Levels of Physical Activity Are Associated With the Motivational Climate and Resilience in University Students of Physical Education From Andalucía: An Explanatory Model

Abstract

Background The practice of Physical Activity (PA) is a key factor for the improvement of physical and mental health, making the study of the motivational processes that take part in the development of active lifestyles of interest. Methods This cross-sectional study was conducted on 775 university students of Physical Education (PE) from Spain. This research aims to develop an explanatory model for the relationships between motivational climate and resilience according to the level of PA, using structural equations analysis. The main instrument used were the Perceived Motivational Climate in Sport (PMCSQ-2) and the Connor-Davidson Resilience Scale (CD-RISC). Results A negative relationship was observed between task-oriented climate (TC) and ego-oriented climate, which acquired greater correlation strength in the respondents who did less PA. Likewise, a positive relationship was obtained between TC and resilience, which was higher in participants who did more than 3 h of weekly PA. Finally, it was observed that resilience was highly correlated with personal competence, tenacity and control capacity in the most active respondents. Conclusion The importance of promoting task-oriented motivational climates in PA is highlighted, since this could develop a better resilience capacity in university students and will favor the tolerance to adversity and the positive acceptance of changes.

Benefits of Physical Activity and Its Associations with Resilience, Emotional Intelligence, and Psychological Distress in University Students from Southern Spain

“…Similar outcomes were reached by Szu-Ying, Heng-Hsin, Li-Ning, Liang-Kung, Ching-Iy, and Yen-Ling, [35] in their study, concluding that greater resilience was associated with higher amounts of physical exercise. These findings are also corroborated by Chacón-Cuberos, Castro-Sánchez, Pérez-Turpin, Olmedo-Moreno, and Zurita-Ortega [36] who, when addressing the second hypothesis proposed by their study, showed greater resilience in university students engaging in more than 180 min of weekly physical activity.…”

Análisis de la resiliencia y dependencia en deportes de combate y otras modalidades deportivas

“…Se puede revelar entonces que el desarrollo deportivo en el juego de los deportes individuales (sin incluir deportes de combate) presenta cierta menor necesidad de respuestas flexibles cambiantes que los colectivos o deportes de combate, repercutiendo en su resiliencia y favoreciendo respuestas más ajustadas al ambiente. En cualquier caso, sería interesante conocer el clima motivacional de los deportistas, lo cual puede ofrecer un significado, ya que como se sabe, un clima orientado a la tarea desarrolla la resiliencia en los atletas (Chacón-Cuberos et al, 2019).…”

Relationship Between the Practice of Physical Activity and Physical Fitness in Physical Education Students: The Integrated Regulation As a Mediating Variable

“…Moreover, if we compare physically active and non-active students, the first ones will be able to overcome the challenges with less difficulty and effort together with higher guarantees of success. This is a consequence of a higher PF level ( Dollman et al, 2005 ; Dumith et al, 2011 ; Rauner et al, 2013 ; Schutte et al, 2016 ; Wang et al, 2016 ; Palou et al, 2019 ; Riso et al, 2019 ), which will give them greater enjoyment and satisfaction in practice ( Dudley et al, 2011 ; Gillison et al, 2013 ; Chacón-Cuberos et al, 2019 ; Sierra-Díaz et al, 2019 ).…”

“…As a complement to the concern and importance of PA practice, current research focuses on combined studies with fitness levels (PF) ( Ruiz et al, 2011 ; Rauner et al, 2013 ; Henriksson et al, 2016 ; Schutte et al, 2016 ; Wang et al, 2016 ; Palou et al, 2019 ; Riso et al, 2019 ; Tomkinson et al, 2019 ; López-Gil et al, 2020 ), and also including other variables such as obesity ( Ness et al, 2007 ; Steele et al, 2009 ; Ekelund et al, 2011 ; Collings et al, 2013 ; Rauner et al, 2013 ; Benítez-Porres et al, 2016b ; Henriksson et al, 2016 ; Fang et al, 2017 ; Palou et al, 2019 ), eating habits ( Agostinis-Sobrinho et al, 2018 ; Ramírez-Vélez et al, 2018 ; López-Gil et al, 2020 ), physical self-concept or body image ( Fernández-Bustos et al, 2019 ; Onetti-Onetti et al, 2019 ), and the motivational climate ( Chacón-Cuberos et al, 2018a , b , 2019 ; Castro-Sánchez et al, 2019 ; Zurita-Ortega et al, 2019 ), among others.…”

“…Consequently, it is necessary to gain insight studying not only the level and relationship between PA and PF, but also the reasons why the balance leans in one direction or another toward the acquisition of whether active and healthy or harmful and inactive physical sports habits. Considering that at these ages most of the day is spent in the classrooms ( Ahn et al, 2011 ), the educational centres become the ideal location where to investigate, with the physical education (PE) playing a preponderant role ( Ahn et al, 2011 ; Trigueros et al, 2017 ; Chacón-Cuberos et al, 2019 ; Fernández-Bustos et al, 2019 ) as a consequence of the environment and contents developed within this subject ( Sierra-Díaz et al, 2019 ). PE classes are an ideal context for the creation of adherence and healthy living habits promotion associated with PA practice beyond the classroom itself ( Moreno et al, 2008 , 2009 ; Ahn et al, 2011 ; Dudley et al, 2011 ; Gillison et al, 2013 ; Sierra-Díaz et al, 2019 ).…”