Vertical Versus Horizontal Training for Improving the Change of Direction Speed in Adult Basketball Players: A Systematic Review and Meta-analysis.

ABSTRACT: Barrera-Domínguez, FJ, Martínez-García, D, Jerez-Mayorga, D, Chirosa-Ríos, LJ, Almagro, BJ, and Molina-López, J. Vertical versus horizontal training for improving the change of direction speed in adult basketball players: a systematic review and meta-analysis. J Strength Cond Res XX(X): 000-000, 2023-The ability to perform changes of direction (COD) is a complex skill that involves the application of multiple force-orientations, and its execution at maximum speed is crucial in basketball players. The present study aimed to synthesize findings from previous interventions classified according to force-orientation (vertical, horizontal, or mixed) and determine their magnitude of the effect on COD performance in basketball players. A systematic review of the literature was performed in several databases (Web of Science, Scopus, SPORTDiscus, and PubMed) following the PRISMA statement and reviewed the quality of the included papers according to the Cochrane Collaboration Guidelines Assessment. Sixteen articles with a total of 21 reports were included to analyze the role of force-orientations in COD performance. For the meta-analysis, the standardized mean differences with 95% confidence intervals (CIs) were calculated to determine the chronic changes induced by training and performed an effect size (ES) analysis with a random-effects model. The results showed that all force-orientations generated improvements in COD performance (ES = -0.47 [95% CI -0.57, -0.36], Z = 8.74 [p < 0.01]). It was a mixed force-orientation that produced the greatest changes (ES = -0.91 [95% CI -1.27, -0.55], Z = 4.96 [p < 0.01]), followed by vertical training (ES = -0.45 [95% CI -0.70, -0.20], Z = 3.51 [p < 0.01]). Horizontal training was the least studied and showed the smallest change (ES = -0.10 [95% CI -0.14, -0.07], Z = 5,71 [p < 0.01]). This meta-analysis demonstrates that mixed vertical and horizontally oriented training may be the most optimal because it offers a greater variety of multidirectional stimuli that better prepares the athlete to deal with complex COD in real-game situations.

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.

Effect of individualised strength and plyometric training on the physical performance of basketball players.

The aims of this study were to examine the effects of eight weeks of individualised force-velocity imbalance (F-Vimb) training on physical performance in basketball players and to analyse the differences in physical performance between two periods of time (four to eight weeks) with this training. Thirty male players (age, 22.8 ± 5.68 years; height, 1.87 ± 0.07 m; body mass, 86.3 ± 11.1 kg) were divided into an intervention group (INT, n = 15), who performed an individualised training based on individual F-Vimb; and a control group (CON, n = 15), who underwent a non-individualised training programme; both groups performed two days/week of intervention and the same pre-season basketball training. At baseline, at four weeks, and at eight weeks of intervention, an assessment was performed including countermovement-jumps, unilateral drop jumps, triple hop test, force-velocity profile, sprint and change of direction (COD). At four weeks, the INT showed improvements in sprint and vertical jumping actions (≥3.76%, ES ≥0.44, p ≤ 0.02). At eight weeks, the INT continued to improve vertical jumping actions (p < 0.05) and showed improvements in horizontal jumping (6.80%, ES = 0.45, p < 0.01) and COD (≥2.99%, ES ≥0.96, p < 0.01). A significant reduction in F-Vimb was observed for INT (ES = 0.77, p = 0.01). In contrast, none of these changes were observed in CON. Thus, an individualised F-Vimb training intervention improved physical performance after eight weeks, with changes in sprint and vertical jump after first four weeks. Basketball coaches should optimise the force-velocity profile and improve the performance in sport-related actions as jumping and changing direction.

An individualised F-Vimb training programme improved sport-specific actions after eight weeks in basketball athletes.Improvements were specific to the orientation worked on, with vertical jumping and sprint actions being the most sensitive to change after just four weeks of individualised F-Vimb intervention.In complex actions such as COD, it would be recommended to optimise the F-V profile, emphasising a vertical force-orientation for at least 8 weeks.

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.

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.

Decisive Factors for a Greater Performance in the Change of Direction and Its Angulation in Male Basketball Players.

A study was made to initially evaluate whether the age category directly could influence anthropometric measurements, functional movement tests, linear sprint (30 m) and strength. Moreover, and as the main purpose, this study aimed to examine the relationship between the time execution and angles in different changes of direction (COD) test with the analyzed sport performance variables. A total sample of 23 basketball players (age: 17.5 ± 2.42 years; height: 184.6 ± 6.68 cm; body weight: 78.09 ± 11.9 kg). Between-groups' comparison explored the differences between basketball categories (Junior, n = 12; Senior, n = 11). The COD variables were divided by the time execution into low responders (LR) and high responders (HR) to establish comparisons between groups related to COD time execution. Pearson's correlation coefficient was used to establish correlations between different CODs and sport performance variables. The results showed a greater influence of age category upon COD performance, especially when the cutting angle was sharper (7.05% [Confidence limits (CL) 90%: 2.33; 11.99]; Quantitative chances (QC) 0/2/98), in which athletes need greater application of strength. Moreover, the sharper the angle or the larger the number of cuts made, the greater the relationship with the vertical force-velocity profile (-42.39 [CL 90%: -57.37; -22.16]; QC 100/0/0%). Thus, the usefulness of the f-v profile to implement training programs that optimize the f-v imbalance and the improvement of the COD performance in basketball players is suggested.

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.

Effects of Cooperative-Learning Interventions on Physical Education Students' Intrinsic Motivation: A Systematic Review and Meta-Analysis.

The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students' intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.

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.

Adaptación y validación de la CBAS para la observación de climas motivacionales / Adaptação e validação do CBAS para assistir climas motivacionais / Adaptation and validation of the CBAS for observing motivational climates

El objetivo principal del estudio fue adaptar y validar el Coaching Behavior Assessment System (CBAS; Smith, Smoll y Hunt, 1977) para evaluar el clima motivacional que transmite el entrenador. La muestra empleada estuvo compuesta por un único monitor de actividad física dirigida, que trabajaba en el Servicio de Deportes de una universidad pública, tenía 27 años y dos años de experiencia. En primer lugar, se realizó un análisis del contenido de la CBAS por expertos, que propusieron la inclusión de nuevos ítems. En segundo lugar, se llevó a cabo el proceso de entrenamiento de cuatro observadores para evaluar con la adaptación creada de la CBAS. A continuación, los cuatro investigadores realizaron seis observaciones sistemáticas al mismo monitor durante diferentes sesiones elegidas al azar y se calculó el índice de concordancia. Los resultados del análisis de la fiabilidad entre los observadores mostraron valores superiores al 90 %, llegando a alcanzar en la última observación el 98,9 %. Se discuten los resultados en base a la importancia de tener una herramienta que nos facilite evaluar el clima motivacional que genera un entrenador a través de la observación sistemática (AU)

O principal objetivo do estudo foi adaptar e validar o Coaching Behavior Assessment System (CBAS, Smith, Smoll e Hunt, 1977) para avaliar o clima motivacional que transmite o treinador. A amostra utilizada consistiu em uma atividade física único monitor dirigido, que trabalhou no Esporte de uma universidade pública foi de 27 e dois anos de experiência. Em primeiro lugar, foi realizada uma análise de conteúdo de especialistas CBAS, que propôs a inclusão de novos itens. Em segundo lugar, realizou processo de formação de quatro observadores para avaliar a adaptação definir CBAS. Em seguida, os quatro pesquisadores realizaram observações sistemáticas durante seis sessões diferentes de forma aleatória e índice de concordância foi calculado. Os resultados da análise da fiabilidade entre observadores mostraram valores superiores a 90%, alcançando a última observação de 98,9%. Os resultados são discutidos com base na importância de ter uma ferramenta que nos facilita para avaliar o clima motivacional que gera um treinador por meio de observação sistemática (AU)

The main objective of the study was to adapt and validate the Coaching Behavior Assessment System (CBAS, Smith, Smoll & Hunt, 1977) to assess the motivational climate that conveys the coach. The sample used consisted of a single monitor physical activity directed, who worked at the Sports of a public university was 27 and two years of experience. First, a content analysis of CBAS experts, who proposed the inclusion of new items was performed. Secondly, held training process four observers to evaluate the adaptation set CBAS. Then, the four researchers performed six systematic observations during different sessions randomly and concordance index was calculated. The results of the analysis of the reliability between observers showed values above 90%, reaching the last observation 98.9%. The results are discussed based on the importance of having a tool that facilitates us to assess the motivational climate that generates a coach through systematic observation (AU)

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)

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)

Factores motivacionales como predictores de la intención de ser físicamente activos en jóvenes jugadores de baloncesto / Motivational factors as predictors of young basketball players' intention to be physically active

El objetivo principal del presente estudio fue analizar el poder de predicción del clima motivacional percibido, la satisfacción de las necesidades y la motivación intrínseca sobre la intención de seguir siendo físicamente activo de los jóvenes jugadores de baloncesto. Se administró un cuestionario a 261 jugadores de baloncesto de edades comprendidas entre los 12 y los 17 años. Los resultados del análisis de regresión mostraron que el clima motivacional que implica tarea, la competencia, la relación con los demás y la motivación intrínseca predecía de forma positiva y estadísticamente significativa la intención de ser físicamente activo (F = 24.02; p < .001), obteniendo una varianza explicada del 32%. Coincidimos con otros estudios, en destacar la importancia de que los entrenadores intenten fomentar un clima motivacional de implicación a la tarea en sus deportistas, así como facilitar la satisfacción de sus necesidades psicológicas básicas y la motivación intrínseca, ya que estas estrategias favorecen la intención de continuar con la práctica deportiva. Por tanto, climas en las que los entrenadores fomenten y valoren el esfuerzo, la mejora personal, el aprendizaje cooperativo, las relaciones sociales entre los compañeros, donde el deportista se sienta competente y motivado, van a ser propicios para que estos deportistas mantengan la práctica (AU)

The primary objective of the present study was to analyse the prediction power of the perceived motivational climate, the satisfaction of the needs, and the intrinsic motivation on the intention to continue being physically active in young basketball players. A questionnaire was administered to 261 basketball players between the ages of 12 and 17 years. The results of the regression analysis demonstrated that the task-oriented climate, competence, relatedness, and intrinsic motivation positively and statistically significantly predicted the intention to be physically active (F = 24.02;p < .001), obtaining an explained variance of 32%. We concur with other studies in highlighting the importance of coaches fostering a task-oriented climate for his or her athletes, as well as facilitating the satisfaction of their basic psychological needs and intrinsic motivation, since these strategies favour the intention to continue with sports practice. Therefore, climates in which the coaches foster and value effort, personal improvement, cooperative learning, social relationships between teammates, and where the athlete feels competent and motivated, are ideal for athletes to continue practicing (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)

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)