Background: Although several studies that rely on self-determination theory have shown the positive interrelations among perceived need supportive learning environment, needs satisfaction, quality of motivation, and desired outcomes in the context of physical education, only few studies have tested so far the full sequence of relations within a single integrated model. Purpose: The main aim of this study was to test whether indeed needs satisfaction and in turn quality of motivation mediate the relations of need supportive learning environment to physical activity engagement and intentions. Method: Participants were 1120 Spanish students (49.9% males; Mage = 11.70 years; SD = 1.63; range = 10-17 years) from 30 classes out of 13 primary and secondary schools. Results: The multilevel path model showed a positive relation of perceived need-supportive teaching to physical activity engagement and intentions by means of needs satisfaction and autonomous motivation and a negative relation of perceived need-thwarting teaching to engagement and intentions by means of needs frustration and amotivation. Although controlled motivation was found to associate with need frustration and need-thwarting teaching it was not associated with engagement and intentions. Conclusion: the present findings suggest that the type of teaching style employed by the teachers is decisive to achieve positive consequences in physical education students.

It is currently unknown whether mental fatigue occurs throughout a WPT competition and whether consecutive matches affect how mentally fatiguing a match is perceived to be. The objective was to quantify the effects of successive professional matches on mental fatigue. A total of 14 professional players (9 males, Mage = 25, 5 females, Mage = 21) participated during qualified rounds of a WPT with three eliminatory matches: Match 1 (morning) and 2 (afternoon) on day 1 (n = 14), Match 3 (morning) on day 2 (n = 6). Mental fatigue and motivation, with scales, and reaction time, with a 3-min Psychomotor Vigilance Test, were measured at two time intervals (pre and post matches (<30 min)). To analyze the evolution of these variables, a two-way repeated measures MANOVA was performed. An increase in mental fatigue from pre- to post-matches was observed (p < 0.01), with an accumulation of mental fatigue between matches played on day 1 (p < 0.01), maximizing the mental fatigue perceived during Match 2. Padel matches impair motivation and reaction time (p = 0.04), without effects between successive matches, which reinforced the idea that mental fatigue may impair padel performance (i.e., reaction time). Coaches should use training interventions and recovery strategies to counteract/avoid the accumulation of mental fatigue during professional tournaments.

Mental load and fatigue are important causes of performance decreases and accidents in different activities. However, a robust systematic review, detailing the instruments used to quantify them, is currently lacking. The purpose of this study was to summarize and classify by derivations the validated instruments used to quantify mental load and fatigue. The most representative electronic databases in the scope of this review, PubMed, WOS, Scopus, SPORTDiscus, and PsycINFO (until September 2020) were searched for studies that included instruments to analyze mental load and fatigue. The quality of the selected studies was scored using a quality assessment checklist. A total of 40 papers were included. Most of the papers used subjective scales (75%) to quantify mental load and fatigue, with a small presence of behavioral (n = 5) and objective techniques (n = 5). Less is known about the analysis of mental load and fatigue using a combination of derivations. Despite the high cost and complexity of objective techniques, research that applies these measures is important for further analysis of brain processes in mental load and fatigue. The design of a battery of tests that include the three types of derivations also seems necessary.

This study aimed to analyze the effects of rules limitations in pass decisions during soccer tasks on physical and mental load reported by players. Participants were 40 semiprofessional Spanish soccer players (Mage = 22.40, SD = 2.25) from two male teams. Two training sessions with four tasks (same tasks with different score system: two maintaining ball possession games with goalkeepers, and two maintaining ball possession games) in counterbalanced order between teams were completed. To achieve a goal during limitation tasks, a minimum number of players had to participate in the passes before the goal. Internal (perceived effort and heart rate) and external physical load (distances), mental load (validated adaptation of the NASA-TXL) and fatigue (VASfatigue) were quantified. Paired t-test and magnitude-based inference were conducted. The results showed significantly higher mean speeds (p < 0.01), effort perception (p < 0.001), and mental fatigue (very likely positive) during possession games with restrictions. Additionally, performance satisfaction obtained significantly higher values with goalkeepers and pass restrictions (very likely positive). External physical load showed no significant differences between situations. The influence of mental fatigue on internal load and the complexity of the tasks could explain these results. Coaches can use this information to manipulate the training load in ecological conditions.

This study analyzed the influence of the coaches’ encouragement on the mental and physical load in soccer practices. The participants were 36 semiprofessional Spanish soccer players (Mage = 22.40; SD = 2.25) belonging to two male teams and one female team. Following the same practices’ design and order, two training sessions of each team were completed. In one session, coaches maintained a passive verbal attitude, whereas in the other session, coaches intervened with an active attitude through continuous general encouragement. The mental load and fatigue were measured using self-reported questionnaires (Likert scales), and internal and external physical loads were quantified using the rating of perceived exertion and the Global Position System. A t-test for related samples and magnitude based on an inference spreadsheet was performed. The results demonstrated that mental and internal physical loads increased when coaches participated with active verbal encouragement. Especially, increases in performance satisfaction, mental effort, and RPE values, and decreases in unsafety values were detected due to encouragement interventions. Nevertheless, the external physical load did not show a clear trend. Based on these findings, coaches can use this information to manipulate their verbal encouragement during practices according to their physical and mental objectives with specific soccer strategies