The purpose of the current study was to explore social interaction preferences for learning in Physical Education (PE) among Spanish secondary students. The sample consists of 6,654 students (3,500 girls and 3,154 boys, aged 12–17 years) from public and private urban and rural schools in two communities in Spain. All participants completed the Graupera/Ruiz Scale of Social Interaction Preferences in PE Learning (GR–SIPPEL) which explores four learning preference dimensions: cooperation, competition, affiliation, and individualism. Results indicated that the ordinal profile of students’ preferences in PE classes was: cooperative (very high preference), competitive and affiliate (high-moderate preference), and individualistic (moderate-low preference). Gender differences emerged: girls were less competitive and individualistic than boys, and slightly more cooperative and affiliate. Weak grade level differences were also observed.

It is widely accepted that the sources of information used to guide interceptive actions depend on conflicting spatiotemporal task demands. However, there is a paucity of evidence that shows how information pick-up during interceptive actions is adapted to such conflicting constraints. The present study therefore examined the effects of systematic manipulations of spatiotemporal constraints on performance, timing and gaze in an in situ interceptive action. To this end, expert futsal goalkeepers faced penalty kicks taken from 10 m and 6 m. With the more lenient spatiotemporal constraints (i.e., kicks from 10 m), the goalkeepers saved more kicks, initiated their actions later, and looked longer toward ball relative to the penalty takers' body. Furthermore, analysis of gaze patterns showed that interindividual variations in information pick-up were related to the unfolding of the penalty taker's action, revealing a less variable, funnel-like gaze pattern toward the end of the action. These findings are interpreted to reflect that changes in spatiotemporal demands induce the differential use of information for the accurate control of interceptive actions. (PsycINFO Database Record

This study examined the relationship among pupils' perceptions of the motivational climate, pupils' perceptions of teachers' strategies to maintain discipline and pupils' intrinsic motivation in physical education. A sample of 2189 Spanish adolescents, ages 13 to 17 years, completed Spanish versions of the EPCM, SSDS, and IMI. Confirmatory factor analyses were carried out to confirm the factorial validity of the scales. Then, the relationship among the variables was explored through Structural Equation Modelling. The most important predictors of pupils' intrinsic motivation were the perceived mastery climate, and perceived teachers' emphasis on intrinsic reasons to maintain discipline. Perceived performance climate and perceived teachers' strategies to maintain discipline based on introjected reasons and indifference, predicted pupils' tension-pressure. Results are discussed in the context of theoretical propositions of self-determination theory and practical issues of enhancing adolescents' motivation in physical education.

Resumen El concepto de Grit, que ha sido definido como perseverancia en el esfuerzo y consistencia en los intereses para la consecución de unos objetivos, ha recibido una gran atención por sus posibilidades de predecir el éxito en diferentes ámbitos. El objetivo del presente estudio fue validar la escala Grit al idioma español. Se ha contado con una muestra de 303 participantes, 123 hombres y 180 mujeres, de edades comprendidas entre los 20 y 30 años. Se comprobó mediante análisis factorial confirmatorio que la estructura de dos factores de la escala original presenta un ajuste razonable en la muestra española, tanto para los hombres como para las mujeres. Los coeficientes de fiabilidad obtenidos fueron semejantes a los de la versión original

The purpose of this study was to examine the relations among students' perceptions of motivational climate, sportsmanship attitudes, and attitudes toward content and teachers in physical education. 910 secondary school students ages 13 to 16 years (M=14.3, SD=1.1) completed Spanish translations of L'Echelle de Perception du Climat Motivational by Biddle, et al., the Multidimensional Sportspersonship Orientations Scale by Vallerand, et al., and the Student Attitudes toward Teacher and Program in Physical Education by Luke and Cope. Structural equation modeling showed that perceived mastery climate is a predictor of students' attitudes toward teacher and content and positive sportsmanship attitudes. In contrast, perceived performance climate was not a predictor or mainly predicted negatively the students' attitudes toward the physical education teacher, content, and sportsmanship attitudes. These findings are discussed with regard to the implications for physical educators.