ResumenEl objetivo del estudio fue evaluar los efectos de un programa de intervención sobre el estilo interpersonal docente y distintas variables presentes en el "lado claro" y el "lado oscuro" de la motivación, implementado en unidad didáctica de atletismo. Participaron 103 estudiantes (M=13.23, DT=1.20), 64 en el grupo experimental y 39 en el control. El grupo experimental mostró valores significativamente superiores en el "lado claro" en el clima tarea, apoyo y satisfacción a la competencia y la autonomía, motivación intrínseca, regulación identificada, diversión y actitud afectiva. Por el contrario, en el "lado oscuro", se obtuvo valores significativamente inferiores en el clima ego, frustración de las tres necesidades psicológicas básicas, aburrimiento y oposición desafiante. Se destaca la importancia del estilo interpersonal docente sobre el "lado claro" y "lado oscuro" de la motivación del alumnado durante las clases de Educación Física. Palabras clave: intervención docente, motivación, necesidades psicológicas básicas, consecuencias, educación física AbstractThe objective of the study was to assess the effectiveness of an intervention program in the teaching interpersonal style and a series of variables in the "bright side" and the "dark side" of motivation developed in a unit of athletics. One hundred and three students (M=13.23, SD=1.20), 64 into experimental group and 39 into control group, took part. The experimental group showed significantly higher values in the "bright side" in the task climate, support and satisfaction to the competence and autonomy, intrinsic motivation, identified regulation, enjoyment and affective attitude. By contrast, in the "dark side", it was obtained significantly lower values in the ego climate, frustration of the three basic psychological needs, oppositional defiance and boredom. The findings suggest the importance of teacher interpersonal style on the "bright side" and "dark side" of the students' motivation during physical education classes.

No abstract

Grounded in self-determination theory, this study aimed to qualitatively examine women’s perception of a set of motivational and affective consequences during and immediately after a physical activity intervention. In total, 11 disadvantaged adult women participated in this 20-month intervention. A total of 102 physical activity sessions based on need-supportive strategies were performed. Six discussion groups, 14 semi-structured interviews, and field notes were used to collect data. A thematic analysis was conducted based on self-determination theory. Findings highlighted that it might be advisable among these disadvantaged women to begin with relatedness-support strategies to increase group cohesion, followed by competence support strategies to increase self-confidence, and, finally, autonomy support strategies to empower women to be physically active. The development of a need-supportive environment in a physical activity intervention may have the potential to achieve motivational and affective consequences, which might promote the empowerment of these disadvantaged women to be physically active.

No abstract

No abstract