distinguished as moderators for self-perceived physical appearance and sport competence. Further, intervention type, gender, and frequency of intervention moderated the effects of PA on PSC. Conclusions: PA-based interventions, especially in school, seem to be beneficial for the development of positive physical self-perceptions.

Adaptation of the SAGEFS scale on attitudes toward gender equality in football in the international school context.

The objective of the present study is to evaluate the psychometric properties of the Scale of Attitudes toward Gender Equality in Football in the Context of Schools (SAGEFS) in the international context. This sample was formed by N = 6,101 students. The study was conducted by applying the SAGEFS. The model of the three factors correlated in the complete sample and for each country was correlated using AFC. The structural model was appraised by employing eight indices: the relative Chi-squared index; the goodness of fit index and its adjusted formula; the normal fit index; the comparative fit index; the standardized Quadratic Mean; and the Quadratic Mean Error of Approximation. To conclude, the results evidence the presence of psychometric properties that are indispensable for the measurement of attitudes toward gender equality in the context of schools.

Effects of an Educational Glass Recycling Program against Environmental Pollution in Spain.

In this article, we analyzed the effects of an educational glass recycling program on primary schools and their students in Castilla-La Mancha (Spain). A sample of 89 schools, with 20,710 elementary students, was selected by simple random sampling. For the statistical analysis, descriptive techniques (frequencies and statistics), parametric (One Way ANOVA test), and non-parametric (Chi-Square test) inferential techniques were used, with a 5% significance level (p < 0.05). The program's results showed that 153,576.3 kg of glass (with a value of 17,064.03 €) were recycled. Significant determinants of glass recycling were: School category (p = 0.043), previous environmental/recycling education (p = 0.046), geographic location of school (p = 0.030), gender (p = 0.007), and academic year (p < 0.05). With the program, students learned the importance of glass recycling, obtained a greater knowledge of and habits related to the same, acquired favorable attitudes towards the environment, and promoted glass recycling in their social circles. We conclude that environmental education about glass recycling has positive effects on glass recycling attitudes and behaviors in elementary school students and may be used as a measure to combat the problem of environmental pollution.