A total of 852 adolescents between 12 and 17 years of age were evaluated (M = 14.86, SD = 1.67), randomly selected among a population of secondary school and Baccalaureate students. We applied an “ad hoc” questionnaire on sociodemographic data and the Self-Report of Reasons for the Practice of Physical Exercise (AMPEF) and Self-Report of Barriers to the Practice of Physical Exercise (ABPEF) questionnaires. The results obtained show a prevalence of competition, social recognition, and challenge as motivational factors, and fatigue or laziness as barriers to physical exercise among adolescents. With respect to gender, boys show a greater presence of motivations towards doing physical exercise, while girls show more barriers. In conclusion, the motivational factors and barriers interact and support each other for a better predisposition towards physical exercise.

PurposeThis study aims to determine whether university students are successfully acquiring or improving skills related to teamwork through a variety of extra-curricular activities, such as sports, music, volunteering, international group work experiences and professional practices.Design/methodology/approachDescriptive statistics have been calculated to evaluate the normal behaviour of the variables. Accidental sampling was used via a cross-curricular study with a quasi-experimental design. An analysis of means was performed using the Student's t-test.FindingsThe results show the students to have highly developed interpersonal and communication skills, followed by adaptation and decision-making skills. The lowest scores corresponded to coordination and leadership skills. On the other hand, a significant correlation was established between extra-curricular activities and the acquisition of essential teamwork skills.Originality/valueThis study can confirm the important relation between extra-curricular activities and the acquisition of the teamwork skills that play a vital role in the overall development of our students, as well as for their integration into the job market, with particular emphasis on the acquisition of leadership skills which students are most lacking in, but which have shown to improve with any of the proposed activities. The promotion of the extra-curricular activities by the University, could greatly support our students' soft skills acquisition and complement their education.

Background: Anxiety is one of the most complex and the most studied constructs in psychology, and it is extremely frequent in high-level sportsmen and women. The main goal was to study the influence of sex, age, type of sport, sport modality, other professional occupation, and competitive level on the competitive anxiety symptoms and self-confidence of elite athletes. Methods: A descriptive cross-sectional study was carried out with Colombian elite athletes who were members of the “Support to the Excellence Coldeportes Athlete” program. The total population studied included 334 Colombian elite athletes: mean age 27.10 ± 6.57 years old with 13.66 ± 6.37 years practicing his/her sports modality. The precompetitive anxiety symptoms of the participants were assessed using the Competitive State Anxiety Inventory—2R (CSAI-2R). Results: Men showed higher levels of self-confidence than women. Younger athletes had a higher cognitive and somatic anxiety. The athletes of individual sports had a higher mean somatic anxiety than those of collective sports. The higher-level athletes had lower values of cognitive and somatic anxiety and higher levels of self-confidence. Finally, the values of anxiety symptoms positively correlated with each other, and negatively correlated with self-confidence. Conclusion: Individualised psychological intervention programs adapted to elite athletes are needed, considering the divergent results found in various variables of scientific interest.

ResumenEl presente trabajo tiene como objetivo identificar las motivaciones que llevan a los adolescentes a incrementar la práctica del ejercicio físico. Para ello, se aplicó el cuestionario de Autionforme de Motivos para la Práctica de Ejercicio Físico (AMPEF) a 342 estudiantes de Educación Secundaria Obligatoria y Bachillerato (M=15.02±1.86). Los resultados evidencian que prevención/salud positiva y diversión/bienestar, son los principales factores motivacionales en la práctica del ejercicio físico. Finalmente, con menor impacto en la motivación se encuentra el reconocimiento social/desafío y urgencias de salud. En conclusión, conocer los motivos que apoyan la práctica regular del ejercicio físico puede ayudar a reducir el sedentarismo. Palabras clave: motivación, ejercicio físico, adolescentes, AMPEF. AbstractThis paper aims to identify the motivations that lead adolescents to increase the practice of physical exercise. To do this, applied the questionnaire of Autionforme's reasons for the practice of physical exercise (AMPEF) 342 students of compulsory secondary education (M = 15. 02±1. 86). The results show that positive prevention/health and fun/welfare, are the main motivational factors in the practice of physical exercise. Finally, with less impact on motivation social recognition is / challenge and health emergency. In conclusion, ascertain the reasons which support the regular practice of physical exercise can help to reduce physical inactivity.

El objetivo de este estudio fue conocer el nivel de inteligencia emocional en el periodo adolescente y analizar la existencia de diferencias significativas que puedan darse en la percepción, comprensión y regulación emocional en función de determinados factores personales y escolares. Participaron 4467 estudiantes de Educación Secundaria Obligatoria (ESO) de 12 a 16 años (M: 13.81; DT: 1.38) de la Comunidad Autónoma de Galicia, a los cuales se administró el instrumento Trait Meta MoodScale (TMMS-24). Los resultados reflejan niveles moderados en la inteligencia emocional de los adolescentes, con una mayor regulación emocional que comprensión y, sobre todo, percepción emocional. Además, los análisis multivariantes muestran diferencias significativas en el género, las mujeres presentan mayor percepción emocional y los hombres lo hacen en comprensión y regulación emocional; edad, a mayor edad mejor percepción emocional, mientras que una adolescencia más temprana es indicativa de mejor comprensión y regulación emocional; familia: los adolescentes presentan niveles de regulación emocional más óptimos si viven en familias biparentales; expediente académico, el alumnado que siempre ha aprobado apunta una mejor comprensión y regulación emocional, siendo además dicha comprensión emocional superior en el alumnado repetidor; curso, mejor comprensión y regulación emocional en el primer curso de ESO, mientras la percepción emocional es superior en tercero de ESO; tipo de centro, mayor percepción y regulación emocional en el alumnado que estudia en centros concertados; y ubicación de centro, los núcleos rurales favorecen la percepción y regulación emocional, mientras los urbanos lo hacen en comprensión emocional. En conclusión, se evidencia que la inteligencia emocional está mediatizada por factores personales y escolares en la población adolescente, los cuales deberían servir al profesorado en el establecimiento de estrategias para su incorporación a los centros de enseñanza.