Factorial Structure and Measurement Invariance of the Acceptance and Action Questionnaire-Stigma (AAQ-S) in Spain

The objective of the present study was to validate and adapt the Acceptance and Action Questionnaire-Stigma (AAQ-S) to the Spanish context. Method: The study included the participation of 1212 subjects, with an average age of 17.12 years old. Results: The confirmatory factorial analysis revealed a number of adequate fit indices for the new version of the scale χ2/df = 3.24; Comparative Fit Index = 0.96; Incremental Fit Index = 0.96; Root Mean Square Error of Approximation = 0.060; Standardized Root Mean Square Residual = 0.035, in which the factorial structures displayed gender invariance. The two factors comprise the scale both exhibited high internal consistency (+0.90) and temporal stability. Conclusion: The Spanish version of the AAQ-S proved to be a robust and adequate psychometric instrument. In this sense, future lines of research focused on determining the role of psychological flexibility in stigma and the processes of change at the base of interventions could benefit substantially from the use of AAQ-S

Validation of the Scale of Emotional States in the Physical Education Context

The purpose of the present study was to validate an instrument of student emotional experiences in the Spanish Physical Education context. The sample of participants consisted of 864 secondary education students from various educational institutions of Spain who ranged in age from 13 to 19 years. To assess the psychometric properties of the Scale of Emotions in Physical Education (SEPE), various types of analyses were conducted. The factor structure of the SEPE was examined through confirmatory factorial analysis in relation to two models. In the first model, it was proposed that the eight first order factors, which represented the eight emotional states, would be correlated amongst each other. In the second model, an eight-factor model with two higher order factors was proposed, with these higher order factors representing distinct sets of positive and negative emotions. The results provide support the presence of an eight-factor second order model which consisted of sets of four positive emotions and four negative emotions. These results provide evidence for the reliability and validity of the SEPE within the Spanish Physical Education context

Adaptation and Validation of the Mind-Wandering Questionnaire (MWQ) in Physical Education Classes and Analysis of Its Role as Mediator between Teacher and Anxiety

Physical education (PE) classes are one of the primary means of adopting healthy lifestyles and contribute greatly to personal well-being. However, it is necessary that students pay attention and do not enter a mind-wandering state as this can be negative for the purposes of PE classes. Therefore, we adapted and validated the Mind-Wandering Questionnaire (MWQ) to the Spanish PE context and analyzed the influence of the teacher on this new variable. Two independent samples of high school students between the ages of 13 and 19 participated in the study. In order to assess the psychometric properties of the MWQ, various analyses were carried out. The results of the confirmatory factorial analysis (CFA) provided support for the structure of the questionnaire. The structure of the model was gender-invariant. The Cronbach alpha value was higher than 0.70 and showed an adequate level of temporal stability. In addition, we present a second study in which high school students between the ages of 13 and 19 participated, and which are independent of the first study. The analyses in this study were mainly based on structural equation modelling, and demonstrated the teacher’s influence on mind-wandering and showed that mind-wandering acted as a predictor of anxiety in high school students. The results of this study provided evidence of the reliability and validity of the MWQ in the Spanish PE context

The Influence of the Social Context on Motivation towards the Practice of Physical Activity and the Intention to be Physically Active

According toWHOdata, only around 20% of adolescents participate in physical activity (PA) during their free time. The social context can act as a support for adolescents to do PA, given the e ect that both parents, friends and teachers have on young people’s behaviour owing to the large amount of time and influence they have on them. Therefore, the aim of this study is to analyse the role of the social context on adolescents’ motivation to practise PA and their intention to be physically active. This study involved the participation of students in compulsory and post-compulsory secondary education. Several statistical analyses were performed, including three confirmatory factorial analyses of the scales and a structural equations model that explains the causal relationships between the variables. The results showed how support for autonomy in the social context positively predicts autonomous motivation, whereas the psychological control of the social context negatively predicts it. Autonomous motivation positively predicted intent, attitude, behavioural control and subjective norms, and consequently, the practice of physical activity. In short, the study showed how the three validated scales have adequate goodness-of-fit indices while the structural equations model demonstrated the influence of the social context on the student’s motivational processes and the adoption of active life habits

Validation and Adaptation of the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of Physical Education

Physical education (PE), by its own characteristics, is a subject where social communication is especially promoted. However, it is necessary to have tools that evaluate the social behaviour of students during PE classes. For this reason, we propose to validate and adapt the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of PE classes. The study involved 1081 students aged 12 to 18 (M = 14.83; SD = 1.27). The psychometric properties of the Prosocial Behavior Scale were analyzed through several statistical analyses. The results of the confirmatory factorial analysis and the exploratory factorial analysis supported the internal structure of the questionnaire. In addition, the scale was invariant to gender. Cronbach’s alpha values were higher than 0.70 in the factors and sub-factors, finally showing adequate levels of temporal stability. Taking into account the results achieved in the present study, PE teachers have an effective tool to assess the social and antisocial behaviour of their students’ students during PE classes

COMPETÊNCIAS DOCENTES INTERCULTURAIS DO PROFESSORADO DE EDUCAÇÃO FÍSICA EM ANDALUZIA (ESPANHA)

This work focuses on the additional competencies needed for secondary-level Physical Education teachers who work with immigrant students. We adopted a descriptive research design in which data collection and its analysis are defined as mixed, as we use both qualitative (in-depth interviews) and quantitative techniques (questionnaire). Results show that teachers who work with immigrant students have high levels in the attitudinal and awareness dimension. However, those teachers are clearly limited in the field of knowledge, therefore, lacking skills and abilities.El trabajo versa sobre qué otras competencias debería poseer el profesorado de Educación Física, de educación secundaria, que trabaja con alumnado inmigrante. Para dar respuesta al objetivo planteado adoptamos un diseño de investigación de tipo descriptivo, donde el enfoque de recolección y análisis de datos se ha definido como mixto, en el que se integran técnicas cualitativas (entrevistas en profundidad) y cuantitativas (cuestionario). Los resultados muestran que los docentes que trabajan con alumnado inmigrante poseen un alto nivel en la dimensión de conciencia y actitudinal, sin embargo, se ven claramente limitados en el ámbito de los conocimientos, lo que conlleva a una mayor carencia con respecto a las destrezas y habilidades. O trabalho centra-se sobre quais outras competências deveria possuir o professorado de Educação Física, do ensino médio, que trabalha com alunos imigrantes. Para dar resposta ao objetivo planificado adotamos um desenho de investigação do tipo descritivo, em que o enfoque de recolha e o de análises de dados foram definidos como mistos, no qual se integram técnicas qualitativas (entrevistas em profundidade) e quantitativas (questionário). Os resultados mostram que os docentes que trabalham com estudantes imigrantes possuem um alto nível de dimensão de consciência e de atitude, porém, mostram-se claramente limitados no âmbito dos conhecimentos, o que traz consigo uma maior carência no que diz respeito às capacidades e habilidades

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

Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence

According to a WHO report (2018), more than 80% of adolescents do not do enough physical activity. Physical Education (PE) classes should be aimed at solving this problem. The present study aims to analyze the influence teachers have on motivation, embarrassment and intention to be physically active among their students. A total of 604 secondary school students participated in the study. Various statistical analyses were carried out to explain the causal relationships between the variables. The results revealed a positive relation between the autonomy support and the satisfaction of basic psychological needs (BPN), and a negative relation with the frustration of BPN. In contrast, perceived control revealed a positive relation with frustration of BPN, and a negative relation with the satisfaction of BPN. Satisfaction of BPN was negatively related to embarrassment and positively related to self-determined motivation. On the other hand, frustration of BPN was positively related to embarrassment and negatively with self-determined motivation. Embarrassment was negatively related to self-determined motivation, and the latter was positively related to intention to be physically active. Indeed, the study demonstrates the influence and the importance of PE teachers and of the motivational and emotional processes of adolescents during PE classes and the role they play in acquiring the habits of an active lifestyle

Emotion, Psychological Well-Being and Their Influence on Resilience. A Study with Semi-Professional Athletes

The objective of the present study is to analyze the influence of coaches on emotional intelligence and on levels of anxiety, motivation, self-esteem, and resilience among athletes. Five-hundred forty-seven semi-professional athletes between the ages of 16 and 19 participated in this study. Various statistical analyses were conducted which explain the causal relationships between the variables. The results, obtained using a structural equations model, find that while autonomy support positively predicts emotional intelligence, perceived control predicts it negatively. Moreover, emotional intelligence positively predicts self-esteem and self-determined motivation, but negatively predicts anxiety. Other results show that self-esteem positively predicts self-determined motivation, whereas anxiety predicts it negatively. Finally, self-determined motivation positively predicts resilience. Indeed, the study demonstrates the influence and the importance of coaches in relation to the emotional intelligence, psychological well-being, and motivational processes of adolescent athletes when the latter engage in their respective sports. These results help to better understand how different behavioral, emotional, and social aspects belonging to the athlete interrelate with one another during competition

Analysis of the Usefulness of a Serious Game to Raise Awareness about Mental Health Problems in a Sample of High School and University Students: Relationship with Familiarity and Time Spent Playing Video Games

Background: One of the main challenges in the field of mental health today is the stigma towards individuals who have psychological disorders. Aims: This study aims to analyse the usefulness of applying a serious game developed for the purpose of raising awareness among students about mental health problems and analyse whether its usefulness can be influenced by the type of video games or the time that students usually devote to playing with this type of entertainment. Method: The serious game introduces four characters who display the symptoms of different psychological disorders. A total of 530 students participated in the study, 412 of whom comprised the experimental group and 118 the control group, 291 came from secondary school classes and 239 were university students. Results: The findings show that this serious game significantly reduced total stigma among students. Variables like time habitually spent playing video games or video game preference had no bearing on the results. Conclusion: Our findings suggest that the serious game is an appropriated tool to reduce stigma, both in high school and university students, independently of the type of video games that young people usually play, or time spent playing video games