RT Journal Article
T1 Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class
A1 García Ceberino, Juan Manuel
A1 Feu Molina, Sebastián
A1 Gamero Portillo, María de Gracia
A1 Ibáñez Godoy, Sergio José
AB The satisfaction of basic psychological needs leads students to engage in a sport modality on their own initiative. In the Spanish public educational system, mixed and heterogeneous, the gender and sport experience of students influence the teaching and motivation of invasion sports. This study investigated whether students’ gender and sport experience, and model influence the psychological variables (basic psychological needs and sport adherence) when teaching school soccer and basketball. Furthermore, correlations were calculated between these psychological variables. The study involved 165 fifth and sixth grade students (Mage, 11.27 ± 0.68 years old) from several Spanish state schools in the same autonomous community. A non-random convenience sample was used. The needs for autonomy, perceived competence and social relationships were measured using the Basic Psychological Needs in Physical Exercise Scale. Sport adherence was measured using the Measure of Intentionality to be Physically Active. A Confirmatory Factor Analysis, Cronbach’s Alpha, Average Variance Extracted and Composite Reliability were used to analyze the psychometric properties of the scales. Descriptive and inferential analyses were obtained after performing a Mixed Linear Model and a Bonferroni Post Hoc. There were significant differences in the autonomy need according to the students’ gender (boys > girls). In addition, boys who learned with the TGA model scored significantly higher than girls on this need. Attending to sport adherence, there were significant differences in favor of experienced students. Likewise, a regression analysis (structural equation model) revealed that the autonomy need showed low association with sport adherence. Higher perceived competence (β = 0.52) and social relationships (β = 0.36) were associated with greater adherence to sport (R2 = 0.65). Teachers’ Knowledge and proper managing basic psychological needs will have educational, social and health benefits, as it will increase the likelihood of physical activity in and out of school.
PB MDPI
SN 2071-1050 (electrónico)
YR 2023
FD 2023-06
LK https://hdl.handle.net/10272/22411
UL https://hdl.handle.net/10272/22411
LA eng
NO García-Ceberino, J. M., Feu, S., Gamero, M. G., & Ibáñez, S. J. (2023). Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class. In Sustainability (Vol. 15, Issue 12, p. 9686). MDPI AG. https://doi.org/10.3390/su15129686
NO This study has been partially subsidized by the Aid for Research Groups (GR21149) from theRegional Government of Extremadura (Department of Economy, Science and Digital Agenda), with acontribution from the European Union from the European Funds for Regional Development. Theauthor J.M.G.-C. was supported by a grant from the Universities Ministry of Spain and the EuropeanUnion (NextGenerationUE) “Ayuda del Programa de Recualificación del Sistema UniversitarioEspañol, Modalidad de ayudas Margarita Salas para la formación de jóvenes doctores” (MS-01).
DS Repositorio Institucional de la Universidad de Huelva
RD 1 jun 2026