There has been a decrease in sports practices among the adolescent population, and several authors have tried to identify variables that can explain this decrease by analyzing psychosocial aspects such as perceived fitness and self-efficacy. Therefore, the purpose of this research is to examine the association of perceived fitness and self-efficacy with sport practices and to determine whether perceived fitness is a mediator of the association between self-efficacy and sport practice in Spanish adolescents. The sample was composed of 882 students between 13 and 17 years old from Gipuzkoa (Spain). A descriptive, correlational and direct/indirect effect approach was used, using the PROCESS macro for Statistical Package for the Social Sciences (SPSS). Among the results obtained, it is highlighted on the one hand, that perceived fitness significantly correlates with both self-efficacy and sport practice, on the other hand, it is confirmed that perceived fitness is a mediator in the relationship between self-efficacy and sports practice. This finding highlights the importance of psychosocial aspects in efforts to increase sports practice.

Background: The practice of physical activity (PA) plays an important role in achieving an active-healthy lifestyle. Several authors have focused their studies on the relationship between motor competence (MC) and physical activity (PA). Stodden et al. proposed a conceptual model, where they postulated the existence of a positive and significant relationship between the two variables and that there are mediating variables that play a critical role in this relationship as perceived motor competence (PMC). Aims: Therefore, the purpose of this research is to provide empirical evidence to support the conceptual model. The aim is to examine the association of PMC and MC with PA and to determine whether PMC is a mediator of the association between MC and PA in Basque adolescents. Methods: 897 students between 12 and 16 years old from the Basque Country (Spain) participated in this study. The SPORTCOMP battery was used to assess motor competence and the AMPET-R questionnaire was applied to measure the PMC. To know the level of PA participants were asked how many days per week they performed physical activity, considering physical activity to include any sport activity, organized or unorganized, that meets the conditions of a minimum duration of 60 min medium and vigorous intensity. A descriptive, correlational and direct/indirect effect approach was used, using the PROCESS macro for Statistical Package for the Social Sciences (SPSS). Results: The results highlight that, on the one hand, PMC significantly correlates with both MC and PA and, on the other hand, it is corroborated that PMC is a mediator variable in the relationship between MC and PA. Conclusion: The mediation role of the PMC in the association between MC and PA raises the necessity not only to improve motor skills but also to provide successful experiences that allow adolescents to build a competent image of themselves that will contribute to the achievement and maintenance of an active lifestyle.

El contexto educativo universitario representa una serie de retos y desafíos que pueden afectar tanto la salud física como psicológica del alumnado. Esto destaca la necesidad de dar énfasis al fortalecimiento de los recursos propios, que permitan valorar las experiencias de manera positiva y aumentar la satisfacción con todos los aspectos de la vida. Así, el objetivo de esta investigación es analizar la incidencia de un programa de educación física emocional en el bienestar subjetivo de estudiantes universitarios en formación inicial docente, desde los componentes cognitivo y afectivo-emocional. Se realizó un estudio cuasi-experimental con metodología mixta de diseño convergente o triangulación recurrente, con la participación de 229 estudiantes de dos universidades chilenas. Para medir el componente cognitivo se utilizó la Escala de Satisfacción con la Vida (SWLS), realizando diferencia de medias pretest y postest, con grupo control y grupo experimental. Para medir el componente afectivo-emocional se llevó a cabo la técnica de producción de información Focus Group al grupo experimental. Los resultados confirman que hay diferencias significativas entre los valores pretest y postest entre el grupo experimental y el grupo control. A su vez, el estudiantado percibe un aumento de sus competencias emocionales y sentimientos positivos en el día a día. Por tanto, este estudio muestra la incidencia positiva de un programa de educación física emocional, en el bienestar subjetivo del estudiantado universitario. Palabras clave: bienestar subjetivo, educación física, desarrollo cognitivo, desarrollo afectivo, estudiantes universitarios, formación docente. Educational university context represents a series of challenges that can affect students' physical and psychological health. This highlights the need to focus on the empowerment of one's own resources, which allow them to assess experiences in a positive way and increase satisfaction with life aspects. Thus, the aim of this research is to analyze the incidence of an emotional physical education program on the subjective well-being of university students in initial teacher training, considering the cognitive and affective-emotional components. A quasi-experimental with mixed methodology of convergent design or recurrent triangulation, was carried out with the participation of 229 students from two Chilean universities. To assess the cognitive component, the Satisfaction with Life Scale (SWLS) was used; performing pretest and posttest mean difference, with control group and experimental group. To measure the affective-emotional component, a Focus Group information production technique was used with the experimental group. The results confirm that there are significant differences in pretest and posttest values between the experimental group and the control group. The students, in turn, perceive an increase in their emotional competences and positive feelings on a daily basis. Therefore, this study shows the positive impact of an emotional physical education program on the subjective well-being of university students. Keywords: subjective well-being, physical education, cognitive development, affective development, university students, teacher training.

En las últimas décadas, investigaciones relacionadas con la competencia motriz manifiestan un descenso de los niveles de competencia motriz en los adolescentes. Stodden y cols. presentaron un modelo conceptual que, entre otras variables, relacionaba la competencia motriz y la percepción de competencia motriz con la práctica físico-deportiva. El objetivo de este estudio es determinar la relación entre las tres variables. Participaron 970 adolescentes de ambos sexos, con edades comprendidas entre 12 a 16 años. Se ha medido el nivel de competencia motriz del alumnado mediante la batería SPORTCOMP y se les ha aplicado el cuestionario AMPET de medición de Motivación de logro. Los resultados muestran que el alumnado de este estudio presentan un nivel medio de competencia motriz y percepción de competencia motriz. A su vez, un 60% de la muestra realiza práctica físico-deportiva todas las semanas. En cuanto a las relaciones entre las variables, los datos muestran que existen diferencias positivas y significativas entre las tres variables. Finalmente, se ha comprobado que los adolescentes que realizan práctica físico-deportiva más frecuentemente muestran valores medios más altos de competencia motriz y percepción de competencia motriz.

Background/Objectives: Difficulties in emotional regulation are recognized as a risk factor for a variety of emotion-based psychopathologies, including anxiety and depression. In this context, movement and physical activity have been identified as a key element in preventing these health issues, particularly during the initial teacher training. This study aimed to analyze the impact of an emotional health physical education program on the Emotional Intelligence of university students studying physical education in Chile. Methods: A quasi-experimental design with experimental and control groups and repeated measures (pre test-post test) was employed. A total of 214 male and female students from two Chilean universities participated and completed the Spanish version of the Trait Meta-Mood Scale (TMMS-24). Results: Results confirmed the program’s effectiveness in fostering Emotional Intelligence, revealing statistically significant improvements (p < 0.05) in the dimensions of emotional attention and clarity. Conclusions: These findings suggest that emotional physical education programs can be effective in promoting emotional skills essential for the learning and mental well-being of university students who will later become primary and secondary school teachers.

El objetivo de esta investigación es examinar el efecto de un programa de educación física emocional en la inteligencia emocional de estudiantes universitarios (futuros docentes). 104 estudiantes universitarios del País Vasco participaron en este estudio, 58 mujeres y 46 hombres. Se realizó un estudio cuasi-experimental, un diseño de medidas repetidas pretest-postest con grupo de control. Para medir la Inteligencia Emocional se usó el Trait Meta-Mood Scale (TMMS-24). Se realizaron análisis de covarianza (ANCOVA) para analizar el efecto del programa en la Inteligencia Emocional. Los resultados confirman que hay diferencias significativas entre los valores pretest-postest entre el grupo experimental y el control en la dimensión de Claridad Emocional. Este estudio muestra la eficacia del programa de educación física emocional en la mejora de la IE. Estos resultados sugieren la necesidad de realizar intervenciones dirigidas al desarrollo de la inteligencia emocional en estudiantes universitarios.