Perfiles y poder de predicción del apoyo a la autonomía, motivación e intención de práctica en educación física y deporte

Zusammenfassung

Based on the conceptual framework of the self-determination theory, this doctoral thesis aims to study the field of physical education and the Ecuadorian sports environment together with the psychosocial variables that support autonomy, basic psychological needs, motivation, the intention to be physically active, and sports satisfaction. To this end, three studies with a descriptive cross-sectional design have been carried out that are part of the investigation. First, a study was carried out which identified profiles of support for autonomy perceived by federated athletes and the existence of differences in motivation, basic psychological needs, and the intention to be physically active were analyzed. Two types of profiles were found, a profile with a high perception of support for autonomy and a profile with a low perception of support for autonomy. The differences that were found were in favor of the high perception conglomerate, through the self-determination index in motivation and through the index of psychological meters in basic psychological needs, but not finding significant differences in the intention to be physically active. In this way, the importance of support for autonomy that coaches should provide is demonstrated, which favors more adaptive motivational climates and greater satisfaction of basic psychological needs. Once the influence of the variables in the sports field was known. Second, a study was carried out that proposed to measure the variables used in the previous article, this time in primary and secondary students practicing physical education, this study added sporting satisfaction. To fulfill this purpose, motivational profiles were analyzed and the differences were assessed based on the perception of support for autonomy, the intention to be physically active, and satisfaction with the classes, as well as in gender, age, and sports practices. extracurricular, taking into account the motivation and the index of psychological mediators for constructing the profiles. Four profiles were found that are summarized next: a high-quality profile, a low-quantity profile, a low-quality profile, and, finally, a high-quantity profile. The students grouped into the high quantity and quality profiles presented higher levels of support for autonomy, physical activity intention, enjoyment, and lower levels of boredom. Male participants, younger students, and those participating in extracurricular activities were associated with self-determined profiles. Based on these results, it stands out positively to promote the satisfaction of each of the basic psychological needs and, similarly, autonomous motivation in physical education practices, to achieve higher values in terms of support. to autonomy, the intention to be physically active, and enjoyment, as well as the reduction of boredom levels in students. Third, using the same scales of the first study, it was proposed to test a predictive model that used autonomy support as a trigger, which, mediated by basic psychological needs and later by autonomous motivation, predicted the intention to be a physical asset. The analysis revealed the hypothesis that the perception of autonomy support positively predicted basic psychological needs, which in turn positively predicted autonomous motivation, and these, ultimately, the future intention of athletes to be physically active. Finally, it is concluded that the interpersonal style of autonomy support by coaches can benefit the development of basic psychological needs and with-it autonomous motivation, generating an increase in the intention to perform physical activity in young athletes and increasing the adherence to sports.