The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active.

Introduction: This study aims to understand how emotions and motivation influence the academic achievement of physical education (PE) students and their future intention to practice physical activity (PA). Despite the influence on student's behaviors and the reciprocal associations between motivation and emotion, the number of studies addressing both constructs at the same level is very limited. Methods: A structural equation model was used with 799 students aged 11-17 years (M = 13.16; SD = 1.17). Results and discussion: The results showed that the teacher support of the basic psychological needs (BPN) predicted students' BPN satisfaction, which in turn predicted their autonomous motivation and positive emotions, and negatively predicted their negative emotions. Finally, autonomous motivation predicted students' intention to be physically active, whereas academic achievement was predicted by both autonomous motivation and emotions. We conclude that to better understand the consequences of PE classes, it is necessary to consider both constructs.

Validation of the Achievement Emotions Questionnaire for Experimental Science Education (AEQ-S).

The Achievement Emotions Questionnaire (AEQ), based on the control-value theory of achievement emotions, has been used in many fields of knowledge and has been translated into many languages. The main objective of this study was to adapt and validate it for the experimental sciences. A sample of 491 participants aged between 11 and 17 years (M = 13.73, SD = 1.19) from secondary schools in different localities in the provinces of Huelva and Lanzarote, Spain was used. The results obtained from the various statistical analyses showed that the questionnaire was valid and reliable. The main contribution of the work presented is to broaden the field of application of a test on emotions, AEQ-S, to experimental sciences. The AEQ-ES will allow us to learn the emotional profiles of students, thus providing information to teachers, and will be very useful for future research aimed at the study of emotions in experimental sciences.

Predicting Perceived Sport Performance via Self-Determination Theory.

Sport performance depends in part on psychological factors. Self-determination theory emphasizes that the satisfisfaction of basic psychological needs and autonomous motivation may be linked to positive behavioral results and positive perceptions of performance. Our main objective in this study was to analyze the predictive power of such variables as perceived autonomy support, the satisfaction of psychological needs, and autonomous motivation on perceived sport performance. We recruited 447 young Portuguese athletes/participants (340 males, 107 females; Mage = 15.72 years, SD = 1.8). We had participants complete Portuguese sport versions of the Perceived Autonomy Support Exercise Climate Questionnaire, the Basic Psychological Needs in Exercise Scale, the Behavior Regulation Sport Questionnaire and the Perceived Performance in Sport Questionnaire. A gender invariant structural equation model showed that the coach's autonomy support significantly predicted the satisfaction of psychological needs for autonomy, competence, and relatedness. The satisfaction of these three psychological needs predicted autonomous motivation. Satisfying the need for competence positively predicted perceived sport performance, but autonomous motivation was not significantly related to perceived performance.

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.

Analysis of the Different Scenarios of Coach's Anger on the Performance of Youth Basketball Teams.

In spite of the negative effects of anger, coaches are often seen becoming angry during games. This is especially worrying in U18 categories. Thus, the objective of this study was to identify the influence that the coach's anger has on the performance of a basketball team in competition. For this, an ad hoc observation tool was designed, in which 587 moments of anger from the coaching staff (64 coaches) were recorded in the 24 semi-final and final matches of the Spanish Autonomous Region Team Championships in 2019 and 2020 in the infantil (M = 14 years old) and cadete (M = 16 years old) categories. The results show that, in response to most incidents of coach anger, the performance of the team did not change. Significant differences were identified in some scenarios, with low- or medium-intensity anger targeted at the defence, where the team performance improved. However, anger towards the referee in the last quarter with scores level had a negative influence on the team's performance.

Perceived Performance, Intrinsic Motivation and Adherence in Athletes.

Sports performance depends on a complex interaction of variables, such as psychological, physical, technical and tactical abilities. The purpose of the three studies described in this article was to validate an instrument to measure perceived performance in athletes (studies 1 and 2), and to analyze the predictive power of perceived performance, basic psychological needs and intrinsic motivation on the intention to be physically active (which was used as a predictor of adherence to sport) (study 3). In study 1, the Perceived Performance in Sports Questionnaire was validated in the Spanish sports context, analyzing its factorial structure, reliability, and temporal stability with 146 soccer players. The objective of study 2 was to check the factorial structure of the questionnaire with an objective performance measure (points scored and time played). The sample was 180 young basketball players. The objective of study 3 was to analyze the predictive power of basic psychological needs in exercise, intrinsic motivation, and perceived performance on the intention to be physically active in 339 athletes of fifteen different sports. The results show the reliability and validity of the questionnaire, and positive correlations with the points scored. Finally, the analysis of the structural equation model showed that the satisfaction of the need for competence predicted perceived performance and intrinsic motivation predicted perceived performance and intention to remain physically active.

Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE).

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.

Complementing the Self-Determination Theory With the Need for Novelty: Motivation and Intention to Be Physically Active in Physical Education Students.

The theoretical framework of the self-determination theory establishes that the satisfaction of basic psychological needs and more self-determined motivational forms are related to positive behavioral consequences and, therefore, may increase the intention to be physically active in Physical Education students. In this sense, the need for novelty has been proposed as a psychological need by recent scientific evidence, so it is necessary to prove its possible contribution to the prediction of young people's behavior. Therefore, the main objective of the study was to test a model that analyzed the power of prediction of the satisfaction of the needs for autonomy, competence, relatedness, and novelty as well as the motivation experienced in Physical Education on the intention to be physically active. A questionnaire was administered to 1665 Physical Education students with an average age of 12.43 years (SD = 1.87), of which 835 were boys and 830 were girls. An adaptation of the Spanish educational context of the Basic Psychological Needs in Exercise Scale (BPNES) that includes the need for novelty, the Perceived Locus of Causality Scale (PLOC), and the Intention to be Physically Active Scale (IPAS) was used. Path analysis results showed that the satisfaction of the psychological needs for autonomy, competence, relatedness, and novelty predicted autonomous motivation. On the other hand, the need for autonomy positively predicted controlled motivation, while the satisfaction of relatedness did so negatively. The need for competence and autonomous motivation positively predicted the intention to be physically active in Physical Education students, obtaining an explained variance of 33%. However, controlled motivation was not related in a statistically significant way to the intention to be physically active. In conclusion, the results of the hypothesized model highlight the importance of satisfying all the basic psychological needs (including novelty) and give special emphasis to the need for competence, since it predicts autonomous motivation and the intention to be physically active outside of the educational context.

Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education.

In recent years, novelty has been proposed as a potential fourth basic psychological need. In the present study, the behavior of novelty resulting from support from the Physical Education teacher was evaluated in 723 students with an average age of 13.30 years old. The first objective was to validate the Support for Basic Psychological Needs-4 (SBPN-4) in Physical Education questionnaire, which included support for the novelty factor. The second objective was to test the mediation model in order to confirm the effect of support for novelty in relation to basic psychological needs and intrinsic motivation. The results obtained show that the Support for Basic Psychological Needs-4 (SBPN-4) questionnaire is a valid and reliable tool. On the other hand, support for novelty predicts satisfaction of basic psychological needs, particularly novelty satisfaction, which in turn predicts intrinsic motivation. These results show how the students are capable of perceiving the teacher's support for novelty and how this positively influences their intrinsic motivation. Further investigations are required to continue developing our knowledge of the role of novelty as a basic psychological need.

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.

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)

Referees’, coaches’, and experts’ opinions on the utilisation of the rules in the teaching-learning process of mini-basketball

Las reglas condicionan los medios técnico-tácticos ya que establecen los límites de acción de los jugadores, en su relación con el balón y con el resto de jugadores. Sin embargo, existen muy pocas referencias que aborden esta temática. Así, se planteó conocer las opiniones de expertos, árbitros y entrenadores en torno a la utilización de las reglas en la etapa de minibasket. La muestra estuvo formada por 9 entrevistados: tres entrenadores, tres árbitros y tres expertos. Todos con titulación federativa y universitaria y con experiencia suficiente en la categoría de minibasket. El instrumento utilizado fue la entrevista semi-estructurada. Para su diseño se siguió el método Delphi en el que participaron 5 profesores universitarios que fueron seleccionando las dimensiones y preguntas a realizar. Tras la redacción definitiva y el pilotaje, se contactó con los diferentes profesionales de la muestra y se les entrevistó grabando y transcribiendo el contenido. La codificación se llevó a cabo por cuatro investigadores, garantizando la fiabilidad mediante el índice Kappa, obteniendo un promedio de K = .78. El análisis se llevó a cabo usando el MXQDA 10 y el SPSS 20. Los entrevistados manifiestan la importancia de enseñar las reglas a los jugadores que se inician en el baloncesto debido a que este aprendizaje les permite entender la lógica interna del juego. Asimismo, se expone la necesidad de que exista esta relación en el proceso de aprendizaje e incluso se abre la posibilidad de programar a partir de las reglas, puesto que son las que dan sentido al juego y a los medios técnico-tácticos (AU)

Rules affect the technical-tactical elements since they establish the limits on the players’ actions in relation to the ball and the rest of the players. However, there are very few references that discuss this topic. Thus, it was decided to get familiar with the opinions of experts, referees, and coaches regarding the utilisation of the rules and regulations at the mini-basketball stage. The sample was made up of 9 subjects who were interviewed: three coaches, three referees, and three experts. All had university degrees and certification from the federation as well as experience in the minibasketball division. The instrument that was used was the semi-structured interview. The Delphi method was followed for the design of the interview, and 5 university professors participated in selecting the dimensions and questions. After the definitive composition and the pilot study, the various professionals from the sample were contacted and interviewed. The content of the interviews was recorded and transcribed. The coding was done by four researchers, and the reliability was assured by the Kappa index, of which the mean index was K = .78. The analysis was done with MXQDA 10 and SPSS 20. The participants insist on the importance of teaching the rules to the players when they begin playing basketball, given that this learning allows them to understand the internal logic of the game. Further, they explain the need for this relationship in the learning process and it even opens up the possibility for programming around the rules, given that they are what give the game and its technical-tactical elements meaning (AU)

Coaches’ and referees’ evaluation of the importance of the rules at the initiation stage of basketball

Las reglas condicionan la práctica deportiva táctica y técnicamente. Por tanto, para que un jugador llegue a dominar el juego de baloncesto debe entender la lógica interna del mismo. En este estudio se trató de conocer la opinión tanto de los entrenadores como de los árbitros acerca de las reglas que se consideran más importantes a la hora de enseñar el baloncesto en la iniciación, así como analizar las diferencias entre ambos colectivos. La muestra del estudio estuvo formada por 37 entrenadores y 40 árbitros. Se utilizó un cuestionario para medir la opinión sobre el grado de importancia de la enseñanza de las reglas en la iniciación al baloncesto. El cuestionario estaba constituido por un total de 30 ítems, uno por cada regla, en los que se valoraba de 1 (Nada importante) a 4 (Muy importante) el grado de importancia a la hora de enseñarla. Se realizó un análisis descriptivo de los datos y para comprobar las diferencias entre las puntuaciones medias de los entrenadores y de los árbitros, se utilizó la prueba T de Student para muestras independientes. Los resultados mostraron que las reglas que deberían tener más importancia en la enseñanza del minibasket son: fuera de línea lateral y de fondo, agarrar/empujar, campo atrás, pasos y dobles. En la comparación entre la valoración de los entrenadores y los árbitros, se encontraron diferencias significativas en 11 de los 30 ítems por lo que se propone mayor coordinación entre ambos colectivos. Los entrenadores valoran más los pasos y dobles, seguramente por la repercusión en la enseñanza de la técnica, especialmente del jugador con balón. Los árbitros valoran más las reglas relacionadas con las faltas personales, probablemente para buscar el control del partido(AU)

The rules and regulations affect sport practice tactics and techniques. Therefore, for a player to eventually master the game of basketball, the player should also understand its internal logic. In this study, the opinions of coaches and referees about the rules that they believe to be most important when teaching basketball at the initiation stage were assessed, and an analysis of the differences between these two groups was done. The study’s sample was composed of 37 coaches and 40 referees. A questionnaire was utilised to measure the opinion about the degree of importance of teaching the rules at the initiation stage of basketball. The questionnaire consisted of 30 items, one for each rule, in which they evaluated the importance of teaching the rule from 1 (Not at all important) to 4 (Very important). A descriptive analysis of the data was done; further, to test the differences between the mean values given by the coaches and the referees, a student t-test for independent samples was utilised. The results demonstrate that the rules that should have most importance when teaching mini-basketball are: out-of-bounds (sideline and endline), grabbing/pushing, over-and-back, travelling, and double-dribbling. When comparing the values given by the coaches and the referees, significant differences were found in 11 of the 30 items, for which greater coordination between the two groups is suggested. The coaches gave more importance to travelling and double-dribbling, likely due to the repercussion in the teaching of the technique, especially of the player with the ball. The referees gave more importance to the rules related to personal fouls, probably in search of control of the game(AU)

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)

Perfiles motivacionales de deportistas adolescentes españoles / Motivational profiles of spanish adolescent athletes

El objetivo del estudio fue detectar posibles perfiles motivacionales en una muestra de deportistas adolescentes. Además, el estudio analizó las diferencias en los subfactores del clima motivacional percibido y en la satisfacción de las necesidades psicológicas básicas de los diferentes perfiles encontrados. Se utilizó una muestra de 608 deportistas, con una edad media de 14.43 años. Se midió el clima motivacional percibido (PMCSQ-2), los mediadores psicológicos (BPNES) y la motivación en el deporte (SMS). El análisis de cluster reveló dos perfiles: un perfil altamente motivado, con puntuaciones altas tanto en formas de motivación autodeterminada (motivación intrínseca y regulación identificada) como en motivación no autodeterminada (regulación introyectada y externa), salvando la desmotivación; y un perfil moderadamente motivado, con puntuaciones moderadas (en torno a 3 y 4) en formas de motivación autodeterminada y no autodeterminada. En el análisis multivariante de los subfactores del clima motivacional percibido y de las necesidades piscológicas básicas según el perfil, se encontraron diferencias significativas a favor del perfil altamente motivado tanto en los subfactores del clima motivacional tarea como ego, así como en los tres mediadores psicológicos. Se discuten los resultados en función de la importancia de fomentar un clima que implique a la tarea y que trate de satisfacer las necesidades de autonomía, competencia y relación con los demás durante los entrenamientos para obtener perfiles motivacionales más autodeterminados (AU)

The aim of this study was to detect possible motivational profiles in a sample of adolescent athletes. Furthermore, the study analysed the differences in the perceived motivational climate’s sub-factors and the satisfaction of the basic psychological needs of the different profiles that were found. A sample of 608 athletes was used, and subjects had a mean age of 14.43 years. The perceived motivational climate (PMCSQ-2), psychological mediators (BPNES), and motivation of the athletes in sport (SMS) were measured. Cluster analysis revealed two profiles. A highly motivated profile, with high scores in both forms of motivation: self-determined (intrinsic motivation and identified regulation) and non-self-determined motivation (introjected and external regulation), save for amotivation; and a moderately motivated profile, with moderate scores (around 3 and 4) in forms of self-determined and non-determined motivation. In the multivariate analysis of the perceived motivational climate’s sub-factors and of the basic psychological needs according to the profile, significant differences were found in favour of the highly motivated profile both for the task-involving climate and egoinvolving climate sub-factors, as well as for the three psychological mediators. The results are discussed in regard to the importance of encouraging a climate that involves tasks and that tries to satisfy the need for autonomy, competence, and relationships with others during training sessions in order to obtain more self-determined motivational profiles (AU)

Prediction of sport adherence through the influence of autonomy-supportive coaching among spanish adolescent athletes.

The purpose of this study was to test a motivational model of the coach-athlete relationship, based on self-determination theory and on the hierarchical model of intrinsic and extrinsic motivation. The sample comprised of 608 athletes (ages of 12-17 years) completed the following measures: interest in athlete's input, praise for autonomous behavior, perceived autonomy, intrinsic motivation, and the intention to be physically active. Structural equation modeling results demonstrated that interest in athletes' input and praise for autonomous behavior predicted perceived autonomy, and perceived autonomy positively predicted intrinsic motivation. Finally, intrinsic motivation predicted the intention to be physically active in the future. The results are discussed in relation to the importance of the climate of autonomy support created by the coach on intrinsic motivation and adherence to sport by adolescent athletes. Further, the results provide information related to the possible objectives of future interventions for the education of coaches, with the goal of providing them with tools and strategies to favor the development of intrinsic motivation among their athletes. In conclusion, the climate of autonomy support created by the coach can predict the autonomy perceived by the athletes which predicts the intrinsic motivation experienced by the athletes, and therefore, their adherence to athletic practice. Key pointsImportance of the climate of autonomy support created by the coach on intrinsic motivation and adherence to sport by adolescent athletes.Interest in athletes' input and praise for autonomous behavior predicted perceived autonomy, and perceived autonomy positively predicted intrinsic motivation.Intrinsic motivation predicted the intention to be physically active in the future.

Analysis and comparison of adolescent athletes´ motivation: basketball players vs. footbal players

The motivation of an athlete is determinant for the athletic engagement of the adolescent. The present studyattempts to analyze the motivation of adolescent basketball and football players from the perspectives of Achievement GoalTheory (Nicholls, 1989) and Self-Determination Theory (Deci & Ryan, 1985).The study's sample was composed of 248 athletes from 12 to 17 years of age. Half were from basketball and half were fromfootball. The instruments that were utilized were: the Spanish version of the Sport Motivation Scale (SMS) (Núñez, Martín-Albo,Navarro, & González, 2006), the Spanish version of the Perceived Motivational Climate in Sport Questionnaire-2 (PMSCQ-2)(Balaguer, Mayo, Atienza, & Duda, 1997), and the adapted Spanish translation (Moreno, Moreno, & Cervelló, 2007) of theIntention to be Physically Active Scale (IPAS) by Hein, Müür, and Koka (2004).The comparison of the means of the variables between football and basketball players was done utilizing the student t-testfor independent samples. Significant differences were found for variables such as: intrinsic motivation (IM) towardaccomplishment, external regulation, amotivation, task, ego, and Self-Determination Index (SDI). Basketball players obtainedhigher values in the SDI, in task, and in IM toward accomplishment than football players. The search for prematureperformance in football and coaches' educations can help to explain these differences. The importance of these differencesreside in the relationship between these motivational variables and the adherence to athletic practice.In conclusion, basketball demonstrated better values in motivational variables, which demonstrates that training sessions aremore oriented toward task than ego, that players have more intrinsic and self-determined motivation, and therefore, theadherence of the young athletes will be greater in this sport(AU)

Intervention and evaluation of the motivational climate transmitted by a basketball coach

Coaches are reference models for youth athletes and have a high degree of influence over them, and thus asuitable education is important. Therefore, the purpose of this study was to assess how a basketball coach progresses inthe transmission of a task climate during his basketball training sessions, after participating in a reflective educationalprogram focused on the coach's actions. In this study, a basketball coach and the two teams that he coached participated.All the players were between 14 and 15 years of age. The behavior of the coach was analyzed through an adaptation of theCoaching Behavior Assessment System (CBAS) (Smith, Smoll, & Hunt, 1977). The observational analysis was carried outby the research team, who was previously trained. Six sessions of observation were carried out, and inter- and intraobserverreliabilities of 97.6% were obtained. During three months, the coach participated in an educational programconsisting of six supervised cycles in which the premises established by Ames (1992) with the abbreviation TARGET werefollowed, in order to transmit a task climate during his coaching sessions.The results demonstrate a progression in the climate that was transmitted by the coach. In the first training session,the proportion of the climate that he transmitted as task was 65.67% and the ego climate was 34.43%, while in thepenultimate training session it was 85.11% for task versus 14.89% for ego, and this was the session with the greatestproportion of transmitted task climate. These data demonstrate that as the educational program was applied, the coachprogressively increased the task climate during the training sessions (Sousa, Cruz, Torregrosa, Vilches, & Viladrich, 2006).It can be concluded that with the application of an educational program focused on the coach's own actions, the climateoriented to task improved in training sessions(AU)