Body Mass Index: Influence on Interpersonal Style, Basic Psychological Needs, Motivation, and Physical Activity Intention in Physical Education-Differences between Gender and Educational Stage.

The present research study's main objective was to find out whether there is a relationship between the body mass index (BMI) and the psychological aspects related to motivation, needs such as autonomy, competence, and social relationships, and the intention of being physically active in Physical Education students in Primary and Secondary Education. To achieve this, a total of 574 students (mean = 13.66; standard deviation = 1.96) participated in this study, to whom a series of questionnaires was administered once permission had been obtained from the centers the students attended, alongside the latter's acceptance to participate in the study. The main results showed that the students with a higher BMI were those who had lower self-determined motivation values with regard to the three basic psychological needs observed and the intention of physical activity. In turn, our differential analysis identified that the students attending Primary Education had lower values of BMI, motivation, and intention to be physically active than the students attending Secondary Education, without finding differences based on the gender of the participants. The need to keep on investigating this topic is consequently gathered, using direct techniques for measuring BMI or proposing mixed research designs.

Effect of the hybridization of social and personal responsibility model and sport education model on physical fitness status and physical activity practice.

Physical activity patterns, sedentary habits and obesity levels among children and teenagers are indicators of a worrying reality which has been aggravated by the COVID-19 pandemic. In this context, this study has analysed the impact that new methodologies in Physical Education have on physical health aspects. Two teaching methods, namely, Teaching Personal and Social Responsibility and Sport Education Model, were hybridized, in a Secondary School in Murcia (Spain). Controlled quasi-experimental research was completed with a sample of 76 Secondary Education students aged 12-14 (male: 32; female: 44), developing a hybridization of both models in the experimental group. The Physician-based Assessment and Counselling for Exercise (PACE) questionnaire and Eurofit and Alpha Fitness motor tests were run to collect the results. Those showed significant improvement in standing long jump and speed-agility results in the control group. In the experimental group, on the contrary, no significant improvement was registered for either test, but out-of-school physical activity rates were higher. Following this research, it is concluded that both models have positive influence on physical activity habits, but the teaching time devoted to the subject of Physical Education is not enough to improve them.

Prediction of the adherence to sports practice of young Ecuadorians based on the perception of the coach's interpersonal style.

Based on the framework of the self-determination theory, the present study aimed to test a predictive model in the Ecuadorian sports context by using autonomy support as a trigger, which was mediated by basic psychological needs and later by autonomous motivation. This procedure was used to predict the intention to be physically active and was carried out on 280 athletes from the province of Azuay (Ecuador) aged between 12 and 20 years (M = 15.28; SD = 1.71). Different scales were used to measure the perception of the interpersonal style of autonomy supported by the coach. The scales employed included the degree of satisfaction of basic psychological needs, motivation to practice sports, and intention to be physically active. A structural equation analysis revealed that perceived autonomy support positively predicted basic psychological needs, which in turn positively predicted autonomous motivation and, as a result, the athletes' intentions to be physically active. It was concluded that coaches' support for the interpersonal style of autonomy can benefit the development of basic psychological needs as well as autonomous motivation, which in turn can increase young athletes' intentions to be physically active. Future research is also recommended to verify this predictive model and to encourage further experimental studies in which coaches promote autonomy support for athletes intending to increase their adherence to practising sports.

Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice Levels.

The objective of this study was to analyze the motivational profiles of Physical Education (PE) students and assess differences based on the perception of the support of autonomy, the intention to be physically active, satisfaction with classes, gender, age, and extracurricular sports activities. A cross-sectional descriptive study was carried out with a sample of 2621 students, aged 8 to 18 years (M = 14.16, SD = 2.28). An analysis of profiles was implemented, taking into account the motivation and the index of psychological mediators. The result of the cluster analysis gave a solution to four motivational profiles: high quality (n = 1094), low quantity (n = 292), low quality (n = 555), and high quantity (n = 680). Students grouped in the high quantity and quality profile presented higher levels of autonomy support, physical activity intention, enjoyment, and lower levels of boredom. Male participants, younger students, and those who participated in extracurricular activity were associated with self-determined profiles. In conclusion, the importance of promoting the satisfaction of basic psychological needs and autonomous motivation in PE classes is highlighted, in order to achieve higher values in terms of autonomy support, the intention to be physically active, enjoyment, and to reduce boredom levels in students.

Contributing to SDG 3 through Support for Trainer Autonomy: Relationship with Motivation, Basic Psychological Needs and the Intention to Be Physically Active.

The objective of the study was to identify the profiles of support for autonomy perceived by athletes and compare them with motivation, basic psychological needs, and the intention to be physically active. A cross-sectional descriptive study was carried out with 280 athletes (M = 15.28; SD = 1.71). The results reveal the existence of two profiles using the perception of support for autonomy as a grouping variable. A profile of "High perception of support for autonomy" (group 1, n = 190, M = 4.38, SD = 0.32) and a profile of "Low support for autonomy" (group 2, n = 90, M = 3.40, SD = 0.86). The data show statistically significant differences in favour of group 1 with higher values in the Self-Determination Index (p = 0.009) and three basic psychological needs measured with the Index of Psychological Mediators (p = 0.000), but no significant differences in intention to be physically active were found. In conclusion, the importance of the support of autonomy granted by coaches is demonstrated, thus favouring more adaptive motivational climates and the greater satisfaction of basic psychological needs. The intention to be physically active was not found in federated athletes. New studies are required to clarify this fact and improve the contribution of sustainable development to the social dimension.

Motivational profiles and their relationship with responsibility, school social climate and resilience in high school students.

The aim of this study was to assess the relationships among motivational profiles, their responsibility levels, the school social climate and resilience, and the differences according to gender and age of students from different secondary schools in Spain. A sample of 768 students (mean age of 13.84 years), 314 boys (46.1%) and 354 girls (53.9%) was used. The measurements taken concerned: personal and social responsibility, basic psychological need satisfaction, motivation, resilience and school social climate. Bivariate correlation, cluster and multivariate analyses were carried out. The cluster analysis was made using the Motivation toward Education Scale with its different variables (intrinsic, identified, introjected, external motivation and amotivation), revealing four profiles: low quality (1, low values in all motivational variables except in amotivation), low quantity (2, low values), high quantity (3, high values), and high quality (4, high values except in amotivation). The contrast in comparisons shows differences in resilience, personal and social responsibility, teacher climate and school climate (p < .001). The group with the highest values in resilience, basic psychological needs, responsibility and school social climate was that with a high quality profile. There were statistical differences in all variables with respect to the low quantity and low quality groups (p < .001), while the high quantity group showed statistical differences only in personal and social responsibility (p < .001). The low quality group had the lowest values among all the variables, with statistical differences with respect to all groups (p < .001). On the other hand, there were more boys than girls associated with high quantity, without differences in their age. In conclusion, high quality motivation profiles (those with high or low amotivation values and high values in autonomous and controlling motivation), also have a higher satisfaction of basic psychological needs. Moreover, these students are more resilient, show more responsibility and enhance the school/teaching social climate, while low quality and /or quantity motivation, influence negatively on these variables.

School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory.

Self-determination theory and Vallerand's hierarchical model have been studied taking into account different types of social factors that can result in different consequences. The purpose of this work was to see if responsibility and social climate could predict antisocial and prosocial behavior and violence. For this, 429 students (M = 11.46, SD = 1.92) participated in the study, answering a questionnaire with five variables: school climate, responsibility, motivation, satisfaction of psychological needs, prosocial and antisocial behavior, and violence. The main results indicated that most variables correlated positively and directly, except in the case of antisocial behavior and violence. On the other hand, a prediction model (X2 = 584.145 (98); RMSEA = 0.104 [90% CI = 0.096, 0.112]; TLI = 0.849; CFI = 0.894) showed that responsibility and school climate can predict basic psychological needs, and that these needs can improve autonomous motivation, which, in turn, could positively predict on improving prosocial behavior and reducing antisocial behavior and violence. In conclusion, school climate and responsibility can encourage the development of positive consequences in the classroom, specifically in terms of prosocial behavior and the reduction of violence and antisocial behavior.

Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage.

The purpose of this study was to show the relationship between future academic expectations and the concepts of motivation, basic psychological needs, school social climate, and responsibility. Additionally, possible differences in future expectations were analyzed according to gender and educational stage. A total of 984 students (M = 12.87; SD = 1.84) from elementary and secondary school participated in this study. A single questionnaire composed of different scales was administered to check the values of motivation (EME), psychological need satisfaction (PNSE), school social climate (CECSCE), responsibility (PSRQ), sociodemographic differences, and a question to find out future academic expectations. Results showed that the group with the highest future expectations (do a degree or upper vocational training) had statistical differences of p < 0.001 with respect to the group with the lowest future expectations (finish compulsory secondary studies or basic vocational training and start work) and middle expectations (do a high school or middle vocational training) with regard to autonomous motivation, satisfaction of psychological needs, school and teacher climate, and social and personal responsibility. The group with the lowest expectations had higher values with respect to the other two groups in terms of amotivation (p < 0.001). Moreover, women and elementary school children had greater future academic expectations (p < 0.001). In conclusion, the promotion of basic psychological needs satisfaction, autonomous motivation, personal and social responsibility, and school social climate are related to higher academic expectations, and the improvement of these variables becomes especially important for boys and secondary students who could have a higher chance of dropping out of school.

The moderating role of sportsmanship and violent attitudes on social and personal responsibility in adolescents. A clustering-classification approach.

The aim of this study was to classify a randomized sample of adolescents according to their violent and sportsmanship attitudes to determine the influence of personal and social responsibility levels on each cluster. The sample comprised of 595 adolescents, aged between 12 and 15 years old (M ± SD = 13.9 ± 2.3 yr). Participants completed the Multidimensional Orientations Towards Sports Scale, the California School Climate and Safety Survey and the Personal and Social Responsibility Questionnaire. Cluster analysis was conducted to classify adolescent' profiles according to the violence and sportsmanship scores. Discriminant analysis, Pearson correlation and ANOVA tests were performed to identify the relationships between personal and social responsibility levels on each cluster. Cluster analysis identified three well-defined profiles: cluster 1 (sportsmanlike and nonviolent), cluster 2 (sportsmanlike and violent) and cluster 3 (unsportsmanlike and nonviolent). Results confirmed a negative impact of aggressiveness on obedience and pro-social behaviours during school stages, but sportsmanship mitigated this negative influence. The sportsmanlike and nonviolent profile obtained the highest personal and social responsibility level. The lowest personal responsibility scores came from sportsmanlike and violent adolescents. This study emphasizes the potential of positive attitude towards sport and physical education to magnify (or mitigate) adolescents' responsibility according to specific profiles. To reduce violent behaviour and improve sportsmanship attitudes would contribute to a better development of personal and social responsibility in adolescents. The current findings may serve to orientate professionals dealing with adolescents in the role of sportsmanship development as an educational tool to mitigate violent behaviour.

Achieving greater sportsmanship and decreasing school violence through responsibility and sport practice / Lograr una mayor deportividad y disminuir la violencia escolar a través de la responsabilidad y la práctica deportiva / Atingir maior esportividade e diminuir a violência escolar por meio da responsabilidade e prática esportiva

This study aims to determine the prediction levels of personal and social responsibility in sportsmanship and violence, and the levels of violence, sportsmanship and responsibility in schools after the application of the Personal and Social Responsibility Model in physical education classes. Two studies have been conducted. The first, made up of a sample of 737 adolescent students aged between 12 and 15 (M = 14.03; SD = 2.14), which measured personal and social responsibility, sportsmanship and school violence. In Study two, the same dimensions were measured in 573 adolescent students aged between 12 and 15 (M = 13.73; SD = 1.83), in two phases (pre and post-test). The structural equation analysis revealed that personal and social responsibility perception predicts sportsmanship positively and violent attitudes negatively. The application of the Responsibility Model in this study produced improvements in personal responsibility, social responsibility, commitment toward sport participation, social conventions in sport

Este estudio tuvo como objetivo determinar los niveles de predicción de la responsabilidad personal y social en la deportividad y la violencia, y los niveles de violencia, deportividad y responsabilidad tras la aplicación del Modelo de Responsabilidad Personal y Social en las clases de educación física. Se llevaron a cabo dos estudios. El primero, compuesto por una muestra de 737 estudiantes adolescentes de entre 12 y 15 años (M = 14,03; DT = 2,14), que midió la responsabilidad personal y social, el espíritu deportivo y la violencia escolar. En el segundo estudio, se midieron las mismas dimensiones en 573 estudiantes adolescentes de entre 12 y 15 años (M = 13,73; DT = 1,83), en dos fases (pre y post test). El análisis de regresión estructural reveló que la percepción de la responsabilidad personal y social predice la deportividad positivamente y las actitudes violentas negativamente. La aplicación del Modelo de Responsabilidad en este estudio produjo mejoras en la responsabilidad personal, la responsabilidad social, el compromiso con la participación deportiva y las convenciones sociales en el deporte

O objetivo deste estudo foi determinar os níveis de predição de responsabilidade pessoal e social no desportivismo e na violência, e os níveis de violência, desportivismo e responsabilidade após a aplicação do Modelo de Responsabilidade Pessoal e Social nas aulas de educação física. Foram realizados dois estudos. A primeira, composta por uma amostra de 737 adolescentes entre 12 e 15 anos (M = 14,03; TD = 2,14), mediu responsabilidade pessoal e social, esportividade e violência escolar. No segundo estudo, as mesmas dimensões foram medidas em 573 adolescentes entre 12 e 15 anos de idade (M = 13,73; TD = 1,83), em duas fases (pré e pós-teste). A análise de regressão estrutural revelou que a percepção de responsabilidade pessoal e social prediz positivamente o desportivismo e negativamente atitudes violentas. A aplicação do Modelo de Responsabilidade neste estudo produziu melhorias na responsabilidade pessoal, responsabilidade social, compromisso com a participação esportiva e convenções sociais no esporte

Influencia del modelo de responsabilidad personal y social en la calidad de vida de los escolares / Model of Personal and Social Responsibility in the quality of students’ life

El objetivo de esta investigación ha sido estudiar los efectos de la aplicación del Modelo de Responsabilidad Personal y Social en la calidad de vida de escolares. Para ello se realizó un pretest administrando el cuestionario KINDL a 802 alumnos de 6º de Primaria y 3º de ESO que, posteriormente, recibieron sus clases de Educación Física con esta metodología durante 4 meses. Finalmente, tras la aplicación del postest, los resultados reflejan una leve disminución de la calidad de vida para los alumnos de primaria así como un incremento, sin alcanzar la significación estadística, para los alumnos de secundaria, tanto en los grupos control como experimentales (AU)

The aim of this research has been to study the effects of the application of the Model of Personal and Social Responsibility in the quality of students’ life. A pre-test was realized administering the questionnaire KINDL to 802 pupils of 6th Primary and 3rd Secondary that, later, there received his classes of Physical Education with this methodology for 4 months. Finally, after the post-test, the results reflect a slight decrease of the quality of life for the pupils of primary as well as an increase, without reaching the statistical significance, for the pupils of secondary, so much in the groups control as experimental (AU)