No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes

Despite the multiple benefits associated with practicing physical activity regularly, less than 20% of the population do it on a daily basis. Physical education classes could contribute, during childhood and adolescence, to consolidating adherence to healthy lifestyle habits. The present study involved 606 secondary school students between the ages of 13 and 19. We analysed the relationships between the perception of psychological control and support for autonomy, the satisfaction and frustration of psychological needs, mind-wandering and mindfulness, positive and negative emotions, motivation towards physical education classes, physical activity and the intention to be physically active—all through a structural equation model, which presented acceptable goodness-of-fit indices. The results showed that students who feel more autonomous see that their psychological needs are met and feel emotionally positive; this will result in the development of autonomous motivation towards physical education classes and physical activity that, in turn, could lead to a greater intention to be physically active

Percepção da dor e fadiga en relação com o estado de ánimo

This article describes the case study of a young footballer from the juvenile category who started training after a six months recovery due to different types of injuries he suffered within a year. The aim of this study is to show, during the different stages of a psychological training, the process of an injury recovery and the return to competition, the variability in the perception of pain and fatigue in connection with the state of mind. POMS was applied and the variables of pain, fatigue and satisfaction were estimated through the scales of subjective assessment obtaining as a result the highest pain threshold right at the start of the return to competition.Este artículo describe el estudio de caso de un futbolista en la categoría juvenil que inicia la práctica deportiva después de seis meses de recuperación tras sufrir diferentes tipos de lesión durante el periodo de un año. El estudio tiene como objetivo mostrar, en las diferentes etapas de un entrenamiento psicológico y durante el proceso de recuperación de una lesión y vuelta a la competición, la variabilidad en la percepción de dolor y de fatiga en relación con el estado de ánimo. Se utilizó el POMS y a través de escalas de valoración subjetiva se midieron las variables de dolor, fatiga y satisfacción, obteniendo como resultado el mayor umbral de dolor al inicio de la vuelta a la competición y, en esta misma etapa, puntuaciones bajas en fatiga y satisfacción.Esse artigo descreve o estudo de caso de um jogador de futebol da categoria juvenil, que inicia a pratica esportiva depois de seis meses de recuperação de diferentes tipos de lesões obtidas durante um ano. O estudo tem o objetivo de mostrar as diferentes etapas de um treinamento psicológico durante o processo de recuperação de uma lesão e o retorno na competição, a variabilidade na percepção da dor e da fadiga em relação com o estado de ânimo. Foi utilizado o POMS e através das escalas de avaliação subjetiva foram medidas as variáveis de dor e fadiga e a satisfação, obtendo como resultado o maior umbral de dor ao início da volta na competição e nessa mesma etapa pontuações muito baixas na fadiga e satisfação

No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes

Despite the multiple benefits associated with practicing physical activity regularly, less than 20% of the population do it on a daily basis. Physical education classes could contribute, during childhood and adolescence, to consolidating adherence to healthy lifestyle habits. The present study involved 606 secondary school students between the ages of 13 and 19. We analysed the relationships between the perception of psychological control and support for autonomy, the satisfaction and frustration of psychological needs, mind-wandering and mindfulness, positive and negative emotions, motivation towards physical education classes, physical activity and the intention to be physically active—all through a structural equation model, which presented acceptable goodness-of-fit indices. The results showed that students who feel more autonomous see that their psychological needs are met and feel emotionally positive; this will result in the development of autonomous motivation towards physical education classes and physical activity that, in turn, could lead to a greater intention to be physically active