Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness / Motivación para aprender: un estudio internacional multinivel sobre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenido

En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del contenido y las características motivacionales de los estudiantes. El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N = 602), Portugal (N = 469), México (N = 1177), Chile (N = 372), y Brasil (N = 413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprender.(AU)

Teacher autonomy support is related to improved student learn-ing. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class con-tent with student autonomy, and, in turn, on motivation to learn. The par-ticipants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the use-fulness of class content, basic psychological need for autonomy, and moti-vation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the stu-dent autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.(AU)

Dermatoglyphic Profiles of Competitive Athletes: CrossFit and Ultra-Marathon / Perfiles Dermatoglíficos de Deportistas Competitivos: CrossFit y Ultramaratón

SUMMARY: In the sports field, sports are usually classified according to the predominance of the energy system used during the competition; sports like Crossfit and ultra-marathon could be totally opposite due to the needs of athletes to achieve good places. Due to the above, the objective was established to compare the dermatoglyphic profiles of CrossFit and Ultra-marathon athletes according to the predisposition of the energy systems, aerobic and anaerobic, used in the competitions. Cross-sectional descriptive study, where the dermatoglyphic profile of 21 athletes of national presence (10 crossfit and 11 ultra-marathon runners) was determined, through the Computerized Dermatoglyphic System, brand Salus Dermatoglifia, according to the Cummins and Midlo protocol, which consists of taking the fingerprints of the 10 fingers of the hands. The fingerprint designs of the human being (arch, loop and whorl) and the elements contained in them (nucleus and delta) were analyzed, differences were established through the Analysis of Variance test in the SPSS V.25 statistical package. The results show significant differences between the average scores of the line count of both disciplines (108 and 165), being higher in ultra-marathon runners, associated with greater aerobic resistance. Another significant and relevant finding was the presence of arch-type fingerprints only in CrossFit athletes associated, along with low line count, with strength and power. It is concluded that Crossfit and Ultra-marathon athletes have dissimilar natural physical characteristics, which is why they participate and excel in different sports where they have enhanced their natural physical abilities through training.

En el ámbito deportivo, los deportes suelen clasificarse según el predominio del sistema energético utilizado durante la competición; Deportes como el Crossfit y la ultramaratón podrían ser totalmente opuestos debido a las necesidades de los deportistas de conseguir buenos lugares. Debido a lo anterior, se estableció como objetivo comparar los perfiles dermatoglíficos de atletas de CrossFit y Ultramaratón según la predisposición de los sistemas energéticos, aeróbico y anaeróbico, utilizados en las competencias. Estudio descriptivo transversal, donde se determinó el perfil dermatoglífico de 21 deportistas de presencia nacional (10 crossfit y 11 ultramaratonistas), a través del Sistema Dermatoglífico Computarizado, marca Salus Dermatoglifia, según el protocolo Cummins y Midlo, el cual consta de tomando las huellas dactilares de los 10 dedos de las manos. Se analizaron los diseños dactilares del ser humano (arco, asa y verticilo) y los elementos contenidos en ellos (núcleo y delta), se establecieron diferencias mediante la prueba de Análisis de Varianza en el paquete estadístico SPSS V.25. Los resultados muestran diferencias significativas entre las puntuaciones medias del recuento de líneas de ambas disciplinas (108 y 165), siendo superiores en los corredores de ultramaratón, asociado a una mayor resistencia aeróbica. Otro hallazgo significativo y relevante fue la presencia de huellas dactilares tipo arco sólo en atletas de CrossFit asociadas, junto con un bajo número de líneas, con fuerza y potencia. Se concluye que los atletas de Crossfit y Ultramaratón tienen características físicas naturales disímiles, por lo que participan y destacan en diferentes deportes donde han potenciado sus capacidades físicas naturales a través del entrenamiento.

Analysis of the Factors That Influence a Quality Physical Education in Mexico: School Supervision's Perspective.

Different international organizations have spoken out in favor of the value of physical activity in the integral development of children and adolescents, which is why different guidelines have been established for governments to facilitate quality Physical Education. In this sense, the objective of this study was to analyze the factors that influence the performance of PE teachers, from the perspective of pedagogical technical advisors and school district supervisors from various school zones from the State of Chihuahua. This was a transversal study, with a qualitative approach and phenomenological focus, which was chosen because it allows the understanding of these aspects from a unique and unrepeatable process; data collection was carried out through focus groups in which PE ATP supervisors participated and data were collaboratively analyzed. The main results indicated that Physical Education does not have the same importance as other subjects, a situation that is reflected in: constant curricular reforms, administrative inconsistencies, dependence on the school organization, and being seldom taken into account in decision-making. It was concluded that strict public policies are required to be applied uniformly throughout the country, as well as privilege Physical Education within the Basic Education curriculum in Mexico.

Individualism, Competitiveness, and Fear of Negative Evaluation in Pre-adolescents: Does the Teacher's Controlling Style Matter?

The traditional teaching style in which the teacher is in control and there is a submissive attitude in students is predominant in Mexico. The development of identity in preadolescence is subjected to social groups, which could develop interpersonal difficulties through the controlling teaching style. Although the fear of negative evaluation in students and competitive sport has been studied in education, relatively little research has been done in the area of physical education in relation to the controlling style. The purpose of this study was to investigate the correlation and predictive relationship between controlling teaching and the fear of negative evaluation mediated by the frustration of the basic psychological needs (BPN), controlled motivation, and individualism/competitiveness through the theoretical framework of self-determination theory. Participants were 1132 students in the fifth and sixth grades in public elementary schools in the state of Chihuahua, Mexico, with ages between 10 and 13 (M = 10.51 years; SD = 0.66 years). Results indicate the perceived controlling teaching style positively predicted the fear of negative evaluation in students of this study through BPN frustration, that is positively related to low-quality motivation, which is related to a higher level of individualism/competitiveness. This, in turn, is proven to be a predictor of the fear of negative evaluation. The results also discuss the promotion of the autonomy support style, avoiding the controlling teaching style, for the minimization of negative results related to the perception of fear and the development of student well-being both within and beyond the school context.

Mexican physical education teacher's self-reported and self-perception of teaching style / Auto-percepción y auto-reporte de estilos de enseñanza en profesores de educación física mexicanos / Autorrelato e autopercepção do estilo de ensino do professor mexicano de educação física

ABSTRACT To understand the self-reported and perception of teaching style used among Mexican physical education teachers. Participants included 104 (n=41 females and 63 males) elementary physical education teachers from northern Mexico. Results showed that a traditional teaching style tends to be mainly used either by male and female's physical education teachers. Showing differences between genders and teaching styles. Female teachers tend to combine a traditional teaching style with one that connects with students engaging in physical activity, developing positive values and attitudes. Cultural context plays an important aspect when developing a teaching self-perception.

RESUMEN Conocer el auto reporte y percepción del estilo de enseñanza entre docentes de educación física mexicanos. Participantes incluyeron 104 (n = 41 mujeres y 63 hombres) maestros de educación física básica del norte de México. Los resultados mostraron que un estilo de enseñanza tradicional tiende a ser utilizado principalmente por profesores de educación física, tanto hombres como mujeres. Mostrando diferencias entre géneros y estilos de enseñanza. Las maestras tienden a combinar un estilo de enseñanza tradicional que conecta con los estudiantes a participar en actividad física, desarrollando valores y actitudes positivas. El contexto cultural juega un aspecto importante a la hora de desarrollar una autopercepción docente.

RESUMO Compreender o autorrelato e a percepção do estilo de ensino utilizado por professores de educação física mexicanos. Os participantes incluíram 104 (n = 41 mulheres e 63 homens) professores de educação física elementar do norte do México. Os resultados mostraram que um estilo de ensino tradicional tende a ser usado principalmente por professores de educação física do sexo masculino e feminino. Mostrando diferenças entre gêneros e estilos de ensino. As professoras tendem a combinar um estilo de ensino tradicional com um que conecta os alunos em atividades físicas, desenvolvendo valores e atitudes positivas. O contexto cultural desempenha um aspecto importante no desenvolvimento da autopercepção do ensino.

Uso del mindfulness sobre indicadores de estrés en deportistas durante la etapa competitiva: revisión sistemática / Use of mindfulness on indicators of stress in athletes during the competitive stage: systematic review

El mindfulness es una práctica meditativa que ha probado disminuir el estrés psicofisiológico. Propósito: analizar, si el mindfulness es efectivo para disminuir el estrés psicofisiológico, en deportistas de alto rendimiento en temporada competitiva. Se realizó una búsqueda de estudios clínicos que incluyeran diferentes técnicas meditativas para la reducción del estrés en deportistas durante la fase competitiva. En PubMed, Scopus y Web of Science (1985 al 10 de agosto del 2019), se buscaron las combinaciones de palabras mindfulness, meditation, yoga, sport, athlete, intervention, stress, cortisol. Se localizaron sólo siete trabajos, tres de ellos con información cuantitativa, un cuantitativo y tres de metodología mixta. En los siete estudios encontrados (153 sujetos; 134 hombres y 19 mujeres) sus autores mencionan que el mindfulness fue efectivo para la reducción del estrés en los atletas durante la etapa competitiva.

Mindfulness is a meditative practice that has proven to reduce psycho-physiological stress. Purpose: Analyze if mindfulness is effective to reduce psycho-physiological stress in athletes during their competitive season. Clinical studies that included different meditative techniques for stress reduction in athletes during the competitive phase was searched for in databases such as PubMed, Scopus and Web of Science (1985 to August 10, 2019), using the combinations of the words mindfulness, meditation, yoga, sport, athlete, intervention, stress, and cortisol. Only seven papers were located, three of them with a quantitative design, one as quantitative and three with mixed methodology. In the seven studies found (153 subjects; 134 men and 19 women) their authors mention that mindfulness was effective for reducing stress in athletes during the competitive season.

Assessment of Attitudes Toward Physical Education by the Implementation of an Extracurricular Program for Obese Children.

The World Health Organization (WHO) identifies the importance of implementing physical activity programs such as physical education (PE) classes in schools. This study identifies the attitudes of obese children toward PE, before and after participation in a vigorous-intensity physical exercise program without the participation of normal-weight peers using a questionnaire on Attitudes toward Physical Education (CAEF). 98 children between 8-11 years of age were randomized in an Experimental Group (GE) (n = 48) and a Control Group (CG) (n = 47). They were assessed using a questionnaire on Attitudes toward Physical Education (CAEF). All the study participants exhibited a BMI Z-score ≥ 2. Before the intervention, the only difference between boys and girls was "empathy to teacher and physical education subject" (p = 0.001, d de Cohen = 0.72, r = 0.34). The interaction between gender and training was only present in empathy for the teacher, with a medium effect size (η2 = 0.055). The implementation of PE with two hours per week elicits only a few effects over the attitude of obese children, even though with a certain engagement of gender through training in the adjustment of empathy for teachers and the PE class.

Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries.

Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (Mage = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process.

Composición factorial del cuestionario IMAGEN en universitarios mexicanos / Composição fatorial do questionário imagem em universitários mexicanos / Factor composition of the imagen questionnaire in Mexican university students

El presente estudio pretende obtener datos psicométricos sobre el cuestionario para la evaluación de la insatisfacción con la imagen corporal (Solano-Pinto y Cano-Vindel, 2010). La muestra fue de 411 universitarios mexicanos, con una edad media de 20.65 años (DE=1.92). La estructura factorial del cuestionario se analizó a través de análisis factoriales exploratorios y confirmatorios. Los análisis muestran que una estructura de cinco factores es viable y adecuada. La estructura de cinco factores (perceptivo, malestar emocional, comportamental, planteamiento de cambio y ansiedad), atendiendo a criterios estadísticos y sustantivos, ha mostrado adecuados indicadores de ajuste de fiabilidad y validez. Sin embargo el modelo obtenido no coincide totalmente con el planteado por los autores de la prueba, aunque continúa avalando el componente multifactorial de la insatisfacción corporal. Futuras investigaciones deberían replicar estos hallazgos en muestras más amplias (AU)

The aim of this study is to obtain psychometric data for the evaluation of dissatisfaction with body image Questionnaire (Solano-Pinto y Cano-Vindel, 2010). A total of 411 Mexican university students participated (average of age = 20.65 ± 1.92 years) in this study. The factor structure of the questionnaire was analyzed trough exploratory and confirmatory factor analyses. Results showed a feasible and adequate structure of five factors (perceptual, emotional distress, behavioral, approach change and anxiety), with adequate fit indices of reliability and validity, according to statistical and substantive criteria. However, the obtained model does not fully coincide with that propose by the authors of the test, but continues giving support to the multifactorial component of body dissatisfaction. Future research should replicate these findings in wider samples (AU)

O presente estudo pretende obter dados psicométricos sobre o questionário pala avaliação da insatisfação com a imagem corporal (Solano-Pinto y Cano-Vindel, 2010). A amostra foi de 411 universitários mexicanos, com idade media de 20.65 anos (DE=1.92). A estrutura fatorial do questionário analisou-se através de análises fatoriais exploratórios e confirmatórios. As análises mostram que uma estrutura de cinco fatores é viável e adequada. A estrutura de cinco fatores (percetivo, mal-estar emocional, comportamental, enfoque de cambio e ansiedade), de acordo com critérios estadísticos e substantivos, mostrou indicadores adequados de ajuste de fiabilidade e validez. Não obstante, o modelo obtido não coincide totalmente com o proposto pelos autores do teste, ainda que continuasse avalizando o componente multifatorial da insatisfação corporal. Investigações futuras deveriam replicar estos achados em amostras mais amplias (AU)