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 (ƒ 2 = 0.64), 2% of controlled motivation with small effect size (ƒ 2 = 0.02), 8% of amotivation with small effect size (ƒ 2 = 0.09), and 49% of concentration with large effect size (ƒ 2 = 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.

Dentro de la clase de educación física, el apoyo a la autonomía se presenta cuando los profesores brindan a los estudiantes opciones diversas en sus actividades, así como tareas por resolver por su cuenta, eliminando o reduciendo en contraparte los ambientes de presión y de control. Uno de los instrumentos más utilizados para medir el apoyo a la autonomía en contextos de aprendizaje es el Learning Climate Questionnaire, sin embargo, la ausencia de instrumentos adaptados a la educación física y validados en el contexto mexicano, limitan el desarrollo de estudios en esta área. Por lo anterior, el propósito de este estudio fue para adaptar y validar el Learning Climate Questionnaire al contexto de la clase de educación física en estudiantes de secundaria. Participaron 859 estudiantes (Chicos: n =438; Chicas: n = 421) con edad entre los 11 y 15 años; de los tres grados escolares, de este nivel educativo. Los resultados del análisis factorial exploratorio y confirmatorio, revelaron la estructura de un factor (apoyo a la autonomía) con índices de ajuste satisfactorios y una adecuada consistencia interna. Ahora se cuenta con un instrumento fiable y valido que puede ser utilizado para incrementar la generación de conocimiento y la producción científica de esta área en México. Abstract. In Physical education classes, teachers’ autonomy support is evident when professors provide students diverse choices during class activities, as well as some tasks to be solved by their own, in counterpart, eliminating or reducing control and pressure environments. One of the most used instruments to measure autonomy´s support in learning environments is the well known “Learning Climate Questionnaire”, however the absence of instruments adapted to physical education and validated in the Mexican context, limit the development of studies in this area. Therefore, the purpose of this study was to adapt and validate the “Learning Climate Questionnaire” to physical education context in junior high school students. A total of 859 students were selected (Boys: n =438; Girls: n=421), with a range age of 11 to 15 years; from the three scholar grades for this education level. Results from the exploratory and confirmatory analysis revealed only one factor structure (autonomy support) with satisfactory fit indexes and internal consistency. Now, we have a reliable and valid instrument that can be used to increase the knowledge generation and scientific production for this field in México.

Este trabajo de investigación se realizó para saber la relación entre los estilos de aprendizaje con las teorías de enseñanza de los alumnos y de los docentes de la Facultad de Organización Deportiva (FOD) de la UANL. El método utilizado fue el deductivo, con un enfoque cuantitativo, realizando un estudio descriptivo-correlacional, transversal y de campo. Participaron 666 alumnos que corresponde al 64 % de una población total de 1,037, con edades de 17 a 39 años y 59 docentes que corresponden al 84.2% de un total de 70, de edades de 23 a 69 años. Los instrumentos de recolección de datos fueron: el “Cuestionario de Honey & Alonso sobre estilos de aprendizaje” (CHAEA, 1992) y el TIEN (Teorías implícitas del profesor sobre la enseñanza, adaptado por Delgado y Zurita para ser aplicado en la Educación Física en el año 2003). Los resultados mostraron que la mayoría de los estilos de aprendizaje se relacionan con las teorías de enseñanza, exceptuando el estilo reflexivo. El estilo de aprendizaje activo se relaciona con la teoría de enseñanza tradicional, el teórico con la teoría de enseñanza expresiva o activa, el pragmático con la teoría de enseñanza emancipatoria o crítica, y el estilo reflexivo no se relaciona con ninguna teoría de enseñanza.Abstract. This research work was undertaken to inquire about the relationship between the learning styles and the teaching theories of the students and teachers of the School of Sports Organization of the Autonomous University of Nuevo Leon. The deductive method was used with a quantitative approach, undertaking a descriptive-correlational, cross-sectional, and field study. 666 students participated, which corresponds to 64% of a total population of 1,037, with ages ranging from 17 to 38 years and 59 professors corresponding to 84.2% of a total population of 70, with ages ranging between 23 and 69 years. The data collection instruments used were the “Honey-Alonso Learning Styles Questionnaire” (CHAEA, 1992) and TIEN (Spanish acronym for Implicit Theories of the Professor Regarding Teaching, adapted by Delgado and Zurita to be implemented in the context of Physical Education in 2003). The results showed that most learning styles are related with teaching theories, with the exception of the reflective style, more specifically: the active learning style is related with the traditional teaching theory, the theoretical style relates to the expressive or active teaching theory, the pragmatic style relates with the emancipatory or critical teaching theory, and the reflective style didn’t relate with any teaching theory.