Versión española de la escala de necesidades psicológicas básicas en educación física / Spanish Version Of The Basic Psychological Needs In Physical Education Scale

Abstract

RESUMEN La Escala de Necesidades Psicológicas Básicas en Educación Física (BPN-PE), una versión modificada de la exitosa Escala de las NecesidadesPsicológicas Básicas en el Ejercicio (BPNES) fue diseñada para desarrollar una herramienta específica que midiera estas necesidades en la educación física. El objetivo del presente estudio fue validar esta escala al contexto español. Participaron 624 estudiantes de educación secundaria y bachillerato (332 hombres y 292 mujeres) de ocho centros educativos diferentes (rango de edad 12-19 años). El análisis factorial confirmatorio apoyó la estructura de tres factores de la versión española del BPN-PE. Sus propiedades psicométricas revelaron una adecuada consistencia interna. Sus correlaciones con el Cuestionario de Responsabilidad Personal y Social y la subescala de Motivación Intrínseca de la Escala del Locus Percibido de Casualidad señalaron una adecuada validez concurrente. La versión española del BPN-PE es un instrumento simple, válido y fiable para el contexto español de educación física. Rev.int.med.cienc.act.fís.deporte -vol. 18 -número 69 -ISSN: 1577-0354 120PALABRAS CLAVE: Teoría de la Autodeterminación, validación española, actividad física, propiedades psicométricas, satisfacción de las necesidades psicológicas básicas. ABSTRACTThe Basic Psychological Needs in Physical Education scale (BPN-PE), a modified version of the successful and widely used Basic Psychological Needs in Exercise scale (BPNES), was designed to provide a specific tool to assess these needs in physical education settings. The goal of this study was to validate this scale for the Spanish context of secondary education. 624 students participated (332 men and 292 women) from eight different schools (age range 12-19 years). The confirmatory factor analysis supported the three-factor structure of the Spanish version of the BPN-PE. Psychometric properties of the scale revealed adequate internal consistency. Correlations among the Spanish version and the Questionnaire of Personal and Social Responsibility and the subscale of Intrinsic Motivation of the Perceived Locus of Causality Scale showed satisfactory concurrent validity. The Spanish version of the BPN-EF is a simple, valid and reliable instrument for Spanish physical education contexts.

The German Basic Psychological Needs Satisfaction in Physical Education Scale: Adaption and Multilevel Validation in a Sample of Sixth-Grade Girls

“…The Psychological Need Satisfaction in Exercise Scale [21] and the Basic Psychological Need Satisfaction Scale in Exercise [22], of which the latter one was validated and adapted for the PE context in Greek [23]. Containing 12 items, the BPNS-PE supported a three-factor structure and had high internal consistencies, which was recently confirmed by CFA in a Spanish [24] and English sample in PE [25]. Trigueros et al examined an adequate fit for a four-factor solution of the Spanish Scale of the Satisfaction of Psychological Needs in Physical Education [26], including a fourth subscale to assess the newly introduced need of novelty [27], and estimated an acceptable reliability by Cronbach's alpha of α > 0.70.…”

Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students

“…BPN satisfaction in PE. The Spanish version (Menéndez-Santurio & Fernández-Río, 2018) of the Basic Psychological Need in Physical Education Scale (Vlachopoulos et al, 2011) was used. The scale is preceded by the statement "In my PE classes .…”

Mario and Sonic at the Olympic Games: Effect of Gamification on Future Physical Education Teachers

“…Autonomy is understood as the desire to feel that one is the originator and regulator of one's own behavior, competence is the person's perception of being able to show effectiveness within a particular context and relatedness refers to the feeling of belonging to a social environment [29,31]. It has been shown that any element that can satisfy basic psychological needs will lead to improvements in intrinsic and self-determined motivation of the individual, as well as to greater enjoyment of physical education classes [32]. Finally, cooperative learning has gained great importance in recent years, especially in the field of education, and is considered as a methodological tool that can help to meet the needs of 21st-century students [33].…”