<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1578-8423</journal-id>
<journal-title><![CDATA[Cuadernos de Psicología del Deporte]]></journal-title>
<abbrev-journal-title><![CDATA[CPD]]></abbrev-journal-title>
<issn>1578-8423</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1578-84232019000100222</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Influencia del docente de Educación Física sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trigueros-Ramos]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro Gómez]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilar-Parra]]></surname>
<given-names><![CDATA[JM]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[León-Estrada]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,aff1  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>222</fpage>
<lpage>232</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1578-84232019000100222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1578-84232019000100222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1578-84232019000100222&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Según el informe de la OMS del 2018, más del 80% de los adolescentes no practican suficiente actividad física. Las clases de Educación Física deberían de ayudar a solventar este problema. Para ello, en este estudio, se pretende analizar la influencia del docente sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia. En el presente estudio participaron 602 estudiantes entre los 13 y 19 años. Se realizaron análisis estadísticos descriptivos, un análisis de fiabilidad y un modelo de ecuaciones estructurales que explica las relaciones causales entre las variables. Los resultados muestran como el apoyo autonomía predice positivamente la confianza (&#946; = .56, p&lt;.001), la diversión (&#946; = .29, p&lt;.001) y la motivación (&#946; = .10, p&lt;.05); mientras que el control psicológico predice negativamente la confianza (&#946; = -.17, p&lt;.01), la diversión (&#946; = -.12, p&lt;.001) y la motivación (&#946; = -.24, p&lt;.001). La confianza predice positivamente la motivación (&#946; = .37, p&lt;.01), de la misma manera, la diversión predice la motivación (&#946; = .74, p&lt;.001), por último, la motivación predice de forma positiva la intención de ser físicamente activo (&#946; = .62, p&lt;.001). En definitiva, el estudio muestra la influencia y la importancia del profesor de EF y de los procesos motivacionales y emocionales presentes en los adolescentes durante las clases de EF sobre la adopción de unos hábitos de vida activos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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 (&#946; = .56, p &lt;.001), enjoyment (&#946; = .29, p &lt;.001) and motivation (&#946; = .10, p &lt;.05); whereas psychological control predicts negatively confidence (&#946; = -.17, p &lt;.01), enjoyment (&#946; = -.12, p &lt;.001) and motivation (&#946; = -.24, p &lt;.001). Confidence positively predicts motivation (&#946; = .37, p &lt;.01), in the same way, enjoyment predicts motivation (&#946; = .74, p &lt;.001), finally the motivation positively predicts the intention to be physically active (&#946; = .62, p &lt;.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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO   Segundo o relatório da OMS de 2018, mais de 80% dos adolescentes não praticam atividade física suficiente. Aulas de educação física devem ajudar a resolver este problema. Para isso, neste estudo, pretendemos analisar a influência do professor sobre a confiança, a diversão, a motivação e a intenção de ser fisicamente ativo na adolescência. No presente estudo, participaram 602 estudantes com idades entre 13 e 19 anos. Análises estatísticas descritivas, uma análise de confiabilidade e um modelo de equações estruturais que explica as relações causais entre as variáveis &#8203;&#8203;foram realizadas. Os resultados mostram como o apoio à autonomia prediz positivamente confiança (&#946; = .56, p &lt;.001), diversão (&#946; = .29, p &lt;.001) e motivação (&#946; = .10, p &lt;.05) ; enquanto o controle psicológico prediz confiança negativa (&#946; = -.17, p &lt;.01), diversão (&#946; = -.12, p &lt;.001) e motivação (&#946; = -.24, p &lt;.001). A confiança prediz positivamente a motivação (&#946; = 0,37, p &lt;0,01), da mesma forma, a diversão prediz a motivação (&#946; = 0,74, p &lt;0,001), enfim, a motivação prediz positivamente a intenção de ser fisicamente ativo (&#946; = 0,62, p &lt;0,001). Em suma, o estudo mostra a influência e importância do professor de EF e dos processos motivacionais e emocionais presentes nos adolescentes durante as aulas de EF sobre a adoção de hábitos de vida ativos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[teoría de la autodeterminación]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[actividad física]]></kwd>
<kwd lng="en"><![CDATA[Self-determination theory]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[physical activity]]></kwd>
<kwd lng="pt"><![CDATA[teoria da autodeterminação]]></kwd>
<kwd lng="pt"><![CDATA[emoções]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[atividade física]]></kwd>
</kwd-group>
</article-meta>
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