El objetivo del estudio fue investigar la asociación de metas sociales, locus de causalidad percibido y atribuciones causales con orientaciones de metas de logro en educación física, en tres países que representan diferentes contextos culturales. La muestra total estuvo compuesta por 2168 estudiantes de secundaria, de los cuales 423 eran de Costa Rica, 408 de México y 1337 de España (50,4% niños; 12,5±0,8 años). Se utilizaron correlaciones bivariadas y modelos de regresión lineal jerárquica para examinar las asociaciones entre las variables de interés en los tres países. Se observaron diferencias significativas de medias en cada una de las variables entre países. Aunque se observaron diferencias interesantes, las asociaciones entre las variables de interés fueron generalmente consistentes entre países y en línea con las predicciones derivadas de la literatura. Los hallazgos resaltan la importancia de las metas de responsabilidad social, las regulaciones autodeterminadas y las atribuciones internas para la motivación y el compromiso de los estudiantes en la educación física.

The objective of this study sought to investigate the association of social goals, perceived locus of causality, and causal attributions with achievement goal orientations in physical education in three countries representing different cultural contexts. The total sample consisted of 2168 secondary students, 423 of which were from Costa Rica, 408 from Mexico, and 1337 from Spain (50.4% boys; 12.5 +/- 0.8 years). Bivariate correlations and hierarchical linear regression models were used to examine associations between the variables of interest in the three countries. Significant mean differences in each of the variables were observed across countries. Although interesting differences were observed, associations among variables of interest were generally consistent across countries and in line with predictions stemming from the literature. Findings highlight the importance of social responsibility goals, self-determined regulations, and internal attributions to student motivation and engagement in physical education.

The analysis of the dependence people have towards exercise has been specially relevant over the past years, due to the increase of the population that has begun practicing exercise and the severe consequences that come from practicing it. This is why it's primarily necessary to define and determine which variables or constructs can be useful in order to predict the dependence towards exercise. 1795 long distance runners en route participated (1105 Spanish runners and 690 Mexican runners). 85.65% of these runners were men with an average age of 38.98 (SD = 10.45), and 14.35% of these runners were women, with an average age of 37.88 (SD = 9.80). The data collection was accomplished thanks to the adaption to Spanish of the Motivations of Marathoners Scales (MOMS-34), the Commitment to Running Scale-11 (CR-11) the Revised Competitive State of Anxiety Inventory-2 (CSAI-2R), the Running Addiction Scale (RAS-8) and the Perception of Success Questionnaire (POSQ). This data collection has shown that the Mexicans, in comparison to the group of Spanish runners, got a higher score in every sub-scale of MOMS-34, CR-11, POSQ Scales and in the Self-confidence sub-scale of the CSAI-2R Scale. But a lower score in Somatic Anxiety, however the score hasn't shown much difference in the Cognitive Anxiety sub-scale. The indicator models turned out to be very similar in both nationalities, but differed regarding genders, obtaining high explanatory variance rates.

The main objective of the study was. on the one hand, to evaluate which variables of intrinsic satisfaction, perception and beliefs about the causes of success in spoils influenced in having a profile of high or low sports addiction and, on the other hand. to analyze the differences in the degree of addiction and its subscales according to various training variables. The tests were administered to a volunteer sample of 401 veteran athletes participating in track athletics. It was hypothesized that veterans with higher scores in pleasure and relaxation would normally also obtain positive correlations and high values in the most positive and desirable constructs (task orientation, effort and fun), while veterans with scores higher in tolerance, lack of control and in abstinence and anxiety, they would obtain positive correlations and higher scores in less positive and desirable constructs (use of deception techniques and boredom). The results confirmed the hypothesis and it was concluded that it would be advisable to train in a small group of colleagues who collaborate with each other, without the competitive requirement of a trainer, focusing on the task of skillfully executing the complex movements of their specialty to he able to return to achieve a brand that had not achieved.

There is a strong belief that physical education can affect an individual’s physical activity, healthy habits, and behaviors through pleasant, positive, and significant exercise experiences, a practical knowledge base, and comprehensive teaching strategies. However, a crucial cognitive aspect for the effective and significant learning of the activities offered in the educational environment is the concentration of students. This study aims to test a hypothetical model based on self-determination theory to assess the degree of support prediction provided by the teacher for student autonomy in the various types of motivation and on student concentration in physical education classes in high schools within the Mexican context and test invariance across gender groups. This study included 859 students between 11 and 16 years from different high schools in the city of San Nicolás de los Garza, Nuevo León (México). The Learning Climate Questionnaire, the Perceived Locus of Causality, and the Concentration scale adapted to physical education and translated into Mexican Spanish were used. Results showed good internal consistency for all instruments. Both the measurement model and the structural equation modeling showed satisfactory adjustment indexes. The results revealed that the autonomy support positively predicted autonomous motivation, controlled motivation to a lesser extent, and amotivation negatively. Furthermore, the students’ concentration was highly and positively predicted by autonomous motivation, by controlled motivation to a lesser extent, and by amotivation negatively. The model predicted 39% of variance of autonomous motivation with large effect size (ƒ2 = 0.64), 2% of controlled motivation with small effect size (ƒ2 = 0.02), 8% of amotivation with small effect size (ƒ2 = 0.09), and 49% of concentration with large effect size (ƒ2 = 0.96). Finally, the invariance analysis revealed that the model fit was invariant across gender groups. The results of this study emphasize how important it is for teachers to adopt an interpersonal style of autonomy support to generate a motivational climate that influences the concentration of students. This could contribute to the achievement of the purposes and educational objectives of the physical education class, which, in turn, might be conducive to students adopting healthy lifestyles in adolescence and beyond.

El propósito del estudio fue analizar las etapas de cambio ante la práctica de actividad física en el tiempo libre en estudiantes de educación secundaria de la Ciudad de Victoria de Durango, México. El marco teórico empleado fue el Modelo Transteórico. Se diseñó un estudio cuantitativo, observacional-descriptivo de corte transversal. La muestra fue 1112 estudiantes de secundaria, edades entre los 12 y 15 años (M= 13.52; ±.92); el 52.6% fueron chicas y 47.4% chicos; 37.2% de primer curso, 33.9% segundo, 28.9% de tercero; 69% de turno matutino y 31% vespertino; el 25.5% inscritos en de secundarias Generales Federales, 36.6% Técnicas Federales y 37.9% Estatales; 15.5% en secundarias con índice de marginación urbana alto, 29% medio, 12.2% bajo y 43.4% muy bajo. Se administró el cuestionario de etapas de cambio hacia la práctica del ejercicio físico. El análisis de datos fue realizado por medio de estadística descriptiva y prueba de Chi2. Los principales resultados advierten que la mayoría de los estudiantes(60.4%) están en etapas de cambio poco activas o inactivas (no ofrecen beneficios a la salud); los chicos son más activos (51.7%)que las chicas (29.1%); los estudiantes más activos son los de secundarias Federales Generales así como los de primer curso; cuando el índice de Marginación Urbana bajael porcentaje de estudiantes en etapas más activas o con beneficios para la salud aumenta. Concluyendo que es importante considerar las etapas de cambio de comportamiento para planificar estrategias de modelos educativos. The purpose of the study was to analyze the change stages to practice of physical activity within free time in high school students of the City of Victoria of Durango, México. The theoretical framework used was the trans-theoretical model. It was designed a quantitative, observational-descriptive cross-sectional study. The sample was 1112 high school students, with ages between 12 and 15 years (M = 13.52; ± .92), (52.6% girls and 47.4% boys, 37.2% first, 33.9% second and 28.9% of third deggre 69% morning shift and 31% evening shift, 25.5% Federal General High Schools, 36.6% Federal Techniques and 37.9% Local, 15.5% high urban marginalization index, 29% medium level, 12.2% low and 43.4% very low. The questionnaire of stages of change towards the practice of physical exercise was administered. The data analysis was performed by means of descriptive statistics and proof of Chi2. The main results the majority of students (60.4%) are established in non-active or inactive stages of change that do not offer any health benefits; boys are more active (51.7%) than girls (29.1%); the students of the Federal General High Schools are the most active, as well as those in the first year; In relation to the IMU, as it improves, the percentages of students increases with more active stages or with health benefits. Concluding It is important to consider the stages of behavior change to plan strategies for educational models.

El objetivo principal del estudio fue, por un lado, evaluar qué variables de satisfacción intrínseca, percepción y creencias sobre las causas del éxito en el deporte influían en tener un perfil de adicción deportiva alto o bajo y, por otro, analizar las diferencias en el grado de adicción y sus subescalas en función de diversas variables de entrenamiento. Se administraron las pruebas a una muestra voluntaria de 401 atletas veteranos participantes en pruebas de atletismo en pista. Se partió de la hipótesis de que los veteranos con puntuaciones más elevadas en placer y relajación, normalmente obtendrían también correlaciones positivas y valores altos en los constructos más positivos y deseables (orientación a la tarea, esfuerzo y diversión), mientras que los veteranos con puntuaciones más elevadas en tolerancia, carencia de control y en abstinencia y ansia, obtendrían correlaciones positivas y puntuaciones más elevadas en los constructos menos positivos y deseables (empleo de técnicas de engaño y aburrimiento). Los resultados confirmaron la hipótesis y se concluyó que lo recomendable sería entrenar en un reducido grupo de compañeros que colaboren entre sí, sin la exigencia competitiva de un entrenador, centrándose en la tarea de ejecutar con habilidad los complejos movimientos de su especialidad para ser capaces de volver a lograr una marca que hacía tiempo que no lograban.

The aim of this paper is to find out how satisfaction, motivation and belief in success in physical and sports leisure time activities of students in secondary education predict the perceived motivational climate in physical education in three different cultural contexts. The sample consisted of 2168 students from three different countries, belonging to Costa Rica 423, 408 to Mexico and a total of 1337 students to Spain, all aged between 11 and 16 years. The Scales Motivational Climate, Satisfaction Intrinsic in Sport, Sport and Inventory Motivation Perceptions of Beliefs on the Causes of Success in Sport were used. The results found in this research show similar trends in all three countries in terms of mastery prediction as well as performance-approach, performance-avoidance, and social approval.

El modelo transteórico postula que la modificación de conductas implica la progresión de los sujetos a través de cinco etapas, en las que el balance decisional es uno de los procesos responsables de dicho cambio. Los objetivos del estudio fueron evaluar la validez concurrente del cuestionario de etapas de cambio para el ejercicio y examinar el balance decisional a través de las etapas de cambio y su relación con el nivel de actividad físico-deportiva en 285 estudiantes de una preparatoria pública de Monterrey, México. Los resultados resaltan la importancia del balance decisional para cambiar comportamientos sedentarios y adoptar un estilo de vida activo en la población joven. Se presenta evidencia de validez concurrente del cuestionario de etapas de cambio para el ejercicio.

The aim of this study was to analyze the relationship between levels of leisure-time sports and physical activity and the stages of change in high school students with goal orientations. Methods: The sample was conformed of 2168 students randomly selected to participate in a longitudinal study in Costa Rica (423), Mexico (408), and Spain (1337), with 1052 being boys, 1037 girls, and 79 who did not specify sex, aged between 11 and 16 years old (M = 12.49, SD = 0.81). We used a questionnaire to ask students about their leisure-time sports and physical activity, about stages of change and to measure achievement goals. Results: The results show that students are more active in Costa Rica, most of them being in a stage of active change. Conclusions: We found significant differences in achievement goals in all three countries, which shows that students in active stages have higher values than those in the inactive stage.

The aim of this study was to determine the relationship between levels of leisure-time sports and physical activity and the stages of change in high school students with goal orientations. Methods: The sample consisted of 2168 students randomly selected to participate in a longitudinal study in Costa Rica (423), Mexico (408) and Spain (1337), with 1052 being boys, 1037 girls and 79 who did not specify sex, aged between 11 and 16 years old (M = 12.49, SD = .81). We used a questionnaire to ask students about their leisure-time sports and physical activity, about stages of change and to measure achievement goals. Results: The results show that students are more active in Costa Rica, most of them being in the stage of active change. Conclusions: We found significant differences in achievement goals in all three countries, which shows that students in active stages have higher values than those in the inactive stage.

El objetivo de este estudio fue conocer en qué medida se puede predecir el tipo de motivación hacia la práctica de Actividad Físico-deportiva en función de la orientación de metas, la percepción del éxito y el grado de satisfacción en un análisis transcultural a lo largo de tres países latinos: España, México y Costa Rica. 2168 escolares (Edad 11-16 años) fueron evaluados con 4 instrumentos: Sport Motivation Scale (SMS), Task and Ego Orientation Sport Questionnaire (TEOSQ), Satisfaction Instrument (SSI) y Beliefs About the Causes of Sport Success Questionnaire (BACS). Los resultados mostraron que valores altos de orientación a la tarea, diversión y esfuerzo pueden predecir significativamente la manifestación de motivación intrínseca en los sujetos de los tres países.

The objective of this study was to analyse at which level it is possible to predict motivation type through physical and sport activities according to goal orientation, success perceived and satisfaction rate, in a transcultural analysis through three Latin countries: Spain, Mexico and Costa Rica. 2168 students (between 11-16 years-old) completed 4 evaluation instruments: Sport Motivation Scale (SMS), Task and Ego Orientation Sport Questionnaire (TEOSQ), Satisfaction Instrument (SSI) y Beliefs About the Causes of Sport Success Questionnaire (BACS). Results showed that high values in task orientation, fun, and effort could significantly predict intrinsic motivation in the three countries of our research.

The aim of this research was to understand how social goals, perceived locus of causality and causal attribution predict perceived motivational climate in Physical Education students in different countries and cultures. The sample consisted of 2168 students from three different countries, belonging to Costa Rica 423, 408 to Mexico with a total of 1052 students in Spain, all aged between 11 and 16 years. A questionnaire with motivational scale Climate, Social Goals in Physical Education, Perceived Locus of Causality and Causal Attribution were used. Descriptive analyzes, correlational and multivariate linear regression were performed. The goal of mastery was higher in all countries, being predicted by the responsibility and intrinsic motivation. Avoidance performance was the lowest, predicted by introjected regulation and amotivation. The Spanish students stand out as the most self-determined, with Mexicans who have more internal attributions.

Los sujetos fueron 6170 estudiantes (49,5% ninos y 50,5% ninas) con edades comprendidas entre los 12 y 19 anos, de Educacion Secundaria. Los cuestionarios se completaron de forma anonima y con preguntas cuestiones con respecto al profesor de Educacion Fisica y la relacion pedagogica que caracterizaba la clase. Extrajimos seis items que se refieren a la opinion de los alumnos sobre la contribucion de los profesores y clases de Educacion Fisica para su participacion en las actividades fisicas y deportivas de tiempo libre en el futuro, pudiendo deducirse de ellos el interes generado por las actividades fisico-deportivas, el aprendizaje de habilidades utiles para el futuro y como puede contribuir para la introduccion a un estilo de vida activo. En general, los resultados registrados conducen muy poco al optimismo sobre los efectos de las clases de Educacion Fisica en la adopcion de un estilo de vida activo. Se impone un cuestionamiento de la ensenanza de la Educacion Fisica para la escuela. La investigacion llevada a cabo en las tres provincias de Almeria, Granada y Murcia permitio dar cuenta de una situacion generalizable en cuanto a la opinion de los alumnos de la Ensenanza Secundaria, Obligatoria y Postobligatoria, sobre los efectos de las clases de Educacion Fisica en el interes por la actividad fisica, los aprendizajes y la preparacion para una vida de ocios activos. Como consecuencia de la mayoria de los aspectos estudiados, la imagen recogida nos parece bastante inquietante.

We pretended to find out which predictive relationships would be introduced by some training habits, concerning the winning perception of a broad sample of 1795 long-distance road runners (1105 Spanish, 690 Mexicans). Of them, 85.65% were men, aged M=37.88 (SD=10.45) and 14.35% were women, aged M=37.88 (SD=9.80). The data was obtained by a questionnaire that containing adapting to Spanish the following: Perception of Success Questionnaire (POSQ) and some training habits. Valuable training data were obtained, that the values obtained on the goal orientations of the runners were moderate and similar, as well as two solid predictive models of the goal orientations according to their training habits clearly differentiated by sex.

El objetivo ha sido estimar la cantidad de activos e inactivos (han abandonado o nunca han realizado actividad físico-deportiva en tiempo libre) y determinar si la actividad físico-deportiva que realizan, en términos de duración, frecuencia e intensidad y participación en competiciones (nivel de actividad físico-deportiva), es suficiente para extraer beneficios para la salud y, por tanto, si se ajusta a las recomendaciones establecidas, estableciendo perfiles diferenciadores en función de las siguientes variables: sexo, país y toma de datos. Se realizó un estudio longitudinal con tres tomas de datos. En la primera, participaron 2168 estudiantes del primer curso de Enseñanza Secundaria Obligatoria, de Costa Rica (423), México (408) y España (1337) con edades comprendidas entre 11 y 16 años. En la segunda, participaron 1694 estudiantes del tercer curso de Enseñanza Secundaria Obligatoria, de Costa Rica (386), México (382) y España (926), con edades entre 13 y 18 años. En la tercera, participaron 1613 estudiantes del primer curso de Enseñanza Secundaria Post Obligatoria, de Costa Rica (371), México (364) y España (878), con edad entre 15 y 20 años. Se utilizó un cuestionario para medir la actividad físico-deportiva en el tiempo libre. Los resultados indican que los chicos son más activos que las chicas en todos los países. Justamente lo contrario que sucede con el abandono ya que los mayores porcentajes los encontramos en las chicas. El alumnado más activo es el español, seguido del costarricense. A medida que los años pasan se produce un incremento del abandono de la práctica físico-deportiva de tiempo libre. En los tres países y en las tres tomas, el nivel vigoroso es muy bajo, siendo siempre superior en los chicos que en las chicas. También en la actividad moderada los chicos siempre presentan porcentajes bastante superiores a las chicas. Las chicas presentan siempre mayores porcentajes de niveles de actividad físico-deportiva insuficiente que los chicos. Lo que predominan son los niveles de sedentarismo, de actividad ligera y moderada. En los tres países, en las tres tomas y en ambos sexos, desde el punto de vista de si genera o no beneficios para la salud, los datos son bastante alarmantes y preocupantes. Existe un predominio de niveles de práctica físico-deportiva que no genera beneficios para la salud, siendo estable con el paso del tiempo. Abstract. The objective was to estimate the number of active and inactive individuals (those who have abandoned or have never carried out leisure-time physical activity); and to determine if their physical and sport activity, in terms of duration, frequency, intensity, and participation in competitions (physical and sport activity level), is sufficient to achieve health benefits and therefore, if it meets the established recommendations. Differentiating profiles are established based on the following variables: gender, country, and data collection. A longitudinal study was performed with three data collection sessions. In the first one, we included a sample of 2,168 students aged 11 to 16 years and enrolled in first grade of Compulsory Secondary Education in Costa Rica (423), Mexico (408) and Spain (1,337). In the second, 1,694 students (aged 13 to 18 years) in third grade of Compulsory Secondary Education from Costa Rica (386), Mexico (382), and Spain (926) were selected. In the third, we evaluated 1,613 students from first Post-Secondary Education courses in Costa Rica (371), Mexico (364), and Spain (878), aged between 15 and 20 years. A questionnaire was applied to measure leisure-time physical and sport activity. Results indicate that boys are more active than girls in all countries. Just the opposite happens with drop-out, as the highest percentages are found in girls. The most active students are Spanish, followed by Costa Ricans. Over time, an increase in leisure-time physical and sport practice drop-out has been found. Vigorous level is very low in the three countries as well as in the three measurement sessions, always being higher in boys than in girls. Boys always present higher percentages than girls also in moderate activity. On the other hand, girls always have higher percentages of insufficient physical and sport activity level than boys. There has been found a predominance of sedentarism, light and moderate activity. Data show concerning results with regard to health benefits achieved, regardless of the country, gender, or measurement session. In fact, most physical and sport practice levels reached by the samples do not generate health benefits, this issue being consistent over time.

The aim of this study is to analyze a set of socializing agents for sport and physical activities and to establish their relationship with leisure time sport and physical activities behaviors and practice patterns in samples of teenage students with different sociocultural backgrounds. The sample included 2168 students in their first year of secondary education, 423 of them being from Costa Rica, 408 from Mexico, and 1337 from Spain (1052 male students, 1037 female students, and 79 students who did not specify gender) aged 11–16 years old ( M = 12.49; SD = .81). A validated questionnaire with questions about leisure time sport and physical activities and socializing agents was used. Descriptive, inferential, and multinomial logistic regression analyses were carried out with SPSS 17.0 to compare all three countries. Costa Rica had the most active students, best friends’ inactivity, and unsupportive parents being the agents predicting inactivity and a low level of sport and physical activities. Mexico has a high dropout rate and inactive students exceed active ones; no agent predicts inactivity or sport and physical activities pattern. Spain has the highest level of sport and physical activities practice, and parents, siblings, and friends are predicting agents of inactivity together with unsupportive parents and friends.

The objective was to analyze the influence of perceived competence on gender, the pattern of physical-sport activity and the stages of change in the practice of physical activity in leisure. The sample was of 2168 students of the first course of Compulsory Secondary Education, of Costa Rica (423), Mexico (408) and Spain (1337). Chi-square (x2), t-student, ANOVA and univariate linear model analyzes were performed. The students with the highest index of practice and in active stages presented a greater perceived competence, also being superior in the boys than in the girls. From the results of this research, it is very probably that most schoolchildren will not become physically active. Therefore, in the three countries there is a low level of physical-sport activity that could be improved through methodological designs in Physical Education aimed at improving perceived competence.

El objetivo del presente trabajo fue analizar como las etapas de cambio y la motivacion pueden predecir el nivel de actividad deportiva en el tiempo libre de alumnado de educacion secundaria en educacion fisica. La muestra fue de 2168 estudiantes, seleccionados aleatoriamente, de Costa Rica (423), Mexico (408) y Espana (1337), siendo 1052 chicos, 1037 chicas y 79 no reejaron el sexo, con edades de entre 11 y 16 anos (M=12.49; DT=.81). Se utilizo un cuestionario con escalas validadas para preguntar al alumnado sobre su actividad fisico-deportiva en el tiempo libre, etapas de cambio y para medir la motivacion de estos. Se realizaron analisis de consistencia interna, de correlaciones y factoriales conrmatorios con SPSS 17.0. Los resultados muestran que los alumnos mas activos son los de Costa Rica, situandose la mayoria de ellos en la etapa de cambio activa pero con indices de practica y de motivacion intrinseca bajos, seguidos de los espanoles, pero con niveles altos de autodeterminacion. Mexico es el pais mas inactivo, con mayores niveles de amotivacion, y los escolares que practican lo hacen con indice de practica bajo y se encuentran en etapas inactivas. Se concluyo que en los tres paises las diferencias signicativas encontradas en la motivacion de los estudiantes indican la necesidad de seguir estrategias motivacionales adecuadas para aumentar la actividad fisica en el tiempo libre, consiguiendo asi mayor numero de adolescentes en etapas activas.