Physical Activity and Nighttime Sleep in Adolescents.

Background: Previous studies show contradictory results regarding the bidirectional association between physical activity and nighttime sleep. The objective of the present study was to add knowledge to these possible relationships using autoregressive models.

Method: 214 adolescents (117 boys and 97 girls), with a mean age of 13.

The impact of cooperative learning on peer relationships, intrinsic motivation and future intentions to do sport.

Background: Understanding intra-individual change is a key question when studying causality between variables. The first objective was to examine, using the technique of true intra-individual change (TIC, Δ) for the first time, the motivational sequence proposed by Vallerand (1997), ΔCo-operative learning → ΔRelatedness → ΔIntrinsic motivation → ΔIntention to do sport.

Method: The sample comprised 372 students divided into two groups, experimental and control.

A multi-theoretical approach of the students' motivational profiles in physical education: achievement and social goals.

Background: The objective was to analyze the joint profiles of social goals (responsibility, relation and friendship) and 2 x 2 achievement goals, and the pattern of their relationship with the motivation types of the self-determination continuum in Physical Education settings.

Method: The sample consisted of 516 Secondary Education students (267 men, 249 women) aged between 12 and 17 years old ( M = 14.48, SD = 1.

A cluster analysis on students' perceived motivational climate. Implications on psycho-social variables.

The aim of this study was to examine how students' perceptions of the class climate influence their basic psychological needs, motivational regulations, social goals and outcomes such as boredom, enjoyment, effort, and pressure/tension. 507 (267 males, 240 females) secondary education students agreed to participate. They completed a questionnaire that included the Spanish validated versions of Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), Basic Psychological Needs in Exercise (BPNES), Perceived Locus of Causality (PLOC), Social Goal Scale-Physical Education (SGS-PE), and several subscales of the IMI.

Assessment of dispositional and contextual variables in educational settings: IEPA and AYES scales.

Background: Despite the fact that there are a few instruments designed to measure dispositional and contextual variables in educational contexts, the goal of this study is to elaborate and validate two questionnaires to measure learning interest, effort and progression as dispositional (IEPA) and contextual (AYEs) variables in secondary education students.

Method: An initial version of both scales was developed. They were reviewed by a panel of experts and tested on two pilot studies.

2×2 dominant achievement goal profiles in high-level swimmers.

The goal of this study was to assess achievement goal dominance, self-determined situational motivation and competence in high-level swimmers before and after three training sessions set at different working intensities (medium, sub-maximal and maximal). Nineteen athletes (males, n=9, 18.00±2.

[The learning and motor development transfer process].

The aim of this study is to analyze the transference process in motor skill learning. For this purpose, 320 boys and girls, with ages ranging from 3 to 12 years (M= 7.61; SD= 2.

Achievement goals, social goals, and motivational regulations in physical education settings.

This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation.

[Achievement and social goals, persistence-effort, and intentions of sport practice in physical education students].

The present study examined the relationship between achievement and social goals, and explored how both types of goals can affect secondary school students' persistence/effort in Physical Education classes, as well as their intention to participate in sport activities after finishing secondary school. A sample of 350 students (aged 15-17) from two high schools in Asturias participated in the study. Multiple regression analysis showed: a) persistence/effort in physical education classes was better explained by social responsibility goals, followed by mastery-approach goals and mastery-avoidance goals; b) achievement goals are the only predictors of young people's intention of practicing sport in the future.

[Sports participation and fair play].

This study examined whether the participation in intermediate contact sports affects the opinions about the behaviors and attitudes of fair play in the sports context and whether these effects are influenced by ego orientation. The participants were high level sportsmen from university and professional basketball and football players (N = 131). They filled in questionnaires to assess their participation in sports, their goal orientations, and their fair play attitudes and behaviors.