Spanish Version of the Sport Satisfaction Instrument (SSI) Adapted to Physical Education // Versión española del “Sport Satisfaction Instrument (SSI)” adaptado a la Educación Física

Abstract

The objective of this research was to analyze the psychometric properties of the Sport Satisfaction Instrument in a Spanish sample, adapted to Physical Education. The aim is to determine whether it constitutes a valid and reliable instrument to use in future research. It was administered to a total of 2002 high school students from 12 to 19 years old, analyzing the structure of the instrument through confirmatory procedures and supporting the hypothesized theoretical model of two factors (Satisfaction/fun and Boredom). The Spanish version of the instrument for Physical Education showed acceptable levels of internal consistency and temporal stability. Concurrent validity was explored through correlations with other dimensions, as well as differences by sex and age. Correlations between Satisfaction/fun and Task orientation were positive, whereas Boredom did not correlate with Ego orientation, but, on the other hand, a significant and negative relationship was found with Task orientation for both sexes Keywords: Physical Education, satisfaction, fun, boredom, psychometric properties, SSI-EF. ResumenEl objetivo de esta investigación ha sido analizar las propiedades psicométricas del Sport Satisfaction Instrument adaptado a Educación Física en una muestra española. Con ello se pretendió determinar si constituye un instrumento válido y fiable para su utilización en futuras investigaciones. Se administró a un total de 2002 estudiantes de secundaria de 12 a 19 años, analizándose la estructura del instrumento mediante procedimientos confirmatorios. Este análisis apoya el modelo teórico hipotetizado de dos factores (satisfacción/diversión y aburrimiento). La versión española del instrumento para Educación Fí-sica mostró niveles aceptables de consistencia interna y estabilidad temporal. La validez concurrente se exploró mediante correlación con otras dimensiones y diferencias por sexo y edad. Las correlaciones fueron positivas entre la satisfacción/diversión y la orientación a la tarea, mientras que el aburrimiento no correlacionó con la orientación al ego. El aburrimiento correlacionó significativa y negativamente con la orientación a la tarea en ambos sexos.

Mejora de la motivación y las metas sociales tras la realización de una unidad didáctica de escalada

“…Se ha mantenido el ítem-factor que viene definido en el instrumento primario (Duda y Nicholls, 1992) y en la versión de Baena-Extremera et al (2012).…”

Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

“…To measure the degree of satisfaction of students in PE classes. Developed by Duda et al [58], translated into Spanish and validated in Spanish by Baena-Extremera et al [37]. It consists of eight items divided into two factors: satisfaction and boredom with PE classes, however only items (five items) that measured satisfaction/enjoyment with PE classes were used.…”

“…With regard to enjoyment, the study by Baena-Extremera et al [37], showed that this is an important antecedent for students' motivation towards the activities they carry out. Moreover, there is a positive and significant relationship between satisfaction in PE classes and the most self-determined motivation [6,38].…”

Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

“…We used the version of the sport satisfaction instrument validated for the Spanish context and adapted to bilingual PE (SSI-PE) by Baena-Extremera and Granero-Gallegos [13] from the original sport satisfaction instrument (SSI) [34]. This instrument presents eight items that measure the degree of satisfaction in bilingual PE activities and consists of two subscales that measure satisfaction/fun (five items) and boredom (three items).…”

“…In the field of PE, some research has already shown the importance of a motivated student body for academic achievement [5,12] and their satisfaction with the teaching they receive [13,14]. Noel [15] highlighted that the high levels of intrinsic motivation in the second language have been linked to a greater effort made by students in the learning of the foreign language, with higher self-efficacy [16], a greater willingness to communicate in another language [17], and even better grades in reading and writing a foreign language [18].…”