A New Cryptic Lineage in Parmeliaceae (Ascomycota) with Pharmacological Properties.

We used molecular data to address species delimitation in a species complex of the parmelioid genus Canoparmelia and compare the pharmacological properties of the two clades identified. We used HPLC_DAD_MS chromatography to identify and quantify the secondary substances and used a concatenated data set of three ribosomal markers to infer phylogenetic relationships. Some historical herbarium specimens were also examined. We found two groups that showed distinct pharmacological properties. The phylogenetic study supported the separation of these two groups as distinct lineages, which are here accepted as distinct species: Canoparmelia caroliniana occurring in temperate to tropical ecosystems of a variety of worldwide localities, including America, Macaronesia, south-west Europe and potentially East Africa, whereas the Kenyan populations represent the second group, for which we propose the new species C. kakamegaensis Garrido-Huéscar, Divakar & Kirika. This study highlights the importance of recognizing cryptic species using molecular data, since it can result in detecting lineages with pharmacological properties previously overlooked.

The Role of Controlled Motivation in the Self-Esteem of Adolescent Students in Physical Education Classes.

The aim of this cross-sectional study was to analyse the relationships between the satisfaction of psychological basic needs, physical education, academic controlling motivation, and self-esteem, and to propose a prediction model in line with the postulates from the hierarchical model found in the self-determination theory. The participants were 618 physical education students from primary and secondary school (317 girls and 301 boys) aged between 10 and 14 years old (M = 11.62; SD = 0.94). The questionnaires basic psychological needs in exercise measurement scale (BPNES), perceived locus of causality scale (PLOC), the academic motivation scale (EME), and physical self-perception profile (PSPP) were used to measure the studied variables. The results showed that autonomy and relatedness significantly and negatively predicted physical education controlling motivation, which predicted a positive and significant academic controlling motivation. This, in turn, negatively and significantly predicted self-esteem. It is concluded that it is essential to avoid controlling motivation to promote the development of a positive self-perception in students.

Influence of Physical Self-Concept and Motivational Processes on Moderate-to-Vigorous Physical Activity of Adolescents.

There is a growing concern about the increasing decline in physical activity among adolescents. In the search for variables that may be related to physical activity, this study examined the influence of physical self-concept on objectively measured moderate-to-vigorous physical activity (MVPA) of adolescents through the mediation of the needs satisfaction and two types of autonomous motivation, for academics and for physical education. Data were collected from 618 students (301 boys and 317 girls) aged 10-14 years from 24 secondary schools in Spain. The path analysis results showed that physical self-concept positively predicted needs satisfaction and this, in turn, was positively and significantly related to the two types of autonomous motivation. Finally, only the autonomous motivation for physical education significantly and positively predicted the adolescents' MVPA. Our findings showed that there was no evidence of an indirect effect of physical self-concept on MVPA. The results are discussed along the lines of the self-determination theory, through the analysis of the role of physical self-concept in increasing adolescents' physical activity.

Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education.

The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. The results obtained made it possible to present a behavior-optimizing solution consisting of a progression of 25 autonomy support strategies. The results obtained are discussed in terms of their value in the design of educational scenarios that promote high-quality student motivation.

Chronological and biological aging of the human left ventricular myocardium: Analysis of microRNAs contribution.

Aging is the main risk factor for cardiovascular diseases. In humans, cardiac aging remains poorly characterized. Most studies are based on chronological age (CA) and disregard biological age (BA), the actual physiological age (result of the aging rate on the organ structure and function), thus yielding potentially imperfect outcomes. Deciphering the molecular basis of ventricular aging, especially by BA, could lead to major progresses in cardiac research. We aim to describe the transcriptome dynamics of the aging left ventricle (LV) in humans according to both CA and BA and characterize the contribution of microRNAs, key transcriptional regulators. BA is measured using two CA-associated transcriptional markers: CDKN2A expression, a cell senescence marker, and apparent age (AppAge), a highly complex transcriptional index. Bioinformatics analysis of 132 LV samples shows that CDKN2A expression and AppAge represent transcriptomic changes better than CA. Both BA markers are biologically validated in relation to an aging phenotype associated with heart dysfunction, the amount of cardiac fibrosis. BA-based analyses uncover depleted cardiac-specific processes, among other relevant functions, that are undetected by CA. Twenty BA-related microRNAs are identified, and two of them highly heart-enriched that are present in plasma. We describe a microRNA-gene regulatory network related to cardiac processes that are partially validated in vitro and in LV samples from living donors. We prove the higher sensitivity of BA over CA to explain transcriptomic changes in the aging myocardium and report novel molecular insights into human LV biological aging. Our results can find application in future therapeutic and biomarker research.

Adaptación y validación de los cuestionarios de apoyo a la autonomía y estilo controlador a la educación física: relación con el feedback / Adaptation and validation of autonomy support and controller style's scales in physical education: relationship with feed-back

El objetivo de este trabajo fue adaptar y validar la Escala de Apoyo a la Autonomía (EAA-EF) y la Escala de Estilo Controlador (EEC-EF) para evaluar la percepción del estudiante del estilo interpersonal docente en educación física y comprobar su relación con el feedback El estudio 1, contempla el diseño y análisis factorial exploratorio de los instrumentos con una muestra de 272 estudiantes con una edad media de 11.05 años (DT = 0,76). En el estudio 2, los cuestionarios fueron administrados a 350 estudiantes con una edad media de 11 años (DT = 0,80). Tras el análisis factorial confirmatorio, de consistencia interna, estadísticos descriptivos, correlación de todas las variables y regresión lineal se confirma una estructura psicométrica apropiada para las escalas de apoyo a la autonomía y estilo controlador. Además, se observa cómo el apoyo a la autonomía es predicho positivamente por lo feedbacks positivos y negativamente por el negativo. En conclusión, se trata de dos instrumentos válidos y fiables para evaluar la percepción del estudiante del estilo interpersonal del docente de educación física en el escenario de enseñanza aprendizaje, siendo necesarios más estudios en este ámbito de conocimiento.

The objective of this study was to adapt and validate The Autonomy Support Scale (ASS-PE) and The Control Style Scale (CSS-PE) to evaluate teacher´s interpersonal style in Physical Education. Study 1, contemplates the design and exploratory factor analysis of the instruments with a sample of 272 students with an average age of 11.05 years (SD = 0.76). In study 2, the questionnaires were administered to 350 students with an average age of 11 years (SD = 0.80). After the confirmatory factor analysis, internal consistency and descriptive statistics, the correlation of all the variables and linear regression, an appropriate psychometric structure is confirmed for the support scales for autonomy and controlling style. In addition, it is observed how support for autonomy is predicted positively by positive feedbacks and negatively by negative feedback. The data obtained confirms an appropriate psychometric structure for ASS-PE and CSS-PE scales. In conclusion, it is a valid and reliable instrument for evaluating the interpersonal style of teacher`s physical educa-tion in the teaching learning stage

From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education.

Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher's interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher's interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.

Programas de intervención en acoso escolar y ciberacoso en educación secundaria con eficacia evaluada: una revisión sistemática / Intervention programs in school bullying and cyberbullying in secondary education with effectively evaluated: A systematic review

Resumen En numerosos países no existen hoy normativas que regulen de forma específica e integral la intervención en situaciones de acoso escolar y ciberacoso, sino que existe una diversidad de protocolos y programas que, además, no han sido habitualmente partícipes de un proceso de evaluación de la eficacia de su implementación. El objetivo del presente trabajo tiene como finalidad hacer una revisión sistemática de las publicaciones existentes en las últimas dos décadas de programas de prevención e intervención en acoso escolar y ciberacoso, desarrollados en España, para el estudiantado de secundaria, implementados en escuelas y que, además, hayan incluido una evaluación de su eficacia. Un total de 10 programas cumplieron los criterios de inclusión. El análisis de los programas permite identificar diseños de intervención con eficacia moderada y alta. Sin la diversidad de enfoques, objetivos específicos y medidas de evaluación, no es posible identificar claves de eficacia generalizables.

Abstract There is currently no regulation in many countries that specifically and comprehensively regulates the intervention in bullying and cyberbullying situations, but rather a variety of protocols and programs that, moreover, have not usually been part of a process to evaluate the effectiveness of their implementation. The objective of the present work was to carry out a systematic review of the existing publications in the last two decades on prevention and intervention programs in school bullying and cyberbullying developed in Spain for secondary school students, implemented in schools, and that have also included an evaluation of its effectiveness A total of 10 programs met the inclusion criteria. The analysis of the programs allows the identification of intervention designs with moderate and high efficiency, although the diversity of approaches, specific objectives and evaluation measures does not make it possible to identify generalizable efficiency keys.

Relationships between cardiorespiratory fitness, inhibition, and math fluency: A cluster analysis.

This study identified clusters of adolescents who share similar cardiorespiratory fitness levels and analysed the relationships between cardiorespiratory fitness, inhibition, and math fluency in each of the clusters. The subjects were 490 high-school students aged 10-16 years. The mean age was 13.82 years (SD = 1.12). Latent class analysis identified three clusters with high, medium, and low levels of cardiorespiratory fitness. The high-fitness cluster achieved higher scores in inhibition and math fluency than the low-fitness cluster. Path analysis revealed that the influence of cardiorespiratory fitness on inhibition was non-existent in the three clusters. The effect of inhibition on math fluency was positive and significant in all three cardiorespiratory fitness levels. Cardiorespiratory fitness had a direct, positive, and significant effect on math fluency only in the high-fitness cluster. Therefore, a high level of cardiorespiratory fitness is a significant determining factor in the explanation of math fluency. These results indicate that inhibition does not mediate the relationship between cardiorespiratory fitness and math fluency. However, the benefits of cardiorespiratory fitness affect math fluency, which has important implications for the educational environment and the teaching/learning process.

Effects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Time.

The purpose of this study was to examine the effects of a physical activity-based intervention conducted during recess time for Spanish students with special needs. The intervention was designed to utilize an autonomy-supportive motivational style to promote feelings of autonomy and to contribute to increased physical activity involvement in these students. Participants were 62 students in the fifth and sixth year of elementary school, with ages between 10 and 12 years (M = 10.75 years, SD = 0.80 years). Students' perceptions of autonomy support, satisfaction of basic psychological needs, sport and physical activity motivation and actual physical activity level were assessed. A quasi-experimental design was employed with two intervention groups (autonomy-supportive and controlling styles), as well as a control group. Results indicated that students in the autonomy-supportive condition demonstrated a significant increase in feelings of autonomy and increased their physical activity levels while demonstrating a significant decrease in extrinsic motivation over the course of the intervention. The results provide support for the expectation that well-designed and theoretically based physical activity interventions can optimize learning and motivational outcomes for students in inclusive physical education settings.

Social support, physical exercise and life satisfaction in women / Apoyo social, ejercicio físico y satisfacción con la vida en mujeres

Abstract This study examined the predictive relationship between perceived autonomy sup port from the family and fitness instructors, psychological needs, intrinsic motivation, health goal, regular physical activity and life satisfaction in a group of women. 355 physically active women aged 18-82 (M = 35.30, SD = 12.20) participated in the study. The results of the struc tural equation model showed that the results of the analysis of the structural equations model established a positive relation between perceived autonomy support and psychological needs, which related positively to intrinsic motivation. Likewise, intrinsic motivation related positively to health goal, which in turn related positively to regular physical activity, and finally, physical education showed a positive relation with life satisfaction. The results of this study show the need for social-cognitive physical interventions in order to maximize the benefits of physical exercise among women.

Resumen Este estudio analizó la relación predictiva entre la percepción de apoyo a la autonomía de la familia y del técnico deportivo, los mediadores psicológicos, la motivación intrínseca, la salud, la práctica de actividad física habitual y la satisfacción con la vida en un grupo de mujeres. Participaron 355 practicantes de ejercicio físico con edades comprendidas entre 18 y 82 años (M = 35.30, SD = 12.20). Los resultados del análisis del modelo de ecuaciones estructurales mostraron que la percepción de apoyo a la autonomía predecía positivamente los mediadores psicológicos, que a su vez, fueron predictores positivos de la motivación intrínseca.

El papel de la comunicación, la motivación y el disfrute sobre el compromiso en practicantes de musculación / The Role of Communication, Motivation and Enjoyment over Commitment in Fitness

Resumen El objetivo de este estudio fue comprobar la predicción del compromiso en practicantes de musculación a través de las estrategias de comunicación (verbal, no verbal y evitación de barreras) del monitor, la motivación intrínseca y el disfrute en la actividad. Participaron 287 personas practicantes de musculación de centros deportivos, a los que se les midió la percepción de comunicación y las barreras de comunicación con el técnico, la motivación intrínseca, el disfrute y el grado de compromiso deportivo. El resultado del análisis de regresión lineal mostró que el uso adecuado de estrategias de comunicación verbal, no verbal y la evitación de barreras en la comunicación, así como altos niveles de motivación intrínseca y de disfrute en la práctica predecían el compromiso futuro de los practicantes. De esta forma, el uso de estrategias eficaces de comunicación del técnico de musculación durante la interacción con los practicantes, siempre que la motivación sea alta, posibilitaría una mayor adherencia a la práctica.

Abstract The purpose of this paper was to test the predictive power of the channels of communication used by fitness monitor, the intrinsic motivation and the enjoyment of the activity, in the commitment of fitness. 287 gym fitness were involved in the study to which were analyzed the degree of perceived communication and the communicational barriers with the monitor, the intrinsic motivation, the enjoyment and the level of sport commitment. The result of linear regression analysis showed that the use of channels of communication verbal, no-verbal and the avoidance of communication barriers, as well as high levels of intrinsic motivation and enjoyment during the practice, predicted a future commitment of the participants. In this way, the use of effective communication strategies by the fitness monitor during the interaction with practitioners would increase the motivation of individuals allowing a greater adherence to practice.

Motivos de Práctica Físico-Deportiva en Mujeres: Diferencias entre Practicantes y no Practicantes / Motivos de práctica físico-desportiva em mulheres. diferças enre praticantes e não praticantes / Reason for doing activity and sports in women: the differences between practitioners and non-practitioners

Para avanzar en el conocimiento de las razones de práctica de las mujeres comprometidas con una actividad físico-deportiva y contribuir a la disminución de las altas tasas de mujeres sedentarias, este trabajo estudia los motivos de práctica de mujeres practicantes versus no practicantes, con una muestra de 197 y 164 mujeres, respectivamente. Con una muestra de 328 mujeres, las propiedades psicométricas del Cuestionario de contenido de los objetivos en el ejercicio (GCEQ) de Sebire, Standage, y Vansteeskiste (2008) mostraron que la escala era válida y fiable para medir los motivos de práctica en mujeres. El motivo salud mostró valores medios más altos, seguido de la imagen y el desarrollo de la habilidad. Concretamente, las practicantes valoraban más la salud y desarrollo de la habilidad, mientras que las no practicantes declararon que practicarían por afiliación y reconocimiento social. Se discuten estos resultados respecto a la optimización de futuros programas orientados a la mujer

To advance the understanding of the practical reasons for women engaged in an activity and help to reduce high rates of sedentary women, this article examines the motives for practicing women versus non-practicing, with a sample of 197 and 164 women, respectively. With a sample of 328 women, the psychometric properties of the Goal Content for Exercise Questionnaire (GCEQ) of Sebire, Standage, and Vansteeskiste (2008) showed that the scale was valid and reliable measure of practical motives for women. The motive health showed higher average values, followed by the image and skill development. Practitioners valued the health and skill development, while non-practitioners said they would practice for affiliation and social recognition. These results are discussed with respect to the optimization of programs aimed at women

heres, Actividade físico-desportiva, Motivação, Teoria da autodeterminaçãoPara avançar na compreensão das razões das mulheres comprometidas com uma actividade físico-desportiva e contribuir para a redução das altas taxasde mulheres sedentárias, este trabalho examina os motivos para a prática de praticantes do sexo feminino versus não-praticantes com uma amostra de197 e 164 mulheres, respectivamente. Com uma amostra de 328 mulheres, as propriedades psicométricas do Questionário de conteúdo dos objectivosno exercício(GCEQ) de Sebire, Standage, e Vansteeskiste (2008) mostraram que a escala era válida e fiável para medir os motivos da prática emmulheres. O motivo saúde apresentou valores médios mais elevados, seguido da imagem e desenvolvimento de competências. Especificamente, os pra-ticantes valorizavam mais a saúde e o desenvolvimento da competência, enquanto as não-praticantes revelaram que praticariam por filiação e reconhe-cimento social. Esses resultados são discutidos relativamente à optimização dos futuros programas destinados às mulheres

Teoría de la Acción Planeada y tasa de ejercicio percibida: un modelo predictivo en estudiantes adolescentes de educación física / Theory of Planned Action and perceived rate of exercise: a predic-tive model for adolescent students in physical education

Este estudio se planteó como objetivo analizar algunos factores que influyen en la percepción de la tasa de ejercicio de estudiantes adolescentes españoles tomando como marco la teoría de la acción planeada (Ajzen, 1991). Participaron 698 estudiantes en clases de educación física que completaron el Cuestionario de la teoría de la conducta planeada (TCP) y el Cuestionario de Actividad Física Habitual. Los resultados del modelo de ecuaciones estructurales mostraron que la actitud, norma subjetiva y control de la teoría de la conducta planeada predecían positivamente la intención futura de practicar ejercicio físico, que, a su vez, predecía positivamente la tasa de ejercicio físico percibida por el adolescente. Los resultados de este estudio ofrecen apoyo a la teoría de la conducta planeada y destacan los beneficios de promover la práctica de ejercicio físico-deportivo a través del apoyo de los antecedentes motivacionales, actitud, norma subjetiva y con-trol en la etapa de la adolescencia, dada la importancia de esta fase evolutiva en la instauración de hábitos saludables en los jóvenes

This study analyzes some factors that influence the perceived rate of exercise among Spanish adolescent students, using the theorical framework of the Theory of planned behavior (Ajzen, 1991). Participants were 698 physical education students who completed the questionnaires of the theory of planned behavior (TPB) and the Habitual Physical Activity Questionnaire. The results, via of structural equation modeling, showed that the attitudes, norms and control factors of the Theory of planned behavior predicts the future intention to practice physical exercise, and that intention predicts positively the adolescent’s perceived rate of exercise. The results provide support for the Theory of planned behavior and high-light the benefits of promoting physical exercesi through support to the motivational antecedents of attitude, regulation and control in adolescence, given its importance in establishing healthy habits in young people

Relación del feed-back y las barreras de comunicación del docente con la motivación intrínseca de estudiantes adolescentes de educación física / Relations of feed-back and teacher communication barriers with in-trinsic motivation among adolescent students in physical education

Este estudio examinó la relación entre los diferentes tipos de feed-back y la evitación de las barreras de la comunicación por parte del docente con la motivación intrínseca del alumnado en clases de educación física. Los estudiantes (n = 214) cumplimentaron varios cuestionarios que valoraban la percepción del feed-back del docente, el uso de estrategias de comunicación para evitar las barreras de comunicación con el alumnado y la motivación intrínseca. Los resultados mostraron que los tipos de feed-back general positivo percibido, conocimiento del rendimiento percibido y no verbal positivo general correlacionaban tanto positivamente entre sí, como también con la evitación de barreras de la comunicación y la motivación intrínseca del alumnado. Además, los análisis de regresión realizados revelaron que el uso del feed-back general positivo percibido y del conocimiento del rendimiento percibido predijeron un clima de aula exento de barreras de la comunicación. Los resultados son discutidos en el marco de una mejora de la calidad de la docencia en clases de educación física (AU)

This study examined the relationship between different types of feed-back and avoiding the teacher’s communication barriers with students and intrinsic motivation in physical education classes. Students (n = 214) completed a set of questionnaires that assessed the perception of the teacher feedback, the use of communication strategies to overcome the barriers of communication with students and intrinsic motivation. The results showed positive relationships between the general positive feedback received, the knowledge of perceived performance and general positive and nonverbal feedback, as well as the avoidance of barriers to communication and students’ intrinsic motivation. In addition, regression analysis revealed that use of the generally positive feedback and the knowledge of the perceived performance predicted a classroom atmosphere free of communication barriers. The results are discussed in the context of improving the quality of teaching in physical education classes (AU)

Desarrollo y validación de escalas para la medida de la comunicación en Educación Física y relación con la motivación intrínseca / Design and Validation of Scales to Measure Communication in Physical Education and Relationship with Intrinsic Motivation

El objetivo de este estudio fue relacionar las estrategias de comunicación verbal, comunicación no verbal y evitación de las barreras de la comunicación del profesorado de Educación Física con la motivación intrínseca del alumnado. Participaron 214 estudiantes de Educación Secundaria Obligatoria en clases de Educación Física. Se diseñaron y validaron la Escala de Comunicación en Educación Física (ECEF) y la Escala de Evitación de las Barreras de Comunicación en Educación Física (EEBCEF), midiéndose también la motivación intrínseca. Los resultados del análisis de propiedades psicométricas de las dos nuevas escalas fueron adecuados, considerándose como instrumentos válidos y fiables. El análisis de regresión lineal señaló que la evitación de las barreras de comunicación era el constructo con mayor poder de predicción sobre la motivación intrínseca de los estudiantes.

The objective of this study was to evaluate the strategies of verbal communication, nonverbal communication and avoidance of communication barriers that shows the physical education teacher on the intrinsic motivation of their students. 214 students of Compulsory Secondary Education in physical education classes participated in the study. The Communication Scale in Physical Education (ECEF) and the Avoidance Scale of Communication Barriers in Physical Education (EEBCEF), were designed and validated for this study. The intrinsic motivation was also measured. The results of the analysis of psychometric properties of the two new scales were appropriate, so it can initially be considered valid and reliable instruments. The linear regression analysis showed that the use of strategies to avoid communication barriers is the construct that greater predictive power seems to have on intrinsic motivation of students.

Prediction of adolescents doing physical activity after completing secondary education.

The purpose of this study, based on the self-determination theory (Ryan & Deci, 2000) was to test the prediction power of student's responsibility, psychological mediators, intrinsic motivation and the importance attached to physical education in the intention to continue to practice some form of physical activity and/or sport, and the possible relationships that exist between these variables. We used a sample of 482 adolescent students in physical education classes, with a mean age of 14.3 years, which were measured for responsibility, psychological mediators, sports motivation, the importance of physical education and intention to be physically active. We completed an analysis of structural equations modelling. The results showed that the responsibility positively predicted psychological mediators, and this predicted intrinsic motivation, which positively predicted the importance students attach to physical education, and this, finally, positively predicted the intention of the student to continue doing sport. Results are discussed in relation to the promotion of student's responsibility towards a greater commitment to the practice of physical exercise.

Prediction of adolescents doing physical activity after completing secondary education

The purpose of this study, based on the self-determination theory (Ryan & Deci, 2000) was to test the prediction power of student’s responsibility, psychological mediators, intrinsic motivation and the importance attached to physical education in the intention to continue to practice some form of physical activity and/or sport, and the possible relationships that exist between these variables. We used a sample of 482 adolescent students in physical education classes, with a mean age of 14.3 years, which were measured for responsibility, psychological mediators, sports motivation, the importance of physical education and intention to be physically active. We completed an analysis of structural equations modelling. The results showed that the responsibility positively predicted psychological mediators, and this predicted intrinsic motivation, which positively predicted the importance students attach to physical education, and this, finally, positively predicted the intention of the student to continue doing sport. Results are discussed in relation to the promotion of student’s responsibility towards a greater commitment to the practice of physical exercise (AU)

El principal objetivo del estudio ha sido comprobar, en el marco de la teoría de la autodeterminación (Ryan y Deci, 2000), la capacidad de predicción de la responsabilidad del estudiante, los mediadores psicológicos, la motivación intrínseca y la importancia concedida a la educación física sobre la intención de continuar practicando algún tipo de actividad físico-deportiva, así como las posibles relaciones que se dan entre dichas variables. Para ello se utilizó una muestra de 482 estudiantes adolescentes en clases de educación física, con una edad media de 14.3 años, a los que se les midió la responsabilidad, los mediadores psicológicos, la motivación deportiva, la importancia de la educación física y la intención de ser físicamente activo. Tras un análisis de ecuaciones estructurales, los resultados mostraron que la responsabilidad predijo positivamente los mediadores psicológicos y éstos la motivación intrínseca, que predijo positivamente la importancia concedida por el estudiante a la educación física, y ésta, finalmente, predijo de forma positiva la intención del estudiante de seguir practicando. Se discuten los resultados en relación al fomento de la responsabilidad del estudiante en pro de una mayor adhesión a la práctica de ejercicio físico (AU)

Conductas de consumo de alcohol y tabaco y su relación con los hábitos saludables en adolescentes / Alcohol and tobacco consumption behaviors and their relationship to healthy habits in adolescents

El objetivo de este estudio fue analizar la relación entre diferentes variables ajustadas a un estilo de vida saludable y el consumo de tabaco, alcohol y otras drogas en la adolescencia. Participaron 282 estudiantes de 15 a 20 años de edad, a los que se les administraron diferentes cuestionarios para conocer su actividad física habitual, percepción de competencia e imagen, hábitos alimentarios y consumo de tabaco, alcohol y otras drogas. Los resultados revelaron que la percepción de la imagen corporal se asociaba positivamente con beber alcohol y la diversión como motivo para practicar deporte se relacionaba positivamente con no fumar. El análisis de regresión reveló que el consumo de tabaco era menor en aquellos adolescentes que presentaban mayores tasas de ejercicio físico. Respecto al alcohol, la competencia percibida respecto al deporte era menor en aquellos que consumían más, mientras que la imagen corporal percibida mejoraba a medida que ingerían más alcohol. Se sugiere, como prevención al consumo de sustancias no saludables asociadas con el tiempo de ocio, utilizar como estrategia de transformación social la iniciación al deporte en los programas de salud pública (AU)

The aim of this study was to analyze the relationship between different variables adjusted to a healthy lifestyle, and the consumption of tobacco, alcohol and other drugs in adolescence. 282 students between 15 and 20 years of age participated in the study. They were administered different questionnaires to evaluate habitual physical activity, perceived competence and image, food habits and consumption of tobacco, alcohol and other drugs. The results revealed that the perception of body image was associated positively with alcohol drinking, and fun as a motive for doing sport was associated positively with not smoking. Regression analysis revealed that consumption of tobacco was lower in adolescents who had higher rates of physical exercise. Regarding the consumption of alcohol, perceived competence about sport was lower in those consuming more, while the perceived body image seemed to improve as adolescents consumed larger amounts of alcohol. It is suggested that in order to prevent the consumption of unhealthy substances associated with leisure, initiation to sport should be used as a strategy of social transformation in public health programs

The Relationship between Goal Orientations, Motivational Climate and Selfreported Discipline in Physical Education.

The purpose of this study was to test a motivational model on the links between situational and dispositional motivation and self-reported indiscipline/discipline based on the achievement goals theory. The model postulates that a task-involving motivational climate facilitates self-reported discipline, either directly or mediated by task orientation. In contrast, an ego-involving motivational climate favors self-reported indiscipline, either directly or by means of ego orientation. An additional purpose was to examine gender differences according to the motivational model proposed. Children (n = 565) from a large Spanish metropolitan school district were participants in this study and completed questionnaires assessing goal orientations, motivational climates and self-reported discipline. The results from the analysis of structural equation model showed the direct effect of motivational climates on self-reported discipline and provided support to the model. Furthermore, the gender differences found in self-reported discipline were associated with the differences found in the students' dispositional and situational motivation pursuant to the model tested. The implications of these results with regard to teaching instructional actions in physical education classes are discussed. Key pointsA task-involving motivational climate predicts self-reported discipline behaviors, either directly or mediated by task orientation.An ego-involving motivational climate favors self-reported undisciplined, either directly or mediated by ego orientation.A significant gender difference was found in the motivational disposition perceived climate and self-reported discipline.