scholarly journals Actividad física en tiempo libre en estudiantes universitarios Colombianos (Leisure-time physical activity in Colombian university students)

Retos ◽  
2019 ◽  
pp. 181-189 ◽  
Author(s):  
Mabel Gómez-Mazorra ◽  
David Sánchez-Oliva ◽  
Antonio Labisa-Palmeira
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Sociodemographic Factors ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Or Education ◽  
University Environment ◽  
Estudiantes Universitarios

Analizar la asociación entre las variables de la Teoría de la Autodeterminación (TAD), la Teoría del Comportamiento Planificado (TCP), el entorno universitario y la práctica de Actividad Física (AF) en tiempo libre en estudiantes universitarios. 363 estudiantes participaron y completaron cuestionario para analizar la satisfacción y la frustración de las Necesidades Psicológicas Básicas (NPB), los procesos motivacionales, percepciones para la intención y el nivel de AF en tiempo libre. Se obtuvo diferencias significativas para el nivel de AF con relación al género, los estudiantes muy activos y que trabajan, tienen mayor satisfacción de NPB, motivación autodeterminada e intención para la práctica de AF; pertenecer a áreas de formación en salud, educación y recibir deporte formativo, genera mayores niveles de frustración de autonomía, desmotivación y regulación externa. El análisis de regresión mostró como el género y la regulación integrada son predictoras comunes para la AF moderada vigorosa (AFMV) y la AF total (AFT). Los factores sociodemográficos, el entorno universitario y los factores motivacionales ayudan a explicar la intención y la práctica de AF en tiempo libre y sus diferencias serán determinantes para educar conductas saludables. Abstract. To analyze the association between variables of the Theory of Self-Determination (SDT), the Theory of Planned Behavior (TPB), the university environment, and the practice of Physical Activity (PA) in leisure time in university students. A sample of 363 students participated and completed a questionnaire to analyze satisfaction and frustration of Basic Psychological Needs (BPN), motivational processes, intention perceptions, and PA levels in leisure time. Significant differences were found regarding PA levels by gender; students who are very active and students workers have greater satisfaction of BPN, self-determined regulation, and intention to practice PA; belonging to education fields in health or education, and receiving sports training, generate higher levels of frustration of autonomy, demotivation, and external regulation. The regression analysis showed that gender and integrated regulation are common predictors of moderate-vigorous PA (MVPA) and total PA (TPA). Sociodemographic factors, university environment, and motivational factors help explain the intention and practice of PA in leisure time and their differences will be decisive in educating healthy behaviors.

scholarly journals Actividad física en tiempo libre en estudiantes universitarios y transición escolar a la universidad desde las teorías de comportamiento: una revisión sistemática (Leisure-time in physical activity in university students and school transition to universi

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 699-712
Author(s):  
Mabel Gómez-Mazorra ◽  
Tomás Reyes-Amigo ◽  
Hernán Gilberto Tovar Torres ◽  
David Sánchez-Oliva ◽  
Antonio Labisa-Palmeira
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Leisure Time ◽  
School Transition ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Manual Search ◽  
Revisión Sistemática ◽  
Estudiantes Universitarios

Introducción: Cambios en las conductas o adopción de estilos de vida poco saludables están presentes con la evolución de la edad y la modificación de entornos educativos. Esta revisión tiene como objetivo identificar la evidencia científica existente en torno al comportamiento hacia la actividad física en tiempo libre y la evolución de la intención de ser físicamente activo durante la transición escolar a la universidad en estudiantes universitarios desde la Teoría de la Autodeterminación, la Teoría de Comportamiento Planeado y el Modelo Trans-Contextual. Método: 472 artículos originales en SPORTDiscus y búsqueda manual, hasta junio del 2019, de los cuales 54 estudios cumplieron criterios de inclusión. La Teoría de la Autodeterminación fue la más implementada en los estudios seleccionados. Resultados: La combinación de teorías ha ampliado la posibilidad de analizar el comportamiento hacia la actividad física desde otros constructos. Conclusiones: Asociaciones significativas y positivas entre el apoyo social, la satisfacción de necesidades psicológicas básicas y la motivación autodeterminada, favorecen la intención y la práctica real de la actividad física, si se aminoran las barreras percibidas y se tiene en cuenta las diferencias de género y de contexto; los procesos de transición escolar favorecen la adherencia hacia un estilo de vida activo, si se cuenta con experiencias positivas percibidas en la clase de educación física, la actividad física extraescolar y la actividad física promovida en el entorno universitario.  Abstract. Introduction: Changes in behaviors or adoption of unhealthy lifestyles are present with the evolution of age and the modification of educational environments. This review aims to identify the existing scientific evidence around the behavior toward physical activity in leisure time and the evolution of the intention to be physically active during the school transition to university in university students from the Theory of Self-determination, the Theory of Behavior Planned and the Trans-Contextual Model. Method: 472 original articles in SPORTDiscus and manual search, up to June 2019, of which 54 studies met inclusion criteria. Results: The Self-determination Theory was the most widely implemented in the selected studies. The combination of theories has expanded the possibility of analyzing behavior towards physical activity from other constructs. Conclusions: Significant and positive associations between social support, the satisfaction of basic psychological needs and self-determined motivation, favor the intention and actual practice of physical activity, if perceived barriers are reduced and gender and context differences are taken into account; School transition processes favor adherence to an active lifestyle, if there are positive experiences perceived in physical education class, extracurricular physical activity and physical activity promoted in the university environment.

scholarly journals Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education

2018 ◽  
Vol 25 (3) ◽  
pp. 761-777 ◽  
Author(s):  
Rossana Di Battista ◽  
Claudio Robazza ◽  
Montse C Ruiz ◽  
Maurizio Bertollo ◽  
Francesca Vitali ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Needs Satisfaction ◽  
The Impact

Grounded in achievement goal theory and basic psychological needs theory, the aim of this study was to examine the impact of the interaction of perceived motivational climate in physical education with psychological needs satisfaction (relatedness, competence and autonomy) and psychobiosocial states on student intention to engage in leisure-time physical activity. Participants ( N = 470 Italian students, 287 boys and 183 girls, aged 16–19 years) completed the Teacher-Initiated Motivational Climate in Physical Education Questionnaire, the Psychological Needs Satisfaction Scale in Physical Education, the Psychobiosocial States Questionnaire, and a measure of intention to engage in leisure-time physical activity. Structural equation modelling analysis indicated that a perceived task-involving climate was related to intention to engage in physical activity through the serial mediation of competence need satisfaction and pleasant/functional psychobiosocial states. The findings highlight the importance of task-involving climate and competence need satisfaction in determining pleasant emotional states and, consequently, in promoting leisure-time physical activity. Teachers should apply curricular and pedagogical strategies that aim to create a task-involving motivational climate, make movement experiences personally meaningful and pleasant and therefore stimulate students to adopt an active lifestyle.

scholarly journals Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents

2019 ◽  
Vol 16 (15) ◽  
pp. 2709 ◽  
Author(s):  
Andre Koka ◽  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Controlling Behavior ◽  
Objectively Measured ◽  
Controlling Behaviors

The facilitative role of perceived autonomy support from physical education (PE) teachers on adolescents’ leisure-time physical activity (PA) has been supported. This study aimed to examine the mechanism by which perceived controlling behaviors from PE teachers relate to adolescents’ objectively measured leisure-time PA. In a three-wave prospective study, a total of 159 students (64 boys) aged 11 to 19 years old (Mage = 14.94 years; SD = 2.11) completed measures of perceived controlling behavior, frustration of the basic psychological needs, and motivational regulations in PE. One week later, motivational regulations towards leisure-time moderate-to-vigorous PA (MVPA) were assessed. Five weeks later, MVPA was measured using accelerometers (ActiGraph GT3X) during seven consecutive days. Structural equation modeling analysis indicated that perceived controlling behavior predicted students’ frustration of basic psychological needs in PE. The competence need frustration in PE had a negative direct effect on objectively measured MVPA. A significant indirect effect supported the mediating role of competence frustration in PE in the relation between perceived controlling behavior from PE teachers and MVPA in adolescents. Findings suggest that future interventions striving to promote adolescents’ PA engagement in their leisure-time should focus on decreasing controlling behaviors from teachers in PE that may manipulate the teacher–student relation.

A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention

2020 ◽  
pp. 1-10
Author(s):  
Roberto Ferriz ◽  
Alejandro Jiménez-Loaisa ◽  
David González-Cutre ◽  
María Romero-Elías ◽  
Vicente J. Beltrán-Carrillo
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Leisure Time Physical Activity ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Motivational Strategies ◽  
School Based ◽  
Parents Experiences

Purpose: Adolescents’ and parents’ experiences within a multidimensional school-based physical activity intervention grounded on self-determination theory were explored. Method: Qualitative data from 29 adolescents (aged 15–17 years) and three parents on behalf of the total students’ families were collected via participant observation (research diary), semistructured interviews, and focus groups. Results: Adolescents perceived that the application of motivational strategies, based on self-determination theory, satisfied their basic psychological needs for autonomy, competence and relatedness, favored self-determined motivation, and gave rise to adaptive consequences (improved physical activity knowledge, creation of affective bonds, and increased leisure-time physical activity). These results were supported by the information reported by the students’ parents. Discussion/Conclusions: The findings support the implementation of self-determination theory-based multidimensional interventions to promote adolescents’ physical activity participation. This study also presents several motivational strategies which could be useful for the design and implementation of future school-based physical activity interventions.

scholarly journals Aportaciones de la teoría de la autodeterminación a la predicción de la satisfacción escolar en estudiantes universitarios

2019 ◽  
Vol 37 (2) ◽  
pp. 471-485 ◽  
Author(s):  
José-Manuel Tomás ◽  
Melchor Gutiérrez
Keyword(s):  
University Students ◽  
Latent Variables ◽  
Autonomy Support ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Satisfaction ◽  
Mediational Model ◽  
Estudiantes Universitarios

La literatura especializada ofrece evidencias de que en todo el mundo las tasas de deserción universitaria son elevadas, generando inconvenientes para los propios estudiantes, para la institución a la que pertenecen y para la sociedad en general. Los determinantes del abandono de los estudios son diversos, considerando uno de los más importantes la satisfacción de los estudiantes con su entorno educativo. La satisfacción académica de los estudiantes depende en gran medida del clima motivacional del aula y de la satisfacción de las necesidades psicológicas básicas, fundamento de la teoría de la autodeterminación. En el marco teórico de la motivación autodeterminada y de la psicología positiva, el objetivo de este trabajo es analizar la capacidad predictiva del apoyo a la autonomía por los profesores sobre la satisfacción académica de los alumnos, mediado por la satisfacción de las necesidades psicológicas básicas de los estudiantes. Los participantes son 752 estudiantes universitarios dominicanos. Instrumentos: Percepción de Apoyo a la Autonomía por los Profesores, Satisfacción Necesidades de las Psicológicas Básicas de los Estudiantes, y Conectividad Académica. Los datos se analizan a través de dos Modelos de Ecuaciones Estructurales con variables latentes, uno con mediación total y otro con mediación parcial. Los resultados muestran que el apoyo a la autonomía se relaciona positivamente con la satisfacción de las necesidades psicológicas básicas; las necesidades básicas se relacionan positivamente con la satisfacción académica; y también aparece un efecto positivo y directo del apoyo a la autonomía por los profesores sobre la satisfacción académica de los estudiantes universitarios. The specialized literature offers evidence that university dropout rates are high throughout the world, creating problems for the students themselves, for the institution to which they belong, and for society in general. The determining factors of dropout are diverse, considering the student satisfaction with their educational environment as one of the most important ones. There is also evidence that the students’ satisfaction with their academic environment depends to a large extent on the classroom motivational climate and the satisfaction of basic psychological needs, main elements of the self-determination theory. In the theoretical framework of self-determined motivation and positive psychology, the objective of this paper is to analyze the predictive capacity of teachers’ autonomy support on students’ academic satisfaction, mediated by the satisfaction of the students’ basic psychological needs. Participants are 752 Dominican university students. Instruments: Perceived Teachers’ Autonomy Support, Students’ Basic Psychological Needs Scale, and Academic Connectedness Scale. The data has been analyzed through two Structural Equation Models with latent variables, a total mediational model and a partial mediational model. The results show that support for autonomy is positively related to the satisfaction of basic psychological needs; that basic needs are positively related to academic satisfaction; and that there is also a positive and direct effect of autonomy support by teachers on university students’ academic satisfaction.

Reasons and Barriers for University Students’ Leisure-Time Physical Activity: Moderating Effect of Health Education

2019 ◽  
Vol 126 (6) ◽  
pp. 1084-1100 ◽  
Author(s):  
Saulius Sukys ◽  
Vida J. Cesnaitiene ◽  
Arunas Emeljanovas ◽  
Brigita Mieziene ◽  
Irena Valantine ◽  
...  
Keyword(s):  
Physical Activity ◽  
Health Education ◽  
University Students ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Survey Method ◽  
Physically Active ◽  
Health Related ◽  
Fitness And Health ◽  
The Relationship

This study aimed to investigate the relationship between health education and motives and barriers for university students’ engagement in leisure-time physical activity (PA). The research sample included 709 students (312 females and 397 males) in different years of study, ranging in age between 18-25 years. A questionnaire survey method revealed a significant positive relationship between fitness and health motives and students’ leisure-time PA. External barriers were negative predictors of students’ leisure-time PA, while more health education-related courses per week were positively associated with students’ leisure-time PA. Finally, we found that the number of health education-related courses per week moderated the relationship between fitness and health motives and students’ leisure-time PA. These findings suggest that university students’ fitness and health motives and external barriers to be physically active outweigh other motives and barriers in determining their leisure-time PA. In addition, health education in university studies can effectively increase students’ health-related motivation for PA.

scholarly journals Leisure-Time Physical Activity Participation Trends 2014–2018: A Cross-Sectional Study in Poland

2019 ◽  
Vol 17 (1) ◽  
pp. 208 ◽  
Author(s):  
Elżbieta Biernat ◽  
Monika Piątkowska
Keyword(s):  
Physical Activity ◽  
Large Scale ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Occupational Status ◽  
Age Groups ◽  
The Elderly ◽  
Sociodemographic Factors ◽  
World Health ◽  
Cross Sectional

Objective, the aim is an analysis of sociodemographic factors that had an essential relation with undertaking leisure-time physical activity—LTPA (with particular emphasis on World Health Organization (WHO) health recommendations) by adult Poles from a time-trend perspective. Methods, the paper is based on data retrieved from five large-scale surveys carried out on the representative samples of Poles aged 15–69 in 2014–2018 (n = 7347). In each wave, the Polish long version of the International Physical Activity Questionnaire was used. Results, the participation of Poles in LTPA constantly increases (p < 0.001) and the percentage of people meeting the dose of PA required for health recommendations is growing (on average, met by 43.9% of Polish men and 43.5% of women), which indicates a trend of behaviour of citizens of this country. The probability of realisation of WHO norms was determined by sex, age, place of residence and occupational status. Conclusion: it seems reasonable to develop Polish recommendations and guidelines for specific groups, including females and males, those who live in the villages and in the towns, different age groups: children/adolescents, adults (aged 50 to 59—most vulnerable to physical inactivity), the elderly, and various professional groups (especially farmers and physical workers).

scholarly journals Motivational Predictors of Physical Education Students’ Effort, Exercise Intentions, and Leisure-Time Physical Activity: A Multilevel Linear Growth Analysis

2010 ◽  
Vol 32 (1) ◽  
pp. 99-120 ◽  
Author(s):  
Ian M. Taylor ◽  
Nikos Ntoumanis ◽  
Martyn Standage ◽  
Christopher M. Spray
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Growth Models ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Education Students ◽  
Physical Education Students ◽  
Mean Differences

Grounded in self-determination theory (SDT; Deci & Ryan, 2000), the current study explored whether physical education (PE) students’ psychological needs and their motivational regulations toward PE predicted mean differences and changes in effort in PE, exercise intentions, and leisure-time physical activity (LTPA) over the course of one UK school trimester. One hundred and seventy-eight students (69% male) aged between 11 and 16 years completed a multisection questionnaire at the beginning, middle, and end of a school trimester. Multilevel growth models revealed that students’ perceived competence and self-determined regulations were the most consistent predictors of the outcome variables at the within- and between-person levels. The results of this work add to the extant SDT-based literature by examining change in PE students’ motivational regulations and psychological needs, as well as underscoring the importance of disaggregating within- and between-student effects.

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