Abstract

TRIGUEROS-RAMOS, R; NAVARRO GOMEZ, N; AGUILAR-PARRA, JM  and  LEON-ESTRADA, I. Influencia del docente de Educación Física sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia. CPD [online]. 2019, vol.19, n.1, pp.222-232.  Epub Aug 17, 2020. ISSN 1989-5879.

According to the WHO report of 2018, more than 80% of adolescents do not practice enough physical activity. Physical education classes should help solve this problem. For this, in this study, we intend to analyze the influence of the teacher on confidence, enjoyment, motivation and the intention to be physically active in adolescence. In the present study, 602 students between the ages of 13 and 19 participated. Descriptive statistical analyzes, a reliability analysis and a structural equation model that explains the causal relationships between the variables were performed. The results show how autonomy support positively predicts confidence (β = .56, p <.001), enjoyment (β = .29, p <.001) and motivation (β = .10, p <.05); whereas psychological control predicts negatively confidence (β = -.17, p <.01), enjoyment (β = -.12, p <.001) and motivation (β = -.24, p <.001). Confidence positively predicts motivation (β = .37, p <.01), in the same way, enjoyment predicts motivation (β = .74, p <.001), finally the motivation positively predicts the intention to be physically active (β = .62, p <.001). In short, the study shows the influence and importance of the PE teacher and the motivational and emotional processes present in adolescents during PE classes on the adoption of active life habits.

Keywords : Self-determination theory; emotions; Physical Education; physical activity.

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