Sports performance depends on a complex interaction of variables, such as psychological, physical, technical and tactical abilities. The purpose of the three studies described in this article was to validate an instrument to measure perceived performance in athletes (studies 1 and 2), and to analyze the predictive power of perceived performance, basic psychological needs and intrinsic motivation on the intention to be physically active (which was used as a predictor of adherence to sport) (study 3). In study 1, the Perceived Performance in Sports Questionnaire was validated in the Spanish sports context, analyzing its factorial structure, reliability, and temporal stability with 146 soccer players. The objective of study 2 was to check the factorial structure of the questionnaire with an objective performance measure (points scored and time played). The sample was 180 young basketball players. The objective of study 3 was to analyze the predictive power of basic psychological needs in exercise, intrinsic motivation, and perceived performance on the intention to be physically active in 339 athletes of fifteen different sports. The results show the reliability and validity of the questionnaire, and positive correlations with the points scored. Finally, the analysis of the structural equation model showed that the satisfaction of the need for competence predicted perceived performance and intrinsic motivation predicted perceived performance and intention to remain physically active.

La motivación y la inteligencia emocional aparecen como dos importantes aspectos de la educación de los jóvenes, cuya relación en Educación Física ha sido poco estudiada. Bajo la teoría de la autodeterminación, el estudio analizó las relaciones existentes entre la inteligencia emocional (IE) y la motivación de los estudiantes en las clases de Educación Física (EF). Se utilizó una muestra de 170 estudiantes pertenecientes al primer ciclo de Educación Secundaria Obligatoria (E.S.O) de un centro de Gibraleón (Huelva). Los instrumentos empleados fueron: la versión española del Trait Meta-Mood Scale (TMMS), una adaptación para EF del Cuestionario de Clima Motivacional Percibido (PMCSQ-2), el Cuestionario de Necesidades Psicológicas Básicas (BPNS), y la Escala del Locus Percibido de Causalidad (PLOC). Los resultados del análisis de correlación mostraron relaciones entre las variables clima motivacional, necesidades psicológicas y motivación en línea con la teoría de la autodeterminación. Los factores de la IE percibida correlacionaron con el clima motivacional, con algunas necesidades psicológicas y con las diferentes formas de motivación, aunque con un coeficiente de correlación bajo. Por su parte, se destaca que en los análisis de regresión la claridad emocional predijo positivamente la regulación introyectada. Son necesarios más estudios que permitan profundizar en esta relación.Palabras clave. Inteligencia Emocional, Motivación, Educación Secundaria Obligatoria, Educación Física. Motivation and emotional intelligence appear as two important aspects of education of young people, whose relationship in Physical Education is an understudied topic. Based on the Self-Determination Theory, the study analyzed the relationship between emotional intelligence and motivation in physical education students. A sample of 170 students from the first cycle of compulsory secondary education in Gibraleón (Huelva) was used. The instruments used were: the Trait Meta-Mood Scale (TMMS), the Perceived Motivational Climate Questionnaire (PMCSQ-2), the Basic Psychological Needs Questionnaire (BPNS) and the Perceived Locus of Causality Scale (PLOC). The results of correlation analysis showed relationships between motivational climate, psychological needs and motivation in line with Self-Determination Theory. The three dimensions of emotional intelligence (Attention, Clarity, and Mood Repair) correlated with perceived motivational climate, with some psychological needs and the different forms of motivation, although with a low correlation coefficient. The regression analysis showed that emotional clarity predicted positively the introjected regulation. Further studies are necessary to enable us to deepen our understanding of the relationship between emotional intelligence and motivation in PE classes.Keywords. Emotional Intelligence, Motivation, Secondary Education, Physical Education

During peak height velocity, adjusting training intensity is crucial for optimizing performance and minimizing injury risk. This cross-sectional study compares external and internal intensities in different training tasks (analytical tasks, small-sided games, and training matches) and analyzes their effect on the maturation age of young players. Fifty-five U-15 and U-16 boys from two soccer clubs in southwestern Spain were monitored using inertial movement units and heart rate monitors to report training intensities. Anthropometric data and birthdates were collected to estimate maturation age. The Friedman test and Durbin–Conover post hoc test identified specific differences between groups, and Spearman’s rank correlation coefficients assessed variable impacts. Training matches showed significantly higher distance covered, maximum and average speed, and average heart rate compared to small-sided games and analytical tasks. High-intensity actions and sprints were significantly higher (p < 0.0001) during training matches compared to analytical tasks and during small-sided games compared to analytical tasks. Player load per minute was significantly highest (p < 0.05) during training matches, followed by small-sided games, and lowest in analytical tasks. Positive correlations between maturational age and high-intensity actions, accelerations, and decelerations indicated higher intensity (p < 0.05) in more mature players. A negative correlation between player load per minute and maturational age suggested more efficient intensity management in mature players. These findings highlight the importance of considering biological maturation and training task variability in youth athletes’ development.

Objetivo: Analizar de manera comparativa un programa educación física en niños con discapacidad auditiva sobre la edad motora equivalente. Método: El diseño de la investigación fue de corte cuasi-experimental, con muestreo por conveniencia, participaron 38 niños diagnosticados discapacidad auditiva de una edad promedio de 7.4±0.9 años, matriculados en dos escuelas de la ciudad de Mexicali, Baja California. México. Los participantes se dividieron aleatoriamente en un grupo control (n=15) y un grupo experimental (n=23), determinado la edad motora equivalente mediante el inventario de desarrollo Battelle, mediante pruebas de control muscular, coordinación corporal, locomoción, motricidad fina, motricidad perceptiva. El programa de educación física tuvo una duración de 4 meses, con sesiones 5 veces a la semana, cada sesión duro 50 minutos, realizando una serie de tareas que enfatizaran las coordinación motora y comunicándose con los alumnos mediante la lengua de señas mexicana. Resultados: El análisis de varianza (ANOVA) mixtas 2 x 2 reporto una interacción doblemente significativa entre los grupos y las mediciones de la variable edad motora equivalente (p=0.05), los porcentajes de cambio resultaron 12.9Δ% del grupo experimental y 4.9Δ% del grupo control. Conclusión: La aplicación de un programa de educación física durante cuatro meses influencia de manera positiva mejora la edad motora equivalente en escolares con discapacidad auditiva. Objective: To analyze in a comparative way the effect of a physical education program on the equivalent motor age in children with hearing disability. Method: The research design was quasi-experimental, with convenience sampling; involving 38 children with diagnosed hearing disability with an average age of 7.4 ± 0.9 years, enrolled in two schools in the city of Mexicali, Baja California, Mexico. The participants were randomly divided into a control group (n=15) and an experimental group (n=23). The motor age equivalent was determined using the education Battelle developmental inventory, through tests of muscle control, body coordination, locomotion, fine motor skills, and perceptive motricity. The physical education program was performed during 4 months, with five 50-minute sessions per week, focusing on tasks that emphasized motor coordination and communicating with students through the Mexican sign language. Results: The mixed analysis of variance (ANOVA) 2 x 2 reported a doubly significant interaction between the groups and the measurements of the motor equivalent age variable (p=0.05). The percentages of change were 12.9Δ% for the experimental group, and 4.9Δ % for the control group. Conclusion: The application of a physical education program during four months improves the equivalent motor age in school children with hearing disability.

ESTRATEGIAS PARA DESARROLLAR LA INTELIGENCIA EMOCIONAL Y LA MOTIVACIÓN EN EL ALUMNADO DE EDUCACIÓN FÍSICA