Climas motivacionales, motivación autodeterminada, afectos y burnout en deportistas: enfoque multinivel

This study aimed to test a multilevel mediation model that examined the relationship between the per­ceived motivational climate created by coaches at team level and the affects and burnout at individual level, as me­diated by the self-determined motivation. Participants were 745 college athletes from various sports, aged 17 to 28 years old (M = 21.46, DT = 2.14) who completed the instruments that evaluated the study variables (PMCSQ-2, SMS-II, PANAS, and ABQ). The results showed that at the within-team level, self-determined motivation was positively related to positive affect; on the contrary, was negatively related to negative affect and three dimen­sions of burnout. At the between-team level, the percep­tion of the task-involving climate was positively related to self-determined motivation, while the ego-involving climate was negatively related to self-determined moti­vation. Similarly, self-determined motivation was positi­vely related to positive affect and negatively negative af­fect, as well as to the three dimensions of burnout. Both the task-involving climate and ego-involving climates showed an indirect effect on well-being and discomfort through self-determined motivation. It is suggested that coaches generate a task-involving climate to promote the well-being of athletes. ResumenEste estudio tuvo como objetivo poner a prueba un mo­delo de mediación multinivel que examinó las relaciones entre la percepción del clima motivacional generado por los entrenadores a nivel de equipo y los afectos y el burnout a nivel individual, mediados por la motivación autodeterminada. Participaron 745 atletas universitarios de diversos deportes, con edades entre 17 a 28 años (M = 21.46, DT = 2.14) quienes completaron los instrumentos que evaluaban las variables del estudio (PMCSQ-2, SMS-II, PANAS y ABQ). Los resultados mostraron que a nivel individual (nivel intra), la motivación autodeterminada se relacionaba positivamente con el afecto positivo; por el contrario, se relacionaba negativamente con el afecto ne­gativo y las tres dimensiones de burnout. A nivel del equipo (nivel entre), la percepción del clima de implica­ción en la tarea se relacionaba positivamente con la mo­tivación autodeterminada, mientras que el clima de im­plicación en el ego se relacionaba negativamente con la motivación autodeterminada. De manera similar, la mo­tivación autodeterminada se relacionaba positivamente con el afecto positivo y negativamente el afecto nega­tivo, así como con las tres dimensiones del burnout. Tanto el clima de implicación en la tarea como el de im­plicación en el ego mostraron un efecto indirecto sobre el bienestar y el malestar a través de la motivación autode­terminada. Se sugiere a los entrenadores generar un clima de implicación en la tarea para potenciar el bie­nestar de los deportistas.  AbstractThis study aimed to test a multilevel mediation model that examined the relationship between the per­ceived motivational climate created by coaches at team level and the affects and burnout at individual level, as me­diated by the self-determined motivation. Participants were 745 college athletes from various sports, aged 17 to 28 years old (M = 21.46, DT = 2.14) who completed the instruments that evaluated the study variables (PMCSQ-2, SMS-II, PANAS, and ABQ). The results showed that at the within-team level, self-determined motivation was positively related to positive affect; on the contrary, was negatively related to negative affect and three dimen­sions of burnout. At the between-team level, the percep­tion of the task-involving climate was positively related to self-determined motivation, while the ego-involving climate was negatively related to self-determined moti­vation. Similarly, self-determined motivation was positi­vely related to positive affect and negatively negative af­fect, as well as to the three dimensions of burnout. Both the task-involving climate and ego-involving climates showed an indirect effect on well-being and discomfort through self-determined motivation. It is suggested that coaches generate a task-involving climate to promote the well-being of athletes.

Oportunidad para aprender del feedback correctivo, necesidades psicológicas y afectos positivos en alumnos de educación física

The following objective was proposed, based on the principles of SDT theory (Deci & Ryan, 2002; Ryan & Deci, 2017): the interrelationships between the opportunity to learn from teacher feedback, the basic psychological needs, and positive emotions of elementary-level students in physical education class. The sample consisted of 448 students, aged between 10 and 13 years (M = 10.58; SD = 0.54), 207 males [M = 10.55 years; SD = 0.57] and 241 females [M = 10.60; SD = 0.51], from sixth grade in Monterrey, Mexico. They had classes twice a week (M = 1.68; SD = 0.47) with a duration of 40 minutes. The results of structural equation analyses indicated that the opportunity to learn turned out to be a significant and positive predictor of basic psychological needs satisfaction (β1 = .53, p < .001), and these, in turn, were positively and significantly related to positive emotions (β2 = .54, p < .001). In conclusion, the opportunity to learn from corrective feedback significantly influences the satisfaction of basic psychological needs and positive emotions in physical education students who participated in this study. These findings suggest that the way the teacher provides corrective feedback can ensure that their students perceive it as an opportunity to learn and improve their performance during practice.Se planteó el siguiente objetivo,desde los planteamientos de la teoría SDT (NPB Deci & Ryan, 2002; Ryan & Deci, 2017), las interrelaciones entre la oportunidad para aprender del feedback por parte del profesor, con las necesidades psicológicas básicas, y afectos positivos de los estudiantes de nivel primaria en la clase de educación física. La muestra estuvo compuesta por 448 estudiantes, con edades comprendidas entre 10 y 13 años (M = 10.58; DT = 0.54), 207 hombres [M = 10.55 años; DT = .57] y  241 mujeres [M = 10.60; DT = .51] de sexto grado de primaria de Monterrey, México. Tenían clases dos veces por semana ( M = 1.68; DT = 0.47) con una duración de 40 minutos. Los resultados de los análisis de ecuaciones estructurales indicaron que la oportunidad para aprender resultó ser un predictor positivo y significativo de la satisfacción de las necesidades psicológicas básicas (b1 = .53, p < .001) y estás, a su vez, fueron positivos y significativos con los afectos positivos (b2 = .54, p < .001). En conclusión, la oportunidad para aprender del feedback correctivo influye de manera significativa en la satisfacción de las necesidades psicológicas básicas y en los afectos positivos de los alumnos de educación física que participaron en este estudio. Estos hallazgos sugieren que la forma en el que el profesor proporcione un feedback correctivo puede asegurar que sus estudiantes lo perciban como una oportunidad para aprender y mejorar en su rendimiento durante la práctica

Contribuciones de la psicología para una Red de Deporte de Calidad(REDDECA)

El libro Contribuciones de la psicología para una Red de Deporte de Calidad (REDDECA)es un producto de la Red Temática, financiada por el CONACYT, en el cual se pretende la descentralización territorial e institucional, buscando el crecimiento y consolidación de la comunidad científica y académica de las instituciones públicas y privadas, quienes, desde sus trincheras, han buscado la promoción constante de la conducta saludable, involucrando al deporte y la actividad física como agentes significativos en el desarrollo integral del ser humano. El principal objetivo de la Red Temática es generar, integrar y desarrollar una red de investigadores y profesionales en el área de la psicología del deporte y la actividad física, que promueve la generación y aplicación del conocimiento de alto impacto

Compulsive Sexual Behavior Disorder in 42 Countries: Insights from the International Sex Survey and Introduction of Standardized Assessment Tools

Background and aims: Despite its inclusion in the 11th revision of the International Classification of Diseases, there is a virtual paucity of high-quality scientific evidence about compulsive sexual behavior disorder (CSBD), especially in underrepresented and underserved populations. Therefore, we comprehensively examined CSBD across 42 countries, genders, and sexual orientations, and validated the original (CSBD-19) and short (CSBD-7) versions of the Compulsive Sexual Behavior Disorder Scale to provide stan- dardized, state-of-the-art screening tools for research and clinical practice. Method: Using data from the International Sex Survey (N 5 82,243; Mage 5 32.39 years, SD 5 12.52), we evaluated the psychometric properties of the CSBD-19 and CSBD-7 and compared CSBD across 42 countries, three genders, eight sexual orientations, and individuals with low vs. high risk of experiencing CSBD. Results: A total of 4.8% of the participants were at high risk of experiencing CSBD. Country- and gender-based differences were observed, while no sexual-orientation-based differences were pre- sent in CSBD levels. Only 14% of individuals with CSBD have ever sought treatment for this disorder, with an additional 33% not having sought treatment because of various reasons. Both versions of the scale demonstrated excellent validity and reliability. Discus- sion and conclusions: This study contributes to a better under- standing of CSBD in underrepresented and underserved populations and facilitates its identification in diverse populations by providing freely accessible ICD-11-based screening tools in 26 languages. The findings may also serve as a crucial building block to stimulate research into evidence-based, culturally sensitive pre- vention and intervention strategies for CSBD that are currently missing from the literature

Orientational Effects and Random Mixing in 1-Alkanol + Alkanone Mixtures

1-Alkanol + alkanone systems have been investigated through the data analysis of molar excess functions, enthalpies, isobaric heat capacities, volumes and entropies, and using the Flory model and the formalism of the concentrationconcentration structure factor (SCC(0)). The enthalpy of the hydroxyl-carbonyl interactions has been evaluated. These interactions are stronger in mixtures with shorter alcohols (methanol-1-butanol) and 2-propanone or 2-butanone. However, effects related to the self-association of alcohols and to solvation between unlike molecules are of minor importance when compared with those which arise from dipolar interactions. Physical interactions are more relevant in mixtures with longer 1-alkanols. The studied systems are characterized by large structural effects. The variation of the molar excess enthalpy with the alcohol size along systems with a given ketone or with the alkanone size in solutions with a given alcohol are discussed in terms of the different contributions to this excess function. Mixtures with methanol show rather large orientational effects. The random mixing hypothesis is attained to a large extent for mixtures with 1-alkanols ≠ methanol and 2-alkanones. Steric effects and cyclization lead to stronger orientational effects in mixtures with 3-pentanone, 4-heptanone, or cyclohexanone. The increase of temperature weakens orientational effects. Results from SCC(0) calculations show that homocoordination is predominant and support conclusions obtained from the Flory model.Ministerio de Ciencia e Innovación, under Project FIS2010-1695

Learning to deliver high quality teaching in physical education and sports

Providing quality criteria for learning tasks at the time of instruction is fundamental to the learning process of students and athletes in physical education and sport. During the presentation of the tasks the quality criteria of the learning activities should be communicated, while the corrective feedback given by teachers/coaches should focus on the quality aspects of the task or process performance [1, 2]. The learning of the students/athletes may be more influenced by the combination of the presentation of quality tasks and the feedback given by the teacher [3]. The presentation of the tasks has to have the following fundamental quality components: a structure, a cognitive approach, a careful selection of information, an explanation and demonstration at the same time [4-6]. The presentation of tasks is one of the teacher’s activities that has the potential to impact on the psychological health of athletes and not only as a pedagogical aspect that seeks sports performance [5]. An optimal teaching in physical education and sport it is not only influenced by the presentation of the tasks but also by the type and quality of the feedback, which should lead to improved motor performance and cognitive learning [7]. However, providing corrective feedback, due to its negative nature, could lead to unwanted repercussions on students [1], which depends on how the corrective feedback is perceived by students [1, 2, 8, 9]. Providing corrective feedback using an interpersonal style that supports autonomy and is perceived as legitimate will allow athletes to be more willing to work on their mistakes rather than feel compelled to do so [1, 2, 10] and will consider the teacher’s corrective feedback as an opportunity to learn and improve [2, 10]. In conclusion, it is important that the coach focuses on making clear the quality criteria of the learning tasks during the presentation of the tasks. It also crucial that when corrective feedback is provided, and effort is being made to ease its acceptance by the students and that this is communicated in a fashion that supports autonomy and that it is related to the cognitive approach or practice intention transmitted in the presentation of the tasks

Estilos interepersonales del entrenador, frustración de las necesidades psicológicas básicas y el burnout: un análisis longitudinal en futbolistas

A model based on the Basic Needs Theory was tested in accordance with the following sequence: Coach’s Autonomy Support (AA) and Authoritarian styles (EC) - Basic psychological need frustration (FNPB) - Burnout (BO). A total of 177 football players aged 15 to 24 years old (M = 17.81; DT = 1.98) took part in the study. The athletes filled questionnaires related with the research variables (CCBS, CBS, PNTS, and ABQ). Instruments’ reliability was satisfactory, except for Autonomy frustration subscale at first measurement session (T1). Players perceived that their coaches used more AA than EC style. In addition, they showed low FNPB and BO at T1 and at the second measurement session (T2). Significant lower scores for perceived AA style were found at T2 compared to T1. AA at T1 was significantly and negatively related with EC, FNPB, Autonomy Frustration (FA), Competence Frustration (FC), and Relatedness Frustration (FR), whereas it was negatively related with BO at both T1 and T2. Nonetheless, this did not happen for AA at T2. Results of Model A showed that AA at T1 was a negative predictor of FNBP at T2 whereas EC at T1 was a positive predictor of FNBP at T2. In addition, FNPB at T2 positively predicted BO. Modelo B outcomes revealed that AA at T1 was a negative predictor of FA, FC, and FR, whereas EC at T1 was a positive predictor of those variables. Finally, FA and FR positively predicted BO.Basado en la Teoría de las Necesidades Psicológicas Básicas se puso a prueba un modelo con la siguiente secuencia: Estilo interpersonal de apoyo a la autonomía (AA) y estilo controlador del entrenador (EC) - Frustración de las necesidades psicológicas básicas (FNPB) - el Burnout (BO). Participaron 177 futbolistas, con edades que entre 15 a 24 años (M = 17.81; DT = 1.98), quienes completaron los instrumentos que evaluaban las variables del estudio (CCBS, CBS, PNTS y ABQ). La fiabilidad de los instrumentos fue satisfactoria excepto la sub-escala de frustración de la autonomía del tiempo 1. Los jugadores percibieron más el estilo de AA que el EC de su entrenador, una baja FNPB y BO en el tiempo 1 (T1) y 2 (T2). Sólo se encontraron diferencias significativas entre el T1 versus T2 en la percepción del estilo de AA del entrenador siendo más baja en el T2. El AA del T1 estuvo significativamente relacionado de manera negativa con el EC, con la FNPB, la frustración de la autonomía (FA), frustración de la competencia (FC) y frustración de las relaciones (FR) y el BO en el T1 y T2, sin embargo, esto no fue así con el AA del T2. Los resultados del Modelo A revelaron que AA del T1 fue un predictor negativo y el EC fue un predictor positivo de la FNPB del T2, y la FNPB del T2 actuó como un predictor positivo del BO. Por su parte el Modelo B reveló que el AA del T1 fue un predictor negativo y el EC del T1 fue un predictor positivo de la FA, FC y FR. Finalmente, la FA y FR actuaron como predictores positivos del BO

Efecto del ejercicio físico sobre los síntomas depresivos en pacientes hospitalizados con depresión

The aim of the present study was to evaluate depressive symptoms, separately and as a whole, before and at one month after the conclusion of a physical exercise program in hospitalized patients with depression. The participants were 48 patients who were divided into two groups (pharmacological = 24 and pharmacological+physical exercise = 24). As a result, when comparing between groups one month after carrying out the physical exercise program in conjunction with the pharmacological treatment, the pharmacological+physical exercise group had significantly lower scores on the BDI (Msum = 1.0, DTsum = 1.35), compared to the group that only had the pharmacological treatment (Msum = 11.08, DTsum = 5.97). Regarding the repeated measures ANOVA, it is shown that there were significant differences in both groups, pharmacological (F(41) = 11.35, p < .000; hp2 = .33; d = .79) and pharmacological + physical exercise (F(41) = 22.81, p < .000; hp2 = .50; d = .86) due to the time factor. However, a greater effect size was found in the group where physical exercise was used. In conclusion, this study shows that a physical exercise program in conjunction with pharmacological treatment reduces most of the depressive symptoms in hospitalized patients.El objetivo del presente estudio fue evaluar los síntomas depresivos, por separado y en su conjunto, antes y al mes de concluir un programa de ejercicio físico en pacientes hospitalizados con depresión. Participaron 48 pacientes los cuales fueron divididos en dos grupos (n = 24 farmacológico, y n = 24 fármaco+ejercicio físico). Como resultado, al comparar entre grupos al mes de llevar a cabo el programa de ejercicio físico junto con el tratamiento farmacológico, el grupo fármaco+ejercicio físico tuvo puntuaciones significativamente más bajas en el BDI (Msum = 1.0, DTsum = 1.35), en comparación con el grupo que sólo tuvo el tratamiento farmacológico (Msum = 11.08, DTsum = 5.97). En cuanto al ANOVA de medidas repetidas, se evidencia que hubo diferencias significativas en ambos grupos, farmacológico (F(41) = 11.35, p < .000; hp2 = .33; d = .79) y fármaco+ejercicio físico (F(41) = 22.81, p < .000; hp2 = .50; d = .86) debido al factor tiempo. Sin embargo se encuentra un mayor tamaño del efecto en el grupo donde se intervino con ejercicio físico. Como conclusión, este estudio muestra que un programa de ejercicio físico en conjunto con el tratamiento farmacológico, disminuyen la mayoría de la sintomatología depresiva en pacientes hospitalizados. Además, promueve la incorporación del ejercicio como complemento en el manejo de los síntomas de la depresión mayor