Physical education (PE) classes promote extracurricular physical activity (PA). Therefore, having fun in this context is important for developing active lifestyles. The purpose of this study was to analyze the relationships between motor self-efficacy and physical self-concept with enjoyment/satisfaction and boredom in school PE lessons. A total of 195 adolescents aged 14 to 15 years (M = 14.65; SD = 0.48) from the city of Malaga participated. The Motor Self-Efficacy Scale (MSES), the Children Physical Self Questionnaire (C-PSQ) and the Sport Satisfaction Instrument (SSI) were used to evaluate the variables under study. Correlation and multiple regression analyses were performed, finding positive and statistically significant associations between motor self-efficacy and physical self-concept with enjoyment/satisfaction in PE, as well as negative relationships with boredom. Specifically, motor self-efficacy and perceived physical competence were predictors of satisfaction or boredom in PE. The results suggest that some physical and motor self-perceptions at these ages could contribute to developing attitudes towards physical practice in this type of educational context, in addition to the importance that their extrapolation to other contexts of PA outside school hours could have.

The main objective of this study was to analyze whether the perception of the motivational climate in young soccer players determines the level of competitive anxiety and self-confidence. In addition, the results were explored according to gender, in order to observe if there were differences between the female and male categories. A total of 113 cadet and youth soccer players from six soccer teams in the provinces of Malaga and Granada, aged between 14 and 19 years, who competed in regional leagues, participated in the study. Of these, 50 were female and 63 were male. The Competitive Sport Anxiety (CSAI-2), Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2), and Self-Confidence in Sport Competition Questionnaire (CACD) were used to collect the information. Correlation, linear regression and cluster analyses were performed. The data analyses carried out affirmed the relationship between the study variables, observing that the perception of ego climate was positively related to cognitive anxiety (p < 0.05) and insecurity (p < 0.01), and inversely to self-confidence (p < 0.05). By gender, boys showed a higher perception of an ego-oriented (p < 0.001) and lower perception of a task-oriented climate (p < 0.05) than girls. However, girls showed a greater intensity in the relationships related to ego climate and lower scores in self-confidence (p < 0.01), as well as higher scores in insecurity (p < 0.001). The results have shown positive relationships between self-confidence and a task-oriented climate, as well as negative ones with an ego-oriented climate. It is also observed that ego orientation generates more insecurity and anxiety, which is more evident in girls.

Background: Physical exercise is key to good health, but during the transition to university, levels of physical activity often decline. In this context, resilience and emotional intelligence are important psychological resources that may support sustained participation in sport, while exercise-related emotional processes, including affective experiences such as enjoyment, boredom, and anger, may also influence engagement in physical activity. Objective: to analyze the relationship between adherence to sports-related physical activity and psychosocial variables such as resilience and emotional processes among university students. Methods: This systematic review followed the PRISMA guidelines and was registered in PROSPERO (CRD42025641102). The search was conducted in January 2025 in PubMed, Web of Science and Scopus. Quantitative and qualitative studies evaluating sporting engagement related to resilience or emotional components among university students were selected. Risk of bias was assessed using the Mixed Methods Appraisal Tool. Results: five studies with sample sizes ranging from 72 to over 48,000 participants were included. High levels of resilience were associated with more frequent participation in recreational activities and acted as a protective factor against academic stress. Enjoyment is the strongest predictor of behavioral and emotional commitment to sport. Conversely, boredom and negative emotions predict lower levels of future participation. Students with higher emotional responses coped better with psychological barriers and reported greater satisfaction with their performance, which ensures the habit is maintained. Conclusion: Resilience and emotional processes appear to be associated with physical activity engagement among university students. However, given the limited number of studies and their heterogeneity, these findings should be interpreted as preliminary and hypothesis-generating. The results suggest the potential relevance of fostering these psychological capacities as part of broader strategies aimed at reducing sedentary behavior and promoting mental wellbeing in university populations.

Within the framework of the multidimensional and hierarchical model of motivational climate, the aim of this study was to examine the motivational antecedents, as well as well-being and ill-being variables, that predict intention to drop out among youth swimmers. A total of 576 swimmers from Andalusia (54% girls and 46% boys), aged between 11 and 26 years ( M = 17.01, SD = 3.63), participated in the study by completing the Spanish versions of the questionnaires assessing the variables of interest. A structural model was tested to examine the following sequence: perceptions of the motivational climate created by coaches (empowering/disempowering), dispositional goal orientations (task and ego), indicators of well-being (subjective vitality and self-esteem), indicators of ill-being (contingent self-esteem), and intention to drop out. Results from the structural equation model indicated that empowering and disempowering climates positively predicted their corresponding dispositional goal orientations. In addition, task orientation was positively associated with self-esteem and subjective vitality, whereas ego orientation was positively related to contingent self-esteem. Finally, subjective vitality emerged as a negative predictor of intention to drop out. Indirect effects further showed that perceptions of an empowering climate created by coaches had a negative indirect effect on intention to drop out through subjective vitality and self-esteem, whereas perceptions of a disempowering climate had a positive indirect effect on intention to drop out through contingent self-esteem.