Capacidad predictiva del apoyo a la autonomía en clases de educación física sobre el ejercicio físico

  1. Juan Antonio Moreno-Murcia
  2. Elisa Huéscar-Hernández
  3. Lorena Ruíz-González
Journal:
Revista Latinoamericana de Psicología

ISSN: 0120-0534

Year of publication: 2019

Volume: 51

Issue: 1

Pages: 30-37

Type: Article

DOI: 10.14349/RLP.2019.V51.N1.4 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista Latinoamericana de Psicología

Abstract

Abstract The objective of this study was to check the prediction capacity of teacher’s autonomy support in physical education, basic psychological needs and motivation self-determined about fun, importance and intention towards physical education and the usual physical activity. Participated a sample of 718 students (346 boys and 372 girls) with ages between 13 and 19 years (M = 15.76, SD = 1.20). Autonomy support perceived, basic psychological needs, motivation, fun, the importance of Physical education, intentionality to be physically active and habitual physical activity was measured. A descriptive statistical analyzes and bivariate correlations of all the variables object of study, confirmatory factor analyzes of the instruments and an analysis through the structural regression model was performed. The results revealed a positive and significant relationship between all the variables. Thus, the autonomy support positively predicted the satisfaction of the basic psychological needs, and this, in turn, predicted self-determined motivation, which predicted fun the fun, that predicted the importance given to physical education, and it the intention to be physically active, which finally predicted the usual physical activity rate. The results help to optimize the commitment of young people to physical activity, both inside and outside the classroom.

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