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

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

Adaptación y validación de la escala de liderazgo MLQ-5X al contexto educativo español / Adaptation and validation of the MLQ-5X leadership scale to the Spanish educational context

Desde la teoría del liderazgo transformacional, este estudio tenía como objetivo analizar las propiedades psicométricas de una versión adaptada al ámbito educativo del Multifactor Leadership Questionnaire (MLQ-5X). Un total de 1551 estudiantes españoles (M = 15,47 años ± 0,72; 679 chicos y 872 chicas) de 31 centros de enseñanza secundaria participaron en el estudio. El análisis factorial confirmatorio de la estructura inicial de nueve factores de la escala determinó la necesidad de eliminar dos ítems del factor dirección por excepción pasiva, agrupando en un solo factor el liderazgo pasivo. En un segundo modelo de ocho factores, se hallaron altas correlaciones entre los factores del liderazgo transformacional, señalando la necesidad de establecer un factor de primer orden. Finalmente, se testó un tercer modelo que obtuvo valores adecuados de validez y fiabilidad, que estaba compuesto por 34 ítems distribuidos en 4 factores principales (liderazgo transformacional, recompensa contingente, dirección por excepción activa y liderazgo pasivo) y 5 factores secundarios para el liderazgo transformacional (influencia idealizada conducta, influencia idealizada atribuida, motivación inspiracional, estimulación intelectual y consideración individualizada. Por tanto, la versión española del MLQ-5X en el ámbito educativo puede ser utilizada para evaluar el liderazgo transformacional de los docentes desde la percepción del alumnado

Drawing on the transformational leadership theory, this study aimed to analyze the psychometric properties of a version adapted to the educational environment of the Multifactor Leadership Questionnaire (MLQ-5X). A total of 1551 Spanish students (M = 15.47 years ± 0.72; 679 boys and 872 girls) from 31 secondary schools participated in the study. The confirmatory factor analysis of the initial nine-factor structure of the scale determined the need to eliminate two items of the passive exception management factor, grouping passive leadership into a single factor. A second eight-factor model found high correlations between the factors of transformational leadership, revealing the need to establish a first-order factor. Finally, a third model, which obtained adequate values of validity and reliability, was composed of 34 items distributed in 4 main factors (transformational leadership, contingent reward, leadership by active exception, and passive leadership) and 5 secondary factors for transformational leadership (idealized influence behavior, attributed idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration). The Spanish version of the MLQ-5X in the educational field can be used to assess the students' perception of teacher leadership

Why Negative or Positive, If It makes Me Win? Dark Personality in Spanish Competitive Athletes.

Research on the dark triad traits (narcissism, Machiavellianism and psychopathy) is increasingly focusing on the functional or dysfunctional influences of personality traits on cognitive, behavioural and emotional responses. Thus, studies in sport contexts have shown that athletes who participate in competitive sports have higher scores in the dark triad than those who do not. The objectives of this cross-sectional study were to evaluate the linear and predictive relationships between dark traits and competitiveness (p < 0.01), as well as to identify any differences based on sports orientation (professionals vs. amateurs). Scales SD3 (dark personality) and C-10 (competitiveness) were applied to a sample of Spanish athletes (n = 806). The results show that competitiveness is strongly related to the traits of the dark personality triad. Narcissism is related to both the desire to win and the fear of losing, while Machiavellian tendencies are high when athletes feel like losers. Finally, psychopathic tendencies are related to feelings of inferiority and fear of failure. In conclusion, the results suggest that dark personality traits are related not only to the individuality of the athletes, but also to the self-perception of both their psychological response and the competitiveness of their sporting environment.

Physical Fitness and Peer Relationships in Spanish Preadolescents.

Several studies have linked physical fitness (PF) with improvements in health, at a physiological and psychological level; however, there is little evidence of its relationship with health in the social field. Hence, the main aim of this study was to determine the existing relationship between PF and peer relations, as an indicator of social health in Spanish pre-teens. For that purpose, 642 participants aged 9 to 12 were chosen and given the high-priority Alpha Fitness battery in order to assess the PF, as well as the Classroom Social Experiences Query (CESC) to assess their social status. The results showed that those students with a better cardio-respiratory fitness obtained more nominations from their classmates in pro-sociality and positive status, and fewer in victimisation and negative status. Additionally, although to a lesser extent, muscular fitness was also related to a higher positive status and lower victimisation. The weight condition was also related to social behaviours, although the resulting data were differentiated by sex. While females with a standard weight stood out for their positive status, underweight males obtained worse results in positive status and fewer in negative status. These results all correspond with the aesthetic models imposed by society for females and males, respectively. These results show that PF is related to social health, which makes necessary the promotion of physical activity and the development of PF within the school environment, with attention to its relationship with the social health of the students.

Relación del conocimiento táctico de jóvenes futbolistas con la edad, la experiencia y el nivel de pericia / Relação entre o conhecimento tático de jovens jogadores sobre a idade, a experiência eo nível de especialização / Relationship between young soccer players’ tactical knowledge and age, experience and level of expertise

Dada la importancia del conocimiento previo para decidir de forma adaptable en el deporte, se estudió el conocimiento táctico de 109 jóvenes futbolistas de ocho a doce años y su relación con la edad, la experiencia y el nivel de pericia, mediante el Test de Conocimiento Táctico Ofensivo en Fútbol. Se observaron diferencias significativas de magnitud moderada en función de la edad y la experiencia en competición federada de los jugadores (p < ,05; r < ,40), aunque los resultados fueron dispares. El nivel de pericia correlacionó significativamente con los conocimientos declarativo (rho = ,350; p < ,01), procedimental (rho = ,446; p < ,01) y táctico de los jugadores (rho = ,446; p < ,01). Los hallazgos sugieren que la edad y experiencia no tienen un papel tan determinante sobre el conocimiento táctico como otras variables: metodologías de enseñanza recibidas o la formación del entrenador. Se necesitan estudios en los que se analice si la formación específica en el conocimiento de los problemas tácticos mejora la habilidad de toma de decisiones en el deporte en general y en el fútbol base en particular (AU)

Dada a importância de uma boa base de conhecimento antes de decidir de forma adaptativa no desporto, reações de 109 jovens futebolistas oito e doze anos e sua relação com o conhecimento, idade, experiência em competição e nível de especialização por meio do Teste ofensivo Futebol Tactical Conhecimento é estudado. Foram observadas diferenças significativas de magnitude moderada versus idade e experiência em competição jogadores federados (r < ,40; p < ,05), embora os resultados foram mistos. O nível de especialização significativamente correlacionada com o conhecimento declarativo (rho = 350, p < ,01), e os jogadores táticos (rho = ,446; p < ,01), processual (rho = ,446; p < ,01) . Os resultados sugerem que a idade ea experiência não são decisivo de conhecimento tático como no papel e outras variáveis: metodologias de ensino e formação recebidos do treinador. São necessários mais studos que testam se o treinamento específico no conhecimento dos problemas táticos aumenta a capacidade de tomada de decisão no desporto em geral eo futebol em particular (AU)

Given the importance of prior knowledge on adaptable decision making in sport, tactical knowledge of 109 youth soccer players (8-12 years) and its relationship with age, experience and expertise was studied using The Soccer Tactical Knowledge Test. Moderate magnitude significant differences were observed depending on the age and experience in federated competitions of the players (p < ,05; r < ,40), although results were mixed. The expertise correlated significantly with declarative (rho = ,350; p < ,01), procedural (rho = ,446; p < ,01) and tactical knowledge of the players (rho = ,446; p < ,01). Findings suggest that age and experience would not be as decisive over tactical knowledge as other variables not studied: teaching methods, formal instruction, or coach formation. It is necessary more research to examine whether specific formation on tactical problems concepts could improve decision-making in sport and in youth soccer (AU)

Motivación y burnout en profesores de educación física: incidencia de la frustración de las necesidades psicológicas básicas / Motivation and burnout in physical education teachers: incidence of thwarting of the basic psychological needs / Motivação e burnout nos profesores de educação física: incidência da frustração das necessidades psicológicas básicas

A través del presente trabajo se pretende valorar la importancia de las necesidades psicológicas básicas para explicar y predecir el tipo de motivación y los niveles de burnout en profesores de educación física. Para ello, la muestra estuvo formada por 357 docentes de género masculino y femenino, pertenecientes a diferentes centros educativos públicos y privados de España. Se realizó un análisis de regresión lineal por cada variable dependiente, que indicaron cómo la frustración de la necesidad de competencia predecía positivamente la desmotivación, el agotamiento emocional y el cinismo, y negativamente la motivación intrínseca y la eficacia profesional; la frustración de autonomía predecía positivamente el agotamientos emocional y negativamente la eficacia profesional; y la frustración de relaciones sociales predecía positivamente la eficacia profesional. Estos resultados están en la línea de la Teoría de la Autodeterminación (Deci y Ryan,2000; Ryan y Deci, 2000), destacando la importancia que adquieren la satisfacción de autonomía, competencia y relaciones sociales para optimizarla motivación y el bienestar de los profesores de educación física (AU)

This work aims to assess the importance of the basic psychological needs to explain and predict the type of motivation and levels of burnout in physical education teachers. To achieve this purpose, the sample was formed by 357 male and female teachers, belonged to different public and private schools from Spain. A regression analysis by each dependent variable was conducted, which showed that thwarting of the needs of competence positively predicted a motivation, emotional burnout and effrontery, and negatively predicted intrinsic motivation and professional efficacy; thwarting of the need of autonomy positively predicted emotional burnout and negatively predicted professional efficacy. These results are consistent with Self-Determination Theory (Deci y Ryan, 2000; Ryan y Deci, 2000),emphasizing the importance of satisfaction of autonomy, competence and relatedness to optimize motivation and welfare in physical education teachers (AU)

Através do presente trabalho pretendia-se avaliar a importância das necessidades psicológicas básicas para explicar e predizer o tipo de motivação e os níveis de burnout em professores de educação física. Para isso,a amostra foi formada por 357 professores do género masculino e feminino,pertencentes a diferentes centros educativos públicos e privadas de Espanha.Realizou-se uma análise de regressão linear para cada variável dependente,que indicaram como a frustração da necessidade de competência previa positivamente desmotivação, exaustão emocional e o cinismo e negativamente motivação intrínseca e a eficácia profissional; a frustração de autonomia previa positivamente a exaustão emocional e negativamente a eficácia profissional;e a frustração das relações sociais, previa positivamente, a eficácia profissional. Estes resultados estão na linha da Teoria da Autodeterminação(Deci y Ryan, 2000; Ryan y Deci, 2000), salientando a importância adquirida pela satisfação de autonomia, competência e relações sociais paraoptimizar a motivação e o bem-estar dos professores de educação física (AU)

Educación Física intercultural, motivación y prejuicio racial: Una aproximación desde la teoría de las metas de logro / Intercultural physical education, motivation and racial prejudice: an approach from the achievement goal theory

Numerosos estudios han confirmado que la Educación Física puede causar beneficios psicólogos (Ntoumanis y Standage, 2009) y sociales (Hellison y Martinek, 2006). En este sentido, la Teoría de Metas de Logro se ha utilizado para explicar la motivación en el aprendizaje en PE (Nicholls, 1989). Así, orientación a la tarea y el clima de aprendizaje se han asociado con constructos pro-sociales (Kavussanu y Roberts, 2002; Castillo, Balaguer y Duda, 2003; Jiménez, 2004). Desde un enfoque intercultural de EF, Papaioannou y Kouli (2009) investigaron la asociación entre las metas de logro y la identidad étnica en clases de EF, hallando que la orientación al ego y el clima de rendimiento estaban vinculados con la falta de deseo de interactuar con (..) (AU)

Numerous studies had confirmed the Physical Education teaching may to cause psychologist (Ntoumanis and Standage, 2009) and social benefits (Hellison and Martinek, 2006). In this vein, the Achievement Goals Theory has been used to (..) (AU)

El profesorado de educación física ante la inmigración / Immigration and physical education teachers

El sistema educativo y los agentes que lo componen no son ajenos a la realidad social de la que forman parte. Parece lógico pensar que si existen actitudes de racismo y de rechazo en la sociedad, también pueden existir en el entorno escolar, entre el alumnado, los padres y los mismos profesores, y consecuentemente pueden suponer un freno para los procesos de integración social. Así, los objetivos de nuestro estudio fueron, conocer la percepción que tienen los profesores de Educación Física (EF) de la formación que están recibiendo, detectar como influirán sus creencias en sus decisiones curriculares e identificar las actitudes que presentan los docentes de la especialidad de EF ante el fenómeno de la inmigración. La muestra de estudio ha estado formada por un total de 145 profesores de diversos centros de la provincia de Albacete. Del total de participantes (N=145), el 55.8% (n = 81) fueron hombres y el 44,2% (n = 64) mujeres, con una edad media de 41 años y una experiencia docente media que osciló desde los 23 años para los hombres, hasta los 26 años en las mujeres. El instrumento de recogida de información ha sido un cuestionario mixto, el cual contenía (..) (AU)

Education and educative agents are no strangers to the social reality of which they form part. It seems logical that if there are attitudes of racism and rejection in society, it can also exist in the School environment among students, parents and teachers, and consequently may be an obstacle to social integration processes. Thus, the objectives of our study was to know the perceptions of Physical Education (PE) teachers who are receiving training in order to detect how their beliefs influence their decisions on curriculum and identify the attitudes (..) (AU)