Although several studies that rely on self-determination theory have shown the positive interrelations among perceived need supportive learning environment, needs satisfaction, quality of motivatio...

Mental load and fatigue are important causes of performance decreases and accidents in different activities. However, a robust systematic review, detailing the instruments used to quantify them, is currently lacking. The purpose of this study was to summarize and classify by derivations the validated instruments used to quantify mental load and fatigue. The most representative electronic databases in the scope of this review, PubMed, WOS, Scopus, SPORTDiscus, and PsycINFO (until September 2020) were searched for studies that included instruments to analyze mental load and fatigue. The quality of the selected studies was scored using a quality assessment checklist. A total of 40 papers were included. Most of the papers used subjective scales (75%) to quantify mental load and fatigue, with a small presence of behavioral (n = 5) and objective techniques (n = 5). Less is known about the analysis of mental load and fatigue using a combination of derivations. Despite the high cost and complexity of objective techniques, research that applies these measures is important for further analysis of brain processes in mental load and fatigue. The design of a battery of tests that include the three types of derivations also seems necessary.

It is currently unknown whether mental fatigue occurs throughout a WPT competition and whether consecutive matches affect how mentally fatiguing a match is perceived to be. The objective was to quantify the effects of successive professional matches on mental fatigue. A total of 14 professional players (9 males, Mage = 25, 5 females, Mage = 21) participated during qualified rounds of a WPT with three eliminatory matches: Match 1 (morning) and 2 (afternoon) on day 1 (n = 14), Match 3 (morning) on day 2 (n = 6). Mental fatigue and motivation, with scales, and reaction time, with a 3-min Psychomotor Vigilance Test, were measured at two time intervals (pre and post matches (<30 min)). To analyze the evolution of these variables, a two-way repeated measures MANOVA was performed. An increase in mental fatigue from pre- to post-matches was observed (p < 0.01), with an accumulation of mental fatigue between matches played on day 1 (p < 0.01), maximizing the mental fatigue perceived during Match 2. Padel matches impair motivation and reaction time (p = 0.04), without effects between successive matches, which reinforced the idea that mental fatigue may impair padel performance (i.e., reaction time). Coaches should use training interventions and recovery strategies to counteract/avoid the accumulation of mental fatigue during professional tournaments.

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 from 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 structure of nine factors of the scale determined the need to eliminate two items of the direction by passive exception factor, grouping passive leadership into a single factor. In a second eight-factor model, high correlations were found between the factors of transformational leadership, indicating the need to establish a first-order factor. Finally, a third model was tested that obtained adequate values ​​of validity and reliability, which 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). Therefore, the Spanish version of the MLQ-5X in the educational field can be used to assess the transformational leadership of teachers from the perception of the students.

Objective: This systematic review and meta‐analysis aimed to examine the effects of out‐of‐school physical activity (PA) interventions, based on Self‐Determination Theory (SDT), on basic psychological needs (BPN), motivation toward PA, and PA levels in youths.Design: Systematic review and meta‐analyses.Method: We searched for intervention studies examining the effects of PA interventions based on SDT implemented outside the school published in English and Spanish in six electronic databases up to January 2022.Results: Outcomes of interest were BPN, motivation, and PA levels. In total, nine studies were included in this review. Seven individual meta‐analyses were conducted for each variable, revealing nonsignificant clustered effects for the outcomes autonomy satisfaction (g = 0.12, 95% CI [−0.31, 0.55]), competence satisfaction (g = 0.02, 95% CI [−0.28, 0.32]), relatedness satisfaction (g = 0.13, 95% CI [−0.43, 0.68]), autonomous motivation (g = 0.15, 95% CI [−0.38, 0.67]), controlled motivation (g = 0.12, 95% CI [−0.32, 0.55]), amotivation (g = −0.36, 95% CI [−0.88, 0.16]), and PA behavior (g = 0.02, 95% CI [−0.08, 0.12]).Conclusion: Meta‐analyses suggest that out‐of‐school PA interventions based on SDT are not effective in increasing levels of needs satisfaction, types of motivation, and PA levels.

This research project, composed of two studies, aimed to analyse various antecedents and outcomes of team resilience. Study 1, which involved 394 sports team players ( M_age = 20.41, SD = 5.23), cross-sectionally examined the relationship between group cohesion and collective efficacy with team resilience, and the mediating effect of collective efficacy on the cohesion-team resilience relationship, using players’ perceptions assessed through questionnaires. Study 2, which involved 434 players ( M_age = 21.53, SD = 5.57) from collective sports, aimed to longitudinally corroborate the relationship between cohesion (Time 1) and collective efficacy (Time 1) with team resilience (Time 2), and to examine perceived team performance (Time 2) as a consequence of team resilience, again evaluated through questionnaires. Results showed that task cohesion, social cohesion and collective efficacy in Studies 1 and 2 were positively related to resilience characteristics. Also, task cohesion was negatively related to vulnerability under pressure in both studies. Collective efficacy was also shown to be an antecedent of vulnerability under pressure in Study 1 and a mediator of the relationship between task cohesion and resilience characteristics in both studies. Lastly, team resilience was a predictor of perceived team performance at the end of the season in Study 2. Thus, the findings provide new empirical evidence of the antecedents and outcomes of team resilience in the field of sports psychology. Coaches and practitioners should develop group cohesion and collective efficacy in training sessions and matches during the season to achieve more resilient and less vulnerable teams.