Validation of a Physical Education Teachers' Self-Efficacy Instrument Toward Inclusion of Students With Disabilities.

Acquiring specific training in disability seems to be a key aspect for achieving school inclusion. Teachers who receive such prior training would be more prepared to address diversity in the classroom, which could be related to their perception of self-efficacy. The aim of this study was to validate the Spanish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors toward Children with Disabilities (SE-PETE-D). Two hundred and eighteen in-service physical education teachers participated in this study, with a M age = 38.06 years and M teaching experience = 11.72 years. To obtain the three subscales resulting from intellectual, physical, and visual disabilities, several exploratory and confirmatory factor analyses were conducted. The results supported three independent models made up of three factors (intellectual, physical, and visual disabilities). The structure of the models was invariant with respect to gender, the educational stage in which the teaching was taking place, previous teaching experience, previous training, and previous experience in adapted or inclusive physical activity and sports. The subscales presented high reliability values for Cronbach's alpha, and Omega's index ≥0.81. This study provides evidence of the validity and reliability of an instrument to measure the perceived self-efficacy of physical education teachers to include students with disabilities in their classes and is the first study to be applied with in-service teachers. In addition, some methodological and conceptual limitations of the original scale are identified, opening new lines of work in relation to training situations to assess the perception of self-efficacy or the type of disability.

Physically active undergraduates: Motivational and emotional profiles.

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

Percepción de autoecacia hacia la inclusión en futuros maestros de educación física / Perception of self-eficacy towards inclusion in pre-service teachers of physical education / Percepção de autoeficácia para inclusão em futuros professores de educação física

Los maestros son un eje fundamental en el proceso de construcción de una escuela inclusiva. Es por ello que parece relevante estudiar cómo perciben su eficacia en el trato con alumnos y alumnas con discapacidad, hecho de especial importancia en la formación inicial de futuros maestros y maestras de Educación Física (EF). El objetivo de la presente investigación fue analizar la autoeficacia percibida por parte de futuros docentes de EF en formación para la adaptación de tareas en EF, convirtiéndolas en inclusivas. Un total de 228 estudiantes (Medad=21.85 años) de los grados de maestro en educación primaria y maestro en educación infantil participaron en este estudio, en ambos casos con la mención en EF. Todos cumplimentaron una adaptación al contexto español de la Self-Eficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D) (Block, Hutzler, Barak y Klavina, 2013). Los resultados indicaron que los participantes con formación específica en EF inclusiva y con participación previa en deporte inclusivo se percibían como más competentes a la hora de adaptar las tareas de clase para conseguir una EF inclusiva respecto a sus compañeros sin formación específica o contacto previo. Estos resultados sugirieron incluir programas de formación en EF inclusiva con el objetivo de mejorar la formación inicial de los maestros de educación primaria e infantil con mención de EF

Teachers are a fundamental axis in the process of building an inclusive school. It seems relevant to study how they perceive their effectiveness in dealing with students with disabilities, a fact of special importance in the initial training of future teachers of physical education (PE). The objective of the present research was to explore the differences in perceived self-efficacy to adapt tasks in PE and make them inclusive by PE teachers in training. A total of 228 students (Mage=21.85 years) from the bachelor’s degrees in Primary Education and Bachelor’s in Early Childhood Education, both with a specialitation in PE, took part of this study. All of them completed the Spanish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D) (Block, Hutzler, Barak and Klavina, 2013). The results indicated that the participants with specific training in inclusive PE and with participation in inclusive sport were perceived as more competent when adapting tasks to achieve an inclusive PE. "ese results suggested to include training programs in inclusive PE with the aim of improving the initial training of PE teachers

Os professores são um eixo fundamental no processo de construção de uma escola inclusiva. Por isso, parece relevante estudar como eles percebem sua efetividade em lidar com alunos com deficiência, fato de especial importância na formação inicial de futuros professores de Educação Física (EF). O objetivo desta pesquisa foi analisar a autoeficácia percebida por parte de futuros professores de EF em treinamento para a adaptação de tarefas de EF, tornando-os inclusivos. Um total de 228 alunos (Midade=21,85 anos) das séries de professoras no ensino fundamental e professor na educação infantil participaram deste estudo, em ambos os casos com a menção na EF. Todos preencheram uma adaptação ao contexto espanhol da Escala de auto-efficácia para Educação Física Professor Majors educação às crianças com Defficiência (SE-PETE-D) (Block, Hutzler, Barak and Klavina, 2013). Os resultados indicaram que os participantes com formação específfca na participação inclusiva e anterior inclusive EF esporte percebidos como mais competente na adaptação atribuições de sala de aula para alcançar uma EF inclusive em comparação com seus pares sem formação especí€ca ou contato anterior. Estes resultados sugeridos incluem programas de formação em EF inclusiva com o objetivo de melhorar a formação inicial de profesores de educação primária e infantil com menção de EF

Propiedades psicométricas del Exercise Addiction Inventory (EAI) en una muestra de estudiantes brasileños universitarios* / Psychometric properties of the Exercise Addiction Inventory (EAI) in a sample of brazilian university students

Resumen El objetivo de este estudio fue validar el Inventario de Adicción al Ejercicio (EAI) en el contexto brasileño. Participaron en el estudio 251 estudiantes universitarios (hombres = 132, mujeres = 119, Medad = 22.34, DT = 4.65). Los resultados mostraron un adecuado ajuste del modelo a los datos: χ2 (9, N = 251) = 17.45, p = 0.04; χ2/gl = 1.94; CFI = 0.96; IFI = 0.96; RMSEA = 0.061 (IC 90 % = 0.01-0.10); SRMR = 0.041. La estructura factorial se mostró invariante respecto del género. Se obtuvieron adecuados valores de consistencia interna (ρ = 0.70) y estabilidad temporal (CCI = 0.80). Dieciséis (6.4 %) participantes fueron clasificados en riesgo de adicción, 198 (78.9 %) como sintomáticos y 37 (14.7 %) como asintomáticos. Se obtuvieron evidencias que permiten sugerir la validez y la fiabilidad del EAI en el contexto brasileño. No obstante, las investigaciones con poblaciones más diversas deberían determinar la aplicabilidad general del EAI.

Abstract The purpose of this study was to validate the Exercise Addiction Inventory (EAI) in the Brazilian context. A total of 251 university students (male = 132, female = 119, Mage = 22.34, SD = 4.65) participated in the study. Results showed an adequate fit to the data: χ2 (9, N = 251) = 17.45, p = .04; χ2/gl = 1.94; CFI = .96; IFI = .96; RMSEA = .061 (IC 90 % = .01-.10); SRMR = .041. The factorial structure was invariant across gender. Adequate values of internal consistency (ρ = .70) and temporal stability (ICC = .82) were obtained. Sixteen students (6.4 %) were classified at risk of exercise addiction, 198 (78.9 %) as symptomatic and 37 (14.7 %) as asymptomatic. Evidence for the reliability and validity of the EAI in the Brazilian context were obtained. Nevertheless, research in more diverse populations is needed to further examine the general applicability of the EAI.

«Cuestionario de la motivación para adoptar un estilo de vida saludable»: Adaptación del Treatment Self-Regulation Questionnaire / Motivation Questionnaire to Adopt a Healthy Lifestyle: Adaptation of the Treatment Self-Regulation Questionnaire

El objetivo de este estudio fue desarrollar el "Cuestionario de la motivación para adoptar un estilo de vida saludable" (CM-EVS) para adolescentes, una adaptación española del «Treatment Self-Regulation Questionnaire» (TSRQ). Se realizaron dos estudios independientes, en los que participaron 858 y 344 estudiantes de educación secundaria postobligatoria, de entre 16 y 21 años, respectivamente. En el primer estudio se evaluó la estructura factorial del cuestionario, mostrando los resultados un ajuste inadecuado e identificando el ítem 10 como problemático. En el segundo estudio se modificó la redacción del ítem y se comprobó de nuevo el modelo. Los resultados apoyaron una estructura de cuatro subescalas: Motivación autodeterminada, Regulación introyectada, Regulación externa y Desmotivación. La estructura factorial se reveló invariante respecto al sexo y la práctica de actividad física. La fiabilidad de las diferentes subescalas fue aceptable (> 0,70), excepto para el factor Regulación introyectada. Los resultados muestran la fiabilidad y validez del TSRQ para evaluar la motivación para un adoptar un estilo de vida saludable en los adolescentes españoles

The purpose of this study was to develop a Motivation Questionnaire to Adopt a Healthy Lifestyle (CM-EVS) for adolescents, an adaptation of the Treatment Self-Regulation Questionnaire (TSRQ) to the Spanish context. Two independent studies were carried out, in 858 and 344 post-compulsory secondary education students (aged from 16 to 21) participated, respectively. The factorial structure of the instrument was tested in the first study. Results showed unsuitable fit indices because of item ten. After a new wording of this item, results gave support to a four-subscale structure (self-determined motivation, introjected regulation, external regulation, and amotivation). There was invariance across sex and physical exercise. Except for introjected regulation, internal consistence (Cronbach's alpha and composite reliability) of the rest of subscales was acceptable (> .70). Results showed evidence of reliability and validity of the TSRQ in order to measure motivation to adopt a healthy lifestyle in Spanish adolescents

Social Physique Anxiety and Intention to Be Physically Active: A Self-Determination Theory Approach.

PURPOSE: Based on self-determination theory, the purpose of this study was to analyze the relationship between social physique anxiety and intention to be physically active, while taking into account the mediating effects of the basic psychological needs and behavioral regulations in exercise. METHOD: Having obtained parents' prior consent, 390 students in secondary school (218 boys, 172 girls; Mage = 15.10 years, SD = 1.94 years) completed a self-administered questionnaire during physical education class that assessed the target variables. Preliminary analyses included means, standard deviations, and bivariate correlations among the target variables. Next, a path analysis was performed using the maximum likelihood estimation method with the bootstrapping procedure in the statistical package AMOS 19. RESULTS: Analysis revealed that social physique anxiety negatively predicted intention to be physically active through mediation of the basic psychological needs and the 3 autonomous forms of motivation (i.e., intrinsic motivation, integrated regulation, and identified regulation). CONCLUSION: The results suggest that social physique anxiety is an internal source of controlling influence that hinders basic psychological need satisfaction and autonomous motivation in exercise, and interventions aimed at reducing social physique anxiety could promote future exercise.

Adaptación y validación española del Physical Activity Class Satisfaction Questionnaire (PACSQ) / Spanish Adaptation and Validation of the Physical Activity Class Satisfaction Questionnaire (PACSQ)

El objetivo de este estudio fue validar la versión española del Physical Activity Class Satisfaction Questionnaire (PACSQ) dentro del contexto de la Educación Física (EF). La muestra estuvo compuesta por 858 estudiantes, de edades comprendidas entre 15 y 21 años. Las propiedades psicométricas del PACSQ fueron analizadas a través de varios análisis. Los resultados apoyaron el modelo de primer orden con nueve factores y el modelo de orden superior. La estructura de ambos modelos fue invariante respecto al género. La correlaciones entre las subescalas indicaron un modelo factorial relacionado, apoyando la validez de constructo de la escala. Los valores alfa de Cronbach fueron superiores a 0.7 y se obtuvieron niveles apropiados de estabilidad temporal. Los resultados de este estudio muestran evidencias de validez para la utilización del PACSQ en el contexto español.

The purpose of this study was to validate the Spanish version of the Physical Activity Class Questionnaire (PACSQ) into the physical education (PE) context. The sample consisted of 858 students, aged between 15 to 21 years, and the psychometric properties of the PACSQ were examined through different analyses. The results supported both the first- order nine -factor model and the higher-order model. The structure of both models was invariant across gender. Correlations among the subscales indicated a related factor model supporting construct validity of the scale. Alpha values over 0.7 and suitable levels of temporal stability were obtained. The findings of this study provided validity evidences for using the PACSQ in a Spanish context.

Motivos de los ciudadanos para realizar ejercicio físico: un estudio desde la teoría de la autodeterminación / Reasons why people do exercise: A study using Self-Determination Theory

Basado en la teoría de la autodeterminación, el objetivo de este estudio fue analizar las relaciones entre los motivos para el ejercicio físico y la frecuencia informada de práctica semanal en una muestra representativa de la población adulta de una ciudad. En este estudio participaron 918 habitantes, con edades comprendidas entre los 16 y 89 años. Los participantes contestaron el autoinforme de motivos para la práctica de ejercicio físico e informaron sobre la asiduidad con la que realizaban ejercicio físico. Controlando los efectos de la edad y el sexo, los análisis multivariantes de covarianza mostraron que los participantes que realizaban ejercicio físico con mayor frecuencia semanal informaron puntuaciones más altas en los motivos autodeterminados y no autodeterminados para practicar ejercicio físico, a excepción del motivo de urgencias de salud. Los resultados apoyan los supuestos de la teoría de la autodeterminación al sugerir que los participantes van internalizando la conducta del ejercicio a medida que son más activos físicamente. Sin embargo, los resultados también indican que determinados motivos no autodeterminados se muestran pertinentes para la práctica física. Los responsables de la política deportiva municipal deberían buscar formas apropiadas de combinar motivos no autodeterminados con formas más internalizadas que garanticen una adherencia más prolongada al ejercicio.

Based on self-determination theory, the objective of this study was to analyze the relationship between the reasons for exercise and its reported weekly frequency in a representative sample of an adult urban population. A total of 918 inhabitants, aged between 16 and 89, participated in this study answering the Spanish version of the Exercise Motivations Inventory-2 (EMI-2) and reporting on their exercise frequency. Controlling for the influence of age and gender, multivariate analysis of covariance (MANCOVA) showed that participants who reported the highest exercise frequency had the highest score on both self-determined and controlling exercise motives, except the ill-health avoidance motive. The results support propositions of self-determination theory, and suggest that citizens may internalize exercise behaviour as they become more physically active. However, the results also suggest that some controlling motives are pertinent to exercise. Decision makers of the local sport policy should look into suitable ways of combining both controlling motives and more internalized motives in order to produce long lasting exercise adherence in citizens.

Psychometric properties of the Social Physique Anxiety Scale (SPAS-7) in Spanish adolescents.

The purpose of this study was to validate the Spanish version of Motl and Conroy's model of the Social Physique Anxiety Scale (SPAS-7). To achieve this goal, a sample of 398 secondary school students was used, and the psychometric properties of the SPAS-7 were examined through different analyses. The results supported the seven-item model, although the item 5 did not show any significant correlation with two items from this model and had a lower factor loading than the rest of items. The structure of the model was invariant across gender and Body Mass Index (BMI). Alpha value over .70 and suitable levels of temporal stability were obtained. Girls and students classified according to the BMI as overweight and obese had higher scores in social physique anxiety than boys and the group classified as underweight and normal range. The findings of this study provided reliability and validity for the SPAS-7 in a Spanish adolescent sample.

Spanish adaptation and validation of the Exercise Addiction Inventory (EAI) / Adaptación y validación al español del Inventario de Adicción al Ejercicio (EAI)

Background: The purpose of this study was to validate the Addiction Exercise Inventory (EAI) in the Spanish context. Method: Five hundred and eighty-four university students participated in the study, completing a questionnaire that assessed exercise addiction, exercise frequency and intensity. Results: The results supported the factor structure of the EAI model. An alpha value of .70 and high level of temporal stability (ICC = .92) were obtained. The structure of the model was invariant across gender. A group of 87 students (14.9%) obtained a total score equal to or higher than 24 in the EAI and were classified as being at risk of exercise addiction. Students exercising more than three days per week at high intensity obtained higher scores in exercise addiction than students exercising at low-medium intensity, regardless of their frequency. Conclusions: The findings of this study showed the reliability and validity of the EAI in a Spanish context, providing a practical instrument that allows screening for exercise addiction (AU)

Antecedentes: el objetivo de este estudio fue validar al contexto español el Inventario de Adicción al Ejercicio (EAI). Método: quinientos ochenta y cuatro estudiantes universitarios participaron en el estudio, completando un cuestionario que evaluaba la adicción al ejercicio físico, la frecuencia y la intensidad de práctica física. Resultados: los resultados apoyaron la validez factorial del modelo del EAI. Se obtuvo un valor alfa de Cronbach igual a .70 y un nivel elevado de estabilidad temporal (ICC = .92). La estructura del modelo se mostró invariante respecto al género. Ochenta y siete estudiantes (14,9%) obtuvieron una puntuación total de 24 o más en el EAI, siendo clasificados como en riesgo de adicción. Los estudiantes que informaron realizar ejercicio con una frecuencia de más de tres días a la semana y una intensidad alta puntuaron más alto en adicción al ejercicio que los estudiantes que informaron realizar ejercicio con una intensidad baja-media, independientemente de su frecuencia de práctica semanal. Conclusiones: los resultados proporcionan evidencias para la fiabilidad y validez del EAI en el contexto español, lo que permite contar con un instrumento práctico y fácil de utilizar que posibilita realizar un tamizaje de la adicción al ejercicio (AU)

Spanish adaptation and validation of the Exercise Addiction Inventory (EAI).

BACKGROUND: The purpose of this study was to validate the Addiction Exercise Inventory (EAI) in the Spanish context. METHOD: Five hundred and eighty-four university students participated in the study, completing a questionnaire that assessed exercise addiction, exercise frequency and intensity. RESULTS: The results supported the factor structure of the EAI model. An alpha value of .70 and high level of temporal stability (ICC = .92) were obtained. The structure of the model was invariant across gender. A group of 87 students (14.9%) obtained a total score equal to or higher than 24 in the EAI and were classified as being at risk of exercise addiction. Students exercising more than three days per week at high intensity obtained higher scores in exercise addiction than students exercising at low-medium intensity, regardless of their frequency. CONCLUSIONS: The findings of this study showed the reliability and validity of the EAI in a Spanish context, providing a practical instrument that allows screening for exercise addiction.

Psychometric properties of the social physique anxiety scale (SPAS-7) in Spanish adolescents

The purpose of this study was to validate the Spanish version of Motl and Conroy’s model of the Social Physique Anxiety Scale (SPAS-7). To achieve this goal, a sample of 398 secondary school students was used, and the psychometric properties of the SPAS-7 were examined through different analyses. The results supported the seven-item model, although the item 5 did not show any significant correlation with two items from this model and had a lower factor loading than the rest of items. The structure of the model was invariant across gender and Body Mass Index (BMI). Alpha value over .70 and suitable levels of temporal stability were obtained. Girls and students classified according to the BMI as overweight and obese had higher scores in social physique anxiety than boys and the group classified as underweight and normal range. The findings of this study provided reliability and validity for the SPAS–7 in a Spanish adolescent sample (AU)

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