Longitudinal mental health state during the COVID-19 pandemic. Longitudinal change of mental symptoms and its predictors during the COVID-19 pandemic: A prospective longitudinal study on Spanish population.

OBJECTIVE: The general objective of this study is to analyze the change in mental health and post-traumatic symptoms over 6 months during the COVID-19 pandemic in a Spanish community sample, with a particular focus on individual differences in longitudinal change in symptoms and its predictors. METHOD: This longitudinal prospective study surveyed a Spanish community sample three times (T1: during the initial outbreak, T2: after 4 weeks and T3: after 6 months). Four thousand one hundred and thirty-nine participants from all the Spanish regions completed the questionnaires. However, the longitudinal analysis was performed only with participants which responded at least two times (1,423 participants). Mental health assessments included depression, anxiety, and stress (measured by the Depression, Anxiety and Stress Scale (DASS-21) and post-traumatic symptoms were assessed by the Impact of Event Scale-Revised (IES-R). RESULTS: All the mental health variables achieved worse results at T2. Depression, stress, and posttraumatic symptoms did not recover at T3 when compared with the initial measure, while anxiety was practically stable across the timeline. Women, younger age, having a previous mental health diagnosis and contact with individuals with COVID-19 were linked to worse psychological evolution during the 6-months period. A good perception of one's physical health may be a protective factor. CONCLUSIONS: After 6 months of the pandemic, the general population's mental health was still worse than at the initial outbreak for most of the variables analyzed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Immediate Psychological Response during the Very Early Stage of the Coronavirus Pandemic (COVID-19) in a Spanish Community Sample.

The World Health Organization declared a pandemic due to COVID-19 on 11 March 2020 and remarked on the relevance of studying its consequences on mental health. A cross-sectional study was conducted to evaluate the immediate psychological response to the pandemic and quarantine in Spain.

Respuesta psicológica inmediata durante una etapa muy temprana de la pandemia por coronavirus (COVID-19) en una muestracomunitaria española / Immediate Psychological Response during the Very Early Stage of the Coronavirus Pandemic (COVID-19) in a Spanish Community Sample

Introducción: La Organización Mundial de la Salud declaró la pandemia por COVID-19 el 11 de marzo de 2020 ysubrayó la importancia de estudiar sus consecuencias en lasalud mental de la población. Se presenta un estudio transversal evaluando las respuestas psicológicas a la primera olade la pandemia en España.Metodología. Entre el 23 y 28 de marzo, se realizó unaencuesta online en una muestra española seleccionada trasun muestreo en bola de nieve. Se recogieron variables sociodemográficas, de salud y comportamentales. Se evaluaron laansiedad y depresión a través de la Escala de Depresión, Ansiedad y Estrés (DASS-21), los síntomas postraumáticos a través de la Escala de Impacto del Evento Revisada (IES-R) y lospatrones de autocuidado con la Escala de Autocuidado (SCS).Resultados. Se incluyeron 3524 participantes, 24,1 %mostraron síntomas postraumáticos moderados o severos,21,9 % refirieron síntomas depresivos moderados, severos o extremadamente severos y 32 % síntomas ansiososmoderados, severos o extremadamente severos. El génerofemenino, la menor edad, menor nivel educativo, diagnóstico psiquiátrico previo, peor salud física, contacto con COVID-19, falta de rutinas y algunos síntomas psicológicos serelacionaron con peores respuestas psicológicas.Conclusiones. Se confirma el impacto sobre la saludmental que la primera ola de la pandemia tuvo en España yse identifican algunas variables relacionadas con peor respuesta que pueden resultar útiles en la prevención en salud mental en futuras situaciones equivalentes. (AU)

Introduction: The World Health Organization declared apandemic due to COVID-19 on 11 March 2020 and remarkedon the relevance of studying its consequences on mentalhealth. A cross-sectional study was conducted to evaluatethe immediate psychological response to the pandemic andquarantine in Spain.Methods. From March 23 to 28, an online survey wasconducted in a Spanish community sample. Sociodemographic,health and behavioral variables were surveyed. Depressionand anxiety sypmtoms were measured by the Depressión,Anxiety and Stress Scale (DASS-21), posttraumatic symptomsby the Impact of Event Scale-Revised (IES-R) and self-carepatterns by the Self-Care Scale (SCS).Results. 3524 respondents were included, 24.1%showed moderate or severe psychological impact, 21.9%reported moderate, severe or extremely severe depressionand 32% moderate, severe or extremely severe anxiety.Female gender, younger age, low education, psychiatricdiagnosis, worse physical health, contact history, lack ofroutines, and some psychological symptoms were related toworse psychological responses.Conclusions. This study provides evidence for a negativemental health impact of the pandemic in the Spanishcommunity that started at the early stages and identifiessome variables linked to worse psychological response. (AU)

Psychological Responses According to Gender during the Early Stage of COVID-19 in Spain.

BACKGROUND: Current research has pointed out an increased risk of mental health problems during the COVID-19 pandemic in women compared to men, however the reason for this difference remains unclear. The aim of this research is to study early psychological responses to the pandemic in the Spanish general population, focusing on gender differences. METHODS: Nine to 14 days after the declaration of a state of emergency an online survey was conducted assessing sociodemographic, health, behavioral and COVID-19-related variables. Mental health status was evaluated by the Depression, Anxiety and Stress Scale (DASS-21), the Impact of Event Scale-Revised (IES-R), and the Self-Care Scale (SCS). RESULTS: The study included 3520 respondents: 2611 women and 909 men. Women scored significantly higher in DASS-21 and IES-R (p < 0.05) and were more likely to somatize, suffer from hypochondriasis, sleeping disturbances and claustrophobia (p < 0.05). Being a woman can be considered a risk factor for intrusive thoughts, avoidance mechanisms, stress and anxiety (Odd Ratio = 2.7/2.3/2.3/1.6). The risk of presenting posttraumatic symptoms and emotional distress was greater in women (Odd Ratio = 6.77/4.59). General linear models to predict IES-R and DASS-21 scores clarified which variables were gender specific, such as main concerns. CONCLUSIONS: This study provides evidence that at early stages of the pandemic, women mental health was more impacted and that both genders show different concerns. Gender perspective in secondary and tertiary prevention strategies must be taken into account when facing the distress associated with the pandemic.

[Evidence-Based Psychological Treatments for Adults: A Selective Review]

Evidence-Based Psychological Treatments for Adults: A Selective Review. BACKGROUND: Psychological treatments have shown their efficacy, effectiveness, and efficiency in dealing with mental disorders. However, considering the scientific knowledge generated in recent years, in the Spanish context, there are no updating studies about empirically supported psychological treatments. The main goal was to carry out a selective review of the main empirically supported psychological treatments for mental disorders in adults. METHOD: Levels of evidence and degrees of recommendation were collected based on the criteria proposed by the Spanish National Health System (Clinical Practice Guidelines) for different psychological disorders. RESULTS: The results indicate that psychological treatments have empirical support for the approach to a wide range of psychological disorders. These levels of empirical evidence gathered range from low to high depending on the psychological disorder analysed. The review indicates the existence of certain fields of intervention that need further investigation. CONCLUSIONS: Based on this selective review, psychology professionals will be able to have rigorous, up-to-date information that allows them to make informed decisions when implementing empirically based psychotherapeutic procedures based on the characteristics of the people who require help.

How did Different Generations Cope with the COVID-19 Pandemic? Early Stages of the Pandemic in Spain / ¿Cómo se Enfrentaron las Diferentes Generaciones a la Pandemia por COVID-19? Primeras Etapas de la Pandemia en España

BACKGROUND: The World Health Organization has highlighted the importance of studying the consequences of the COVID-19 pandemic on mental health. The aim of this study is to examine the role of age in the early psychological responses to the pandemic in a Spanish community sample, focusing on how different generations coped with it. METHOD: An online survey was conducted during the early stages of the quarantine. Sociodemographic, health and behavioral variables were compared for five age groups. Mental health was assessed by the Depression, Anxiety and Stress Scale (DASS-21) and psychological impacts were assessed by the Impact of Event Scale-Revised (IES-R). RESULTS: 3,524 participants were included (Mage = 39.24, SDage = 12.00). Participants aged between 18 and 33 years old showed more hyperactivation and evitation, were more depressed, anxious and stressed. Those aged between 26 and 33 years old showed more intrusion. Those aged between 18 and 25 years old suffered more sleep disturbances, claustrophobia and somatization and maintained worse routines. Elderly people showed better psychological responses in general. CONCLUSIONS: This study provides initial evidence that the negative psychological impact of COVID-19 pandemic hits young people harder. These results should be taken into account when developing specific evidence-based strategies

ANTECEDENTES: la Organización Mundial de la Salud ha destacado la importancia de estudiar sus consecuencias sobre la salud mental de la COVID-19. Esta investigación estudia el papel de la edad sobre las respuestas psicológicas tempranas a la pandemia. MÉTODO: se realizó una encuesta online en la población adulta de España durante la cuarentena. Las variables sociodemofráficas, de salud y conductuales fueron estudiadas en 5 grupos de edad. El estado mental se estudió a través del DASS-21 (Depression, Anxiety and Stress Scale) y el impacto psicológico a través del IES-R (Impact of Event Scale-Revised). RESULTADOS: 3.524 participantes fueron incluidos (Medad = 39.24, DTedad = 12.00). Los participantes entre 18 y 33 se mostraban más hiperactivados, evitativos, ansiosos, deprimidos y estresados. Aquellos entre 26 y 33 años presentaban más intrusión. Los participantes entre 18 y 25 años dormían peor, presentaban más claustrofobia y somatizaciones, mayores dificultades para mantener rutinas, mientras que los mayores presentaban mejores respuestas en general. CONCLUSIONES: este estudio indica que la población española más joven se ha visto más afectada por las consecuencias psicológicas de la pandemia. Algunas de las diferencias en conductas y preocupaciones que dependieron de la edad deberían tenerse en cuenta para elaborar estrategias de intervención

How did Different Generations Cope with the COVID-19 Pandemic? Early Stages of the Pandemic in Spain.

BACKGROUND: The World Health Organization has highlighted the importance of studying the consequences of the COVID-19 pandemic on mental health. The aim of this study is to examine the role of age in the early psychological responses to the pandemic in a Spanish community sample, focusing on how different generations coped with it. METHOD: An online survey was conducted during the early stages of the quarantine. Sociodemographic, health and behavioral variables were compared for five age groups. Mental health was assessed by the Depression, Anxiety and Stress Scale (DASS-21) and psychological impacts were assessed by the Impact of Event Scale-Revised (IES-R). RESULTS: 3,524 participants were included (Mage = 39.24, SDage = 12.00). Participants aged between 18 and 33 years old showed more hyperactivation and evitation, were more depressed, anxious and stressed. Those aged between 26 and 33 years old showed more intrusion. Those aged between 18 and 25 years old suffered more sleep disturbances, claustrophobia and somatization and maintained worse routines. Elderly people showed better psychological responses in general. CONCLUSIONS: This study provides initial evidence that the negative psychological impact of COVID-19 pandemic hits young people harder. These results should be taken into account when developing specific evidence-based strategies.

Terapia Reprocesamiento y Desensibilización a través del Movimiento Ocular (EMDR) para reducir la ansiedad de un futbolista / Eye movement desensitization and reprocessing (EMDR) to reduce the anxiety of a soccer player / Terapia de reprocessamento e dessensibilização através do movimento ocular (EMDR) reduz a ansiedade de um jogador de futebol

Este trabajo de caso único pretende mostrar la intervención realizada mediante la terapia de trauma conocida como Terapia EMDR, a un futbolista de categoría alevín con alto nivel de ansiedad a raíz de un evento estresante asociado a la competición. Se realizó una evaluación inicial, con el Cuestionario de causas, manifestaciones y estrategias de afrontamiento ante la competición deportiva a partir de la cual se estableció el análisis funcional y el plan de tratamiento. Se llevaron a cabo cuatro sesiones individuales de una hora de duración con una periodicidad quincenal a través de las cuales se trabajó, por un lado, el fomento de estrategias de estabilización y por otro, el procesamiento del evento adverso diana que originó la ansiedad. Al final del tratamiento y a los tres meses de seguimiento, se volvió a administrar el mencionado cuestionario para valorar los cambios. Los resultados tanto clínicos como psicométricos reflejan la efectividad de la intervención mostrando cómo el jugador reduce su ansiedad e indirectamente recupera su nivel óptimo de rendimiento tras la terapia

This unique case study aims to show the intervention carried out through trauma therapy EMDR to a juvenile soccer player with a high level of anxiety due to a stressful event associated with the competition. An initial evaluation was carried out in order to stablish the functional analysis and treatment plan. The Questionnaire of causes, manifestations and coping strategies before the sports competition was administered. Four individual sessions of one hour duration were carried out twice a month. The treatment was firstly, the promotion of stabilization strategies and secondly, the processing of the target adverse event that caused the anxiety. At the end of the therapy and after three months of follow-up, the aforementioned questionnaire was re-administered to assess the changes. Both clinical and psychometric results reflect the effectiveness of the intervention showing that the player reduces his anxiety and indirectly recovers his optimum level of performance

Este estudo de caso único pretende demonstrar a intervenção conduzida mediante a terapia de trauma conhecida como terapia EMDR, realizado com um jogador de futebol da categoria de base mirim com alto nível de ansiedade em função de um evento estressante proveniente de uma competição. Foi realizada uma avaliação inicial, com o questionário de causas, manifestações e estratégias de lidar com a competição esportiva, a partir da qual foram realizadas as análises funcionais e o plano de tratamento. Foram realizadas quatro sessões individuais com duração de uma hora, periodizadas quinzenalmente, nas quais foram trabalhados estratégias de estabilização e o processamento do evento adverso que originou a ansiedade. Ao final do tratamento e após três meses de acompanhamento, o questionário mencionado acima foi aplicado novamente para avaliar as alterações. Os resultados clínicos e psicométricos refletiram a efetividade da intervenção mostrando como o jogador reduz sua ansiedade e indiretamente recupera seu nível ótimo de rendimento aós a terapia

Entrenamiento psicológico deportivo aplicado a una estudiante de oposición / Psychological training aplied to a student of public competition exam

El objetivo del trabajo es valorar la eficacia de la intervención psicológica en la preparación de un aspirante a oposición (estudio/examen) desde el mismo tratamiento con el que se abordaría un caso de preparación para la competición en deporte (entrenamiento/competición). El sujeto es una joven de 26 años, doctora en psicología, que se presentaba por segunda vez a la oposición PIR, y cuya demanda fue «entrenar habilidades psicológicas que favorecieran el máximo rendimiento en situación de examen». La intervención tuvo lugar durante las 11 semanas previas al examen, a razón de una sesión semanal. Se realizó una evaluación pre y post intervención, mediante una entrevista cualitativa, y la intervención que constó de tres bloques de trabajo: a) valoración y objetivos; 2) intervención cognitivo-conductual; y 3) rutina competitiva. Los resultados apoyan la obtención de beneficios en cuanto a rendimiento (estado de la opositora en la situación de examen y en la fase final de estudio), y colateralmente pudo recoger un resultado satisfactorio (superación de la oposición) (AU)

The objective of this work is to evaluate the efficacy of a psychological intervention in the preparation of a candidate for a state exam (study / examination) with the same basis as the preparation of a sport competition (training / competition). The participant is a 26-year-old, doctor in Psychology, who was presented for the second time to the state exam «PIR», and whose demand was «to train psychological skills that favored the maximum performance under examination.» The intervention took place during the 11 weeks prior to the exam, by reason of a weekly session. A pre and post intervention evaluation was carried out, through a qualitative interview. The intervention consisted of three parts: a) assessment and objectives; 2) cognitive-behavioral intervention; and 3) competitive routine. The results suggest the benefits from the intervention (state of the opponent in the examination situation and in the final phase of study) and a satisfactory result can be collected in a satisfactory way (passed the state exam) (AU)

Influence of perfectionism on variables associated to eating disorders in dance students / Influencia del perfeccionismo en variables relacionadas con trastornos alimentarios en estudiantes de danza / Influência do perfectionismo nas variáveis associadas aos transtornos alimentares em estudantes de dança

The aim of the present study was to examine the influence of the main two elements of perfectionism (CM, concern over mistakes and PS, personal standards) on eating disorders risk factors in dancers. Based on the literature, we tested the role of CM and PS over diet and mood related symptoms, and the function of performance anxiety and body dissatisfaction as the main mediators in the model. Two hundreds and eighty one female dancers (M = 15.28; SDage = 2.32) from two Spanish dance conservatoires participated in this study. Structural modelling was used to test the hypothesized model. Results confirm the different influence of PS and CM on dieting and the presence of symptoms of mood disorders and performance anxiety just in the debilitative perfectionism path. In conclusion, the presence of CM might be key to differentiate dancers at higher risk of eaing disorder due to its association with the variables traditionally associated to this

El objetivo del presente estudio fue examinar la influencia de los dos elementos principales del perfeccionismo (CM, preocupación ante los errores y PS, exigencias personales) ante los factores de riesgo de los trastornos alimentarios en bailarinas. Con apoyo en la literatura, evaluamos el rol de CM y de PS sobre la dieta y el estado de ánimo, y la función de la ansiedad de rendimiento y la insatisfacción corporal como los principales mediadores en el modelo. Doscientas ocho bailarinas (M = 15.28, DEedad = 2.32) de dos conservatorios de danza españoles participaron en este estudio. Gracias a modelos estructurales, los resultados confirman la influencia de PS y de CM en la dieta, sin embargo la vinculación entre dieta, insatisfacción corporal, estado de ánimo y la ansiedad de rendimiento solo se produce a partir del CM que es la vía del perfeccionismo debilitador. En conclusión, la presencia de CM puede ser la clave para diferenciar entre bailarines con mayor riesgo para desarrollar trastornos alimentarios debido a su asociación con variables tradicionalmente relacionadas con estos

O objectivo do presente estudo foi analisar a influência dos dois principais elementos do perfeccionismo (CM, preocupação face aos errose PS, exigências pessoais) face aos factores de risco dos transtornos alimentares em bailarinas. Com suporte na literatura, avaliamos o papel de CM ePS sobre a dieta e o estado de humor, e a função da ansiedade relativa ao rendimento e a insatisfação corporal como os principais mediadores do modelo.Participaram no estudo duzentas e oito bailarinas (M= 15.28, DPidade= 2.32) de dois conservatórios de dança espanhóis. Através de modelos estruturais,os resultados confirmam a influência de PS e de CM na dieta, contudo a relação entre dieta, insatisfação corporal, estado de humor e ansiedade relativaao rendimento apenas é predita através de CM que é a via do perfeccionismo debilitador. Em conclusão, a presença de CM pode ser a chave para dife-renciar os bailarinos com maior risco de desenvolverem transtornos alimentares devido à sua associação com variáveis tradicionalmente relacionadascom estes

The effect of manipulated and accurate assessment feedback on the self-efficacy of dance students.

Research undertaken with athletes has shown that lower-evaluated feedback is related to low self-efficacy levels. However, the relationship between teacher feedback and self-efficacy has not been studied in the dance setting. In sports or dance contexts, very few studies have manipulated feedback content to examine its impact on performers' self-efficacy in relation to the execution of a specific movement. Therefore, the aim of this investigation was to explore the effect of manipulated upper, lower, and accurate grade feedback on changes in dancers' self-efficacy levels for the execution of the "Zapateado" (a flamenco foot movement). Sixty-one students (56 female, 5 male, ages 13 to 22 ± 3.25 years) from a Spanish dance conservatory participated in this experimental study. They were randomly divided into four feedback groups: 1. upper-evaluated, 2. objective and informational, 3. lower-evaluated, and 4. no feedback-control. Participants performed three trials during a 1-hour session and completed questionnaires tapping self-efficacy pre-feedback and post-feedback. After each trial, teachers (who were confederates in the study) were first asked to rate their perception of each dancer's competence level at performing the movement according to conventional criteria (scores from 0 to 10). The results were then manipulated, and students accurate, lower-evaluated, or upper-evaluated scores were given. Those in the accurate feedback group reported positive change in self-efficacy, whereas those in the lower-evaluated group showed no significant change in self-efficacy during the course of the trial. Findings call into question the common perception among teachers that it can be motivating to provide students with inaccurate feedback that indicates that the students' performance level is much better or much worse than they actually perceive it to be. Self-efficacy appears most likely to increase in students when feedback is accurate.

Factores psicológicos relacionados con la intencionalidad de abandonar las enseñanzas profesionales de rendimiento musical / Psychological factors related to intent to leave the musical teaching of performance professiona / Fatores psicológicos relacionados com a intenção de deixar o ensino musical de desempenho

Musical teaching of performance professionares demográficos y psicológicos que mayor influencia presentan en el cese de las enseñanzas profesionales de música. Una muestra de 113 estudiantes (54 mujeres y 59 varones, con edades comprendidas entre 12 y 45 años) perteneciente a un conservatorio contestó el cuestionario MMEPC (García-Dantas y Caracuel, 2011). Los resultados mostraron diferencias significativas entre chicos y chicas puntuando las mujeres menores niveles de competencia percibida y mayores niveles de activación que los hombres. La motivación intrínseca, la competencia percibida y el estrés eran los factores psicológicos que mayor impacto ejercían en la decisión de abandonar. Se espera que las intervenciones psicológicas y formativas a) reduzcan los factores de riesgo que conducen a un abandono desadaptativo y, b) potencie aquellos que promuevan una mayor adherencia y disfrute en el aprendizaje de la música (AU)

It's presented a study to acknowledge psychological and demographic factors that influence on the professional learning abandon of the music. A sample of 113 students (54 females and 59 males, ranged 12 to 45 years old) from a music conservatoire answered the MMEPC questionnaire (García-Dantas & Caracuel, 2011). Results showed significant differences among females and males, thus women presented less perceived competence and higher activation levels than men. Intrinsic motivation, perceive competence and stress exert the greater impact on the dropping out intention. Psychological and educational interventions are expected to a) reduce the studied risk factors for a desadaptative abandon, b) enhance those factors which promote a greater adherence and enjoyment the learning of the music (AU)

É apresentado um estudo para reconhecer os fatores psicológicos e demográficos que influenciam na aprendizagem profissional abandonar a música. Uma amostra de 113 alunos (54 do sexo feminino e 59 do sexo masculino, variou 12 a 45 anos) a partir de um conservatório de música responderam ao questionário MMEPC (García-Dantas & Caracuel de 2011). Os resultados mostraram diferenças significativas entre mulheres e homens, assim, as mulheres apresentaram menor competência percebida e níveis de ativação mais elevadas do que os homens. A motivação intrínseca, perceber a competência e estresse exercer o maior impacto sobre a intenção abandono. As intervenções psicológicas e educacionais são esperados para a) reduzir os fatores de risco estudados por um desadaptative abandono, b) melhorar os fatores que promovem uma maior aderência e diversão a aprendizagem da música (AU)

Intervención Formativa con el Profesorado de Danza e Influencia Motivacional en su Alumnado / Formative Intervention with Dance Teachers and Motivational Influence in their Students

Se diseña un programa de formación para el profesorado con el principal objetivo de evaluar si sus estudiantes mejoran sus niveles motivacionales. Integraron la muestra 5 profesores voluntarios de un Conservatorio de danza (3 del grupo experimental y 2 del grupo control), así como sus respectivos alumnos (N=60). Se evaluó antes de la intervención la conducta de instrucción mediante el CBAS (Coaching Behaviour Assessment System) adaptado a danza, así como la motivación de los alumnos a través de un Cuestionario de Motivación para Estudiantes de Danza. Después del trabajo con profesores del grupo experimental, se les evaluó de nuevo para comprobar si los niveles iniciales reflejaban algún cambio. Los resultados muestran variaciones significativas en las escalas del CBAS y en los cuestionarios de Motivación en dicho grupo sugiriendo la efectividad de la intervención (AU)

An educational programme for teachers was designed with the aim to improve their students´ motivation. A sample consisting of five teachers from a dance conservatoire (experimental group n = 3, control group n = 2), and their respective students (N = 60) took part in this study. The behavior of the teachers was assessed using the adapted Coaching Behavior Assessment System (CBAS). The students´ motivation was assessed using the "Motivation questionnaire for dance students [Cuestionario de Motivación para Estudiantes de Danza]". Following the intervention, teachers and students in the experimental group were assessed using the instruments listed previously to observe any changes in motivation between pre and post test. Results showed significant differences in scales of CBAS and the questionnaires from pre to post test in the experimental group. The control group, however, did not display significant differences, thus suggesting the intervention was effective (AU)

Foi desenhado um programa de formação para os professores com o principal objetivo de avaliar se os estudantes melhoraram os níveis de motivação. A mostra foi composta por 5 professores voluntários de um Conservatório de Dança (3 do grupo experimental e 2 do grupo controle), e seus respectivos alunos (N=60). Foi avaliada a conduta de instrução antes da intervenção, através do CBAS (Coaching Behaviour Assessment System) adaptado á dança, e também a motivação dos alunos através do Questionário de Motivação para Estudantes de Dança. Depois do trabalho com os professores do grupo experimental, novamente foi avaliado para comprovar se os níveis iniciais apresentavam alguma alteração. Os resultados mostram variações significativas nas escalas do CBAS e no questionário de Motivação no grupo referido, sugerindo a efetividade da intervenção (AU)

Indicadores de bienestar psicológico percibido en alumnos de Educación Física / Indicators of psychological well-being perceived by physical education students

La adolescencia es una etapa crítica en el aprendizaje de conductas saludables y de bienestar, entre las que se encuentra la práctica de actividad física; por otro lado, los hábitos desarrollados durante esta etapa, pueden continuar durante la edad adulta. Si consideramos el bienestar psicológico como uno de los factores que facilitan adherencia entre ejercicio y salud que permite la práctica de ejercicio físico, percibir adecuadamente indicadores de ese bienestar debería ser principal objetivo de los docentes en la transmisión de la educación física en edad escolar. Pretendemos establecer correspondencia entre estilos educativos docentes en educación física para la disposición de las clases e índices de bienestar psicológico percibido por alumnos dentro de contextos de aprendizaje. Realizamos estudio descriptivo y correlacional entre indicadores de estilos educativos de docentes (n = 15) utilizando el cuestionario de Perfiles de Estilos Educativos (PEE) (Magaz y García, 1998) y las percepciones de bienestar subjetivo de alumnos (n = 150) con edades entre 12 y 16 años utilizando la Escala de Bienestar de Bienestar psicológico de Ryff, en su versión española (Díaz et al., 2005), correspondientes al ciclo de educación secundaria obligatoria. El análisis de los datos nos sugiere correspondencia positiva entre los índices de bienestar psicológico percibido por los alumnos con la forma en que sus docentes transmiten la educación física. Debemos contemplar la importancia de la transmisión pedagógica de la actividad física como modelo favorecedor del bienestar psicológico del adolescente, como base de conductas saludables en la edad adulta (AU)

Adolescence is a critical step in learning healthy and wellness behaviours, which include physical activity; furthermore the habits developed during this phase may continue into adulthood. If psychological well-being is considered one of the factors that facilitates adhesion to exercise and health and allows physical exercise to be practiced, adequately perceiving indicators of well-being should be teachers’ main objective in teaching physical education at school. We aimed to establish the correspondence between teaching styles in physical education teachers for organising classes and the indices of psychological well-being perceived by students in learning contexts. We conducted a correlational descriptive study between teaching styles indicators (n = 15) using the Styles Questionnaire Educational Profiles (PEE) (Magaz and Garcia, 1998) and the perceptions of subjective well-being by students (n = 150) between 12 and 16 years of age using the Spanish version of Ryff's Scale of Psychological Well-Being (Diaz et al., 2005), corresponding to compulsory secondary education. The data analysis suggests a positive correspondence between the indices of psychological well-being perceived by the students with the way in which their physical education teachers taught the subject. The results showed the importance of the pedagogical transmission of physical activity as a model that encourages adolescents’ psychological well-being as a basis for healthy behaviours in adulthood (AU)