This page has only limited features, please log in for full access.
The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach’s autonomy-supportive behaviours on athletes’ motivation. However, fewer studies have examined the influence of the coach’s controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players’ perception of their coach’s autonomy-supportive and controlling behaviours on the satisfaction and frustration of their basic psychological needs (BPN) and sport commitment. A total of 203 soccer players (86% boys), aged 10–19 years (M = 14.88; SD = 1.54) participated. Coach autonomy support positively predicted BPN satisfaction which, in turn, positively explained sport commitment. Coach intimidation behaviours positively predicted BPN frustration, which, in turn, negatively explained sport commitment. In cross-relationships, autonomy support negatively explained BPN frustration, while intimidation behaviours and the controlling use of rewards negatively predicted BPN satisfaction. To conclude, these results suggest that it is important for the coach not only to support autonomy, but also to avoid the use of controlling behaviours, especially intimidation and controlling use of rewards, because of their influence on the motivational processes and sport commitment of youth soccer players.
Javier Sevil-Serrano; Ángel Abós; Sergio Diloy-Peña; Pedro L. Egea; Luis García-González. The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players. International Journal of Environmental Research and Public Health 2021, 18, 8699 .
AMA StyleJavier Sevil-Serrano, Ángel Abós, Sergio Diloy-Peña, Pedro L. Egea, Luis García-González. The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players. International Journal of Environmental Research and Public Health. 2021; 18 (16):8699.
Chicago/Turabian StyleJavier Sevil-Serrano; Ángel Abós; Sergio Diloy-Peña; Pedro L. Egea; Luis García-González. 2021. "The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players." International Journal of Environmental Research and Public Health 18, no. 16: 8699.
The relationship between both coaches’ need-supportive and controlling behaviors and different athletes’ motivational outcomes has been previously examined. However, little is known about the coexistence of coaches’ need-supportive and controlling behaviors in the sports context and even less, about what coach’s motivating style configuration may yield the most and the least adaptive pattern of outcomes in relation to athletes’ motivating experiences. Grounded in self-determination theory (SDT), this study aimed to identify coach motivating style groups based on athletes’ perceptions of need-supportive and four controlling behaviors (i.e., controlling use of rewards, negative conditional regard, intimidation, and personal control), and to examine their differences in terms of athletes’ motivational outcomes and sport commitment. Using a sample of 658 young water polo players (M age = 14.76, SD = 1.36), results revealed five distinct coach motivating style groups. A coexistence of need-supportive and controlling use of rewards was identified among athletes in two groups. The “very low support-high control” group yielded the most maladaptive outcomes, while the “high support-low control” group was the most optimal style, even when compared to coaches that combined high need-supportive and controlling practices. This study provides deeper insights on how athletes may perceive simultaneously coach’s need-supportive and controlling behaviors, and how some controlling practices imply a higher motivational cost among athletes.
Ángel Abós; Miguel Murillo; Javier Sevil-Serrano; Luis García-González. How coaches’ need-supportive and controlling behaviors are related to different (mal)adaptive outcomes in water polo players: a person-centered approach. Current Psychology 2021, 1 -12.
AMA StyleÁngel Abós, Miguel Murillo, Javier Sevil-Serrano, Luis García-González. How coaches’ need-supportive and controlling behaviors are related to different (mal)adaptive outcomes in water polo players: a person-centered approach. Current Psychology. 2021; ():1-12.
Chicago/Turabian StyleÁngel Abós; Miguel Murillo; Javier Sevil-Serrano; Luis García-González. 2021. "How coaches’ need-supportive and controlling behaviors are related to different (mal)adaptive outcomes in water polo players: a person-centered approach." Current Psychology , no. : 1-12.
Multiple health-risk behaviors such as physical inactivity, sedentary behaviors or unhealthy diet represent a public health problem among adolescents. The aim of this study is to examine the effects of a school-based intervention on 24-hour movement behaviors (i.e., physical activity, screen-based behaviors, and sleep), Mediterranean diet, and self-rated health status. A quasi-experimental design has been carried out for two months and a half in a sample of 121 children, aged 8-9 years (M = 9.01 ± .09 years old; 47.11% girls), from two elementary schools. Sixty-six students from one of the schools has been assigned to the control group and 55 students from the other school has been included in the experimental group. In the experimental group, ten one-hour weekly sessions about knowledge, awareness, and practices of health-related behaviors have been implemented by a research group member through the tutorial action plan. 24-hour movement behaviors, Mediterranean diet, and self-rated health status has been measured before and after the school-based intervention using self-reported questionnaires. Experimental group children show a significant increase in adherence to the Mediterranean diet and being physically active during the weekdays compared to their baseline values. Moreover, the greater baseline values in the adherence to the Mediterranean diet, as well as being physically active during weekend days in the control group, disappear between both groups after the intervention. Ten one-hour sessions of a school-based intervention conducted through the tutorial action plan seem effective in improving children’s adherence to the Mediterranean diet and the proportion of active children, but not other health-related behaviors. La inactividad física, los comportamientos sedentarios y el consumo de alimentos no saludables representan un problema de salud pública entre los adolescentes. El objetivo es examinar los efectos de una intervención escolar en los comportamientos de movimiento que interaccionan durante las 24 horas (actividad física, pantallas y sueño), la dieta mediterránea y el estado de salud. Se ha llevado a cabo un diseño cuasi-experimental, durante dos meses y medio. Han participado 121 niños, entre 8 y 9 años (M = 9.01 ± .09 años; 47.11% niñas), de dos escuelas de Educación Primaria, de los cuales 66 se han asignado al grupo control y 55 al grupo experimental. Se han desarrollado diez sesiones de tutoría, de una hora semanal, sobre hábitos saludables. Se han medido la actividad física, el tiempo de pantallas, la duración de sueño, la dieta mediterránea y el estado de salud, antes y después de la intervención, a través de cuestionarios. Los niños del grupo experimental muestran un incremento significativo en la adherencia a la dieta mediterránea y en los valores de actividad física entre semana en comparación con sus valores iniciales. Además, los mayores valores iniciales en el grupo control en la adherencia a la dieta mediterránea y en la proporción de sujetos activos, han desaparecido entre los dos grupos después de la intervención. Un programa escolar implementado en las tutorías, a través de diez sesiones de una hora de duración, parece eficaz para mejorar la adherencia a la dieta mediterránea y la proporción de niños activos, pero no para otros comportamientos relacionados con la salud.
Miguel Angel Tapia-Serrano; Javier Sevil-Serrano; David Sánchez-Oliva; Mikel Vaquero-Solís; Pedro Antonio Sánchez-Miguel. Effects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children. Revista de Psicodidáctica (English ed.) 2021, 1 .
AMA StyleMiguel Angel Tapia-Serrano, Javier Sevil-Serrano, David Sánchez-Oliva, Mikel Vaquero-Solís, Pedro Antonio Sánchez-Miguel. Effects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children. Revista de Psicodidáctica (English ed.). 2021; ():1.
Chicago/Turabian StyleMiguel Angel Tapia-Serrano; Javier Sevil-Serrano; David Sánchez-Oliva; Mikel Vaquero-Solís; Pedro Antonio Sánchez-Miguel. 2021. "Effects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children." Revista de Psicodidáctica (English ed.) , no. : 1.
Body dissatisfaction (BD) is a significant concern among adolescents. We extend previous research by testing whether gender could moderate the relationship between physical activity (PA) and BD according to adolescents’ body mass index (BMI). 2,026 adolescents; 1,127 boys (13.13 ± 0.92) and 899 girls (13.06 ± 0.86), from 22 high schools in Spain, participated in this cross-sectional study. BMI was assessed by the research team, while PA levels and BD were assessed through questionnaires (PAQ-A and BIDA, respectively). PA was significantly and negatively associated with BD. When exploring the moderating role of gender, no gender differences were found for BD, and no significant variations were found in the association between PA and BD among boys and girls. However, when examining this relationship according to the adolescents’ BMI, a significant gender*PA interaction was found for adolescents with normal-weight, where the association between PA and BD for boys was significantly higher than girls. No gender differences were found in the association between PA and BD for overweight/obese adolescents. This study suggests that adolescents, particularly boys with normal-weight, with higher levels of PA are less likely to be dissatisfied with their physical image.
Pedro Antonio Sánchez-Miguel; Javier Sevil-Serrano; David Sánchez-Oliva; Mikel Vaquero-Solís; Miguel Angel Tapia-Serrano. Does gender moderate the relationship between physical activity and body dissatisfaction among adolescents? Journal of Gender Studies 2021, 30, 676 -686.
AMA StylePedro Antonio Sánchez-Miguel, Javier Sevil-Serrano, David Sánchez-Oliva, Mikel Vaquero-Solís, Miguel Angel Tapia-Serrano. Does gender moderate the relationship between physical activity and body dissatisfaction among adolescents? Journal of Gender Studies. 2021; 30 (6):676-686.
Chicago/Turabian StylePedro Antonio Sánchez-Miguel; Javier Sevil-Serrano; David Sánchez-Oliva; Mikel Vaquero-Solís; Miguel Angel Tapia-Serrano. 2021. "Does gender moderate the relationship between physical activity and body dissatisfaction among adolescents?" Journal of Gender Studies 30, no. 6: 676-686.
Grounded in self-determination theory (SDT), perceived task variety has been related to motivational outcomes and physical activity-related behaviors in exercise settings. However, no studies have examined the role of perceived task variety in Physical Education (PE) from an SDT perspective. This cross-sectional study aspires to expand the role of perceived task variety from the context of exercise to the field of PE via multi-study: Study 1, in a sample of 210 students (Mage = 13.07 ± 0.64), aims to validate the Perceived Task Variety in Physical Education (PTVPE) questionnaire; Study 2, in a sample of 908 students (Mage = 14.35 ± 1.54), aims to examine whether perceived task variety in PE predicts additional variance in physical activity intention when assessed alongside satisfaction of the basic psychological needs, through the mediating effect of self-determined motivation. In Study 1, results showed that PTVPE is a valid and reliable questionnaire to measure perceived task variety in PE, displaying a one-factor structure invariant across gender. Perceived task variety in PE was found to be empirically distinct from the satisfaction of the other three basic psychological needs. In addition, perceived task variety predicted variance in autonomous motivation in PE, in addition to that explained by the satisfaction of the three basic psychological needs. In Study 2, results indicated that perceived variety in PE, alongside need satisfaction, explained autonomous motivation and amotivation, and that it indirectly benefited intention to be physically active. The PTVPE is the first valid and reliable instrument to measure students' perceptions of task variety in PE lessons using an SDT approach. Taken together, these findings contribute to further understanding the role of perceived task variety on students' motivational outcomes in PE and physical activity intention.
Ángel Abós; Luis García-González; Alberto Aibar; Javier Sevil-Serrano. Towards a better understanding of the role of perceived task variety in Physical Education: A self-determination theory approach. Psychology of Sport and Exercise 2021, 56, 101988 .
AMA StyleÁngel Abós, Luis García-González, Alberto Aibar, Javier Sevil-Serrano. Towards a better understanding of the role of perceived task variety in Physical Education: A self-determination theory approach. Psychology of Sport and Exercise. 2021; 56 ():101988.
Chicago/Turabian StyleÁngel Abós; Luis García-González; Alberto Aibar; Javier Sevil-Serrano. 2021. "Towards a better understanding of the role of perceived task variety in Physical Education: A self-determination theory approach." Psychology of Sport and Exercise 56, no. : 101988.
De acuerdo con la Instrucción 9/2020 de 15 de Junio que establece el curriculum de Educación Secundaria Obligatoria en Andalucía (2020), el salto a la comba constituye uno de los contenidos recogidos dentro del currículum de Educación Física de la Educación Secundaria Obligatoria. El presente trabajo tiene como objetivo mostrar una propuesta didáctica, que basada en el modelo Tarea, Autoridad, Reconocimiento, Grupos, Evaluación, Tiempo (TARGET), pretende abordar el proceso de enseñanza y aprendizaje del salto a la comba en alumnado de primer curso de Educación Secundaria Obligatoria. La unidad didáctica integrada (UDI) incluye nueve sesiones distribuidas en una primera sesión de presentación del salto a la comba, visualización de vídeo sobre esta temática y evaluación inicial, una segunda fase de tres sesiones para aprender a progresar y abordar el salto a la comba simple, comba larga y comba doble, una tercera fase de preparación de la coreografía final y, una última sesión de coreografía grupal y una evaluación sumativa. De forma adicional, el alumnado debe realizar un trabajo teórico y su posterior exposición oral sobre un tema relacionado con el salto a la comba y propuesto por el docente. La evaluación se fundamenta sobre la base de la evaluación formativa con diferentes instrumentos a utilizar combinando diferentes estrategias de heteroevaluación, autoevaluación, coevaluación intragrupal e intergrupal.
Honorato Morente Oria; Rafael Burgueño; Jesús Sevil Serrano. Una propuesta de Educación Física para salto a la comba basada en el sistema motivacional TARGET en alumnado de primero de E.S.O. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 2021, 7, 321 -342.
AMA StyleHonorato Morente Oria, Rafael Burgueño, Jesús Sevil Serrano. Una propuesta de Educación Física para salto a la comba basada en el sistema motivacional TARGET en alumnado de primero de E.S.O. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity. 2021; 7 (2):321-342.
Chicago/Turabian StyleHonorato Morente Oria; Rafael Burgueño; Jesús Sevil Serrano. 2021. "Una propuesta de Educación Física para salto a la comba basada en el sistema motivacional TARGET en alumnado de primero de E.S.O." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 7, no. 2: 321-342.
Novelty satisfaction has recently been associated with positive outcomes in physical education (PE) lessons. Grounded in self-determination theory, this study aimed to examine the relationships between need-supportive teaching behaviours in PE and students’ satisfaction of basic psychological needs (BPNs), novelty satisfaction, and intention to be physically active. From a final sample of 1118 students (49.1% boys; 50.9% girls; mean age = 14.11 ± 1.50 years), the adolescents’ perception of need-support from PE teachers, BPN satisfaction, novelty satisfaction, and intention to be physically active were measured through different validated questionnaires. Results from structural equation modelling showed that students’ perceptions of autonomy, competence, and relatedness support from PE teachers positively predicted BPN and novelty satisfaction. Furthermore, BPN and novelty satisfaction positively predicted intention to be physically active. Our results seem to support the argument that need-supportive environments could be directly associated with novelty satisfaction. Likewise, novelty satisfaction seems to have an additional role in explaining intention to be physically active. These findings suggest the importance of designing need-supportive strategies in PE lessons to satisfy not only BPNs but also novelty, which can help to develop an active lifestyle among adolescents. Nevertheless, future research should also develop specific strategies aimed at supporting students’ novelty in PE lessons.
Alberto Aibar; Ángel Abós; Luis García-González; David González-Cutre; Javier Sevil-Serrano. Understanding students’ novelty satisfaction in physical education: Associations with need-supportive teaching style and physical activity intention. European Physical Education Review 2021, 1 .
AMA StyleAlberto Aibar, Ángel Abós, Luis García-González, David González-Cutre, Javier Sevil-Serrano. Understanding students’ novelty satisfaction in physical education: Associations with need-supportive teaching style and physical activity intention. European Physical Education Review. 2021; ():1.
Chicago/Turabian StyleAlberto Aibar; Ángel Abós; Luis García-González; David González-Cutre; Javier Sevil-Serrano. 2021. "Understanding students’ novelty satisfaction in physical education: Associations with need-supportive teaching style and physical activity intention." European Physical Education Review , no. : 1.
Background: The 24-Hour Movement Guidelines for adolescents recommend ≥60 min/day of moderate-to-vigorous physical activity (PA), ≤ 2 h/day of screen time, and 8-10 h/day of sleep. Since little information is available on the 24-Hour Movement Guidelines in Spanish adolescents, this study aims to estimate the proportion of Spanish adolescents meeting individual and combinations of these 24-Hour Movement Guidelines. Moreover, another aim of this study is to examine gender differences in compliance with 24-Hour Movement Guidelines. Methods: A final sample of 1465 Spanish adolescents (44.50% girls; 13.08±0.86) participated in this cross-sectional study. The 24-Hour Movement Guidelines were measured during weekdays and the weekend days by self-reported questionnaires. Results: Although most adolescents met sleep duration guidelines (81.3%), only 38% and 15.8% met physical activity and screen time guidelines, respectively. Only 5.4% of these adolescents met all three 24-Hour Movement Guidelines, whereas 10.2% of this sample did not meet any of these guidelines. Although boys reported greater compliance with physical activity recommendations and girls with screen time recommendations, no significant gender differences were found in the compliance of all three 24-Hour Movement Guidelines. Conclusion: Given that 94.4% of Spanish adolescents did not meet 24-Hour Movement Guidelines, promoting all these three movement behaviours in both boys and girls is an urgent public health priority.
Miguel Tapia-Serrano; Javier Sevil-Serrano; Pedro Sánchez-Miguel. Adherence to 24-Hour Movement Guidelines among Spanish Adolescents: Differences between Boys and Girls. Children 2021, 8, 95 .
AMA StyleMiguel Tapia-Serrano, Javier Sevil-Serrano, Pedro Sánchez-Miguel. Adherence to 24-Hour Movement Guidelines among Spanish Adolescents: Differences between Boys and Girls. Children. 2021; 8 (2):95.
Chicago/Turabian StyleMiguel Tapia-Serrano; Javier Sevil-Serrano; Pedro Sánchez-Miguel. 2021. "Adherence to 24-Hour Movement Guidelines among Spanish Adolescents: Differences between Boys and Girls." Children 8, no. 2: 95.
There are no validated instruments to date that have examined the students’ perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two sequential studies. In Study 1 (n = 241 students), an exploratory factor analysis revealed an eight-item two-factor solution (four items per factor). In Study 2 (n = 968 students), a confirmatory factor analysis supported the eight-item two-factor correlated model (i.e., externally and internally controlling teaching) that was invariant across gender. Reliability coefficients indicated an acceptable level of reliability for the two factors of the CTS-PE. A structural equation modelling showed that externally and internally controlling teaching behaviours positively predicted need frustration, and negatively need satisfaction. The current study gathered evidence to consider the CTS-PE as a valid and reliable instrument to assess students’ perceptions of PE teachers’ externally and internally controlling teaching behaviours. The CTS-PE provides PE teachers with deeper insights into the negative psychological experiences associated with externally and internally controlling teaching behaviours in PE.
Rafael Burgueño; Ángel Abós; Luis García-González; Henri Tilga; Javier Sevil-Serrano. Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education. International Journal of Environmental Research and Public Health 2021, 18, 298 .
AMA StyleRafael Burgueño, Ángel Abós, Luis García-González, Henri Tilga, Javier Sevil-Serrano. Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education. International Journal of Environmental Research and Public Health. 2021; 18 (1):298.
Chicago/Turabian StyleRafael Burgueño; Ángel Abós; Luis García-González; Henri Tilga; Javier Sevil-Serrano. 2021. "Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education." International Journal of Environmental Research and Public Health 18, no. 1: 298.
Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students’ motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students (Mage = 15.50, SDage = 0.57) who were taught through a hybrid TGfU/SE unit. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed by using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students’ motivational responses. After the hybrid TGfU/SE unit, both quantitative and qualitative findings showed improvements in students’ perceptions of need-support from the physical education (PE) teacher, basic psychological needs satisfaction, novelty, and variety satisfaction, as well as intrinsic motivation compared to baseline values. Although the hybrid TGfU/SE unit was effective in both genders, a large effect size was found for girls. Despite the existence of social and cultural stereotypes in team sports such as volleyball in favor of boys, results highlight the importance of developing hybrid TGfU/SE units to improve students’ motivational outcomes, especially in girls.
Alexander Gil-Arias; Sergio Diloy-Peña; Javier Sevil-Serrano; Luis García-González; Ángel Abós. A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. International Journal of Environmental Research and Public Health 2020, 18, 110 .
AMA StyleAlexander Gil-Arias, Sergio Diloy-Peña, Javier Sevil-Serrano, Luis García-González, Ángel Abós. A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. International Journal of Environmental Research and Public Health. 2020; 18 (1):110.
Chicago/Turabian StyleAlexander Gil-Arias; Sergio Diloy-Peña; Javier Sevil-Serrano; Luis García-González; Ángel Abós. 2020. "A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach." International Journal of Environmental Research and Public Health 18, no. 1: 110.
There are no systematic reviews that have identified the existing studies assessing active commuting physical activity (PA) to and from (to/from) school using objective measures, as well as the contribution of both walking and cycling to/from school to PA levels. To fill this gap in the literature, this systematic review will aim (a) to identify existing studies that assess active commuting PA to/from school with objective measures in young people and to examine the contribution of walking and cycling to/from school to PA levels, and (b) to propose an appropriate methodology and practical considerations to assess active commuting PA to/from school based on the studies identified. The review protocol was registered in PROSPERO (CRD42020162004). We will conduct a systematic search up to 2020 in five databases: PubMed, Web of Science, SPORTdiscuss, Cochrane Library, and National Transportation Library. Both the risk of bias and the quality of the identified studies will be evaluated through different instruments according to the design of each study. This systematic review will help to choose the most appropriate objective measures to assess active commuting PA to/from school and to promote walking and cycling to/from school to increase PA levels.
Pablo Campos-Garzón; Javier Sevil-Serrano; Yaira Barranco-Ruíz; Palma Chillón. Objective Measures to Assess Active Commuting Physical Activity to School in Young People: A Systematic Review Protocol and Practical Considerations. International Journal of Environmental Research and Public Health 2020, 17, 5936 .
AMA StylePablo Campos-Garzón, Javier Sevil-Serrano, Yaira Barranco-Ruíz, Palma Chillón. Objective Measures to Assess Active Commuting Physical Activity to School in Young People: A Systematic Review Protocol and Practical Considerations. International Journal of Environmental Research and Public Health. 2020; 17 (16):5936.
Chicago/Turabian StylePablo Campos-Garzón; Javier Sevil-Serrano; Yaira Barranco-Ruíz; Palma Chillón. 2020. "Objective Measures to Assess Active Commuting Physical Activity to School in Young People: A Systematic Review Protocol and Practical Considerations." International Journal of Environmental Research and Public Health 17, no. 16: 5936.
Grounded in Self-Determination Theory (SDT), this study aims to examine whether the effects of a hybrid Sport Education (SE)/Teaching Games for Understanding (TGfU) a volleyball teaching unit were equally effective on a set of SDT-related variables according to students’ initial motivations. A pre-experimental pre-/post-test design without a control group was conducted in a volleyball teaching unit in Physical Education. A final sample of 49 students (M = 15.50, SD = 0.57), in their fourth year of secondary education, participated in a hybrid SE/TGfU volleyball teaching unit composed of 10 lessons. The structure of this unit was designed according to the characteristics of an SE model, while learning tasks were designed using the TGfU model. Different validated questionnaires on basic psychological need (BPN) support and satisfaction, novelty and variety satisfaction, motivation, and intention to be physically active were completed by students. Three different profiles with different Relative Autonomy Index (RAI) levels (i.e., “high”, “moderate”, and “low”) were identified through cluster analysis before starting the intervention. Although the SE/TGfU of a volleyball teaching unit were effective in improving SDT-related variables in the three profiles identified, a large effect size was observed in profiles with a “moderate” or “low” RAI. The hybridization of these two pedagogical models could be a tool for improving motivational outcomes in students who are less motivated in Physical Education lessons.
Luis García-González; Ángel Abós; Sergio Diloy-Peña; Alexander Gil-Arias; Javier Sevil-Serrano. Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables. Sustainability 2020, 12, 6170 .
AMA StyleLuis García-González, Ángel Abós, Sergio Diloy-Peña, Alexander Gil-Arias, Javier Sevil-Serrano. Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables. Sustainability. 2020; 12 (15):6170.
Chicago/Turabian StyleLuis García-González; Ángel Abós; Sergio Diloy-Peña; Alexander Gil-Arias; Javier Sevil-Serrano. 2020. "Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables." Sustainability 12, no. 15: 6170.
The aim was to examine the effects of a multicomponent school-based intervention on psychological correlates of physical activity (PA) in physical education (PE) and leisure-time PA settings. Two hundred and ten students (M = 13.06 ± 0.61) were assigned either to a control or an experimental school. Curricular and extracurricular PA actions were developed during one academic year to empower adolescents to be active by themselves. Experimental school students reported significant improvements in almost all psychological determinants and correlates of PA in PE and leisure-time PA settings, when compared to both control school students and their own baseline values. Results highlight the importance of developing multicomponent school-based interventions that involve the school community to improve students’ motivational outcomes in PE and leisure-time PA contexts.
Javier Sevil-Serrano; Alberto Aibar; Ángel Abós; Eduardo Generelo; Luis García-González. Improving motivation for physical activity and physical education through a school-based intervention. The Journal of Experimental Education 2020, 1 -21.
AMA StyleJavier Sevil-Serrano, Alberto Aibar, Ángel Abós, Eduardo Generelo, Luis García-González. Improving motivation for physical activity and physical education through a school-based intervention. The Journal of Experimental Education. 2020; ():1-21.
Chicago/Turabian StyleJavier Sevil-Serrano; Alberto Aibar; Ángel Abós; Eduardo Generelo; Luis García-González. 2020. "Improving motivation for physical activity and physical education through a school-based intervention." The Journal of Experimental Education , no. : 1-21.
This study describes a Pyrenean cross-cultural structure called Centre for the Promotion of Physical Activity and Health (CAPAS-City) that was created to promote physical activity (PA) in Huesca (Spain) and Tarbes (France). The main aim of this centre is to lead the way in the design, implementation, and evaluation of multilevel PA interventions to improve their efficacy and sustainability inside the city. CAPAS-City responds to the main challenges related to multilevel PA interventions, through six guiding principles: (1) promoting sustainability, (2) playing a leadership role, (3) promoting multisectoral partnerships, (4) using evidence-based strategies, (5) promoting integrated knowledge translation, and (6) using a participatory research approach. Five multilevel PA interventions were designed in both cities by CAPAS-City with these principles in mind. Through the example of the Annual MOT Test adapted to bikes, we also illustrate one practical application of the use of these principles, following the Social-Ecological approach, in which the main agents of influence are involved at different levels to encourage cycling. According to the promising results found in this study, CAPAS-City appears to be a structure that is able to respond to the main needs and challenges of multilevel interventions to increase PA levels in the whole population of both cities.
Javier Zaragoza Casterad; Javier Sevil-Serrano; Julien E. Bois; Eduardo Generelo; Léna Lhuisset; Alberto Aibar-Solana. Centre for the Promotion of Physical Activity and Health (CAPAS-City): A Pyrenean Cross-Cultural Structure to Lead the Way in the Design, Implementation, and Evaluation of Multilevel Physical Activity Interventions. International Journal of Environmental Research and Public Health 2019, 16, 3631 .
AMA StyleJavier Zaragoza Casterad, Javier Sevil-Serrano, Julien E. Bois, Eduardo Generelo, Léna Lhuisset, Alberto Aibar-Solana. Centre for the Promotion of Physical Activity and Health (CAPAS-City): A Pyrenean Cross-Cultural Structure to Lead the Way in the Design, Implementation, and Evaluation of Multilevel Physical Activity Interventions. International Journal of Environmental Research and Public Health. 2019; 16 (19):3631.
Chicago/Turabian StyleJavier Zaragoza Casterad; Javier Sevil-Serrano; Julien E. Bois; Eduardo Generelo; Léna Lhuisset; Alberto Aibar-Solana. 2019. "Centre for the Promotion of Physical Activity and Health (CAPAS-City): A Pyrenean Cross-Cultural Structure to Lead the Way in the Design, Implementation, and Evaluation of Multilevel Physical Activity Interventions." International Journal of Environmental Research and Public Health 16, no. 19: 3631.
The aim of this study was to identify the prevalence and clustering of health-related behaviors in Spanish adolescents and to examine their association with sex, body mass index (BMI), different types of sedentary screen time, and adherence to 24-hour movement guidelines. A final sample of 173 students (M = 12.99 ± 0.51) participated in this study. Cluster analysis was conducted based on five health-related behaviors: PA and sedentary time derived from accelerometers, as well as healthy diet, sedentary screen time, and sleep duration derived from self-reported scales. Recommendations for 24-hour movement guidelines (i.e., physical activity (PA), screen time, and sleep duration) were analyzed both independently and combined. A total of 8.9% of the sample did not meet any of the guidelines, whereas 72.3%, 17.3%, and 1.7% of the sample met 1, 2, or all 3 guidelines, respectively. Six distinct profiles were identified, most of them showing the co-occurrence of healthy- and unhealthy-related behaviors. Given that most of the adolescents failed to meet the combination of PA, screen time, and sleep duration guidelines, these findings suggest the necessity to implement school-based interventions that target multiple health behaviors, especially because (un)healthy behaviors do not always cluster in the same direction.
Javier Sevil-Serrano; Alberto Aibar-Solana; Ángel Abós; José Antonio Julián; Luis García-González. Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents. International Journal of Environmental Research and Public Health 2019, 16, 3151 .
AMA StyleJavier Sevil-Serrano, Alberto Aibar-Solana, Ángel Abós, José Antonio Julián, Luis García-González. Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents. International Journal of Environmental Research and Public Health. 2019; 16 (17):3151.
Chicago/Turabian StyleJavier Sevil-Serrano; Alberto Aibar-Solana; Ángel Abós; José Antonio Julián; Luis García-González. 2019. "Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents." International Journal of Environmental Research and Public Health 16, no. 17: 3151.
Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated,” “somewhat motivated,” “autonomous-controlled motivated,” and “relatively autonomously motivated.” Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.
Ángel Abós; Leen Haerens; Javier Sevil-Serrano; Sofie Morbée; José Antonio Julián; Luis García-González. Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory. International Journal of Environmental Research and Public Health 2019, 16, 2839 .
AMA StyleÁngel Abós, Leen Haerens, Javier Sevil-Serrano, Sofie Morbée, José Antonio Julián, Luis García-González. Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory. International Journal of Environmental Research and Public Health. 2019; 16 (16):2839.
Chicago/Turabian StyleÁngel Abós; Leen Haerens; Javier Sevil-Serrano; Sofie Morbée; José Antonio Julián; Luis García-González. 2019. "Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory." International Journal of Environmental Research and Public Health 16, no. 16: 2839.
Recent research in different types of employees has suggested that burnout and engagement at work may co-occur to different degrees. However, little is known about the interplay between burnout and engagement among secondary school teachers. Using a person-centered approach, this study examined which configurations of the three Farber burnout subtypes (i.e., frenetic, underchallenged, and wornout), together with engagement at work, emerged among teachers, and which resulting profiles yielded the most adaptive pattern of teachers' psychological, physical, and work-related functioning. A sample of 584 secondary school teachers (M = 45.04 ± 8.97) participated in this study. Five profiles were identified, showing a co-occurrence of frenetic burnout and engagement in three of those profiles. Further, experiencing moderate levels of engagement appeared to be more adaptive than experiencing high levels of engagement combined with moderate levels of frenetic burnout. These results support the coexistence of burnout and engagement, highlighting how different profiles can differently affect teachers' well-functioning at work.
Ángel Abós; Javier Sevil-Serrano; Leen Haerens; Nathalie Aelterman; Luis García-González. Towards a more refined understanding of the interplay between burnout and engagement among secondary school teachers: A person-centered perspective. Learning and Individual Differences 2019, 72, 69 -79.
AMA StyleÁngel Abós, Javier Sevil-Serrano, Leen Haerens, Nathalie Aelterman, Luis García-González. Towards a more refined understanding of the interplay between burnout and engagement among secondary school teachers: A person-centered perspective. Learning and Individual Differences. 2019; 72 ():69-79.
Chicago/Turabian StyleÁngel Abós; Javier Sevil-Serrano; Leen Haerens; Nathalie Aelterman; Luis García-González. 2019. "Towards a more refined understanding of the interplay between burnout and engagement among secondary school teachers: A person-centered perspective." Learning and Individual Differences 72, no. : 69-79.
A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration. Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively. Cross-sectional study. A sample of 524 secondary school students (51.1% boys, Mage = 14.51; SD = 1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective. We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction. This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed.
Luis García-González; Javier Sevil-Serrano; Angel Abós; Nathalie Aelterman; Leen Haerens. The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education. Physical Education and Sport Pedagogy 2019, 24, 344 -358.
AMA StyleLuis García-González, Javier Sevil-Serrano, Angel Abós, Nathalie Aelterman, Leen Haerens. The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education. Physical Education and Sport Pedagogy. 2019; 24 (4):344-358.
Chicago/Turabian StyleLuis García-González; Javier Sevil-Serrano; Angel Abós; Nathalie Aelterman; Leen Haerens. 2019. "The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education." Physical Education and Sport Pedagogy 24, no. 4: 344-358.
The main aim was to examine the effects of a school-based intervention on multiple health behaviors in adolescents, such as 24-hour movement behaviors (i.e., physical activity, sedentary time, and sleep duration), diet, and substance consumption (i.e., alcohol and tobacco). Another aim was to examine intragender differences in the effectiveness of the programme. A quasi-experimental design was carried out in two secondary schools throughout one academic year. A final sample of 210 students participated: 105 in the control (Mage = 13.07 ± 0.63) and 105 in the experimental school (Mage = 13.05 ± 0.59). A multicomponent school-based intervention was conducted by teachers in the experimental school via curricular (i.e., tutorial action plan, interdisciplinary project, and school break) and extracurricular (i.e., family involvement, institutional and noncurricular activities, and dissemination of health information and events) actions to promote adolescents' healthy lifestyles. Physical activity and sedentary time were measured by accelerometers, and the rest of health behaviors by using self-reported scales. Experimental school students showed a significant improvement in meeting specific and general combinations of 24-hour movement guidelines, sedentary screen time levels, nap duration, (un)healthy diet scores, breakfast intake, and soft drink consumption compared to both control school students and their baseline values (p >.05). Active commuting and substance consumption rates only showed a significant improvement compared to control school students (p >.05). Although the intervention programme was effective in improving health-related behaviors in both genders, a large effect size was observed in boys. Conducting multiple health behavior interventions becomes essential to improve adolescents' healthy lifestyles.
Javier Sevil; Luis García-González; Ángel Abós; Eduardo Generelo; Alberto Aibar. Can High Schools Be an Effective Setting to Promote Healthy Lifestyles? Effects of a Multiple Behavior Change Intervention in Adolescents. Journal of Adolescent Health 2018, 64, 478 -486.
AMA StyleJavier Sevil, Luis García-González, Ángel Abós, Eduardo Generelo, Alberto Aibar. Can High Schools Be an Effective Setting to Promote Healthy Lifestyles? Effects of a Multiple Behavior Change Intervention in Adolescents. Journal of Adolescent Health. 2018; 64 (4):478-486.
Chicago/Turabian StyleJavier Sevil; Luis García-González; Ángel Abós; Eduardo Generelo; Alberto Aibar. 2018. "Can High Schools Be an Effective Setting to Promote Healthy Lifestyles? Effects of a Multiple Behavior Change Intervention in Adolescents." Journal of Adolescent Health 64, no. 4: 478-486.
The first aim of this work was to examine the independent influence of students’ perceived autonomy support for leisure-time physical activity (LTPA), from different school community agents, on motivational outcomes in a LTPA context and objective PA levels. Using both a variable- and person-centered approach, the second aim was to examine how different combinations of autonomy-support were associated with students’ motivational outcomes in a LTPA context and PA levels. A sample of 178 secondary students (M = 13.26 ± 0.64) participated in the study. Autonomy support for LTPA from the PE teacher, mother, father, and peers were the only agents that significantly and positively predicted motivational outcomes in a LTPA context and PA levels. While the two- and three-way interactions of some of these four significant sources significantly increased the explained variance of some motivational outcomes, the plots revealed that the lowest values of motivational outcomes were associated with low values of perceived autonomy support. A cluster analysis revealed five profiles. The “high autonomy support” group reported the most optimal outcomes, whereas the “low autonomy support” group showed the opposite pattern. However, mixed autonomy support profiles did not differ in any of the outcomes. The adoption of a whole-of-school approach seems decisive to empower adolescents to be active in and out of school.
Javier Sevil; Luis García-González; Ángel Abós; Eduardo Generelo Lanaspa; Alberto Aibar Solana. Which School Community Agents Influence Adolescents’ Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better? International Journal of Environmental Research and Public Health 2018, 15, 1875 .
AMA StyleJavier Sevil, Luis García-González, Ángel Abós, Eduardo Generelo Lanaspa, Alberto Aibar Solana. Which School Community Agents Influence Adolescents’ Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better? International Journal of Environmental Research and Public Health. 2018; 15 (9):1875.
Chicago/Turabian StyleJavier Sevil; Luis García-González; Ángel Abós; Eduardo Generelo Lanaspa; Alberto Aibar Solana. 2018. "Which School Community Agents Influence Adolescents’ Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better?" International Journal of Environmental Research and Public Health 15, no. 9: 1875.