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Dr. Ángel Abós
Faculty of Human and Social Sciences, University of Zaragoza, Spain

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0 Physical Education
0 Self-determination theory
0 Motivation (SDT, AGT)
0 physical activity promotion
0 Health-related Behavior

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Self-determination theory
Physical Education
Health-related Behavior

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Journal article
Published: 17 August 2021 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (16):8699.

Chicago/Turabian Style

Javier 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.

Article
Published: 30 July 2021 in Current Psychology
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

Ángel 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.

Journal article
Published: 24 May 2021 in Psychology of Sport and Exercise
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

Ángel 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.

Journal article
Published: 10 April 2021 in Travel Behaviour and Society
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School choice has implications for school travel as it allows students to attend schools that are further away from their residence than their neighborhood schools. The aim was to study the implications of school choice (i.e., private or public) for active commuting to school (ACS). Differences on ACS, parental attitudes, socio-economic status (SES) and CO2 emissions with respect to the type of school and the threshold distance to ACS were analyzed. The influence of distance, parents' attitudes, and family socioeconomic status, in the frequency of ACS by type of school were also analyzed. All students aged 9 to 11 years old, from eleven public or private primary education schools in Huesca (Spain), and their parents (i.e., mother and father, separately), participated in this study. The results show differences among students, who live above the threshold distance and attend public and private schools, in terms of frequency of ACS, mothers’ attitudes, and SES. CO2 emissions were higher in the area around private schools than public schools, regardless of the threshold distance. Effects of school choice on weekly frequency of ACS behavior appear to be mostly explained by its connection with travel distance, SES and by mothers’ attitudes, in students attending public schools. While, for private schools, the final model showed an influence of distance, mother’s attitudes, and gender, on weekly frequency of ACS. This paper highlights how school choice can influence the mode of commuting to school, and some other related variables such as distance, mothers’ attitudes, and CO2 emissions.

ACS Style

Ana Corral-Abós; Alberto Aibar; Sergio Estrada-Tenorio; Jose Antonio Julián; Eduardo Ibor; Javier Zaragoza. Implications of school type for active commuting to school in primary education students. Travel Behaviour and Society 2021, 24, 143 -151.

AMA Style

Ana Corral-Abós, Alberto Aibar, Sergio Estrada-Tenorio, Jose Antonio Julián, Eduardo Ibor, Javier Zaragoza. Implications of school type for active commuting to school in primary education students. Travel Behaviour and Society. 2021; 24 ():143-151.

Chicago/Turabian Style

Ana Corral-Abós; Alberto Aibar; Sergio Estrada-Tenorio; Jose Antonio Julián; Eduardo Ibor; Javier Zaragoza. 2021. "Implications of school type for active commuting to school in primary education students." Travel Behaviour and Society 24, no. : 143-151.

Journal article
Published: 01 April 2021 in Apunts Educación Física y Deportes
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ACS Style

Sergio Diloy-Peña; Luis García-González; Javier Sevil-Serrano; María Sanz-Remacha; Ángel Abós. Estilo motivacional docente en educación física: ¿cómo afecta a las experiencias del alumnado? Apunts Educación Física y Deportes 2021, 44 -51.

AMA Style

Sergio Diloy-Peña, Luis García-González, Javier Sevil-Serrano, María Sanz-Remacha, Ángel Abós. Estilo motivacional docente en educación física: ¿cómo afecta a las experiencias del alumnado? Apunts Educación Física y Deportes. 2021; (144):44-51.

Chicago/Turabian Style

Sergio Diloy-Peña; Luis García-González; Javier Sevil-Serrano; María Sanz-Remacha; Ángel Abós. 2021. "Estilo motivacional docente en educación física: ¿cómo afecta a las experiencias del alumnado?" Apunts Educación Física y Deportes , no. 144: 44-51.

Research article
Published: 23 February 2021 in European Physical Education Review
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

Alberto 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.

Journal article
Published: 03 January 2021 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (1):298.

Chicago/Turabian Style

Rafael 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.

Journal article
Published: 26 December 2020 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (1):110.

Chicago/Turabian Style

Alexander 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.

Journal article
Published: 27 November 2020 in Retos
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Este artículo identifica los factores de la interacción social que facilitan y dificultan el proceso de creación grupal en un proyecto interdisciplinar de acrosport denominado “La voz del rehén”. La muestra estuvo formada por 65 alumnos/as –36 hombres y 29 mujeres– con 21.42±1.69 de media de edad de la mención de educación física del Grado de Magisterio de Educación Primaria de la Facultad de Educación de la Universidad de Zaragoza –España–. Cada grupo de creación diseñó y mostró una propuesta de acrosport, la cual fue elaborada durante el transcurso de tres asignaturas de la mención de educación física –actividades físicas de oposición-colaboración; actividades físicas individuales; y actividades físicas artístico-expresivas–. La recogida de datos fue a través de unos informes grupales que fueron cumplimentados sobre la interacción social desencadenada en el proceso de creación grupal. Posteriormente se realizó el análisis de contenido de dichos informes grupales. Para el tratamiento de los datos se utilizó el NVIVO 11. Los resultados mostraron que: a) el funcionamiento asambleario es el principal mecanismo utilizado para el consenso colectivo; b) la pertenencia y el compromiso grupal favorecen los procesos de creación. This article outlines the factors of social interaction that facilitate and hamper the process of group creation in an interdisciplinary acrosport project based on sustainable development goals called “The hostage voice”. The sample consisted of 65 students –36 men and 29 women– with an average age of 21.42±1.69 from the physical education module of the of Primary Education Bachelor at the Faculty of Education of the University of Zaragoza -Spain-. Each creation group designed and showed an acrosport proposal based on the sustainable development goals, which was elaborated during the course of three subjects of the mentioned module -physical activities of opposition-collaboration; individual physical activities; and artistic-expressive physical activities-. Data regarding the social interaction triggered by the group creation process was collected through reports filled out by each group. Later, the content analysis of these reports was carried out. For the analysis of the data, the software NVIVO 11 was used. The results showed that: a) the assembly discussion is the main mechanism used for collective consensus, b) the group commitment favours the processes of creation.

ACS Style

Berta Murillo-Pardo; Inma Canales-Lacruz; Silvia Lorente-Echeverría; Ana Corral-Abós. El El funcionamiento asambleario como mecanismo de consenso en un proceso de creación grupal (Assembly functioning as consensus mechanisms in the process of group creation). Retos 2020, 335 -344.

AMA Style

Berta Murillo-Pardo, Inma Canales-Lacruz, Silvia Lorente-Echeverría, Ana Corral-Abós. El El funcionamiento asambleario como mecanismo de consenso en un proceso de creación grupal (Assembly functioning as consensus mechanisms in the process of group creation). Retos. 2020; (41):335-344.

Chicago/Turabian Style

Berta Murillo-Pardo; Inma Canales-Lacruz; Silvia Lorente-Echeverría; Ana Corral-Abós. 2020. "El El funcionamiento asambleario como mecanismo de consenso en un proceso de creación grupal (Assembly functioning as consensus mechanisms in the process of group creation)." Retos , no. 41: 335-344.

Journal article
Published: 03 October 2020 in Retos
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El objetivo consistió en identificar si existía una asociación de la comodidad/incomodidad percibida por el alumnado suscitada por la interacción visual, y el tipo de tarea de expresión corporal según la lógica interna. Los participantes fueron 30 sujetos –13 hombres y 17 mujeres– con una media de edad de 23,26±1,22 años, matriculados en la asignatura actividades físicas artístico-expresivas de la facultad de educación de la universidad de Zaragoza (España). Se analizó dicha asociación entre la comodidad/incomodidad suscitada en la interacción visual según los seis tipos de tareas de expresión corporal mediante el estadístico chi-cuadrado utilizando el SPSS 26 . Dichas percepciones de comodidad/incomodidad fueron codificadas de los diarios del alumnado. Los resultados mostraron que existen asociaciones entre comodidad/incomodidad: a) Según el tipo de tarea, distinguiendo que las tareas de tipo 4 –presencia visual/un observador/improvisación– y 5 –presencia visual/varios observadores/improvisación– se vinculan con la incomodidad y las tareas de tipo 6 –presencia visual/varios observadores/tiempo preparación– con la comodidad; b) Según el rol de interacción visual, asociándose el observador con la comodidad y el observado con la incomodidad; c) Según el tiempo de preparación: comodidad con tiempo de preparación e incomodidad con improvisación; d) Según el número de observadores: comodidad cuando son varios los observadores e incomodidad con un sólo observador. Este tipo de investigaciones permite averiguar las dificultades y facilidades del alumnado según las tareas experimentadas, de esta manera, se podrán jerarquizar para facilitar los procesos de enseñanza-aprendizaje. The objective of this work was to identify statistically significant differences between the comfort and discomfort of the student with regards to visual interaction and the type of corporal expression exercise, in accordance with the student’s internal logic. Thirty individuals took part in the project; 13 men and 17 women. The average age of the group was 23.26±1.22. All the participants were from the artistic-expression physical activities class which is part of the physical education course of the primary school teacher training degree offered by the University of Zaragoza (Spain). Associations between the comfort/discomfort caused by visual interaction according to the six types of body expression tasks were analyzed by chi-square using SPSS 26 .These perceptions of comfort/discomfort were coded from the students' diaries. Students kept a diary with comments on the 13 practical sessions. Results showed significant differences between comfort/discomfort in accordance with: a) the type of activity - Type 4 (visual presence/being observed by one person/having to improvise) and type 5 activities (visual presence/being observed by a number of people/having to improvise) were associated with discomfort, Type 6 activities (visual presence/being observed by a number of people/having time to prepare) were associated with comfort; b) visual interaction - the role of the observer was linked with comfort, being observed was linked with discomfort; c) preparation time - having to improvise was linked to discomfort, having preparation time was linked to comfort; and, d) the number of observers – being observed by a number of people was linked to comfort, being observed by only one person was linked to discomfort. This research allows for the identification of the positive and negative feelings of the students in relation to the exercises and activities in which they are asked to participate and this information can be used to develop strategies to improve the teaching-learning process.

ACS Style

Inma Canales-Lacruz; Ana Corral-Abós. Interacción visual y lógica interna en las tareas de expresión corporal (Visual Interaction and Internal Logic when Performing Corporal Expression Exercises). Retos 2020, 224 -230.

AMA Style

Inma Canales-Lacruz, Ana Corral-Abós. Interacción visual y lógica interna en las tareas de expresión corporal (Visual Interaction and Internal Logic when Performing Corporal Expression Exercises). Retos. 2020; (40):224-230.

Chicago/Turabian Style

Inma Canales-Lacruz; Ana Corral-Abós. 2020. "Interacción visual y lógica interna en las tareas de expresión corporal (Visual Interaction and Internal Logic when Performing Corporal Expression Exercises)." Retos , no. 40: 224-230.

Journal article
Published: 31 July 2020 in Sustainability
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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.

ACS Style

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 Style

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 (15):6170.

Chicago/Turabian Style

Luis 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.

Motivation and social processes
Published: 15 May 2020 in The Journal of Experimental Education
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

Javier 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.

Journal article
Published: 13 March 2020 in Journal of Transport & Health
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In recent years, there has been growing interest in studies integrating social cognitive and environmental variables as predictors of active transport to school (ATS). However, a theoretical model of associations between children's ATS and these variables has not been well established. The aims of this study were (1) to develop and test a model which conceptualized relationships between children's ATS and psychological, social cognitive and perceived environments; and (2) to assess direct effects among these variables. Data were drawn from the ProATs, a cross-sectional study conducted with 1189 children aged 9–12 years from 11 primary schools in Huesca, Spain between January and June 2018. A child self-reported questionnaire was used to measure sociodemographic characteristics (age, sex), school travel mode (ATS: walking, cycling; non-ATS: by car, by motorcycle, by bus), and social cognitive and perceived environments. The social cognitive environment was measured based on four constructs of the theory of planned behavior (intention, attitude, social norm, perceived behavioural control), and three constructs of the basic psychological needs (autonomy, competence, relatedness) in the self-determination theory. The perceived environment was assessed through the security and accessibility of neighborhood environmental barriers to ATS. A structural equation modelling technique was utilised to examine direct effects of social cognitive and perceived environments on ATS. The model achieved acceptable fit, explaining 48% of the variance of children's ATS. Perceived behavioural control was the strongest predictor of intention, and influenced by autonomy, competence and the perceived environment. Social cognitive and perceived environments played important roles in predicting children's ATS. Future interventions might consider strategies to increase perceptions of autonomy, competence and behavioural control along with strategies aimed to foster more positive perceptions of the built environment.

ACS Style

Javier Zaragoza; Ana Corral; Erika Ikeda; Enrique García-Bengoechea; Alberto Aibar. Assessment of psychological, social cognitive and perceived environmental influences on children's active transport to school. Journal of Transport & Health 2020, 16, 100839 .

AMA Style

Javier Zaragoza, Ana Corral, Erika Ikeda, Enrique García-Bengoechea, Alberto Aibar. Assessment of psychological, social cognitive and perceived environmental influences on children's active transport to school. Journal of Transport & Health. 2020; 16 ():100839.

Chicago/Turabian Style

Javier Zaragoza; Ana Corral; Erika Ikeda; Enrique García-Bengoechea; Alberto Aibar. 2020. "Assessment of psychological, social cognitive and perceived environmental influences on children's active transport to school." Journal of Transport & Health 16, no. : 100839.

Motivation and social processes
Published: 31 October 2019 in The Journal of Experimental Education
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Grounded in self-determination theory, this study examines the effects of a leisure-time physical activity (LTPA) intervention with work colleagues on work-related outcomes of relatedness satisfaction, engagement factors, satisfaction, and burnout subtypes. Fifty-seven teachers (Mage = 46.81 ± 7.90), from two secondary schools randomized as an experimental (n = 22) or control (n = 35) group, participated in the study. Thirty-two sessions based on playful, strength, aerobic, and back pain prevention activities were performed two days per week throughout one academic year. The experimental group teachers reported significant improvements in relatedness satisfaction, vigor, absorption, and satisfaction at work compared to the control group teachers and their own baseline scores. Results highlight that two weekly sessions of LTPA with work colleagues can lead to positive work-related outcomes among teachers.

ACS Style

Ángel Abós; Javier Sevil-Serrano; José Antonio Julián-Clemente; Eduardo Generelo; Luis García-González. Improving Teachers' Work-Related Outcomes through a Group-Based Physical Activity Intervention during Leisure-Time. The Journal of Experimental Education 2019, 89, 306 -325.

AMA Style

Ángel Abós, Javier Sevil-Serrano, José Antonio Julián-Clemente, Eduardo Generelo, Luis García-González. Improving Teachers' Work-Related Outcomes through a Group-Based Physical Activity Intervention during Leisure-Time. The Journal of Experimental Education. 2019; 89 (2):306-325.

Chicago/Turabian Style

Ángel Abós; Javier Sevil-Serrano; José Antonio Julián-Clemente; Eduardo Generelo; Luis García-González. 2019. "Improving Teachers' Work-Related Outcomes through a Group-Based Physical Activity Intervention during Leisure-Time." The Journal of Experimental Education 89, no. 2: 306-325.

Journal article
Published: 09 October 2019 in International Journal of Environmental Research and Public Health
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Active commuting to school has health implications for young people. Previous research has shown the need to consistently define the concept of “active commuter”, given that assessment as well as comparison between studies may be hindered by current discrepancies in frequency criteria. Using a sample of 158 Spanish students (12th–13th grade, 60.8% girls), the current study aimed to compare several cut-off criteria to rigorously identify the frequency of weekly active trips to school in order to categorize adolescents as active or passive commuters, and to analyze whether the threshold living distance to school is associated with the different trip cut-off criteria. Percentages of active commuters ranged from 75% to 88.6%, varying significantly depending on the cut-off criteria (5–10 active trips/week) used. The results also support the need to be stricter in the selection of a cut-off criterion when the distance to the school becomes shorter. Our findings highlight the importance of following a standard criterion to classify individuals as active or passive commuters, considering the characteristics of the context in which each study is conducted.

ACS Style

Javier Zaragoza; Ana Corral; Sergio Estrada; Ángel Abós; Alberto Aibar. Active or Passive Commuter? Discrepancies in Cut-off Criteria among Adolescents. International Journal of Environmental Research and Public Health 2019, 16, 3796 .

AMA Style

Javier Zaragoza, Ana Corral, Sergio Estrada, Ángel Abós, Alberto Aibar. Active or Passive Commuter? Discrepancies in Cut-off Criteria among Adolescents. International Journal of Environmental Research and Public Health. 2019; 16 (20):3796.

Chicago/Turabian Style

Javier Zaragoza; Ana Corral; Sergio Estrada; Ángel Abós; Alberto Aibar. 2019. "Active or Passive Commuter? Discrepancies in Cut-off Criteria among Adolescents." International Journal of Environmental Research and Public Health 16, no. 20: 3796.

Journal article
Published: 12 September 2019 in International Journal of Environmental Research and Public Health
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Using the Multicontext Stressors Scale (MSS), this study investigates which factorial structure should be used to measure teacher stressors, and the extent to which this factorial structure of MSS remains invariant across gender. Subsequently, grounded in self-determination theory, the present study also examines the extent to which stressors may differentially predict teachers' psychological functioning. Participants were 584 (Mage = 45.04; SD = 8.97) secondary school teachers. Goodness-of-fit indices and estimated parameters of the models, together with latent correlations between stressors, offered support for the six-factor structure, whereas the opposite was true for the one-factor structure of the MSS. Results also supported gender invariance of the MSS. Predictive findings showed that student misbehavior, lack of shared decision-making, and workload stressors are negatively related to basic psychological needs. Likewise, results noted the important role of basic psychological needs to reach optimal teachers' psychological functioning. The results are discussed, arguing the importance of assessing and analyzing teacher stressors using a multifactorial and invariant scale. From a more practical approach, it seems important for school leaders to be especially vigilant about all stressors. Nonetheless, if they desire to prevent detrimental psychological functioning in teachers, special attention should be placed on stressors related to student misbehavior, lack of shared decision-making, and workload.

ACS Style

Ángel Abós; Javier Sevil-Serrano; Lisa E. Kim; Robert M. Klassen; Luis García-González; Abós; Sevil- Serrano; Kim; García- González. How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale. International Journal of Environmental Research and Public Health 2019, 16, 3388 .

AMA Style

Ángel Abós, Javier Sevil-Serrano, Lisa E. Kim, Robert M. Klassen, Luis García-González, Abós, Sevil- Serrano, Kim, García- González. How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale. International Journal of Environmental Research and Public Health. 2019; 16 (18):3388.

Chicago/Turabian Style

Ángel Abós; Javier Sevil-Serrano; Lisa E. Kim; Robert M. Klassen; Luis García-González; Abós; Sevil- Serrano; Kim; García- González. 2019. "How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale." International Journal of Environmental Research and Public Health 16, no. 18: 3388.

Journal article
Published: 29 August 2019 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (17):3151.

Chicago/Turabian Style

Javier 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.

Journal article
Published: 08 August 2019 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (16):2839.

Chicago/Turabian Style

Ángel 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.

Article
Published: 25 June 2019 in Current Psychology
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Based on Farber’s burnout proposal, the first aim of this study was to examine the psychometric properties of the short version of the Burnout Clinical Subtype Questionnaire (BCSQ-12) in secondary school teachers. The second aim of the study was to examine possible differences in the burnout subtypes in terms of gender, type of school, and teaching experience. Two different samples of 584 (M = 45.04; 43% males) and 106 (M = 45.50; 40% males) secondary school teachers participated in the study. Results obtained from both the exploratory structural equation modeling (ESEM) and the confirmatory factor analysis (CFA) supported the three-factor structure of the BCSQ-12, comprised of overload, lack of development, and neglect. Further, the BCSQ-12 showed adequate composite reliability. The negative relationships between the three-factor structure of burnout, teachers’ basic psychological need satisfaction, and teachers’ job satisfaction provide evidence of the nomological validity of BCSQ-12. Finally, female teachers, state school teachers, and experienced teachers reported a greater risk of suffering one or more of these three burnout subtypes. Theoretical, methodological, and practical contributions of the BCSQ-12 are discussed, highlighting the importance of assessing the three burnout subtypes separately.

ACS Style

Ángel Abós; Javier Sevil-Serrano; Jesus Montero-Marín; José Antonio Julián; Luis García-González. Examining the psychometric properties of the burnout clinical subtype questionnaire (BCSQ-12) in secondary school teachers. Current Psychology 2019, 40, 3809 -3826.

AMA Style

Ángel Abós, Javier Sevil-Serrano, Jesus Montero-Marín, José Antonio Julián, Luis García-González. Examining the psychometric properties of the burnout clinical subtype questionnaire (BCSQ-12) in secondary school teachers. Current Psychology. 2019; 40 (8):3809-3826.

Chicago/Turabian Style

Ángel Abós; Javier Sevil-Serrano; Jesus Montero-Marín; José Antonio Julián; Luis García-González. 2019. "Examining the psychometric properties of the burnout clinical subtype questionnaire (BCSQ-12) in secondary school teachers." Current Psychology 40, no. 8: 3809-3826.

Journal article
Published: 02 May 2019 in Learning and Individual Differences
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

Ángel 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.