The Use of Nautical Activities in Formal Education: A Systematic Review.

INTRODUCTION: The implementation of nautical sports, particularly in coastal areas, during the school stage is a growing phenomenon. It offers unique opportunities for students to develop the necessary competencies outlined in their physical education curriculum in an immersive manner, within a natural and inherently motivating environment. MATERIAL AND METHODS: This study aims to delve deeper into this subject by conducting a systematic review of the utilization of water sports in formal education. To carry out this bibliographic search, the following keywords were employed: "Nautical Activities", "Nautical Sports", "Nautical Camps", "Formal Education", "Children Education", "Primary School", and "Secondary School". The Boolean operator "and" was used to combine these keywords during the search conducted in databases such as Scopus, PubMed, Web of Science, and SPORTDiscus. The PRISMA Protocol was utilized for the search process, resulting in the selection and categorization of eight papers into the following thematic areas: Wellbeing, Physical and Mental Health, Education, and Management. RESULTS: The primary findings of this review indicate that the inclusion of these programs within physical education classes enhances overall physical health, mental well-being, and personal development. CONCLUSIONS: The results demonstrate a positive impact on peer interaction and short-term improvement in self-confidence.

Students' Motivational and Emotional Experiences in Physical Education across Profiles of Extracurricular Physical Activity: The Influence in the Intention to Be Active.

This study examined the relationship between extracurricular physical activity (PA) levels and students' motivational and emotional experience during physical education (PE) classes and how this psychological experience can predict the intention to be physically active. The sample consisted of 811 Spanish secondary education students (371 boys and 440 girls) aged between 11 and 17 years (M = 13.15, SD = 1.16). Students completed questionnaires about their PA levels, their intention to be physically active, and their motivational and emotional experience during PE classes. A cluster analysis was used to classify the students according to their level of extracurricular PA. Based on a regression analysis, the variables enjoyment, pride, hopelessness, competence, satisfaction, and autonomous motivation played the highest role, predicting the intention to be physically active in the future. Statistical differences were found among the different PA profiles in these variables during the PE classes (MANCOVA). In conclusion, hours of PA outside school have a high relationship with the students' emotional and motivational experience in their PE classes, which is related with the intention to practise PA in the future. A series of strategies have been proposed at both the institutional level and the teacher level to improve the PE psychological experience of those students who practise less extracurricular PA.

Jealousy, Violence, and Sexual Ambivalence in Adolescent Students According to Emotional Dependency in the Couple Relationship.

BACKGROUND: Emotional dependency in couples involves excessive and dysfunctional emotional bonding. AIMS: This work aimed to determine the relationship between violence, jealousy, and ambivalent sexism according to emotional dependence in adolescent student couples. METHODS: A cross-sectional study. A total of 234 Spanish adolescents (69.7% female, Mage = 16.77, SD = 1.11) participated in the study. Participants completed an ad hoc interview and several validated tests (Partner's Emotional Dependency Scale, the Ambivalent Sexism Inventory, the Jealousy subscale of the Love Addiction Scale, the Conflict in Adolescent Dating Relationship Inventory). RESULTS: Of the sample, 40.6% indicated high emotional dependence and 14.5% extreme emotional dependence. Differences were observed according to gender (t = 3.92, p < 0.001), with adolescent boys scoring higher than adolescent girls. Extremely emotionally dependent participants showed differences in both violence (sexual, relational, verbal, and physical) and ambivalent sexism (hostile, benevolent) and jealousy scores. Generating a predictive model of emotional dependence, with the variable jealousy and ambivalent sexism as predictor variables, it was found that jealousy has the greatest predictive and major explanatory capacity (R2 = 0.297); with an R2 = 0.334. However, the contribution of the ASI-Hostile subscale was not significant when the ASI-Benevolent subscale was introduced into the model. Further, in a second model where the scores on jealousy and the couple conflict inventory's subscales were considered as predictors, are again jealousy makes the greatest predictive contribution and shows the greatest explanatory capacity (R2 = 0.296). It was found that the contribution is significant only for the predictive capacity of Sexual Violence and Relational Violence. In this sense, the educational context is one of the propitious places to detect and correct behaviors that may be indicative of potentially unbalanced and unbalancing relationships for adolescents.

Influence of Music on Closed Motor Skills: A Controlled Study with Novice Female Dart-Throwers.

The influence of music heard at different tempos is analyzed during the execution of a dart-throwing task. The sample consisted of 56 female university students (Mean age = 23.38, SD = 6.773). The participants were randomly assigned to GC (group control without music; n = 18), GS (group with slow-paced music at a tempo of 60 BPM; n = 19) and GF (group with fast-paced music at a tempo of 105 BPM; n = 19). All participants performed a dart-throwing task in two phases. Analysis of the scores obtained during Phase 1 and Phase 2 of dart throwing (examining both between-group differences and within-group differences, i.e., changes in scores from Phase 1 to Phase 2 using a mixed factorial ANOVA) revealed no differences in dart-throwing scores. There were, however, differences in execution time, where the participants in GS needed more time to complete the task than those in GF (F(2,55) = 4.426, p = 0.017) with a large effect size (ŋ2p = 0.143), although neither of these groups differed from GC. The results are discussed in terms of the role of music in precision tasks and the synchronization of the task with the pace of the music.

Influence of Sleeping Patterns in Health and Academic Performance Among University Students.

Sleep problems in university students are important and have implications for health, quality of life, and academic performance. Using an ex post facto design, a total sample of 855 students (55.7% women) participated in the study. Sleep assessment was conducted using the Pittsburgh Sleep Quality Index, the Nightmare Frequency Scale, the Nightmare Proneness Scale, and the Composite Morningness Scale. Women show a higher risk [OR = 2.61] of presenting poor sleep quality (> 5 points on the PSQI) compared with men (p < 0.001). Similarly, women reported a greater frequency of nightmares (p < 0.001, d = 0.60), greater propensity for nightmares (p < 0.001, d = 0.70) and a higher score on Item-5h of the PSQI regarding nightmares (p < 0.001, d = 0.59). Women, compared with men, show higher risk [OR = 2.84] for a sleep disorder related to nightmares (p = 0.012). Women need more time to reach a state of alertness after getting up (p = 0.022), and there was an interaction between sex and the alertness factor when evaluating the subjective quality of sleep (p = 0.030). Women show worse sleep quality and a higher frequency and propensity for suffering nightmares. When considering the relationship between sleep quality and academic performance, it is observed that students with poor sleep quality obtain lower academic scores (M = 7.21, SD = 0.805) than those with good sleep quality (M = 7.32, SD = 0.685), an effect that reaches significance (t = 2.116, p = 0.035). Regarding the relationship between the categorized chronotype and academic performance, students with a morning chronotype achieve better academic results (M = 7.41, SD = 0.89) than their evening counterparts (M = 7.15, SD = 0.76), although these differences have a small effect size (d = 0.31).

Men vs. women world marathon records' pacing strategies from 1998 to 2018.

The aim of this study was to analyse the pacing strategies adopted by elite male and female marathon runners when setting every world record since 1998. For data analysis, the total distance of the marathon was divided into eight sections of 5 km and a final section of 2.195 km, and the relative average speed of each section was calculated individually. Female athletes maintained similar speeds in the first and second half of the marathon (ES = 0.22, small effect, p = 0.705), whereas male athletes increased their speed as the marathon progressed (ES = 1.18, moderate effect, p = 0.011). However, no differences were observed between men and women in either the first (ES = 0.56, small effect, p = 0.290), or in the second half of the marathon (ES = 0.60, moderate effect, p = 0.266). When comparing the women's world records (1998-2003) vs. men's records (1998-2018) by sections, we observed differences at the beginning of the race (second section, ES = 0.89, moderate effect) and at the end (last section, ES = 0.87, moderate effect). The pace variations during the race were similar between male athletes and that of women with male pacemakers (1.53% ± 0.60 vs. 1.68% ± 0.84, respectively). However, a trend towards higher pace variations during the race in the female records with female pacemakers was observed (2.28% ± 0.95). This study shows how male and female marathon records in the last 20 years have been set using different pacing strategies. While men used a negative strategy (faster finishing), women used a less uniform pacing strategy.

Anthropometric Measures as Predictive Indicators of Metabolic Risk in a Population of "Holy Week Costaleros".

Preventive measures are a priority in those groups that perform intense physical efforts without physical preparation and that can also be overweight or obese. One of the groups that reflect these characteristics is the costaleros of the Holy Week of Andalusia, Spain. This paper aims to describe the effect of obesity on blood pressure. A descriptive cross-sectional study was conducted on 101 costaleros. The anthropometric measures were determined through segmental impedance. Cardiac recovery and anaerobic power were measured through the Ruffier⁻Dickson test and the Abalakov test, respectively. Blood pressure was measured when the individuals were at rest. The Kruskal⁻Wallis test was applied for of continuous parameters and the X² test for dichotomous measures. Binary logistic regression models were used for the subsequent analysis with R-square and Receiver Operating Characteristic (ROC) curves. The average population was 28 years of age, 173.7 cm tall, and 82.59 Kg weigh. The excess of body fat was 11.27 Kg and Body Mass Index was 27.33 Kg/m². 72.3% showed abnormal blood pressure and 68.2% were overweight. 32.7% had a waist-hip ratio higher than 0.94. The probability of presenting abnormal blood pressure was higher among the subjects whose fat content was higher and muscle content was lower.

Physically active undergraduates: Motivational and emotional profiles.

Objectives: The aim was to determine the motivational profiles - including variables from the theory of self-determination and emotional intelligence - of active undergraduates, and to examine their relationship with physical activity. Participants: Six hundred and fifteen undergraduates participated in the study. Methods: Trait Meta-Mood Scale, Basic Psychological Needs in Exercise Scale, Behavioral Regulation in Exercise Questionnaire and Habitual Physical Activity Questionnaire were administered. Cluster analysis was used to identify the motivational profiles. Results: Two motivational profiles were found. One of the motivational profiles included the participants with high levels of satisfaction of the basic psychological needs and self-determined motivation; moderately high levels of emotional clarity and repair; and low levels of non-self-determined motivation. Further, this group showed the highest rates of physical practice than its counterpart. Conclusions: The combination of self-determination theory and emotional intelligence should be considered when examining adherence to physical activity.

Pacing and Performance in the 6 World Marathon Majors.

The main goal of this study was to analyse the pacing strategies displayed by the winners of the six World Marathon Majors in order to determine which race offers the greatest potential for future world record attempts. For data analysis, the total distance of the marathon was divided into eight sections of 5 km and a final section of 2.195 km, and time needed to complete each section was calculated in seconds. When we analyzed the mean winning time in the last 13 editions of each of the World Marathon Majors, we observed differences between New York and London (ES = 1.46, moderate effect, p = 0.0030), New York and Berlin (ES = 0.95, small effect, p = 0.0001), London and Boston (ES = 0.08, small effect, p = 0.0001), Boston and Berlin (ES = 0.10, small effect, p = 0.0001), Boston and Chicago (ES = 0.16, small effect, p = 0.0361), Berlin and Tokyo (ES = 0.20, small effect, p = 0.0034), Berlin and Chicago (ES = 0.27, small effect, p = 0.0162). This study shows that Berlin and London are likely candidates for future world record attempts, whilst such a performance is unlikely in New York or Boston.

Level of physical activity and sleep characteristics in university students.

INTRODUCTION: The aim of the present study was to identify the subjective quality of sleep, the chronotype, the frequency of nightmares and the propensity for nightmares in university students depending on whether they are sufficiently physically active (SPA) or insufficiently physically active (IPA). METHODS: The study involved 855 students (55.67% women) of which 38.01% are IPA. Evaluations were conducted using the Brief Physical Activity Assessment Tool, the Pittsburgh Sleep Quality Index, the Nightmare Frequency Scale, the Nightmare Proneness Scale and The Composite Scale of Morningness. RESULTS: IPA students showed a greater probability of presenting [OR=2.02] poor sleep quality (> 5 PSQI points) compared with SPA students (p<.001). The IPA participants showing a greater probability [OR=3.70] of having an evening chrontoype (p<.001), report a higher frequency of nightmares (p<.001) and a greater propensity for nightmares (p<.001) compared with the SPA participants. In terms of propensity for nightmares an interaction was found between gender and level of PA (F (3,843)=11.360, p=.001). CONCLUSION: The possibility of implementing strategies to increase the level of PA among university students should be explored, as well as offering sleep hygiene programs that are effective when used in brief sessions.

Síndrome de burnout y resiliencia en árbitros de fútbol y baloncesto / Burnout syndrome and resilience in soccer and basketball referees / Síndrome de burnout e resiliência em árbitros de futebol e basquetebol

Se analiza el síndrome de burnout en árbitros de fútbol vs. de baloncesto y la relación que las puntuaciones en resiliencia pueden mostrar con dicho síndrome. En la muestra han participado 265 árbitros, de fútbol el 41.9% y de baloncesto el 58.1%. Se ha evaluado mediante el Inventario de Burnout en Deportistas-Reducido (IBD-R) y la Resilience Scale (RS). Los árbitros de fútbol, frente a los de baloncesto, muestran un mayor agotamiento emocional (p = .002), despersonalización (p = .024) y realización personal (p < .001). Quienes obtienen puntuaciones altas en resiliencia (29.8%) (> 147 puntos en RS), frente a quienes obtienen baja resiliencia (70.2%), muestran un menor agotamiento emocional (p = .007) y realización personal (p < .001); pero no muestran diferencias en despersonalización (p = .561). Los árbitros de fútbol presentan un mayor riesgo de obtener puntuaciones que indican baja resiliencia [OR = 2.83] frente a los árbitros de baloncesto (p < .001, 95%IC. [1.58-5.06]). Se muestra que es la Competencia Personal la que produce un mayor incremento explicativo (ΔR2 = .207) y de la capacidad predictiva (β = .539) sobre la Realización Personal

Burnout syndrome is analyzed in soccer and basketball referees, along with the relationship between resilience scores and this syndrome. The sample was composed of 265 referees (41.9% were soccer referees and 58.1% basketball). Evaluations were conducted using the Burnout in Sport Revised Questionnaire (IBD-R) and the Resilience Scale (RS). The soccer referees, when compared with those of basketball, showed greater emotional exhaustion (p = .002), depersonalization (p= .024) and personal fulfillment (p < .001). Lose who obtained high scores on resilience (29.8%) (> 147 points in RS) incomparison with those who obtained low resilience scores (70.2%), showed lower emotional exhaustion (p = .007) and reduced personal achievement (p < .001); but there were no differences in depersonalization (p = .561). Soccer referees have a greater risk of obtaining scores that indicate low resilience [OR = 2.83] compared with basketball referees (p < .001; 95% CI. [1.58-5.06]). It was found that Personal Competency produces the greatest explanatory increase (ΔR2 = .207) and predictive capacity (β = .539) for Personal Achievement. In future, it would be interesting to analyze both the contextual variables and the coping strategies used by the participants to determine the differences observed in burnout and resilience

Analisa-se a síndrome de burnout em árbitros de futebol vs. de basquetebol e a relação que as pontuações de resiliencia podem mostrar com tal síndrome. Na amostra participaram 265 árbitros, de futebol 41.9% e de basquetebol 58.1%. Avaliou-se mediante o Inventário de Burnout em Desportistas-Reduzido (IBD-R) e a Resilience Scale (RS). Os árbitros de futebol, face aos de basquetebol, mostram um maior esgotamento emocional (p = .002), despersonalização (p = .024) e realização pessoal (p < .001). Os que obtêm pontuações altas em resiliência (29.8%) (> 147 pontos em RS), face aos que obtêm baixa resiliência (70.2%), mostram um menor esgotamento emocional (p = .007) e reduzida realização pessoal (p< .001); mas não mostram diferenças em termos de despersonalização (p = .561). Os árbitros de futebol apresentam um maior risco de obterem pontuações que indicam baixa resiliência [OR = 2.83] face aos árbitros de basquetebol (p < .001, 95%IC. [1.58-5.06]). Mostra-se que é a Competência Pessoal que produz um maior aumento explicativo (ΔR 2 = .207) e da capacidade preditiva (β = .539) sobre a Realização Pessoal

The psychological effects of physical exercise: A controlled study of the placebo effect.

The research on well-being and physical exercise point to the possibility of a placebo effect. This study analyzes the effect of expectancy manipulation on psychological (well-being and self-esteem) and physical (agility and cardiorespiratory fitness) outcomes after a seven-week program of aerobic training. 114 undergraduate students (age M = 19.81, SD = 1.75; 86.1% women) were randomized into G1 - No Exercise (n = 13), G2 - Exercise only (n = 15), G3 - Exercise + Manipulation of expectations: No psychological effect (n = 17) and G4 - Exercise + Manipulation of expectations: Psychological effect (n = 21). Outcome measures were the Rosenberg Self-Esteem Scale, the Well-Being subscale of the Subjective Exercise Experiences Scale, the Agility T-test and the 20-meter Shuttle Run Test. Paired t-tests showed significant improvements from baseline in self-esteem, agility, and cardiovascular fitness for the exercise groups. G4 also showed a significant improvement in well-being. ANCOVA with adjustments for the baseline measures was used to test between-group differences at the end of the program. The only significant differences at posttest were between G1 and the exercise groups. The data do not support a differential effect of elevated expectations of psychological benefits on the participants' self-esteem or psychological well-being after an aerobic training program. Future research should analyze whether reinforcing expectations more frequently throughout the program might show a more robust influence.

The influence of pacing strategy on marathon world records.

The aim of this study was to analyse the influence of the pacing strategy adopted by elite marathon runners when setting every marathon world record in the last 50 years. We divided former marathon record holders into two groups: classic athletes (record holders between 1967 and 1988) and contemporaneous athletes (record holders between 1988 and 2018). The total distance of the marathon was divided into 8 sections of 5 km and 1 last section of 2.195 km, and the relative average speed of each section was calculated individually. On average athletes were slightly faster in the first half-marathon than in the second one, where they slowed down progressively (ES = 0.28, small effect). However, when comparing classic vs. contemporaneous athletes, we observed that classic athletes started significantly faster (p < .05, ES = 1.16, moderate effect), although after 25 km, their speed dropped dramatically and was significantly slower than in their contemporaneous counterparts (ES = 2.41, very large effect). This study shows that the pacing strategies of the best marathon runners in the world have changed over the last 50 years. Although a negative pace distribution has been proposed as the most efficient option, a pacing strategy characterised by very little speed changes across the whole race may be the way to go in the future.

Asociación entre calidad del servicio deportivo, valor y satisfacción de usuarios en España / Association between Sports Service Quality, Value and User Satisfaction in Spain

Los modelos conceptuales facilitan la gestión de los servicios deportivos que explican, pero los desarrollados en otros países no ofrecen garantías para ser reproducidos correctamente en España. El objetivo del estudio fue comprobar la reproducibilidad del modelo de evaluación de los servicios deportivos propuesto por Murray y Howat (2002), en el contexto de las organizaciones deportivas en España. En una muestra de 2667 usuarios de servicios deportivos españoles, se relacionaron los conceptos calidad, valor percibido y satisfacción, utilizando modelos de ecuaciones estructurales. Los resultados indicaron el papel de la calidad como antecedente del valor percibido y de la satisfacción de los usuarios. No se encontró relación entre el valor y la satisfacción. Este estudio supone un paso hacia el desarrollo de modelos más integrales, para ayudar a los administradores de los servicios deportivos españoles a establecer estrategias que incrementen la satisfacción y fidelidad del usuario.

The conceptual models facilitate the management of sport services that explain. But the models developed in other countries do not offer guarantees to reproduce correctly in Spain. The aim of this study was to test the reproducibility of the assessment model of sport services proposed by Murray and Howat (2002) in the context of sport organizations in Spain. In a sample of 2667 users of sport services in Spain, we have related the concepts of quality, value and satisfaction. We used structural equation modelling. Findings indicated that quality play a role as antecedent of the satisfaction and of the value. We found no relationship between value and satisfaction. This work is a step towards developing more comprehensive models, to assist managers of sport services to devise strategies that increase the satisfaction and user loyalty.

Predicción de la intención de seguir siendo físicamente activos en estudiantes universitarios / Predicting intention to remain physically active in university students

El objetivo del presente trabajo fue el de integrar la teoría de metas de logro 2x2 con la teoría de la autodeterminación en el marco del ejercicio para conocer la intención de seguir siendo físicamente activo. Se teorizó que el efecto de la aproximación a la maestría sobre la satisfacción de las necesidades psicológicas básicas y el índice de autodeterminación ayudaría a explicar la intención de seguir siendo físicamente activo. La muestra del estudio estuvo compuesta por un total de 422 estudiantes universitarios físicamente activos. De los cuales eran 182 mujeres y 240 hombres, de edades comprendidas entre los 17 y los 51 años (M = 21.47, DT = 4.07). Los resultados del modelo de ecuaciones estructurales muestra que la meta de aproximación a la maestría predice de forma mediada la motivación autodeterminada. Con dichos resultados podemos apoyar firmemente que la teoría de metas 2x2 es útil para la comprensión de los patrones de ejercicio. Estos resultados son discutidos en el marco de la teoría de la autodeterminación y de las metas de logro (AU)

The aim of this study was to integrate the achievement goal theory of approach and avoidance with the self-determination theory in exercise to assess the intent to remain physically active. It was theorized that the eGect of mastery-approach on the satisfaction of basic psychological needs and the self-determination index would help to explain the intention to remain physically active. The study´s sample consisted of 422 physically active college students, of which 182 were women and 240 were men. Their ages ranged from 17 to 51 years (M = 21.47, SD = 4.07). According to the data, the mastery-approach goal predicts and mediates self-determined motivation. Based on these results, we strongly support that the 2x2 goal theory is useful for understanding exercise patterns rather than examining each separate objective. These results are discussed in the framework of the theories of self-determination and achievement goals (AU)

O objetivo deste estudo foi integrar a teoria das metas de realização com a teoria da autodeterminação no âmbito do exercício, procurando conhecer a intenção de se manter fisicamente ativo. É assumido teoricamente que o efeito da aproximação à maestria relativamente à satisfação das necessidades psicológicas básicas e o índice de autodeterminação ajudariam a explicar a intenção de permanecer fisicamente ativo. A amostra do estudo é constituída por um total de 422 estudantes universitários fisicamente ativos. Dos quais, 182 são mulheres e 240 homens, com idades situadas entre os 17 e os 51 anos (M = 21.47, DP = 4.07). Os resultados do modelo de equações estruturais mostra que o objetivo de se aproximar de domínio prevê motivação mediada forma auto-determinada. Estes resultados suportam fortemente a afirmação de que a teoria das metas 2x2 é de maior utilidade na compreensão dos padrões de exercício. Estes resultados enquadram-se no contexto da teoria da autodeterminação e de metas de realização (AU)

Evaluation of an intervention program for the initiation to basketball aimed at teaching the game's rules / Evaluación de un programa de intervención de iniciación al baloncesto a través de la enseñanza de las reglas

The rules of a game determine the technical and tactical skills necessary for the game, such as in basketball. An intervention program was designed that aimed to teach the rules that were considered to be the most important for the initiation to basketball and to teach the players the technical and tactical skills from these rules. The objective of the present study was to develop and assess an intervention program based on the coach´s perceptions of the program. The study´s sample was a mini-basketball team of 14 players and the team´s coach. The program lasted 8 months and had three weekly practice sessions. The instruments utilized for data collection were the daily training reflections, action research cycles, and the audio recordings. The data were analyzed qualitatively. The coding was done by the research team, and after several trial sessions, a Kappa index of K=.78 was achieved, which assured inter-coder reliability. Among the results, it should be highlighted that the rules were the backbone of the program. As the program progressed, the players better understood their use. Likewise, they understood the relationship between the technical and tactical skills and the rules, fostering their involvement in the learning process and their familiarization with the game. In conclusion, the experience of teaching basketball initiation through familiarizing players with the rules was positive due to the cognitive involvement of the players in the learning process

Las reglas condicionan los aspectos técnicos y tácticos del juego, como el baloncesto. Se diseñó un programa de intervención basado en la enseñanza de las reglas consideradas más importantes para la iniciación y, a partir de éstas, el aprendizaje de los medios técnicos y tácticos. El objetivo del presente trabajo se centró en el desarrollo y evaluación del programa de intervención a través de la percepción de la entrenadora. La muestra del estudio fue un equipo de 14 jugadores de minibasket y su entrenadora. El programa duró 8 meses con tres entrenamientos semanales. Los instrumentos utilizados para la recogida de datos han sido los Diarios de entrenamiento, Ciclos de Supervisión y Ciclos de Audio. Los datos fueron analizados cualitativamente. La codificación fue realizada por el equipo de investigación y tras varios entrenamientos se alcanzó un índice Kappa de K=.78, lo que garantizó la fiabilidad inter-codificadores. Entre los resultados, se destaca que las reglas pueden suponer el eje vertebrador de la programación. A medida que avanzó el programa, los jugadores fueron entendiendo su utilidad. Asimismo, comprendieron la relación entre los aspectos técnico-tácticos y las reglas fomentando su implicación en el proceso de aprendizaje y la familiarización con el juego. A modo de conclusión, la experiencia de enseñar la iniciación al baloncesto a través de las reglas ha sido positiva por la implicación cognitiva de los jugadores en el proceso de aprendizaje

Validación de la escala medida de la intencionalidad para ser físicamente activo adaptada al contexto universitario / Validation of the Scale Measure of the Intention to be Physically Active in the University Context

El objetivo del estudio fue adaptar y validar la escala Medida de la Intencionalidad para ser Físicamente Activo al contexto universitario (MIFAU). Paralelamente, se comprobó si la necesidad de competencia, la motivación intrínseca y la desmotivación son factores predictores de la intención de ser físicamente activo. La muestra fue de 116 estudiantes. Los instrumentos fueron la MIFAU, los factores regulación intrínseca y desmotivación del Cuestionario de la Regulación de la Conducta en el Ejercicio (BREQ-3) y el factor competencia percibida de la Escala de Necesidades Psicológicas Básicas en el Ejercicio (BPNES). Los resultados revelaron que el instrumento muestra una adecuada consistencia interna y estabilidad temporal, siendo válido y fiable. Se encontró que la competencia percibida y la motivación intrínseca predijeron positivamente la intención de seguir siendo físicamente activo (AU)

The aim of this study was to adapt and validate the measurement scale Intention to be physically active in the university context (MIFAU). Similarly, it was checked whether the need for competition, intrinsic motivation and demotivation are predictors of intention to be physically active. The sample was 116 students. The instruments were MIFAU, the factors intrinsic-regulation and desmotivation of the Questionnaire of the Behavioral Regulation in Exercise (BREQ-3) and perceived competence factor of the basic psychological needs scale in Exercise (BPNES). The results revealed that the instrument shows adequate internal consistency and temporal stability, being valid and reliable. It was found that perceived (..) (AU)

O objetivo desse estudo foi de adaptar e validar a escala de Medida da Intencionalidade para ser Fisicamente Ativo ao contexto universitário (MIFAU). Paralelamente foi comprovado se a necessidade de capacidade, motivação intrínseca e a desmotivação são fatores que predizem da intenção de ser fisicamente ativo. A mostra foi composta por 116 estudantes. Os instrumentos de avaliação foram a MIFAU, os fatores de regulação intrínseca e desmotivação foram o Questionário de Conduta no Exercício (BREQ-3) e o fator de capacidade percebida da Escala de Necessidades (..) (AU)