The aim of this study is to evaluate a theoretical model for analyzing the influence of need satisfaction, need thwarting, motivation, enjoyment, boredom, and exhaustion in physical education on the intention to be physically active. In addition, we examined the mediation effect of motivation between basic psychological needs and the intention to be physically active. The study was based on self-determination theory. To achieve this, 480 students between 12 and 18 years old filled out a questionnaire to measure the satisfaction and thwarting of basic psychological needs, motivation, enjoyment, boredom, exhaustion, and intention to be physically active. The results of path analysis showed the relevance of the satisfaction of the need for competence in physical education in order to increase self-determined motivation, enjoyment, and intention to be physically active. Additionally, intention was positively predicted by enjoyment and negatively predicted by exhaustion. Need thwarting directly predicted negative consequences, such as boredom and exhaustion. Motivation mediated the relationship between basic needs and intention to be physically active. These data highlight the importance of considering basic psychological need thwarting in studies on the promotion of physical activity.

El presente trabajo trata uno de los aspectos más estudiados en Educación Física como es el modelo pedagógico de Aprendizaje Cooperativo y su repercusión sobre el alumnado en edad escolar. El objetivo principal de esta investigación fue conocer la percepción del profesorado del área de Educación Física en la etapa de Educación Primaria acerca del uso del Aprendizaje Cooperativo y su relación con la Inteligencia Emocional. Para ello, se llevó a cabo una investigación cualitativa por medio de entrevistas semiestructuradas a través de la opinión de un total de seis maestros de Educación Física pertenecientes a la etapa educativa de Educación Primaria. Los resultados obtenidos confirman que los docentes muestran una actitud positiva y poseen buenas percepciones hacia este modelo pedagógico. Sin embargo, todos coinciden en el argumento de que se necesita mucho esfuerzo y trabajo, así como seguimiento constante para obtener beneficios y resultados significativos. Asimismo, afirman que este modelo está estrechamente relacionado con la Inteligencia Emocional, considerándolo un aspecto que lo enriquece todavía más. The present work deals with one of the most studied aspects of Physical Education such as the pedagogical model of Cooperative Learning and its impact on shool-age students. The main goal of this research was to know the perception of teachers in the area of Physical Education in Primary Education about the use of Cooperative Learning and its relationship with Emotional Intelligence. To this end, qualitative research was carried out through semi-structured interviews thanks to the opinion of a total six Physical Education teachers from the Primary Education. The results obtained confirm that teachers show a positive attitude and have good perceptions towards this pedagogical model. However, everyone agrees on the argument that it takes a lot of effort and work, as well as constant monitoring to obtain benefits and significative results. They also affirm that this model is closely related to Emotional Intelligence, considering it as an aspect that enriches it even more.

Muscle dysmorphia (MD) is a body dismorphic disorder in which the sufferer is dissatisfied with their body size and shape. MD has yet to be studied in weightlifters, and the objective of this research study is to detect its symptoms in 32 male weightlifters as well as any related characteristics and behaviours. This study involved the distribution of a sociodemographic questionnaire in addition to the Escala de Satisfacción Muscular, the Physical Self-Concept Questionnaire, and the Somatomorphic Matrix, with the anthropometric measurements of the participants also being recorded. The results revealed the existence of body dissatisfaction among athletes and, in some cases, muscle perception that does not equate to reality. The athletes also use substances to build their muscles and enhance their performance, display obsessive muscle checking behaviours, and have low general physical self-concept that stems from their muscle (dis)satisfaction. To conclude, this study confirms the existence of MD in this sport.

The present study analyses the effect of a Movement-Based Intervention to improve Actual and Perceived Motor Competence in children with probable Developmental Coordination Disorder aged four and six years. A longitudinal pre-experimental study was designed with measurements conducted at pre-test, post-test and follow-up (after 5 months without intervention). The group, composed of children with probable Developmental Coordination Disorder or low motor competence, consisted of 57 participants, and the duration of a Movement-Based Intervention was 27 sessions allocated in nine weeks. Actual Motor Competence was evaluated with the Movement Assessment Battery for School children and Perceived Motor Competence with Pictorial Scale of Perceived Motor Skill Competence for Children. The results showed significant improvements in both study variables (Actual Motor Competence and Perceived Motor Competence), both at post-test and follow-up, five months after the end of the intervention. In conclusion, a Movement-based Intervention is effective in improving Actual and Perceived Motor Competence in the participants of this research, children with low motor competence or probable Developmental Coordination Disorder. Considering the improvements observed after the program in Spanish sample, it seems that the usual practice in Early Childhood Education in our context may not be sufficient, i.e., it may not provide children with the necessary support (number of lesson and time) and appropriate learning contexts to promote the development of their motor skills. Considering the results, this study suggests that using an Movement-Based Intervention with an appropriate pedagogical approach, and offering different learning opportunities to children according to their needs, could positively influence their Actual and Perceived Motor Competence, and could motivate them towards future practice.

Los ambientes de aprendizaje se entienden como una organización estudiada de espacios y materiales. El docente tiene un rol secundario, por lo que esta tendencia favorece una participación libre y activa de los estudiantes. Se entiende que es una forma de potenciar la creatividad y el trabajo autónomo, evitando el trabajo reproductivo. El objetivo propuesto pretendía determinar el nivel de disfrute de los estudiantes en las sesiones desarrolladas a través de la propuesta de entornos de aprendizaje. La muestra estuvo compuesta por 420 niños, de un centro educativo. Los instrumentos utilizados fueron el Sonrisómetro en el cual se registró el disfrute de los estudiantes, y un registro de observación en el que se anotaban aspectos relativos al comportamiento de los participantes en referencia a las actividades realizadas. Los datos revelaron que el disfrute de los estudiantes fue elevado, tanto por lo que mostraban los resultados del Sonrisómetro como por las conductas registradas. Learning environments are understood as a prepared organization of spaces and materials. Teachers have a secondary role, so this tendency promotes free and active participation of students. This is understood as a way for promoting creativity and autonomous work, avoiding repetitive work. The proposed objective sought to determine students’ level of enjoyment in sessions carried out via the proposal of learning environments. The sample was composed of 420 children from an educational center. The instruments used were the Smile-meter, by means of which students’ enjoyment was recorded, and an observation log in which aspects of students’ behavior related to the carried-out activities were written down. The data showed students’ enjoyment was high based on both the results from the smile-meter and on the recorded behaviors.

El propósito de este trabajo fue analizar la cantidad y la intensidad de actividad física practicada en una semana ordinaria en escolares de 6º de primaria, así como valorar el nivel de autoconcepto que presentan y si existen diferencias en las variables en función del género. En este estudio participaron un total de 55 escolares (23 chicas y 32 chicos,) con una edad media de 11.49 (DT = 0.54), pertenecientes a sexto curso de Educación Primaria de un colegio público de Ciudad Real (Castilla-La Mancha, España), a los que se implementaron el Cuestionario Internacional de Actividad Física (Craig et al., 2003) y la Escala de Autoconcepto para niños (Piers & Harris, 1969). Los resultados mostraron que la práctica de AF se relaciona con una mejor percepción del autoconcepto, especialmente en el ámbito conductual y global, y el que el autoconcepto físico se relaciona con las dimensiones de no ansiedad y social en ambos géneros, así como con la dimensión felicidad en el caso de las chicas participantes. Considerando, por tanto, que es en el ámbito escolar dónde se tiene acceso a todos los niños y niñas de esta etapa, este puede actuar como elemento compensador proponiendo durante este tiempo programas que favorezcan la actividad física mediante la aplicación de estrategias para el desarrollo del autoconcepto. Palabras clave. Escolares, Educación primaria, actividad física extraescolar, valoración personal. The purpose of this study was to analyse the amount and intensity of physical activity practised in an ordinary week in 6th grade primary schoolchildren, as well as to assess the level of self-concept they present and whether there are differences in the variables according to gender. A total of 55 schoolchildren (23 girls and 32 boys) with a mean age of 11.49 (SD = 0.54), belonging to the sixth grade of Primary Education in a public school in Ciudad Real (Castilla-La Mancha, Spain), participated in this study. They were administered the International Physical Activity Questionnaire (Craig et al., 2003) and the Self-Concept Scale for Children (Piers and Harris, 1969). The results showed that physical activity practice i related to a better perception of self-concept, especially in the behavioural and global domains, and that physical self-concept is related to the non-anxiety and social dimensions in both genders, as well as to the happiness dimension in the case of the participating girls. In view of the above, it is essential to implement Physical Activity programmes that introduce strategies to develop the self-concept of schoolchildren in the school context, acting as a compensatory element in the practice of PA, given its importance and its relationship with the self-concept of schoolchildren. Keywords. Schoolchildren, Primary Education, extracurricular physical Activity, self value.